sanitation food & nutrition in schools...
TRANSCRIPT
Social Enterprize: Sanitation and Food & Nutrition in school.
Partnering CBO: Kawempe Youth Development Association (KYDA)
Supervising Organization: The Private Education Development NetworkContact Persons: Kadaya Patrick – Social Worker
+2560705917145/[email protected]
Enock_kadaya (twitter)
Otal McBernard – Executive Director +256752368332
[email protected] OR kawempeyouth.wordpress.com
Sanitation Food & Nutrition in schools
Report
2015WAKISO DISTRICT
1
Social Enterprize:
Sanitation and Food & Nutrition.
Partnering NGO:
Kawempe Youth Development Association (KYDA)
Supervising Organization:
The Private Education Development Network
Contact Persons: Kadaya Patrick – Social Worker
+2560705917145/[email protected]
Enock_kadaya (twitter)
Otal McBernard – Executive DirectorTelephone: +256752368332/+256705917145
[email protected] OR kawempeyouth.wordpress.com
NOVEMBER 2015
1
Social Enterprize:
Sanitation and Food & Nutrition.
Partnering NGO:
Kawempe Youth Development Association (KYDA)
Supervising Organization:
The Private Education Development Network
Contact Persons: Kadaya Patrick – Social Worker
+2560705917145/[email protected]
Enock_kadaya (twitter)
Otal McBernard – Executive DirectorTelephone: +256752368332/+256705917145
[email protected] OR kawempeyouth.wordpress.com
NOVEMBER 2015
2
1.0: MODULE ONE.This section of the report entails a summary of the activities and achievements registered in the schools after the implementation of the social activities.
1.1: Introduction.The Private Education Development Network (PEDN) in partnership with Kawempe Youth Development Association (KYDA) were implementing a short term contract of service for 2 months in schools around Wakiso District in areas of Nabweru sub - county, Nangabo Sub - county, Nabingo sub - county, Kiira and Nsangi sub - county respectively, under the Girls Education Challenge (GEC) project/programme. Kawempe Youth Development Association offered advisory and technical services and support to the selected schools in areas of sanitation and hygiene, food and nutrition, among others. And this was done in both primary schools and secondary schools respectively in the district of Wakiso. During the implementation cycle, the organization offered a number of advisory services such as introduction of craft making ideas, information flow on sanitation and hygiene around schools, communities where these children come from, refresher trainings in gardening, hand washing, better waste management disposals, among others. The project duration was between 1st September 2015 to 14th November 2015.
1.2: Actual description of the activities carried out in schools.Kawempe Youth Development Association (KYDA) visited a total number of 19 schools and of which 4 were secondary schools (Najjera High, St Marys new Hope and St. Josephs Nansana) and 16 were primary schools and during the implementation cycle/process, the whole idea was to equip students with knowledge/skills on health and sanitation, promotion of better nutrition in schools. Two visits were scheduled for each school, where the first visit was purely sharing knowledge on the particular social enterprizes that each school choose and a little bit of practicals and during the second visit, more on practical was emhapsized and discussing challenges met by GEC club members, discussing the sustainability plan for the project, wayforwed, what new issues that could be discussed, among others. A total number of 797 pupils /students who attended social activity enterprizes choosen by their respective schools.
1.2.1: Sensitization of the GEC club members about sanitation and hygiene management.
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As per the social activity in relation to sanitation, 12 schools participated and that’s: Agape Education Centre, Maranatha Junior School, Bernadette Primary School, Billy Community primary school, Yudesi Primary school, Murona Junior School, Bright Primary School, Linnet Primary school, Nabweru Green Valley, Nabweru Parents, Kikajjo Parents primary school, & Good Hope Primary school. These were the schools that were visited to carry out trainings on sanitation and hgyiene better management practices. A total of 568 students/pupils participated in the whole programme of whom 401 were girls and 167 were boys. The Participants were equipped with more knowledge and information on sanitation and proper waste management disposal including proper toilet cleaning, smoking of the toilet, proper hand washing, proper and effective hgyiene management, draining away of stagnant water around their homestead, slashing the bush around them, among others and we emphasized that personal hygiene was important and it all begins with you (individual basis) and this was further to show that littering of rubbish had an effect on their health. As well as knowing how to manage both the solid and liquid waste in the school environment and thier communities, so with that effect both GEC club members and the liaison teacher had to come up with a sustainability plan on how to go on with the project even if PEDN phases out.
