Final Report of the SPLASH Project in Zambia, 2016

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This final report presents the institutional and technical context within which SPLASH was conceived and executed, and reviews the implementation of each task area, including achievements, lessons learned, and assesses the cross-cutting areas that supported the main interventions. splash_final-report

 

World Water Day: Providing Jobs, Empowering Lives

In 2011, USAID/Zambia invested $18 million in a four-year WASH in Schools program that covered half the districts of Eastern Province and provided enough resources to meet the sanitation facility, water points, and hygiene education needs of the school population of those districts. These numbered 200,000 students attending more than 400 primary schools. SPLASH (Schools Promoting Learning Achievement through Sanitation and Hygiene) was implemented from 2012-2015. The USAID funded WASHplus project, managed by FHI 360, implemented SPLASH in partnership with CARE.

When 21-year-old Masauso Zimba of Fyofyo village in Lundazi District had to drop out of school for lack of school fees, he was confronted with a grim job outlook. When the SPLASH project began building school latrines nearby, Masauso went to see what was going on, “I kept observing the construction, offered my services, and helped out here and there.”

After two weeks, he was hired to carry materials for the artisans constructing the latrines; all the while he continued to observe what the workers were doing during the construction. Not long after, the project sent out engineers to teach skills in basic construction.

 

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On-the-job training with SPLASH inspired Masauso to pursue an engineering degree

“I signed up and was trained. Now, I have building skills. And I have made enough money to go back to school where I want to study engineering and supervise artisans. I am so grateful to SPLASH and USAID for bringing a flicker of light in my dark tunnel.”

World Water Day: Building Latrines, Providing Livelihoods

In 2011, USAID/Zambia invested $18 million in a four-year WASH in Schools program that covered half the districts of Eastern Province and provided enough resources to meet the sanitation facility, water points, and hygiene education needs of the school population of those districts. These numbered 200,000 students attending more than 400 primary schools. SPLASH (Schools Promoting Learning Achievement through Sanitation and Hygiene) was implemented from 2012-2015. The USAID funded WASHplus project, managed by FHI 360, implemented SPLASH in partnership with CARE.

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Ananias stands outside the double ventilated improved pit latrine that he constructed

Twenty-two year old Ananias Shawa was hired as a helper by a local artisan when the SPLASH project started constructing washrooms and latrines at Chisomo Primary School, near his village in Chipata District in Zambia’s Eastern Province.

As a helper, Ananias learned to mix the concrete and also fetched water. He was a “daka boy,” which in the local language, means “concrete that has been mixed.” He easily met the job’s requirement, which was to be physically fit and willing to work hard. Ananias was not new to such work; he had been earning a living since he had to drop out of school in Grade 7 to help his struggling family.

During a visit to the Chisomo site, an engineer from the SPLASH Chipata District team encouraged Ananias to ask his supervisor, a local artisan and accomplished bricklayer, about learning to lay bricks for washroom construction. He also encouraged Ananias to learn through observation. Ananias followed the advice and was hired to take on the additional task of laying bricks.

He gained valuable knowledge and experience assisting the construction of a double ventilated improved pit (VIP) latrine and a washroom. He used his newly gained knowledge, along with technical support from the engineer and a supervisor, and completed construction of a single VIP latrine from scratch. The successful completion and job well done earned him another contract to construct a handwashing facility and a borehole fence.

Ananias earned K 2,650 for this work, an amount he had never earned before. He is grateful to the USAID-funded SPLASH project for the skills he has gained and for the WASH facilities at the local school that serves his community.

Ananias is not standing still; he is now focused on perfecting his construction skills to earn a certificate. And with the additional income he has earned, he is buying fertilizer as the farming season is now underway.

