Water for development in Tanzanian villages by Tone Jelsness

Global Understanding 1

Water for development in Tanzanian villages Individual Assignment at Oslo and Akershus University College of Applied Sciences Faculty of Education and International Studies

Tone Sylvia Jelsness 2016

Content Content...................................................................................................................................1 1.

Introduction.....................................................................................................................3 1.1. Background...................................................................................................................... 1.2. Aim and problem statement..............................................................................................

2. Why is water supply important..........................................................................................6 2.1. Water and development factors........................................................................................ 3. The water condition in Tanzania........................................................................................9 3.1. The Schools.................................................................................................................... 3.2. The Health...................................................................................................................... 4. What happens in Tanzania today?....................................................................................12 4.1. Norwegian Church Aid................................................................................................... 4.2. The SWASH program..................................................................................................... 4.3. United Nations................................................................................................................ 5. Conclusion........................................................................................................................17 6. References........................................................................................................................18 7. Appendix..........................................................................................................................19 7.1. Report from SWASH Pilot............................................................................................. 1. Introduction............................................................................................................... 1.1. Schools involved:.........................................................................................20 1.2. Project statement:.......................................................................................20 1.3. Project aim:....................................................................................................20 1.4. Importance of the project:.......................................................................21 1.5. Aspect for consideration:.........................................................................22 1.6. How the project will be carried out:.....................................................22

1.7. Challenges.....................................................................................................23 2. Report from Pilot...................................................................................................... 2.1. Monday 24.10.16.........................................................................................23 2.2. Tuesday 25.10.16........................................................................................26 2.3. Wednesday 26.10.16.................................................................................28 2.4. Thursday 27.10.16......................................................................................30 3. Conclusion..................................................................................................................

1. Introduction There is enough water on this earth to meet the needs to the growing population. However, there is also big differences when it comes to access to water, both between countries, but also between the rural and urban places within a country. Therefore, it is an urgent need for a change in how we use and share the available water resources between the world’s countries[ CITATION UNE151 \l 1044 ]. By changing this situation, it can lead to greater development for all.

In this assignment, I want to discuss the importance of water in a development perspective. To specify the topic, I will focus on the Tanzania villages and describe how the water conditions in the villages may affect development in a bad way. Focusing on how water affect central development factors, such as education and health, and also what they do in Tanzania today, to better the situation.

1.1. Background “Water changes everything” – this was the slogan that Norwegian Church Aid had for the Norwegian telethon fund in 2014. The Norwegian Church Aid were right. I am currently on exchange in a big village north in Tanzania, called Haydom. Here I am representing the Norwegian Church Aid and work with their partner organization, 4 Corners Cultural Program (4ccp). By observing their projects here, I have seen a lot of different things that need some improvements. Among them is the big water issues, especially in the villages and rural areas, because most people live there.

As of 2015, 91% of the world’s population have gotten improved drinking water supply. However, Tanzania, got low results compared to the world in average[CITATION UNI05 \l 1044 ]. In total, only 56% has access to safe water in Tanzania today, and most of them live 3

in the urban areas[ CITATION Uni15 \l 1044 ]. Given that over 80% of the Tanzanian population lives in the rural areas and villages, this may be a very important reason that Tanzania lies so far behind the worlds average access to safe drinking water.

When such a huge part of the population lives without safe water supply, it creates a huge challenge for Tanzania’s overall development. First of all, it has a negative effect on people’s health and well-being. Second of all it affects the education opportunities, both the quality of the education they offer in the rural places, and the children’s possibility for education, which again affects both the children’s and the country’s economic future.

1.2. Aim and problem statement By using both my experiences from the stay in Tanzanian villages and other statistics and reports, I will try to answer this problem statement:

How is access to safe water in Tanzanian villages affecting the development, and what is done to better the situation?

A further specification will be to focus on the development factors education and health only. The reason for this, is because I have worked with a School, Water, Sanitation and Hygiene-program in the Tanzania villages, as well as lived next to a very big hospital in the middle of a village during my stay in the country. Because I include my own experiences to answer the problem statement, I will use conversations I have had with locals here as sources.

With this assignment, I want to challenge the way we look at water. I want to show that water supply is a very important factor for development in Tanzania and other developing countries. Positive development is closely related to safe water supply. Water is something

everyone has the right to have, no matter where you live. Therefore, I want to set focus on the importance of prioritizing to make water, proper water systems and clean sanitation conditions available for every home and school in Tanzania.

2. Why is water supply important Access to safe water and sanitation is a human right[CITATION UNI05 \l 1044 ]. However, the focus on water, sanitation and hygiene (WASH) began for real when the United Nations made the Millennium Development Goals in 2000. MDG goal 7, included “halve the proportion of the population without sustainable access to safe drinking water and basic sanitation” [ CITATION Uni \l 1044 ]. By that they officially stated that access to safe water has important development relevance.

In their statistics, the United Nations define a safe and good water source as: “water from a water pipe, borehole or well, which is less than 1km from your house and can supply at least 20liters per person [ CITATION Uni1 \l 1044 ].

