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How to - Education

Executive summary The importance of Education in the social and economic development of individuals, communities and society as a

whole cannot be underscored. Development entails the expansion of choices which requires knowledge. An

educated individual has the ability to make informed choices which enables them an opportunity to control and

direct their development. Education is transformational. It is a powerful driver for development and one of the

strongest instruments for reducing poverty, improving health, gender, peace and stability. 1Education is a

cornerstone for development and a prerequisite for any society that chooses to embrace development.

As a child focused organization, World Vision Zambia recognizes the significance of Education in a child’s life and has

adopted Education as one of its sectors in the attainment of the Child Well Being Outcomes. The WVZ Education

strategy aims to compliment the Zambian Government’s efforts in ensuring that children have equal access to

quality Education. WVZ will not only look at increasing access to Education as it has done in the past but will further

look into addressing some of the critical social, cultural, economic and environmental factors that keep children

away from attending school and being retained in school. Education is a basic human right which WVZ will continue

to promote to ensure that every child has an equal opportunity to get an education and therefore be able to make a

meaningful contribution to their society. The WVZ strategy therefore places special emphasis on the education of

girls, Learners with Special Educational Needs (LSEN), orphans and vulnerable children. The strategy considers ways

in which these often disadvantaged children can acquire an education. The quality of Education provided in the

schools continues to be a challenge and places children at a disadvantage in that children are still not able to attain

expected functional levels of reading by age 11. Only one third of the students in grade 5 attain the minimum level in

English and Math.2 In an effort address issues of quality the WVZ strategy will focus on strengthening the voices of

the communities such as the PTA’s and children’s clubs so that they are able to lobby Government for the provision

of quality Education. WVZ will further explore opportunities for ICT as a creative and innovative way for children to

learn.

For Education programming in WVZ operational areas to be effective and achieve tangible/practical results it MUST

be holistic in design and implementation. This requires integration, collaboration, and joint planning with other

sectors, stakeholders and Government line ministries.

Goal WV contributes to improving child learning outcomes through effective, proven programming and equitable access

as measured by an increase in the percentage of children who can read by age 11 and improved well-being as

expressed by the children themselves.

Objectives Increased proportion of children who complete primary education in a registered learning environment.

Improved functional levels of reading for children

Adolescents are ready for economic opportunity

Child Well-Being Outcomes to which this contributes This strategic guidance impacts all of the child well-being outcomes indirectly, but those that it impacts most directly

include:

• Children read, write, and use numeracy skills

1 www.worldbbank.org/Education

2 www.netherlandsembassy.org/en/development-cooperation/education.html

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• Children make good judgments, protect themselves, manage emotions and communicate ideas • Adolescents ready for economic opportunity • Children access and complete a basic education • Children enjoy positive relationships with peers, family, and community members • Children value and care for others and their environment

National context The Zambian Government has made significant strides in the Education sector in the past decade due to an increase

in funding for the sector. Prior to this, funding was low due to the overall economic stagnation which resulted in a

drop in national revenue. Access to Education was a major challenge which the Government responded to by

developing and implementing various strategies such as the Basic Education Sub-sector Investment Plan (1999-2002)

and the Ministry of Education Strategic Plan (2003 – 2007) and more recently the Fifth National Development Plan.

Despite significant increase in access to education and skills that was achieved during the Fifth National

Development Plan (FNDP) period 2005 - 2010, which was a result of marked increase in construction and

rehabilitation of infrastructure especially at basic school level and significant recruitment of teachers, the sector

experienced some challenges in the quality of education and skills development provided3. This resulted in low levels

of learning achievement and mismatch between skills delivered and the requirements of the labour markets. Other

major challenges included the confinement of Early Childhood Care, Development and Education (ECCDE) to pre-

schooling instead of offering a more comprehensive developmental support and learning experience, and the limited

access to tertiary education due to the overall infrastructure deficit and low staffing levels4.