One way of achieving this is by providing schools with safe drinking water, improved sanitation facilities and hygiene education that encourages the development of healthy behaviours for life. This strategic approach is known as water, Sanitation and Hygiene Education (WASH) in schools. The Strategy helps fulfil children’s rights to health, education and participation, and has been widely recognized for its significant contributions to achieving the MDGs particularly those related to providing access to primary education, reducing child mortality, improving water and sanitation, and promoting gender equality. Poor Sanitation, water scarcity, inferior water quality and inappropriate hygiene behaviour are disastrous for infants and young children and are a major cause of mortality for children in schools. Those conditions are also determental to the health of school-aged children, who spend long hours in schools. The physical environment and cleanliness of a school facility can significantly affect the health and well-being of pupils/students. Diseases spreads quickly in cramped spaces with limited ventilation. Where hand-washing facilities or soap are not available, and where toilets are in disrepair. Too often, schools are places where children become ill.
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As per the social activity in relation to sanitation, 12 schools participated and that’s: Agape Education Centre, Maranatha Junior School, Bernadette Primary School, Billy Community primary school, Yudesi Primary school, Murona Junior School, Bright Primary School, Linnet Primary school, Nabweru Green Valley, Nabweru Parents, Kikajjo Parents primary school, & Good Hope Primary school. These were the schools that were visited to carry out trainings on sanitation and hgyiene better management practices. A total of 568 students/pupils participated in the whole programme of whom 401 were girls and 167 were boys. The Participants were equipped with more knowledge and information on sanitation and proper waste management disposal including proper toilet cleaning, smoking of the toilet, proper hand washing, proper and effective hgyiene management, draining away of stagnant water around their homestead, slashing the bush around them, among others and we emphasized that personal hygiene was important and it all begins with you (individual basis) and this was further to show that littering of rubbish had an effect on their health. As well as knowing how to manage both the solid and liquid waste in the school environment and thier communities, so with that effect both GEC club members and the liaison teacher had to come up with a sustainability plan on how to go on with the project even if PEDN phases out.
One way of achieving this is by providing schools with safe drinking water, improved sanitation facilities and hygiene education that encourages the development of healthy behaviours for life. This strategic approach is known as water, Sanitation and Hygiene Education (WASH) in schools. The Strategy helps fulfil children’s rights to health, education and participation, and has been widely recognized for its significant contributions to achieving the MDGs particularly those related to providing access to primary education, reducing child mortality, improving water and sanitation, and promoting gender equality. Poor Sanitation, water scarcity, inferior water quality and inappropriate hygiene behaviour are disastrous for infants and young children and are a major cause of mortality for children in schools. Those conditions are also determental to the health of school-aged children, who spend long hours in schools. The physical environment and cleanliness of a school facility can significantly affect the health and well-being of pupils/students. Diseases spreads quickly in cramped spaces with limited ventilation. Where hand-washing facilities or soap are not available, and where toilets are in disrepair. Too often, schools are places where children become ill.
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WASH in Schools aims to improve the health and learning performance of school aged children and, by extension, that of their families by reducing the incidence of water and sanitation related diseases. Every childfriendly school requires appropriate WASH initiatives that keep the school environment clean and free of smells and inhibit the transmission of harmful bacteria, viruses and parasites.
PURPOSE, SCOPE AND CONCEPT© UNICEF/NYHQ2011-2184/Esteve
Child Friendly Schools Manual
WASH in Schools also focuses on the development of life skills and the mobilization and involvement of parents, communities, governments and institutions to work together to improve hygiene, water and sanitation conditions. While there are many approaches based on differing cultural insights and environmental and social realities, any WASH in Schools intervention should include:
• Sustainable, safe water supply points, hand-washing stands and sanitation facilities;
• Fully integrated life skills education, focusing on key hygiene behaviours for schoolchildren and using participatory teaching techniques;
• Outreach to families and the wider community. An efficiently and effectively implemented
WASH in Schools programme will lead to students who:
• Are healthier;• Perform better in school;• Positively influence hygiene practices in their homes, among family
members and in the wider community;
• Learn to observe, communicate, cooperate, listen and carry out decisions about hygienic conditions and practices for themselves, their friends and younger siblings whose hygiene they may care for (skills they may apply in other aspects of life);
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• Change their current hygiene behaviour and continue better hygiene practices in the future;
• Learn about menstrual hygiene and physical and emotional changes during puberty (learning to avoid menstrual odour, discomfort and urinary or vaginal infections will encourage girls to come to school during menstruation);
• Practice gender-neutral division of hygiene-related tasks such as cleaning toilets, fetching and boiling water and taking care of the sick.