The Joint Monitoring Program (JMP) for Water Supply and Sanitation, started by WHO and UNICEF in 1990 as a result of the Supply and Sanitation Decade 19811990[ CITATION UNI1 \l 1044 ]. This program first aimed to monitor the Millennium Development goals[ CITATION UNI09 \l 1044 ]. However up until 2015, they have also participated in identifying the future challenges which are included in the Sustainable Development Goals. As well as access to safe water is a goal in itself (goal 6), water supply is also crucial for reaching the 16 other development goals, especially good health and well-being, education, gender equality and the eradication of poverty.

2.1. Water and development factors There are many factors that are important to create positive development in a country. I will discuss closer health and education, which are closely related to the access to water.

Health and education also has a huge impact on one central measurement for a country’s development, the Human Development Index (HDI). HDI measures a country’s human development by taking into account both economy (GNP), health (life expectancy at birth) and education (average year of schooling)[ CITATION Smu09 \l 1044 ]. By improving the access to safe water in the Tanzanian villages, you also improve the populations health and education opportunities, this again gives better HDI value in the country as a whole, by improving all the three factors included in HDI. I will in this chapter tell how water can improve health and education.

Better access to safe water leads to improved health in the population for many reasons. Drinking unsafe water is responsible for significant outbreaks of waterborne diseases such as cholera, diarrhea, viral hepatitis A. Almost one tenth of the global disease burden could be prevented by increasing access to safe drinking water[ CITATION Wor15 \l 1044 ]. Lack of water because of dry seasons, may also make farming challenging. People living of farming, or get most of their food from farming is very exposed for malnutrition, because of difficulties with growing enough food[ CITATION Wat16 \l 1044 ]. In Tanzanian villages, most people live of farming and most of their food is vegetables and rise.

However, better water supply is not only enough by itself, lack of knowledge about hygiene routines may still cause illnesses. In order for students to do well in school they have to be healthy. To be healthy they need to have a proper personal hygiene, as well as a school environment with satisfactory sanitation, and maybe most important: access to clean water for both drinking and cleaning. Therefor proper hygiene education is important to reduce illness and death from waterborne diseases, in addition to improved sanitation conditions. However, this is something the country government has to prioritize.

Secondly access to safe water better the education opportunities. People save time because they don’t have to walk more than 1 km to fetch water for their family, so they can prioritize to do more important activities as school and homework. This may lead to a

higher number of children completing primary education. Also, the education quality offered in the rural areas can be improved by improving the water supply. For example, pupils can get the chance to do practical work within the science subjects such as biology, physics and chemistry. By providing water and sanitation services in schools, the students will get better school environments which improve quality.

Another aspect of importance is introducing hygiene education in all schools, to create knowledge and awareness of safe hygiene behavior. This creates good routines which will give the students better health and well-being. This is an investment in the populations future and human development because it leads to better health, so they will be able to study better [ CITATION Nor15 \l 1044 ]. This will lead to higher level of knowledge among people in rural areas, so they can be able to develop better technologies for water systems.

3. The water condition in Tanzania Tanzania is defined as one of the least developed countries in the world in the United nations regional grouping of countries[ CITATION UNI09 \l 1044 ]. The country has big differences, over 80% lives in rural areas, where in general, 8 out of 10 people do not have access to clean water[CITATION UNI05 \l 1044 ]. This makes development possibilities difficult because the water condition has bad impact on the health and education for most people in Tanzania.

Only 56% of the Tanzanian population has access to safe water[ CITATION Uni15 \l 1044 ]. This means that 23 million people in Tanzania have to spend time they could have used on important activities, such as school and work, to fetch water to their families[ CITATION Wor15 \l 1044 ]. This also affect the gender equality, in general, a woman in Tanzania has 2 hours of leisure during a day.

This situation also affect the human development and economic development. In 2014, the Tanzanian HDI was 0,521 (where 1 is the best), which is ranked as 152/188 in the UNDP statistics and grouped as a country with low human development[ CITATION UND15 \l 1044 ]. The health factor (life expectancy at birth) is as low as 65 years and expected years in school is 9,5 years, which means you have just finished secondary school. Because of this, the economic development is also affected because bad health and less education, leads to lower production and inefficient work in the country as a whole.

Two reasons for the lack of safe water in the Tanzanian villages are not good enough technology and the dry climate. Firstly, there is not enough knowledge and technology about water systems to build proper water systems in the houses. Very few villages have houses with piped water or any kinds of tap-water at all, the only water they have is what they can bring from the closest borehole. Secondly, the Tanzanian climate is very challenging, with very long and dry periods without any rain at all[ CITATION Abo16 \l 9

1044 ]. Tanzania has two rain seasons during the year, November-December, and MarchMay, but even if some houses and schools have a system for collecting and rinsing rainwater, it does not guarantee that their part of the country actually gets enough rain to collect.

3.1. The Schools Because of the bad water supply, the education quality and opportunities in the villages is scarce. Looking at the education statistics in Tanzania, the problem is not the number of children starting and completing primary school in the rural areas, but more how the bad water access stops children from getting quality education and narrows their future possibilities, like I mentioned in the introduction. This is a problem for the Tanzanian human and economic development because most children live in the rural areas.