The major areas that continue to challenge the Education sector are access to education, the quality of education

and equal access to education especially for the more vulnerable groups such as Learners with Special Educational

Needs (LSEN). The enrollment in primary education in Zambia has doubled from 1.6 million learners in 2002 to 3.2

million in 20095. In spite the strides made in access investments have not been simultaneous with the exponential

growth in enrollment which has in turn had an effect on the quality of education. Weak Education management,

high pupil to teacher ratio, high pupil to book ratios and poor teacher retention are some of the factors that affect

the quality of education.

Inequalities in Education continue to persist for the more vulnerable groups such as girls, Learners with Special

Educational Needs (LSEN), orphans and children from disadvantaged homes. Deliberate efforts have been made to

increase girl’s participation in school through sensitization campaigns and policies yet disparities continue especially

at the higher levels of schooling. In spite the increase in the enrollment rates retention, progression and completion

rates continue. The gender imbalances are likely to worsen considering that there has been a decline in the number

of females receiving bursaries in basic school from 45173 in 2007 to 11 566 in 2008. That of males on the other hand

more than doubled from 41,836 in 2007 to 103,489 in 2008. Disparities are similar but more glaring at higher levels.6

The number of Learners with Special Educational Needs accessing education continues to be low. This can be

attributed to learning environments that are not conducive for these children. Inaccessible learning infrastructure,

non availability of teaching and learning materials, non availability of qualified LSEN teachers and assistive devices

are some of the barriers to their Education. Inequalities can also be seen in education access for children in the rural

areas. These children continue to be disadvantaged in comparison to their peers in the urban and peri urban areas.

Government & other stakeholders’ focus Government emphasis for the period of the SNDP (2011-2016), is increased focus on quality improvement. Attention

will continue to be placed on teacher supply (recruitment, deployment and retention); provision of teaching and

learning materials and infrastructure development. Additional focus will be placed on school level processes such as

3 Sixth national Development Plan 2011 -2016, GRZ.

4 Sixth National Development Plan, 2011 -2016,GRZ.

5 Education Fact Sheet, USAID,2012

6 Zambia Human Development Report, 2011

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school governance, teacher supervision, quality assurance, teacher continuous professional development and

pedagogical support so as to actively pursue an improvement in quality of educational delivery. Furthermore, the

sector will seek to address the efficiency and effectiveness of education and skills development delivery through

curriculum development, improved management and governance of institutions, community involvement, civil

society and private sector engagement. The ultimate goal as outlined in the Sixth national Development Plan (2011-

2016) is to increase equitable access to quality education and skills training to enhance human capacity for

sustainable national development. The sector will achieve this by:

Expanding access to high school and tertiary education

Improving the quality of education through curriculum review, development and delivery at all levels

Increasing teacher availability especially in rural areas through interventions like rural hardship allowances,

loan schemes, provision of solar power and construction of staff houses etc

The sector will also review or repeal key education acts (e.g. of 1966, 1996) to make them comprehensive and more

responsive to current needs in the sector, work with relevant stakeholders to speed up the implementation of the

National Decentralization Policy, continue to implement the teachers’ rural retention scheme through interventions

like rural hardship allowances, loan schemes, provision of solar power and construction of staff houses7.

Other stakeholders including the private sector, bilateral agencies and NGOs make contributions in line with

government focus.

Gap analysis Despite efforts to improve education delivery, gaps still exist in various forms and at various levels. Issues of access,

quality and equity are still major concerns. World Vision Zambia’s overall aim for education is to provide access to

education, create a healthy learning environment and compliment the efforts of Government in education provision.

World Vision works with the Ministry of Education to address factors related to low access to education and initiate

interventions to deal with the constraints.

For the period, FY13 – FY15 World Vision Zambia has aligned its education sector strategy more closely with the

Government of Zambia’s National Strategy in the Sixth National Development Plan which aims to “increase equitable

access to quality education and skills training to enhance human capacity for sustainable national development”.