 

World Water Day: Training WASH Service Providers

In 2011, USAID/Zambia invested $18 million in a four-year WASH in Schools program that covered half the districts of Eastern Province and provided enough resources to meet the sanitation facility, water points, and hygiene education needs of the school population of those districts. These numbered 200,000 students attending more than 400 primary schools. SPLASH (Schools Promoting Learning Achievement through Sanitation and Hygiene) was implemented from 2012-2015. The USAID funded WASHplus project, managed by FHI 360, implemented SPLASH in partnership with CARE.

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Under the SPLASH project, area water pump menders received technical and business training during a four day workshop. Trainees put their new knowledge and skills into practice by repairing broken water hand pumps.

A large component of SPLASH’s (Schools Promoting Learning Achievement through Sanitation and Hygiene’s) sustainability plan for infrastructure is to train a cadre of area pump menders (APMs) to rehabilitate, maintain, and repair the water points installed at schools and provide them with the tools they need to conduct the regular maintenance. Training has taken place in all four districts, with a total of 190 APMs trained and certified. Of these, 40 are women. During the five-day training program, APMs learn the intricacies of hand pump repair as well as business skills to enable them to become self-sufficient WASH service providers. SPLASH developed Operations & Maintenance Guidelines, which have been distributed to each school in all four districts, with an orientation session during distribution. The guidelines encourage the schools to engage local APMs to perform regular maintenance, and they include a space to record the contact information for the closest APMs for each school. The program involves mentoring where more experienced APMs helped mentor and supervise the trainees, who are being prepared to go out on their own.

WASHplus Year Five Annual Report, October 2015

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In its Year Five Annual Report, WASHplus has stories to tell, results to share, events to celebrate, and studies that add to the evidence base. WASHplus activities serve as the backdrop for many stories: the Zambian school girl who has access to privacy and menstrual supplies when she needs them, the Malian household that can now build an improved latrine on their rocky soil, the mother in Bangladesh who understands the importance of a feces-free environment, the Nepali home breathing cleaner air as it trials an improved cookstove. And perhaps more compelling than the individual stories are the results the project is beginning to record through endline data collection in Kenya and formative research on school enrollment and in Zambia. Providing water, sanitation, and hygiene (WASH) infrastructure to schools is having a notable impact on enrollment. Community-led total sanitation (CLTS) may be inoculating communities exposed to cholera. Numbers also tell the story of the project’s impact. Look for a snapshot of those figures throughout the report.

The conclusion of field activities in Uganda and Zambia this year provided opportunities to reflect, celebrate accomplishments through end-of-project (EOP) events, and share lessons learned. Several articles were published this year in peer-reviewed journals and others submitted on topics ranging from consumer preferences and willingness to pay for improved cookstoves to habit formation and costing of handwashing. WASHplus also played a key role in preparing the joint document on WASH and nutrition for publication and distribution.

WASHplus’s focus on integrating WASH into other development initiatives enabled the project to get in on the ground floor on subjects that are gaining traction at USAID and globally, such as WASH and nutrition, neglected tropical diseases, and MHM. This integration focus dovetailed nicely with the project’s mandate to serve a technical leadership role, and project staff had many opportunities this year to share its work and lessons from the field on a global stage, strategize with partners on important advocacy issues, inform policy, and develop guidance in multiple countries. Also toward that end, WASHplus launched its first two learning briefs on small doable actions and WASH and nutrition. This series details the variety of approaches WASHplus uses to improve WASH and household air pollution (HAP) across its portfolio of countries.

And finally, it’s been an exciting year for innovation with pilot projects underway in Ethiopia and Bangladesh focusing on sanitation marketing and sand envelopment. These two efforts will add to WASHplus’s body of knowledge on sanitation innovation and aligns closely with USAID’s global interest on the topic. WASHplus is also documenting its fecal sludge management work in Madagascar to tell the next chapter in that story.

SPLASH Project Wraps Up Four Years

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A SPLASH staffer displays MHM materials at the end of project event. Hygiene Behavior Change Technician Mayombo Mandevu displays SPLASH menstrual hygiene management products, accomplishments, and stories at the end-of-project event.