During my stay in the rural areas in Tanzania, I worked one week with a project called School, Water, Sanitation and Hygiene (SWASH) pilot, which focused on the schoolsâ&#x20AC;&#x2122; quality in the villages by looking at the water conditions. During this week, I traveled with a team to visit 8 schools, 4 primary schools and 4 secondary schools. The Headmasters had invited us to their school after receiving a letter from 4CCP had, specifically because of the schoolâ&#x20AC;&#x2122;s water conditions. What we did was to look at the water and sanitation conditions at each school and to talk to the students and teachers there.

From the report we wrote from the visits, we saw that it is an urgent need for a change in the water systems in most of the schools (Appendix). None of the 8 schools we visited had the amount of water they needed for drinking, making food, cleaning and practical work. Of the 8 schools, we visited, none had piped water, and only one school had a bore hole and water tap in the school area. The rest had to bring water from home, pay to have someone to bring water or use their school day to fetch water themselves.

A Secondary School we visited did not have any water at all, only what the students brought from home, which is not close to the 1000l they actually need per day. They had water tanks for collecting rain water, but they were not working. This has bad effects on the education quality. Firstly, they could not use the big new, chemistry, physics and biology laboratories, because they had neither water nor enough equipment to have the classes. Secondly the students had to go home for a couple of hours every day to eat lunch and drink water, which is not effective at all.

At a Primary School, the parents of the children have to pay to the school so that the school can pay an employee to fetch water for the school. And at some schools, the students do not have teachers for their classes because they prioritize to go to fetch water for the school, or the students have to use a part of their school day to fetch water. Most schools are placed 2-6km from the closest bore hole. There was one secondary school that had gotten a water pump right outside the school area in 2015, but October 24th, it was broken, and therefore the students had to walk much further to fetch water during the school day.

However, there was one Secondary school that had one water pump in the school area, which was used by students and teachers to make food and was hands. This school also had farming in the outdoor area with bananas, avocados, apples etc. which were used for cooking lunch. However, none of the schools we visited, including this one, had water, soap or toilet paper by the toilets, and most toilets were in bad conditions. This is a huge problem because it causes bad hygiene routines among students and more sickness and bad health.

After visiting these schools, we saw that there are need for changes to make the education quality better. The schools need better hygiene routines and knowledge through specific hygiene education, as well as better sanitation conditions. But first of all, they need better water supply, only with enough water, it is possible to improve the other things. Therefore, water is crucial. In a later chapter I will talk about a project that has been started to improve this.

3.2. The Health The water conditions in Tanzania do not only have an impact on the education opportunities, it is affecting the health and well-being of the people of the villages as well.

Statistics from JMP Report from 2015, shows that diarrheal disease is the third leading cause of death among children under five, and this is due to poor sanitation, poor hygiene, or unsafe drinking water. 842,000 deaths from diarrheal diseases each year could be prevented by improving the water, sanitation and hygiene situation in the endangered areas. The report also states that 161 million children suffer from malnutrition each year[ CITATION UNI15 \l 1033 ].

This is also reported in the newest report from Haydom Lutheran Hospital. Diarrhea, along with malnutrition, was among the three most common diseases that are observed in the Paediatric and Child Health Department, widely known as â&#x20AC;&#x153;Lena Wardâ&#x20AC;? in 2015 [ CITATION Hay15 \l 1033 ]. Also, malaria is a common condition in more hospital departments. These diseases are caused by lack of water and by drinking unsafe water and food, and is therefore real evidence that the water situation in the villages causes more illness and worse health, especially among children.

4. What happens in Tanzania today? Up until now I have told about the water challenge in the Tanzanian villages and the development challenges that comes as a consequence of this. In spite of, or maybe because of, the bad water situation, there are organizations working to better it. As I mentioned in the introduction, I work with Norwegian Church Aid and their partner organization here in Tanzania, 4 corners cultural program. Therefore, I will talk about the projects they have started here, WASH and SWASH. Lastly, I will include a little about the United Nations Sustainable Development Goals and how water is important for those.

4.1. Norwegian Church Aid Norwegian church Aid is one organization that has played an important role in the improvement of the water supply in the Tanzanian villages. One of their projects I have got the chance to observe is the WASH-project. WASH (Water, Sanitation and Hygiene) is a project to put focus on the importance of water, sanitation and hygiene for positive development, and the project aim is “Improved access to water and sanitation, and enabling a good environment for improved hygiene for poor and marginalized communities”[ CITATION Nor15 \l 1044 ]. Norwegian Church aid is one among more organizations that work with WASH-projects in developing countries.

During the Norwegian telethon fund in 2014, arranged by NRK, we met 12-year-old Agnes Paolo from Tanzania, who had to walk 7 km every day to fetch water for her family. The campaign had the slogan “water changes everything” and the money donated were given to Norwegian Church Aid and their WASH-projects in 9 developing countries. As a result of these donations, Norwegian church Aid gave many people in the Tanzanian villages improved water access, by building borehole with water pumps. They also made a bore hole in the village of Mungili, Manguri in Tanzania, the home place of Agnes Paolo, the

face of the campaign. Because of this, Agnes had more time for school and other leisure activities.