This will be done in an effort to compliment the work of the Ministry of Education. World Vision Zambia will take a

more proactive role in working with the Ministry of Education at all levels.

Access: Although World Vision Zambia has contributed to improving access to education through the building of

infrastructure it will further work with various stakeholders to address some of the key issues that keep children

away and from staying in school. To date WV has constructed/rehabilitated more than 40 schools and sponsored

more than 10,000 children. In spite of these efforts there are a number of factors that keep children from going to

school and remaining in school. The various socio economic and cultural factors that keep children from accessing

education even when it is available will need to be addressed through advocacy efforts and partnerships with

various stakeholders to ensure that an increased number of children are not only accessing an education but

successfully remaining in the school system.

Equity: The need for equity cannot be over emphasized. World Vision Zambia as a child focused organization seeks

to help all children especially the most vulnerable, forgotten and invisible children in society. It is therefore critical to

ensure that children with disabilities or Learners with Special Educational Needs (LSEN) are given an opportunity to

access education. World Vision Zambia will step up efforts through the various ADPs to ensure that parents and the

communities are sensitized to the importance of LSEN accessing an education.

7 Sixth National Development Plan, 2011-2016

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Girls’ education will continue to be encouraged so that an increasing number of girls are retained in the school

system and are able to successfully complete their studies. Advocacy will be essential so that communities make

every effort to ensure that the environment is conducive for girls to learn.

Quality: Quality education is essential for children to obtain functional levels of literacy, numeracy and essential

skills. World Vision Zambia will work with communities to ensure that they are empowered to advocate that the

government provides quality education which includes:

The provision of trained teachers and mounting training for volunteer teachers

Provision of teaching/learning materials

Building the management skills of PTA members to support the teachers

Empowering and linking school authorities through microfinance and other income generating activities to

raise funds to sustainably support schools

World Vision will also endeavor to pursue partnerships at with various stakeholders at different levels in an

effort to promote quality education in schools where World Vision Zambia is operational.

Best practices / Models A key enabler to the success of the education strategy will require the involvement of the local community. ADPs will

need to engage with the community and listen and learn from local stakeholders and support them in action plans

aimed at improving reading mathematics and life skills learning outcomes. The ability to engage the community and

foster community ownership from the outset will provide a more sustainable impact beyond the intervention period.

Models/best practices to be used are:

1. Citizen Voice Action PTAs Empower the PTA’s so that they are able to lobby the District Education Boards to provide quality education through:

Upgrading of community schools to Government schools

The provision of trained teachers and the training of volunteer teachers

Provision of teaching/learning materials

Provision of school infrastructure Work with the PTA’s to mobilize community volunteers to:

Support the classroom teacher

Manage school/village libraries

Facilitate and support extracurricular activities that include reading

Engaging parents in supporting improved reading outcomes through guided activities that can be carried out in the home

2. Capacity building:

Strengthening the management skills of the school PTAs

Strengthening the capacity of the school Head Teachers

Training of local community volunteer teachers 3. Partnerships

Establish linkages and partnerships with organizations that promote Education programmes e.g. Room to Read, Save the Children and CAMFED

Establish linkages and partnerships with local, national or international partners, including government in order to achieve learning outcomes.

4. Early Childhood Care Development and Education 5. Basic Education Improvement Plans for primary education 6. Positive Youth Development

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Targets World Vision Zambia’s Education Strategy covers children from the ages of 6 to 18 years of age, focusing especially on those in educationally deprived areas with high levels of functional illiteracy. In the ADPs where World Vision Zambia works more than 30 % or more of the children at about 11 years of age remain functionally illiterate.