a. Each school should work to develop adequate knowledge, attitudes and skills on hygiene through life skills-based hygiene education and child participation. Improving hygiene behaviour must go along with toilet construction and the provision of safe water and washing facilities in schools. Life skills-based hygiene education rests on the principle that new knowledge does not, by definition, translate into new practices. Therefore, life skills-based education seeks to instil hygiene practices into the realities of children’s daily lives, helping them acquire the knowledge of appropriate hygiene behaviours and the skills to use them. This approach considers the learning differences of various stages of child development and addresses them in the programme design, allowing children to effectively transform knowledge into practice.
b. Schools should actively engage parents and the community in WASH in Schools interventions. They are key partners during planning, implementation, operation and maintenance of facilities, and have important roles in monitoring the impact of WASH in Schools interventions and taking appropriate measures to improve children’s health. Parents and communities should also be engaged in emergency preparedness and response plans, which address the operation and use of WASH facilities at schools during emergencies.
c. Engaging families and communities ensures that children apply their knowledge at home. Global experience has shown that children are enthusiastic promoters of their newly acquired hygiene skills and can potentially be effective agents of change within their homes and communities. If messaging and practices are consistent with the cultural environment, children’sadvocacy can lead to better hygiene practices in homes and communities.
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• Change their current hygiene behaviour and continue better hygiene practices in the future;
• Learn about menstrual hygiene and physical and emotional changes during puberty (learning to avoid menstrual odour, discomfort and urinary or vaginal infections will encourage girls to come to school during menstruation);
• Practice gender-neutral division of hygiene-related tasks such as cleaning toilets, fetching and boiling water and taking care of the sick.
a. Each school should work to develop adequate knowledge, attitudes and skills on hygiene through life skills-based hygiene education and child participation. Improving hygiene behaviour must go along with toilet construction and the provision of safe water and washing facilities in schools. Life skills-based hygiene education rests on the principle that new knowledge does not, by definition, translate into new practices. Therefore, life skills-based education seeks to instil hygiene practices into the realities of children’s daily lives, helping them acquire the knowledge of appropriate hygiene behaviours and the skills to use them. This approach considers the learning differences of various stages of child development and addresses them in the programme design, allowing children to effectively transform knowledge into practice.
b. Schools should actively engage parents and the community in WASH in Schools interventions. They are key partners during planning, implementation, operation and maintenance of facilities, and have important roles in monitoring the impact of WASH in Schools interventions and taking appropriate measures to improve children’s health. Parents and communities should also be engaged in emergency preparedness and response plans, which address the operation and use of WASH facilities at schools during emergencies.
c. Engaging families and communities ensures that children apply their knowledge at home. Global experience has shown that children are enthusiastic promoters of their newly acquired hygiene skills and can potentially be effective agents of change within their homes and communities. If messaging and practices are consistent with the cultural environment, children’sadvocacy can lead to better hygiene practices in homes and communities.
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Pupils of Yudesi Primary School during the cleaning session under promoting better Sanitation and Hygiene practices around their school compund and this is done to promote better sanitation at school and amongst themselves as individuals.
Pupils of Bright Academy Primary school attending a sesstion/Training on sanitation and hygiene with one of our Volunteers from Finland: Elisa Niityla
Pupils of Billy Community Nursery and Primary School participating in the cleaning of the community including the market place around Gayaza town.