The WASH-project is helping to create development in the villages in many ways. By building more water pumps, they give the students of the villages better opportunities to go to school and the parentsâ&#x20AC;&#x2122; better opportunities to work, because they do not need to use several hours of their day to go and fetch water, like Agnes from Munguli Village did before the borehole was built.

During a two-week period, a WASH-caravan group, consisting of 17 youth volunteers and 3 from NCA staff in Tanzania travel around to Tanzanian villages to spread the WASH message. During the caravan period, they visited 8 villages in Tanzania to observe the effects of their WASH project, and also talking to the people of the village about the importance of continuing with the project. The youth communicated the WASH message through songs, dances and engaging speeches. They also used colorful posters and brochures to share the message of the WASH project. The songs they had made, were recorded on CDs, which were handed out on the visits. As well as using songs they also invited important people to speak for the village, like the villageâ&#x20AC;&#x2122;s chairperson, the caravan leader and Tale Hugnes from NCA Tanzania. This has been an important factor to create local engagement in the villages.

4.2. The SWASH program Norwegian Church Aid has also started a project which focuses specifically on introducing education within hygiene and sanitation in Tanzanian schools. This project is called SWASH pilot and is carried out by 4CCP. The aim of the SWASH project is to spread knowledge about Water, Sanitation and Hygiene (WASH) to schools and villages by educating clubs with a small number of students on the topic of SWASH. Through this project, they will educate students at primary and secondary level in the topic of WASH, by starting SWASH Clubs in eight different schools in the Haydom Area (Appendix). 14

In chapter 3.1., I talked about the visits to eight different schools in the Haydom area in Tanzania. One of those schools had already implemented a SWASH club consisting of 30 pupils. In the SWASH club, they make songs and dances, and practices these, and sometimes perform. They also do cleaning at the school and they teach their fellow students about hygiene and cleanness. This has helped the personal hygiene of the students to improve. Starting the SWASH club has also helped to improve the sanitation at the school.

When we visited the school, we saw very clear improvements in the water and sanitation conditions. Even though the toilets with its water system wasn’t completely finished, the improvements compared to other schools were visible. There were two big barrels, which can store 250 l of water each, on the outside of the toilets. as soon as the pipes and taps are in store, everyone can get water from here. On both the boys’ and the girls’ side there was one sink for hand wash, and also a toilet for disabled in addition to the other 5 toilets for each sex. There was also something we hadn’t observed anywhere else on the girls’ side, a place to dump their tampons and pads, as well as their own room, with a lock and a tap, where they can wash themselves when they are on their period.

After working with this pilot project and seeing the results from the SWASH club, we know that this works. It is all about creating engagement among the pupils, and the SWASH projects does that by making it fun to learn more about water and sanitation. The pupils can use their creativity and talents to learn about the WASH topic, and at the same time engage more pupils. However, it is crucial that the government also support this project so that the schools can implement good water and sanitation systems.

4.3. United Nations

As I mentioned in the introduction, water supply and sanitation has been included in both the Millennium Development Goals from 2000-2015 and the Sustainable Development Goals from 2015-2030.

Goal 6 of the SDG goals is about the world water supply. This goal says «Ensure access to water and sanitation for all” and includes to achieve that everyone has equitable access to safe drinking water, as well as equitable sanitation and hygiene systems[ CITATION Nor16 \l 1044 ]. Goal 3, “Ensure healthy lives and promote well-being for all at all ages” is also closely related to water supply and the WASH topics[ CITATION UNW14 \l 1044 ]. The UN also founded World Water Day (22.03) and World Toilet Day (19.11), as well as world Health day (07.04), and these days are used to make campaigns to create awareness among civil society[ CITATION Uni16 \l 1044 ].

The UN’s focus on the water topic is an important reason that many aid organizations, including NCA, have started WASH projects in developing countries. As well as being important goals in themselves, these goals are very important for reaching the other SDGs, and creating better, sustainable development.

5. Conclusion In this assignment, I have shown that water is closely related to positive development. I have shown that the education quality and health condition in the Tanzanian rural areas is highly affected by the bad water conditions there. Therefore, there is an urgent need for better water supply in the rural areas in Tanzania, because it affects their education quality and health condition in a way that prevent development. There is so few families and schools that have good access to safe piped water or a water pump, this means that they have high risk of getting sick of the water.

However, better water supply is not only enough by itself, if people do not know how to use it in the best way. There is also a need for better knowledge about hygiene routines to prevent illnesses and deaths and improve health. To be healthy, people need enough drinking water, have a proper personal hygiene, as well satisfactory sanitation systems in their houses. To have that they need both safe water supply and knowledge to create good routines. Therefore proper hygiene education in all schools should be required.

Luckily, we see that it is engagement around this topic, also in Tanzania. We have seen that both Norwegian Church Aid has started projects like WASH and SWASH in Tanzania, and that the United Nations has included water, health and education in their Sustainable Development Goals in 2015. However, it is not enough with Aid and water-projects by volunteers, to make the changes that are needed to better the situation in the villages. This is also an issue that the Tanzanian government has to prioritize. If the government prioritize to improve water supply to all people in exposed areas, as well as introducing hygiene education in all schools, this will be a huge investment in the human capital Tanzania has.