Matrix DADDs DO’S ASSURES DON’T DO’S

Improve children’s core skills and abilities across the child development cycle

Equitable Access to Learning: monitor access to learning by school catchment area

Life Skills Education: support essential life skills education

Literacy and Numeracy Education: support literacy/numeracy education

Youth Entrepreneurship: facilitate youth-led, ICT-assisted local development innovations

Parent Sensitization: Facilitate education-related community conversations

Strengthen School Management Committees and Parent Teacher Associations planning processes

Ensure an abundance of locally relevant resource material

• Enable lobbying for trained teacher’s

• Support teacher improvement

plans

• ICT for Education

Partnerships with NGOs that have a proven track record in literacy/numeracy programming with evidence- based best practices.

Partnerships between School

Management Committees and

PTAs

Establish or run education institutions

Manage scholarship programmes

Education investments with no measurable impact on child learning outcomes

Provide donor assistance that by-passes SMC/ PTA planning processes

Provide education assistance only

to registered children, to the

exclusion of other children of

similar status in the active

programme area

Key stakeholders for Collaborations

• Collaborations GRZ Line Ministries including: Ministry of Education/District Education Boards, Ministry of science , technology and early childhood education

• Donors and academic institutions that specialize in child protection/and or education and balance practical experience with research

• UN Agencies e.g. UNICEF and other NGOs • Local service providers including social workers, health facility staff, CBO/FBO volunteers

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Cross-cutting themes Crosscutting Theme

Do’s Assures Don’t Do’s

Advocacy

Provide awareness in communities on harmful cultural practices that hinder girl child education

Training in Advocacy, Gender, CVA, Disability and Protection for Education Sector Staff

Community empowerment to develop Community based Child Protection systems

Integration of child protection and participation in education programming

Empowerment of community members to demand quality service provision in education

Empowerment of Community based education groups to monitor policy implementation and quality of service delivery

Systems development for Protection of children from school and community based violence directed at children.

Development of Child participation structures to foster child participation in decision making processes at school level , district and national levels

Collaborations with education based CSO groups

Policy feedback to government on impact of selected educational policies on communities Advocacy to address various issues in Education from disability, gender inequalities, poor education service delivery, children’s rights and child protection.

CVA to lobby Government to address policy issues that affect Education.

CVA to address issues centered around educators and factors that affect their service delivery.

Advocacy to address the various social and cultural factors that affect children’s ability to participate in school.

Advocacy to promote the inclusion of most disadvantaged children in schools

Capacity building for community based structures and community members to assure accountability in service delivery

Capacity building of children to enable their participation in addressing issues of abuse in schools.

Formation of school councils where children can discuss issues of education policy implantation in schools and protection

Enhanced Capacity of communities to address issues of abuse in schools and adverse cultural practice in communities

PTAS and School Management Boards are empowered with advocacy skills

Don’t interfere in school management when dealing with predatory teachers who abuse children.

Don’t directly bring law enforcement agencies to schools and communities to make arrests.

To take the place of government in service provision

Address people as backward and illiterate

Do not carry out any advocacy but rather empower PTAs and communities with the necessary skills to lobby Government

Christian

Commitment

Integration of WV’s Christian identity in all education related interventions

Provide opportunity for all children to explore, experience, and demonstrate God’s love in their lives and relationships as they are being educated for life

Continue to encourage Government in its effort to offers free education at primary

Engage the education boards and parent-teachers associations to promote prayers in schools and Christian counselors to provide value-based Christian counsel on child

Discriminate disabled children who are more vulnerable in that their access to education is limited by causes such as stigma and social segregation

Support adherence to

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Crosscutting Theme

Do’s Assures Don’t Do’s

level as a way of supporting the most vulnerable children access basic education which is fundamental in their journey to be educated for life

Enhance community participation in promoting education related advocacy and child protection to expected levels so as to afford children access to education which is in line with God’s will to enable them to feel loved, cared for and protected

Strengthen community based education groups such as PTA which helps to monitor the education activities in partnership with education staff at community level so as to provide a safe haven for children to fulfill God’s purpose for their lives.

education

Lobby for disability-friendly education infrastructure that is accessible to vulnerable children such as the disabled

