SSWM in School Curriculums Dominique Senn seecon gmbh

SSWM in School Curriculums Dominique Senn, seecon gmbh SSWM in School Curriculums

Find this presentation and more on www. sswm. info Copyright & Disclaimer Copy it, adapt it, use it – but acknowledge the source! Copyright Included in the SSWM Toolbox are materials from various organisations and sources. Those materials are open source. Following the opensource concept for capacity building and non-profit use, copying and adapting is allowed provided proper acknowledgement of the source is made (see below). The publication of these materials in the SSWM Toolbox does not alter any existing copyrights. Material published in the SSWM Toolbox for the first time follows the same open-source concept, with all rights remaining with the original authors or producing organisations. To view an official copy of the Creative Commons Attribution Works 3. 0 Unported License we build upon, visit http: //creativecommons. org/licenses/by/3. 0. This agreement officially states that: You are free to: • Share - to copy, distribute and transmit this document • Remix - to adapt this document. We would appreciate receiving a copy of any changes that you have made to improve this document. Under the following conditions: • Attribution: You must always give the original authors or publishing agencies credit for the document or picture you are using. Disclaimer The contents of the SSWM Toolbox reflect the opinions of the respective authors and not necessarily the official opinion of the funding or supporting partner organisations. Depending on the initial situations and respective local circumstances, there is no guarantee that single measures described in the toolbox will make the local water and sanitation system more sustainable. The main aim of the SSWM Toolbox is to be a reference tool to provide ideas for improving the local water and sanitation situation in a sustainable manner. Results depend largely on the respective situation and the implementation and combination of the measures described. An in-depth analysis of respective advantages and disadvantages and the suitability of the measure is necessary in every single case. We do not assume any responsibility for and make no warranty with respect to the results that may be obtained from the use of the information provided. SSWM in School Curriculums

Find this presentation and more on www. sswm. info Contents 1. Why to Integrate SSWM in School Curriculums 2. Things to Consider 3. How to Integrate SSWM Issues in School Curriculums 4. Learning and Teaching Methods 5. Advantages and Disadvantages 6. References SSWM in School Curriculums 3

Find this presentation and more on www. sswm. info 1. Why to Integrate SSWM in School Curriculums Main reasons • Education can help to equip the next generation with knowledge and attitudes that promote the wise use of water and appropriate hygiene behaviour. • School education can provide an entry point to the community as a whole, for example, the introduction of latrines and hygieneeducation at schools may trigger the development of improved hygiene norms in the household. (SCHAAP et al. 2001) School orientation on correct use of urine separation toilet at elementary school in Baluarte (Cagayan de Oro, Philippines). Source: Su. San. A on Flickr (2009) SSWM in School Curriculums 4

Find this presentation and more on www. sswm. info 2. Things to Consider Choosing suitable activities and material depends on several factors (1/2) • Age of the children • Relevant water and sanitation topics in the school's city/region • Cultural background of teachers and children. • Time, skills and facilities available. • Possible linkages with existing school campaigns, educational programmes or school networks. • The literature and materials to be distributed should be available, sufficient and relevant. (SCHAAP et al. 2001) SSWM in School Curriculums 5

Find this presentation and more on www. sswm. info 2. Things to Consider Choosing suitable activities and material depends on several factors (2/2) • Have the teachers been trained in how to teach water and sanitation education? Do teachers have and use educational guides and materials? • Not all activities are equally suitable for children who are physically disabled • Gender and hygiene behaviour (IRC 2007, KHANAL et al. 2005) SSWM in School Curriculums 6

Find this presentation and more on www. sswm. info 3. How to Integrate SSWM Issues in School Curriculums Using specific themes (1/4) Water, sanitation and waste in school, homes and community: • Different types of water sources; • Transport, handling and storage of drinking water; • Different types of waste existing within a community (such as human excreta and rubbish) and how these differ in terms of cleanliness and risks to health. Poster on the correct storage of drinking water. Source: http: //communitychoicestool. org/water/solutions/1/ [Accessed: 06. 01. 2014] SSWM in School Curriculums 7

Find this presentation and more on www. sswm. info 3. How to Integrate SSWM Issues in School Curriculums Using specific themes (2/4) Personal and food hygiene in school, homes and community (including food vendors): • Conditions and practices that are either positive or negative • Reasons, ways and means to change negative conditions or practices. A poster for the prevention of Avian and Pandemic Influenza used at schools in Egypt. Source: http: //www. influenzaresources. org/index_997. html [Accessed: 06. 01. 2014] SSWM in School Curriculums 8

Find this presentation and more on www. sswm. info 3. How to Integrate SSWM Issues in School Curriculums Using specific themes (3/4) Diseases related to water supply and sanitation that have an impact on someone’s health: • Information on the incidence and transmission, • Prevention of diseases in the local environment. A poster for the prevention of cholera used in Kenya. Source: http: //www. nuruinternational. org/blog/healthcare/onthe-map-part-ii-of-iii/ [Accessed: 06. 01. 2014] SSWM in School Curriculums 9

Find this presentation and more on www. sswm. info 3. How to Integrate SSWM Issues in School Curriculums Using specific themes (4/4) Facilities for water, sanitation and hygiene within schools, households and the community. • Planning, construction, maintenance, management, monitoring and use of water supply, excreta disposal and other existing facilities. Other important concepts such as gender, equity, and helping other children in the family are cross-cutting and can appear in many of the topics. SSWM in School Curriculums 10