6. References About.com. (2016). Tanzania travel guide: Tanzania's Weather and Average Temperatures. Hentet fra goafrica.about.com: http://goafrica.about.com/od/tanzania/fl/TanzaniasWeather-and-Average-Temperatures.htm Eriksen, T. L. (2013). Utvikling - en innføring i utviklingsstudier. Kristiansand: Cappelen Damm AS. Haydom Lutheran Hospital. (2015). 2015 Annual Report. Manyara: Haydom Lutheran Hospital. Norad. (2016, April 07). Bærekraftsmålene: Hovedmål og delmål. Hentet Oktober 2016 fra Norad.no:

https://www.norad.no/om-bistand/barekraftsmalene/barekraftsmalene-

hovedmal-og-delmal/ Norwegian Church Aid. (2015). Global Report on Results 2015. Oslo: Norwegian Church Aid. Smukkestad, O. (2009). Utvikling eller avvikling? En innføring i økonomisk og politisk utviklingsteori. Oslo: Gyldendal Norsk Forlag. UNDP. (2015). Human Development Report 2015. New York: UNDP. UNESCO. (2015). The United Nations World Water Development Report 2015: Facts and figures. Division of Water Science. Perugia: UNESCO. UNICEF & WHO. (2009). MONITORING FOR RESULTS: JMP Strategy FOR THE PERIOD 2009-2015. UNICEF & WHO. UNICEF & WHO. (2015). Key Facts from JMP 2015 Report . Geneva: UNICEF & WHO. UNICEF & WHO. (2015). Progress on sanitation and drinking water – 2015 update and MDG assessment. Geneva: UNICEF & WHO. UNICEF

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(country2)/291#sub-list-2 United Nations Assosiation of Norway. (2016). FN-dager. Hentet fra FN-sambandet: http://www.fn.no/FN-informasjon/FN-dager United Nations. (u.d.). Millennium Development Goals and beyond 2015. Hentet fra un.org: http://www.un.org/millenniumgoals/environ.shtml UNW-DPAC. (2014). Implementing Water, Sanitation and Hygiene (WASH) . UNW-DPAC. WaterAid.

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7. Appendix 7.1. Report from SWASH Pilot Dates: 24.-27.10.16 Responsible from 4CCP: Tone Jelsness, Sandra Larsen,

Julius Simon,

1. Introduction SWASH stands for School Water, Sanitation and Hygiene and is a project carried out by the 4 Corners Cultural Program (4CCP) located in Haydom, Mbulu, Tanzania.

1.1.

Schools involved:

Primary schools:    

Makulo Semonyandi Endaharghadatk Magong

Secondary schools:    

Nkinto Haydarer Mama Kari Haydom

1.2.

Project statement:

Through the SWASH project, 4CCP will educate students at primary (3 rd -4th grade) and secondary (1st-2nd grade, in some cases up to 3 rd) level in the topic of WASH, by starting SWASH Clubs in eight different schools in the Haydom Area.

1.3.

Project aim:

Spread knowledge about Water, Sanitation and Hygiene (WASH) to schools and villages by educating clubs with a small number of students on the topic of SWASH.

1.4.

Importance of the project:

In order for students to do well in school they have to be healthy. To be healthy they need to have a proper personal hygiene, as well as a school environment with satisfactory sanitation, and maybe most important: access to clean water for both drinking and cleaning. After observing the conditions at the schools the need for the SWASH clubs is clear. There are too few working toilets, they are unclean, there is no water or soap, some places the toilets have no door, and other places there is no water at all, neither for drinking nor cleaning. There is an urgency to get effective and proper systems and routines in place, as these observed problems actually affects the studentsâ&#x20AC;&#x2122; learning. At one school the students might find themselves without a teacher in one of their classes because he or she had to go find water.

In addition to the schoolsâ&#x20AC;&#x2122; conditions, the project also aim at the importance of having a good home environment. The schools might be clean, but if the conditions at home are not proper it still poses a threat to the studentsâ&#x20AC;&#x2122; health. As well as protecting the students physical wellbeing, improving home conditions will make their families healthier.

The importance of implementing these clubs in schools, comes from the fact that this type of knowledge is in some cases not provided from their homes. In some cases, it might not be considered important enough to clean for example plates and hands, because the effects of not doing it is unknown. A miss conception might be that it is just fabricated, and not really true.

Lastly it is important with physical wellbeing to reach a good enough psychological health to perform well in school. If being clean or getting enough water is a concern, then focusing on what 1+1 equals to might not seem as important.

1.5.

Aspect for consideration:

An important aspect to consider is the fact that the schools have different problems and are at different stages when it comes to water, sanitation and hygiene. Some schools struggle with a basic access to water, while other schools just need some few modifications and to fill in some blanks in the students’ knowledge on the topic. This is why it is important to evaluate and work with the schools individually as well as keeping a common goal in mind. Everyone works towards a common goal, but the way there might be different depending on each school’s needs.

1.6.