Community engagement to provide education support in the event of deaths of household heads leading to increase in the care and support burden

Encourage parents who make effort to teach children beyond normal school hours and help with their school work; as scriptures encourages parents to train up children in the way they should go so as to grow thereby

Advocacy efforts aimed enforcement of alcohol policies at that will provide a platform for engaging teachers who are prone to chronic drunkenness and are less productive in class which has had a negative impact on community efforts to promote good education

Provision of spiritual and psychosocial counseling to girl children who are molested or fondled by fellow pupils or teachers which causes them to stay away from school

myths that girls should only wait for marriages but a boy deserves to be in school as this is a major detriment to promoting girl child education

Subject children to work overload from both parents and teachers causing them to have little time to play or concentrate on school work thus hindering their enjoyment of fundamental and God given rights and privileges

Subject children in rural schools to limited participation in the use of modern technology due to purported to low literacy; as all children are equal before God and He values them the same way

Compromise on girl children being forced into early marriages thereby hindering their education progress

HEA

Mainstreaming Disaster Risk Reduction in all education projects

Conduct an assessment to determine whether Child Friendly Spaces (CFS) are

Education in Emergencies link to broader education team and education

Provide education assistance only to registered children, to the exclusion of other

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Crosscutting Theme

Do’s Assures Don’t Do’s

needed, safe and contextually appropriate, meeting international humanitarian standards

Ensure a coordinated, inter-agency and multi-sectoral approach to CFS and provide integrated support and services as part of the CFS program.

IN EMERGENCY

Link educational interventions to curricula on life skills, health, nutrition and psychosocial activities.

strategy. children of similar status in the active program area

Limit CFS to just recreational activities, unless other interventions have been assessed and found inappropriate.

Gender

Work with Schools, PTAs, community members and leaders including those with disabilities to eradicate stigma and discrimination

Promote equal and equitable access for children with disabilities to all educational institutions

Strengthen volunteer capacity to meet specific needs of children and young people with disabilities

Children with disabilities have the opportunity to

Participate equally and inclusively in Education programmes.

Raise awareness of harmful traditional practices, exclusionary practices and Gender Based Violence (GBV) in the schools

Promote equitable participation of boys and girls in schools

Promote adult literacy for women for better participation in education activities for their children

Strengthen capacity of PTA in managing and dealing with initiation ceremonies for boys and girls

Strengthen, monitor re-entry policy for improvement of girl child education completion rate

Mainstream disability issues in all education programmes, facilities, services, and communications, by addressing barriers that prevent persons with disabilities from fully participating

Promote Rights of Persons with Disabilities in schools

Education programmes address equal enrolment and completion rates, safe environments, gender-sensitive curricula and the promotion of vocational opportunities for boys and girls that do not reinforce gender stereotypes.

Engage with local and international stakeholders in advocating for improved status and relations of, girls and boys

Engage with Zambia Traditional Counseling counsel in advocating for inclusion of GBV perspectives in their curriculum

Education programmes should not support and promote medical or social models of disability which presume that medical and charity interventions are the only way to support children and young persons with disabilities.

Schools should not use language or images in communication which undermine the rights and dignity of persons with disabilities.

Approve or implement Education programmes that do not include a gender analysis

Disability

Work with Schools, PTAs, community members and leaders including those with disabilities to eradicate stigma and discrimination.

Promote equal and equitable access for

Mainstream disability issues in all education programmes, facilities, services, and communications, by

Education programmes should not support and promote medical or social models of

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Crosscutting Theme

Do’s Assures Don’t Do’s

children with disabilities to all educational institutions.

Strengthen volunteer capacity to meet specific needs of children and young people with disabilities

Children with disabilities have the opportunity to participate equally and inclusively in Education programmes.

addressing barriers that prevent persons with disabilities from fully participating

Promote Rights of Persons with Disabilities in schools

disability which presume that medical and charity interventions are the only way to support children and young persons with disabilities.