WASHplus’s Schools Promoting Learning Achievement through Sanitation and Hygiene (SPLASH) project ended its four-year program with an event held on August 20 in Lusaka. The half-day event was designed to showcase the different activities that SPLASH carried out to deliver a truly comprehensive school WASH program, what was learned in the process, and most importantly, to advocate for WASH (water, sanitation, and hygiene) to be adopted nationally by the Ministry of Education (MOE) as a key element of quality education. To this end, SPLASH invited every provincial chief of the MOE to attend, along with a range of stakeholders from the WASH and education sectors. The 80 attendees were divided into groups and made the rounds to eight themed stations designed and manned by SPLASH and Government of Zambia partner staff. Each booth showcased a SPLASH intervention with its key activities, achievements, and lessons learned displayed on a poster. A flurry of publications were finalized for the event, including A Teacher’s Guide to Integrating WASH in Schools, School WASH Facilities Operations and Maintenance Guidelines, and two new stories from the field on integrating WASH into existing government programs and infrastructure and school enrollment.

To respond to the project objective of improving learning outcomes, SPLASH undertook a longitudinal study for three terms in 124 intervention and control schools. Results of this analysis by school term indicate a statistically significant effect of the intervention for all indicators tracked: student absenteeism (roll call and two-week recall), teacher absenteeism, and student-teacher contact time. It shows that WASH improvements in schools can reduce student absenteeism by up to 50 percent.

The Water for the Poor Act- 10th anniversary celebration

WASHplus is proud to participate in the 10th Anniversary celebration of The Water for The Poor Act – the law that made safe drinking water, sanitation, and hygiene (WASH) a foreign policy priority of the United States.

The 10th Anniversary Celebration was held on December 8, 2015 at the historic Kennedy Caucus Room in the Russell Senate Office Building. The event was attended by advocates, supporters, donors, funders, and implementers of WASH programs. Welcoming remarks were made by WASH Advocates’ John Oldfield, followed by inspiring speeches from Patti Simon, wife of late Senator Paul Simon, Senator Dick Durbin, Senator Earl Blumenauer, and Congressman Earl “Judge” Poe.

WASHplus exhibited two posters: on our WASH projects around the world, and on SPLASH, our WASH in Schools project in Zambia.

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WASHplus Presents at 2015 #UNCWaterandHealth Conference

The WASHplus is in Chapel Hill this week (October 26-29, 2015), presenting at the UNC Water and Health Conference organized by the UNC Water Institute.  Conference presentations can be viewed on the WASHplus website. Here are presentation highlights, captured from conference attendees’ tweets!

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Sarah Fry – What Does WASH in Schools Have to Do with Building Bridges?

by Sarah Fry, SPLASH WASHplus Project, August 2015.

That’s literally, not figuratively, building bridges. Two weeks ago I would not have been able to even understand that question, but today I have a story to share with you. First of all, hello from Zambia. As the WASHplus activity manager for the USAID funded activity called SPLASH (Schools Promoting Learning Achievement through Sanitation and Hygiene), I have been here since early July working with our team to see this activity to its end on September 30th.

The author on the road in Chadiza District
The author on the road in Chadiza District

SPLASH began in early 2012, and since then has built over 3,000 school toilets, drilled, equipped or rehabilitated over 400 water points for schools, provided permanent handwashing and drinking water stations, and worked with teachers, the national government and local government to ensure that good hygiene practices and stronger systems for operating and maintaining school WASH facilities are put in place, and will stay in place. These activities have taken place in Zambia’s Eastern Province.

Before SPLASH started, Chief of Party Justin Lupele and I went on a “Road Show” out to the districts, where we introduced SPLASH to the government officials and local committees and started to build ownership and participation. The last three years have been a whirlwind of activity – construction, training, community mobilizing, monitoring, publicizing, documenting. Justin and I thought that as the project nears its end, it would be good to go on another grand tour to get a solid sense of what has happened, what has changed, and maybe, what does it all mean. The only requirement we set was to not alert any schools that we were coming to visit.