How the project will be carried out:

The first part is to introduce both teachers and students to the project, and is called “Pilot” which this report presents. In a period of four days, eight schools have been visited and observed. There are four primary schools, and four secondary schools. In each school we had a 30-40 min long introduction with both questions and some basic information about diseases related to water. After the introduction we were guided through the school to look at the conditions of toilets and other water, sanitation and hygiene conditions.

The clubs will be started by the teachers and students at the school. The teachers will also be the ones responsible to provide the students with the SWASH knowledge. Within the clubs there will be a chairman, a spokesperson, and secretary among the students in the club.

After clubs are started the 4CCP will observe and support the work done in the clubs. 4CCP will provide some help to get access to the basic WASH needs, but the schools will mostly be left to their own SWASH clubs. Firstly, this is a way to make sure that the schools are treated individually, by letting each school be responsible for its own club and needs. Secondly, it is also a way to ensure a common goal. Lastly it will be more effective than having 4CCP workers travel around to each school, as this will cost both time and money.

1.7.

Challenges

The first challenge this project faced was transportation to and between schools. For the most part, public transportation was used. Depending only on this type of transportation means that visits are restricted to the bus schedule. Taking public transportation also put an extra expense to 4CCPâ&#x20AC;&#x2122;s budget.

Another challenge the project faces is when parents choose to keep their children out of school. In some cases, it is viewed more profitable to have the children work at the family farm. This is a challenge as less children in school means less children in the SWASH club, and therefore it will take a longer time to spread the WASH knowledge to the village people.

A concern the schools seemed to have was time management. At one school they were worried when they would have time for SWASH clubs as it would take time from other subjects. It was explained that the knowledge provided through SWASH is so important that it should not be considered an inconvenience. It was also explained how the knowledge about SWASH is knowledge they also learn in other subjects, such as biology, and vice versa.

2. Report from Pilot

2.1.

Monday 24.10.16

Participants from 4CCP: Sandra, Julius and Tone

Makulo Primary School

This was a very short visit. First we talked to the headmaster of the school and then Julius said some words to the pupils of the school about the SWASH program and Sandra told about the CFC exchange program.

This school has 726 students and 12 toilets in total, 6 for boys and 6 for girls. We did not get the chance to look around the school to see the conditions of the toilets or the classrooms.

Nkinto Secondary School

This school has 67 students, where they want 53 of them to make up the SWASH club which is the students from 1st-3rd grade. During Juliusâ&#x20AC;&#x2122; introduction, 49 of them were present. There are 14 teachers in total at the school. For each sex there are 3 toilets available, amounting to 6 student toilets in total. They have 8 more toilets for girls that are broken, but under repairing. When going around examining the toilets it was discovered that there is no toilet paper, soap or water at all. Another problem is that there are no doors, which can make the toilets uncomfortable to use.

WATER IS A BIG ISSUE at the school. In general, they need 1000 l/day but only have access to what students bring from home, which are around 80 l/day or less. The school has two rainwater collector tanks, with filter for making the water clean. However, the water tap is broken, so they are not in use.

When it comes to the laboratories (chemistry, physics and biology) are also affected by lack of water. First of all, the students cannot start practical assignments because of lack of water, which is a waste of already built laboratories. Second of all, they donâ&#x20AC;&#x2122;t have enough water to keep floor and equipment clean. The laboratories are mostly clean, and only needs a few swipes over tables, floors and sinks. It looks light and new, with white tiles.

There is one sink at each table, but no pipes to lead out water. This will lead to a lot of mess on the floor, and dangerous supplements might spread on the floor and on the wooden planks covering the gutters which will lead out water. There should be closed pipes to prevent these supplements to cause damage, both on laboratory and on students and teachers.

Also, the equipment is not in the laboratories, but stored somewhere else. However, there were very few equipment in these store rooms. Does this mean that they don’t have any equipment for physics, biology and chemistry lessons? The Chemistry lab has some, but they are dusty and dirty, most likely a result of not being used and because of lack of water to clean them. Some cylinders and beakers have shards in them and there is spider web over equipment and table. Equipment in this state cannot be used during practical lessons, because it affects accuracy in experiments. There is therefore a big need of more cleanness, but this means that water has to be available.

The rooms are big with space for 36 students, 6 at each table, but there are some missing chairs. Also, there is poor air inside, there should be better air condition, especially during experiments. They need fume hoods to lead out smoke and other dangerous gases, or some experiments are not safe to conduct. Head of school wants another water tank outside laboratory to also collect rainwater here – it also gives easier access to water for the lab. However, economic problems prevent this, as they receive some support from the government, but far too little. It means that Tanzania’s budget for education is too low, and has to be a bigger priority.

Another issue is that they struggle with getting children to school as their parents see it as more profitable to have them working on the family farm. Parents do not pay to have their children in school, but still earn more from not giving them an education. For some families it is considered a waste of time to have their children in school, as other children who are working earns money. Also if the children don’t graduate their schooling has been for nothing. 25

As the school has no cantina, students spend more time going home for lunch. Then they either have fewer hours or end their school day later. They also do not access to small meals during the day.

2.2.