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Pupils of Murona Junior School attending a training on hand washing and they were guided by their liaison teacher mr. Katumba Brian
1.2.2: Training on model/kitchen gradening in schools.Kawempe Youth Development Association (KYDA) visited schools namely: Little Diamonds Junior School in Nabweru, St. Joseph SS Nansana,Good Hope Nursery p/s, Jet Valley primary school, St. Peters primary school in kyengera and the agenda of our visits to those stated schools above was to equip GEC club members with basic ideas on growing food crops in terms of Agriculture and this is because there was growing need to improve on the meals at school through having a balanced diet. A total of 229 students of whom 41 were males and 188 were females that were trained in different vegetable growing and we discussed on the different breeds of tomatoes grown world wide, which breed is favoured by the Ugandan Cliamte, for example: Bush Beefsteak – treated seeds. – yield an early abundance of big clusters of 6 – 8 oz, rich red beefsteak shaped friut. Better Bush VFN Hybrid #3270 – This has long been a favorite choice for growing on patios, balconies. That is because the compact plant are attractive while yielding good-sized 8oz fruit with real tomato flavor. Stocky plants grow 3 to 4 ft tall with upright habit, making staking needs minimal 68 days. Bush Early Girl VFFNT Hybrid – Little sister – will surprise you with its huge yields on such small plants, short season areas should be sure to try this one even more disease resistance than anyother 54 days. Other types include : Gregori’s altai, Grushovka, Legend-double, manitoba, matina, Oregon Spring V, among others.Seeds are sown 6 – 8 weeks before the last frost date, although they can be sown earlier for green house cultivation, sprinkle your tomato seeds thinly on the surface of good quality seed compost, cover the seeds with about 1.5mm of compost and water lightly. If only a few plants are required sow two seeds into a 7.5cm(3 inch) pot and after germination remove the smaller plant. Seeds generally germinates in about 7 to 14 days at a temperature of around 21*c keep the compost moist, but be careful not to over water as wet conditions can encourage “damping off ” diseases and other moulds and diseases.
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Pupils of Murona Junior School attending a training on hand washing and they were guided by their liaison teacher mr. Katumba Brian
1.2.2: Training on model/kitchen gradening in schools.Kawempe Youth Development Association (KYDA) visited schools namely: Little Diamonds Junior School in Nabweru, St. Joseph SS Nansana,Good Hope Nursery p/s, Jet Valley primary school, St. Peters primary school in kyengera and the agenda of our visits to those stated schools above was to equip GEC club members with basic ideas on growing food crops in terms of Agriculture and this is because there was growing need to improve on the meals at school through having a balanced diet. A total of 229 students of whom 41 were males and 188 were females that were trained in different vegetable growing and we discussed on the different breeds of tomatoes grown world wide, which breed is favoured by the Ugandan Cliamte, for example: Bush Beefsteak – treated seeds. – yield an early abundance of big clusters of 6 – 8 oz, rich red beefsteak shaped friut. Better Bush VFN Hybrid #3270 – This has long been a favorite choice for growing on patios, balconies. That is because the compact plant are attractive while yielding good-sized 8oz fruit with real tomato flavor. Stocky plants grow 3 to 4 ft tall with upright habit, making staking needs minimal 68 days. Bush Early Girl VFFNT Hybrid – Little sister – will surprise you with its huge yields on such small plants, short season areas should be sure to try this one even more disease resistance than anyother 54 days. Other types include : Gregori’s altai, Grushovka, Legend-double, manitoba, matina, Oregon Spring V, among others.Seeds are sown 6 – 8 weeks before the last frost date, although they can be sown earlier for green house cultivation, sprinkle your tomato seeds thinly on the surface of good quality seed compost, cover the seeds with about 1.5mm of compost and water lightly. If only a few plants are required sow two seeds into a 7.5cm(3 inch) pot and after germination remove the smaller plant. Seeds generally germinates in about 7 to 14 days at a temperature of around 21*c keep the compost moist, but be careful not to over water as wet conditions can encourage “damping off ” diseases and other moulds and diseases.
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We also discussed on Cabbage, sukuma wiki growing, Egg plants, among other vegetables that could help boost on nutrition and school hence keeping the students health and this alone boosts performance in schools. The whole session was involved with knowing how to prepare the nursery bed, what duration is involved in it, when do we need to transplant, among others. The liasion teachers and all GEC club members managed to discuss about the sustainability plan of the project/programme where by at Little Diamonds, they suggested that since they were to break off for holidays, they were to advice their pupils to prepare suck gardens/tin gardens so as to be able to transplant and look after them well while at home and come up because at first the cabbages that had sprautted and ready for transplanting were eatten by the chickhens, which prompted us to re-arrange for the nursery bed. And through their small savings that they make, they will be able to re-invest in their gardens.