Find this presentation and more on www. sswm. info 3. How to Integrate SSWM Issues in School Curriculums Integrating water and sanitation issues into regular school subjects Examples of how the topic of “water” could be integrated into regular school subjects: • Water and geography: Where does the water come from, from which streams, and where does it drain? • Water and chemistry: How is the health of a waterway determined? What types of tests are typically performed? • Water and language/art: Create a song or poem on a water issue. • Water and mathematics: Calculate how much water a family uses at home. • Water and History: Compare and contrast how the use of the river has been changed over the years. By using a topic like water, pupils can practice skills such as researching issues, debating, studying the economics of decision making and developing marketing material. SSWM in School Curriculums 11

Find this presentation and more on www. sswm. info 4. Learning and Teaching Methods Learning and teaching methods should: • Provide the basis and motivation for behavioural changes or action, • Be activity based and joyful for children, • Give children the opportunity to learn at their own pace and in their own style, • Give children the opportunity to personalise the information and to develop positive attitudes and values, • Give children the opportunity to practise the new skills, • Be in line with the age of the children with regard to physical, cognitive and social-emotional age characteristics (see following slides). SSWM in School Curriculums Sources: http: //moihannah. wordpress. com/; http: //washafrica. wordpress. com/201 0/10/18/kenya-school-childrenattempt-to-break-world-handwashingrecord/; http: //www. defeatdd. org/blog/washand-learn-community-leadership-andbest-practices-make-difference [Accessed: 06. 01. 2014] 12

Find this presentation and more on www. sswm. info 4. Learning and Teaching Methods Children of 4 -7 years Children in this age • Find it difficult to sit for a long time • Have short attention spans • Can only concentrate on single elements at a time. Teaching methods should include: • A variety of activities involving frequent changes of body position • A lot of opportunities to speak with others and listen to good language • (Physical) reassurance (e. g. through appropriate patting and touching) to give them a sense of security and confidence. The teacher could tell a story about the consequences of not washing hands. The story has to be simple, short and fun, and the teacher should allow children to interpret and comment at some point. Source: http: //www. peacecouncil. net/pnls/07/761 africa. htm [Accessed: 03. 02. 2014] SSWM in School Curriculums 13

Find this presentation and more on www. sswm. info 4. Learning and Teaching Methods Children of 8 -11 years Children in this age: • Can perform movements involving better body control • Develop the capacity to see other points of view and to understand logical relationships • Get easily embarrassed by physical displays of feelings • Are sensitive to gender differences Possible teaching methods: • Analysis of water or sanitation-related problems • Reflecting upon solutions to a problem • Pantomime games (e. g. to depict different hygiene behaviours) Teachers should: • Be careful not to reinforce unhelpful or antisocial gender differences and stereotypes, but instead promote cooperation SSWM in School Curriculums 14

Find this presentation and more on www. sswm. info 4. Learning and Teaching Methods Adolescents of 12 -16 years Children in this age: • Start to develop social and analytical skills • Can question socio-economic differences • Become aware of gender disparities • Begin to understand abstract concepts around sanitation, water and social relations. Possible teaching methods • Group and class discussions • Role-plays • Skills demonstrations • Doing hygiene tasks with an educational purpose (e. g. helping younger children visiting toilets and washing hands or family members observations and analysis of behaviour (MOOIJMAN 2010)). SSWM in School Curriculums Role-play. Source: http: //www. thehindu. com/todays-paper/tp-national/tptamilnadu/what-words-dont-convey-best/article 875538. ece [Accessed: 03. 02. 2014] 15

Find this presentation and more on www. sswm. info 5. Advantages and Disadvantages + Education can help raise the next generation with knowledge that promotes sustainable water, hygiene and sanitation behaviour + School education can provide an entry point to the community as a whole + Knowledge will provide the basis and motivation for behavioural changes or action + Children can positively influence the practices among their family members + Suited to supporting the acceptance and effectiveness of other instruments SSWM in School Curriculums - Education is not enough inhibiting structures have to be addressed as well - Effectiveness and impact often hard to measure - Teachers have to be trained in how to teach water and sanitation education - Teachers must be able to integrate water and sanitation subjects into the syllabus (especially when these subjects are traditionally not given much importance) - The measures must achieve a measurable impact 16

Find this presentation and more on www. sswm. info 6. References IRC (Editor) (2007): Towards Effective Programming for WASH in Schools: A manual on scaling up programmes for water, sanitation and hygiene in schools. Delft: IRC International Water and Sanitation Centre. KHANAL, S. ; MENDOZA, R. ; PHIRI, C. ; ROP, R. ; SNEL, M. ; VAN WIJK, C. (2005): The Joy of Learning: Participatory lesson plans on hygiene, sanitation, water, health and the environment. Delft: IRC International Water and Sanitation Centre. MOOIJMAN, A. ; SNEL, M. ; GANGULY, S. ; SHORDT, K. (2010): Strengthening Water, Sanitation and Hygiene in Schools – A WASH guidance manual with a focus on South Asia. The Hague: IRC International Water and Sanitation Centre. URL: www. irc. nl/redir/content/download/149102/493695/file/TP 53_WASH_in_Schools_10. pdf [Accessed: 06. 01. 2014] SCHAAP, W. ; STEENBERGEN, F. van (2001): Ideas for Water Awareness Campaigns. Stockholm: The Global Water Partnership. URL: http: //meta. nl/wp-content/uploads/2011/04/Ideas. Book. Awareness. pdf [Accessed: 06. 01. 2014] SSWM in School Curriculums 17

“Linking up Sustainable Sanitation, Water Management & Agriculture” SSWM is an initiative supported by: Created by: SSWM in School Curriculums 18