Tuesday 25.10.16

Participants from 4CCP: Sandra, Julius and Tone

Haydarer Secondary School

This school has 219 students, where 124 are girls and 95 are boys. There are 18 teachers and 2 teacher toilets for them with doors. The toilets have water, but empty soap bottle and no toilet paper. There is also a mechanism for washing hands, but it is broken.

There are 12 student toilets, 6 for girls, 6 for boys. They are currently preparing new ones for boys. There is no water in the girlsâ&#x20AC;&#x2122; toilets and no mechanism for washing hands. However, there is one water tap with soap available for everyone, beside their stand for drying plates in the sun. The water from the tap is not wasted as it is used for irrigation of the soil for farming, f.ex. vegetables, bananas, passion fruit and avocados.

There is also bigger scale farming on the school property. They are using organic material (food waste) as fertilizers. This is a very sustainable solution, and gives students short traveled food. They also have a kitchen on the school area where they prepare food. Other sustainable solutions, is the planting of trees to reduce CO 2. In order to make it even better, they have 400 holes to plant new trees.

Something not so sustainable is burning the trash, but at least this has led to a cleaner school area.

The school have laboratories under construction which is a national project from the government.

In general, the school has a very nice environment, with a lot of plants and trees. It seems that the students and teachers are comfortable here.

Semonyandi Primary School

This school has 414 pupils, where 212 are boys and 202 are girls In total, they have 11 teachers, 10 toilets for pupils, 5 for girls, 5 for boys. They also have 1 for the teachers

Everyone are provided with lunch at 1-2pm, but the students bring water with them to school, which are used in cooking, cleaning and drinking They are planning to start up SWASH club where they can have songs and dances

The nearest water pump/tap is 5 km away, with water tap and tank. However, it only works during rainy season when water is collected. The school need around 1000 l/day, but have access to far too little, since the only water there are brought from parents. This is a big issue because teachers sometimes skip teaching classes because they have to go find water for themselves.

The toilets smell really bad – not clean enough. The holes in the toilet are too small, which make them overfilled and dirt on the floor, which is causing bad smell. They have doors, but they are impossible to lock or even close – lock only on outside. Also, there are no paper, no water, no soap by the toilets.

The toilet holes for teachers are bigger – proper size. Also, there is a mechanism for washing hands outside the teacher’s toilet but not outside the students’ toilet.

2.3.

Wednesday 26.10.16

Participants from 4CCP: Tone, Julius, James and Sandra

Endaharghadatk Primary School

James joined this day and the usual introduction done by Julius, were done by both of them at this school.

In this school, there are 599 students attending, 289 boys and 306 girls. In this number the 7th grade was not included as this class was already finished for the year. With 7 th it used to be 646 students in total, with 306 boys and 340 girls. In all there are 12 teachers, 5 females and 7 males.

There are 18 toilets at the school, 9 for boys and 9 for girls. In addition, there are 2 toilets for teachers only. After the introduction, we walked around to see the condition of these toilets.

The first thing we noticed was the bad smell. We observed that the holes were too small and that there was no paper, no water and no soap available. One of the boys’ toilets was broken and there were only locks on the outside, but the doors were possible to close. On the outside there were put up poles for a mechanism for washing hands, but there was no bottle. However, there was a bottle on the girls’ side, except it was empty.

Even though there was no water by the toilets the school had access to 1000l/day. The water is brought from a pump that is 1 km and is brought by an employee at the school who are paid by the parents.

The parents also pay for the school chef and guards, and they also bring food for the students. This food is for the students’ and teachers’, those who do not eat at home, lunch. Some of the food that is grown in the school’s farm is also used for the lunch. The rest is sold in order to cover other school expenses.

The school chef cooks the lunch in an old, little kitchen, but a new one was under construction. It was almost finished when we visited, and they had only used one day to build the walls. Outside the old kitchen there was a place to wash both hands and dishes.

Mama Kari Secondary School

After visiting the primary school, we walked to Mama Kari Secondary school.

Here they have 411 students, where 242 are boys and 169 are girls. At the school there are 19 teachers, 6 males and 13 females. We visited the teachers first and talked to them before the introduction to the SWASH program led by James. From them we also got to know that

there are 8 toilets at the school, 4 for each sex, and 2 additional ones for teachers. Moreover, there are 8 new ones under construction, with an extra which is going to be for disabled.

After the introduction we walked around and saw where they have their water in 250 l barrels. They have access to 2000 l/day but have a need for 4000 l/day. The nearest water pump is 5-6 km away so the water they have is brought there in the big barrels.

The barrels were close to the kitchen so we got to see where they make the lunch for students and teachers. This was the first school kitchen which was not filled with smoke during the cooking, mostly because of big ovens heated by firewood. The firewood is put at the bottom and the big pots on top. The ovens prevent more heat loss and are therefore more effective to use for cooking. Because they are closed-off, they can also contain a higher temperature than just a regular fire. It also helps to save firewood.

To cover some of the expenses of for example fire wood, chef, oil and food, the parents provide the school with 40 000/year/month?

From the kitchen, we went to the toilets which was unclean and without locks. In addition to this there was one missing door at the girlsâ&#x20AC;&#x2122; toilets. As the rest of the toilets at the other schools, there was no water (on the girlsâ&#x20AC;&#x2122; side), no paper and no soap.