Zambia is a vast, not densely populated country. Visiting schools requires spending a lot of time in vehicles riding on rough and dusty country roads. These distances impressed upon me how much staff and building contractor time and effort it took to reach the schools to carry out SPLASH activities. Bumping along, I had a chance to think and look forward to what we would find. I certainly expected to see positive changes and improvements at SPLASH schools. However, nothing prepared me for the sea of change that unfolded before us as we made our way to about 20 schools, mostly rural, but a few urban ones as well.

A school in Chipata
A school in Chipata

In 2012, we heard many complaints from schools about how communities were misusing their boreholes and denying any responsibility when they broke down. Now, every school has active WASH committee and pupil WASH Club and all are engaged in some form of joint school-community fundraising for maintenance and repair of the borehole. Handwashing after toilet use and before eating was a nearly universal practice by pupils, a habit acquired even if group handwashing hadn’t been inaugurated yet.

A major achievement was the presence of soap at almost all handwashing stations – stealing soap is a thing of the past, we were told, because pupils want and like to wash their hands. Through the WASH Clubs peer education, they feel that the stations and the soap belong to them. Going beyond peer education, some WASH Clubs are visiting local health centers and performing hygiene skits and poems for women gathered for pre-natal and under-five clinics. In addition, Teachers were delighted with drinking water stations close to the classrooms because time away from lessons was reduced.

Possibly the biggest change was the universal acceptance of Menstrual Hygiene Management (MHM) as a necessary and welcome part of the school program. Zambia, like many African countries, has taboos, myths and restrictions around menstruation, which is almost never discussed openly. Facilities and support for menstruating girls in schools is nearly absent, causing girls to stay home and miss weeks of lessons during the school year. Girls at SPLASH schools were thrilled with their beautiful washrooms –shower/toilet structures built to accommodate MHM.

However, no one had anticipated the envy of the boys, who are now demanding their own washrooms to clean up after sports. MHM has entered into the vocabulary and into the culture, to the point where one WASH Committee was holding pad making parties for the girls, but then headed out into the community to distribute them to women in need. The taboos around menstruation seem to have melted away.

While the news from schools is very good– and we will soon be able to quantify what kind of effect SPLASH had on the schools the – we encountered even more good news during this visit, outcomes that I can only call “unexpected consequences” of WASH in schools, and that frankly, I was unprepared for. The big apparent message is that WASH in schools can lift an entire community up and can bring about changes that were previously not possible.

Launching SPLASH with School Led Total Sanitation “triggering” shifted social norms in surrounding communities around open defecation practices to such a degree that we heard of headmen ordering all households to build latrines or pay a fine! Over a thousand household latrines have been built as a result.

In one school receiving a water point, a new classroom block was built where previously there was only a thatched shelter. Teachers’ houses have gone up, and a new water source at another school enabled a clinic to be built nearby.

Classroom before SPLASH in Mambwe District
Classroom before SPLASH in Mambwe District

Every single school stocked soap and toilet paper – a miracle right there – and consequently local shops were seeing a rise in sales of hygiene products. Some schools have a “one child one bottle” policy, leading local businesses to stock up on drinks to satisfy the demand for bottles.

One of the best “unexpected outcome” is the engagement of artisans in building the latrines and washrooms, and who, in the process, have gained marketable skills.

They have found work on road crews (may the work be speeded up!) and other local construction projects and in one case were solicited by a health center next to a school that has decided to build an exact replica of a SPLASH toilet.

New classroom block built after SPLASH provided access to a new water source
New classroom block built after SPLASH provided access to a new water source

Leading the parade of successful new entrepreneurs is the ex-SPLASH artisan who proved so competent that once the latrine construction was done, he was hired to oversee the building of a new bridge. And that’s what WASH in schools and building bridges have in common!