Students at St. Joseph Nansana attending a refresher training/ session on how to prepare a nursery bed for tomatoes and they practically got invovled during the session/training.
Students of St Josephs Nansana transplanting tomatoes into the main garden which was prepared earlier before the transplanting date.
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Pupils of Little Diamonds Junior School in Nansana town council preparing their nursery bed for cabbage growing after the training
Establishing of a vegetable garden at ST. PETERS KYENGERA
Project officer KYDA, Ms. Hadijja Nassanga doing a demonstration at st. Peters
Children at St. Peters caring after the planted nursery bed
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Pupils of Little Diamonds Junior School in Nansana town council preparing their nursery bed for cabbage growing after the training
Establishing of a vegetable garden at ST. PETERS KYENGERA
Project officer KYDA, Ms. Hadijja Nassanga doing a demonstration at st. Peters
Children at St. Peters caring after the planted nursery bed
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Children at St. Peters while transplanting seeds while applying theory to practice.
Project Officer veiling as she transferred knowledge to children of good Hope how to havest mature sukuma wich vegetables.
1.2.3: Monitoring and Support Supervision to the school.In abide to ensure sustainability of the activities carried out in schools that KYDA trained in the different social enterprises under health and sanitation and Food and Nutrition, support visits were done and we found out that some schools maintained the normal procedure in relation to sanitation and hgyiene
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and like: Bernadette Primary School agreed to asign GEC members one day each week for them to participate in the sustainability of the social enterprise and they went ahead to purchase 3 hand washing cans to enbale their pupils wash their hands properly after every activity like toilet usage, cleaning of the compound, among others.
MODULE TWO.This section of the report entails feedback from the head teachers, liaison teachers, GEC club members.
2.1: Feedback from GEC participants.• The participants suggested that they elect new leaders to replace to the old
leaders and this was because they were leaving the school since they were in candidate class (PLE).
• All GEC club members had suggested that it would look good if they were provided with T-Shirts to potray the good image and works of GEC.
• GEC club members suggested that if they could form a network with others from different schools, this would help them have or carry out debates, school quiz, sports, drama groups, among others. This would help them perform better in schools.
2.2: Feedback from Head Teachers.• Some school’s head teachers suggested that we introduce like skills program
in order to make pupils gain life skills during the holidays, this would make them busy so as to do away the loittering habit. This alone would create a more learning environment for these students/pupils. This is because they tend to under look them and yet these skills would help them in one way or the other, so this would help them succeed in life even before getting their dream jobs.
• The club members always come up with good interventions but they have not been active in the implementation process/dissemination of the information in the school and community.
2.3: Feedback from the liaison teachers.• The liaison teacher most especially from Bernadette, Murona Juion school,
Bright Academy, and others thanked PEDN for these social enterprises and further thanked KYDA for their technical support.
• They further said that they would continue to supervise the whole programe for its sustainability plan to continue hence promoting proper sanitation at school and even the very communities where these children come from.
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and like: Bernadette Primary School agreed to asign GEC members one day each week for them to participate in the sustainability of the social enterprise and they went ahead to purchase 3 hand washing cans to enbale their pupils wash their hands properly after every activity like toilet usage, cleaning of the compound, among others.
MODULE TWO.This section of the report entails feedback from the head teachers, liaison teachers, GEC club members.
2.1: Feedback from GEC participants.• The participants suggested that they elect new leaders to replace to the old
leaders and this was because they were leaving the school since they were in candidate class (PLE).
• All GEC club members had suggested that it would look good if they were provided with T-Shirts to potray the good image and works of GEC.
• GEC club members suggested that if they could form a network with others from different schools, this would help them have or carry out debates, school quiz, sports, drama groups, among others. This would help them perform better in schools.
2.2: Feedback from Head Teachers.• Some school’s head teachers suggested that we introduce like skills program
in order to make pupils gain life skills during the holidays, this would make them busy so as to do away the loittering habit. This alone would create a more learning environment for these students/pupils. This is because they tend to under look them and yet these skills would help them in one way or the other, so this would help them succeed in life even before getting their dream jobs.