We got to look at the new lab which is under construction, as well as a few new classrooms under construction. When we walked from the toilets to the lab we got to see where they dump and burn the trash, and we got to see the healthy trees as they have enough to water them.

2.4.

Thursday 27.10.16

Participants from 4CCP: Tone, Julius and Sandra

Magong Primary School

Magong already has a SWASH club (2015) with 30 students (10 form each class), and we went there to observe how it has helped the school improve in the areas of water, sanitation and hygiene. We also wanted to see what the students have learned and what they think about the club.

When we arrived we first met with the headmaster who could inform us that there are 253 students at the school, where 125 of them are girls, and 128 are boys. At the school there are only male teachers, with 8 in total, where 4 are permanent and 4 are temporary.

In the SWASH club they make songs and dances, and practices these, and sometimes perform. They also do cleaning at the school and they teach their fellow students about hygiene and cleanness. This has helped the personal hygiene of the students to improve. Starting the SWASH club has also helped to improve the sanitation at the school.

Even though the toilets with its water system wasn’t completely finished, the improvements compared to other schools were visible. There were two big barrels, which can store 250 l water each, on the outside which everyone can get water from as soon as the pipes and taps are in store. At the moment of visit the barrels were empty, but there was another storage space built into the ground where they could get water from. This water will be used for the toilets’ water system when it’s completed.

On both the boys’ and the girls’ side there was one sink for hand wash, and also a toilet for disabled in addition to the other 5 toilets for each sex. On the boys’ side there were a urinal, which we hadn’t seen anywhere else. There was also something we hadn’t observed anywhere else on the girls’ side. This was a place to dump their tampons and pads, as well as their own room, with a lock and a tap, where they can wash themselves when they are on their period.

As all the other schools they also have a low budget at their disposal and we were informed that this school had only 110,000 tzs. Even though they have economic difficulties they have made great changes, for school, students and teachers thanks to the SWASH program. The students seemed to enjoy themselves when they performed their songs and dances for us.

At the end we got to come with a few proposals as to what more they could do, or if there were need for more improvements. Our suggestions were to make a few small plays, or one bigger one, which they can work on, practice and then perform both for parents, fellow students and other schools. Julius got inspired to take this club to other places to inspire other children to do the same. It can also be a fun and exciting way for the SWASH club to teach others, and for other students to learn.

Haydom Secondary School

After a long walk between two schools, we arrived at Haydom Secondary School.

At this school, there are 103 boys and 233 girls, which equals to 336 students in total. Of the 233 girls, there are 99 of them living in the school’s hostel. There are 19 male teachers, 3 females which amounts to 22 teachers in total. At the school property, there are 1 toilet for the teachers to share where there is soap and water, plus that the toilet does not smell

bad. For the students, there are 4 available toilets for each sex, except one of the doors on one of the girlsâ&#x20AC;&#x2122; toilets was broken. This causes an even bigger problem for the girls as they already struggle enough with only 4 toilets between them.

There are 5 more in the hostel, but this is not open during school hours. Both these doors and the doors of the other toilets are possible to lock from the inside. In the hostel there are also 5 showers, but they have to bring their own water to wash themselves. A 10,000 l water tank is standing in their backyard area, but because of hole it is leaking and cannot be filled with water. The pipes leading to the tank are supported by a bucket underneath to keep them up.

There is also one big water tank for collecting rainwater by the school, but the tap on it does not work. This means that the students have to climb on top of it to get the water out in buckets. With no safety net or ropes, it is unsecure for the students and also not the most effective way to get out water. With a working tap the students also do not have to walk all the way to the river to get water.

Another reason they have to walk this far is because the bore hole and pump put up by the 4CCP stopped working the same week we visited. We visited on Thursday 27.10.16 and on Monday 24th it had stopped working. Because of these visits we got to report back with the problem early so that the students do not have to struggle with it for long.

In general, it was a nice and beautiful area that is well taken care of with trees and other plants. The classrooms and offices were in good shape as well, much thanks to the students who clean the rooms and dishes after school is over.

3. Conclusion There is a great need for the SWASH project at all of the schools, however, in various degrees. Through the pilot we saw the importance of evaluating the schools separately. At Nkinto for example there is a pressing need for water and better toilets. There has to be installed doors, and there has to be water available for washing hands. However, they had something no of the other secondary schools had, and that was a ready laboratory. Except that it could not be put in use because they had no water available. At Haydarer on the other there was a lot of water available, and they had their own farm, but even here they didnâ&#x20AC;&#x2122;t have water or soap at the toilets. In contrast to Nkinto, however, they at least had a water tap with soap which everyone could use. There is also a need for the project not only because of the school conditions, but to teach the students more about hygiene and also diseases related to water. To make sure that the knowledge the students receive is being spread, the students have to be confident that what they are teaching others is correct. It is therefore important with a diverse SWASH education. After visiting Magong Primary School and observed their SWASH club and the conditions at the school, it became clear how it can be easier for the students to learn, and teach others: through song and dance. If they have fun while doing SWASH-related work it will be easier to learn and appreciate their new knowledge, as well as teaching it away.