• The club members always come up with good interventions but they have not been active in the implementation process/dissemination of the information in the school and community.
2.3: Feedback from the liaison teachers.• The liaison teacher most especially from Bernadette, Murona Juion school,
Bright Academy, and others thanked PEDN for these social enterprises and further thanked KYDA for their technical support.
• They further said that they would continue to supervise the whole programe for its sustainability plan to continue hence promoting proper sanitation at school and even the very communities where these children come from.
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3.0: MODULE THREE.• This section of the report describes the lessona learnt from schools,
interventions that worked and that did not work, how club members intend to sustain the programme, conclusions and recommendations.
3.1: Lessons learnt.• Extra skills should be given to these students/pupils in order to sustain them
selves in life ahead of them.• Close monitoring of the club makes students to get actively involved in the
agreed activities• We also learnt that these students/pupils welcomed the idea/social
enterprises that they choose and make them actively participate.
3.2: What worked• If the schools are helped to identify the probelem affecting them and later
be given the capacity to work on them in that particular field, sustainability of the interventions taken is easy because participants own the program and thus they will not depend on the project handouts.
• Advocacy and empowering the clubs to lobby for the provision of the facilities as a strategy of addressing particular problems in schools also works.
3.3: What has not worked.• Giving schools seedlings, and other equipments like brushes, liqiud soap
and others in order to address the challenges that they face has created dependency among the teachers and GEC members.
• Saving as it was initially proposed among pupils/students as it was initiated by PEDN had failed in some schools and this is because schools like: Maranatha complianed about a pupils account having some body else operating it.
3.4: Observation during the facilitation.• Some participants were not active• Most of the GEC club members and this was in both primary and secondary
were in candidate class which sometimes failed the programme.
3.5: How GECmembers intend to sustain their initiatives.• Re-investing in the project through their small savings among the club
members.• Being ambassadors in the related fields.
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• GEC club members agreed to atleast have a day per week to carry out general cleanliness at school and they will helped by the non-members.
3.6: Recommendations.• The clubs together with teachers should be empowered to solve their own
problems as opposed to giving them the requirements, this will break down the dependency sydrome on project handouts only and even sustainability will be easy to carry out.
• It’s always important to have participants from lower classes join the club as opposed to candidate classes, this make the project implementation easy and most importantly tracking its sustainability will be easy.
• PEDN should always carry out review meetings with the liaison teachers, stakeholders, partners and GEC club members for proper continuity.
• Lastly but not least, KYDA looks forward to have more partnerships with PEDN.
3.7: Conclusion.• The activities carried out were of great importance to implementing schools
because they added value, knowledge, skills and information to all GEC participants. With the knowledge attained, am confident that members will be able to sustain the interventions taken in the their respective schools even after the closure of GEC project.
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• GEC club members agreed to atleast have a day per week to carry out general cleanliness at school and they will helped by the non-members.
3.6: Recommendations.• The clubs together with teachers should be empowered to solve their own
problems as opposed to giving them the requirements, this will break down the dependency sydrome on project handouts only and even sustainability will be easy to carry out.
• It’s always important to have participants from lower classes join the club as opposed to candidate classes, this make the project implementation easy and most importantly tracking its sustainability will be easy.
• PEDN should always carry out review meetings with the liaison teachers, stakeholders, partners and GEC club members for proper continuity.
• Lastly but not least, KYDA looks forward to have more partnerships with PEDN.
3.7: Conclusion.• The activities carried out were of great importance to implementing schools
because they added value, knowledge, skills and information to all GEC participants. With the knowledge attained, am confident that members will be able to sustain the interventions taken in the their respective schools even after the closure of GEC project.
Social Enterprize: Sanitation and Food & Nutrition in school.
Partnering CBO: Kawempe Youth Development Association (KYDA)
Supervising Organization: The Private Education Development NetworkContact Persons: Kadaya Patrick – Social Worker
+2560705917145/[email protected]
Enock_kadaya (twitter)
Otal McBernard – Executive Director +256752368332
[email protected] OR kawempeyouth.wordpress.com
Sanitation Food & Nutrition in schools
Report
2015WAKISO DISTRICT