Schools should not use language or images in communication which undermine the rights and dignity of persons with disabilities.

Environment

Raising awareness of the environment,

natural resource management and

conservation in schools.

Activities that promote environmentally friendly or natural resource management and conservation

Any activities that promote environmental degradation i.e. deforestation

Conflict Management

Promote activities that focus on empowering children as peace builders in their schools and the larger community.

Activities that promote unity

Any activities that promote disharmony in the schools and larger community.

Child

participation

and

Protection

Raise awareness to prevent exploitation, abuse, neglect and other forms of violence against children in the schools and communities

Protect children in abusive situations by either helping them get out of harmful situations and accessing legal and protective services, or by reducing the risk to children living in dangerous situations

Strengthen and promote children’s rights clubs in schools.

All possible steps are taken to assess and minimize risks to children when participating in school activities

Education programmes that strengthen the capacity of teachers to recognize and respond to signs of abuse, exploitation or neglect

Early childhood development and life skills programmes include strong child protection components

Schools are increasingly inclusive of most vulnerable children

Children and youth safely and meaningfully

Creation of parallel child protection structures to those which could be addressed by existing government or non-governmental partners

Support long-term institutional care for children deprived of parental care

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Crosscutting Theme

Do’s Assures Don’t Do’s

participate in decisions which affect their lives.

Quality protective, education services are accessible to respond to the needs of the most vulnerable

GIK

Plan with GIK to mobilize textbooks and other educational materials that enhance children’s literacy and numeracy skills.

Creatively use GIK resources as Prizes to promote competition amongst the children in debating, essay writing and other academic learning techniques.

Work to support the MOE concept of mobile library in schools

Source text books and materials that promote vocational skills.

Text books that meet standards of the Ministry of Education

Shoes, clothing, toys and educational games among others will be used to encourage pupil attendance in committee schools and lower grades.

Educational toys to be provided to learning and recreational centers.

Don’t use text books that have not been approved by the Ministry of Education

Integration with WVZ sectors Sector Do’s Assures Don’t Do’s

Food security & Economic

Development

Sensitization on the growing of nutritious crops in schools.

Encourage farming activities e.g. gardening and planting of fruit trees around the school

Promote PTA savings groups among teachers

Promote Youth Entrepreneurship programs in schools

Tailor made economic empowerment programmes targeting adolescents including school leavers.

Promote Home Economics and Creative Arts in the schools

Promote the use of ICT in schools

Facilitate access to wage- and self-employment, especially for youth (15-24 years).

Sensitization on the growing of nutritious crops in schools.

Encourage farming activities e.g. gardening and planting of fruit trees around the school

Promote PTA savings groups

Promote Youth Entrepreneurship programs in schools

Tailor made economic empowerment

Promotion of production units to facilitate children’ s learning of some life skills in agriculture

Promote production activities which create dependence on WV for inputs

Promote any activity which hinges on child labor

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programmes targeting adolescents including school leavers.

Promote Home Economics and Creative Arts in the schools

Promote the use of ICT in schools

Health & Nutrition

Provide health education to prevent communicable diseases e.g. malaria, diarrhea, ring worms etc

Collaborate with School Health and Nutrition program to prevent worm infestation and de-worming treatment

Promotion of good personal hygiene practices among school children

Prevention of Communicable diseases such as malaria, diarrhoea, ring worms through health education

Deworming and schistosomiasis prevention and treatment through GIK to school health services

Peer Education in reproductive health

Allow the provision of any drugs in schools which have not been approved by relevant authorities.

HIV/AIDS

Equip children 5-18 with information on HIV transmission

Provide life skills training for self esteem, decision making and resistance to peer pressure

Work with parents and caregivers to promote HIV testing and adherence to ARVs

Strengthen and promote Anti -AIDS clubs in schools

Promote HIV/AIDS awareness among pupils during school cultural and social events

Safe environment for children with HIV/AIDS.

Engender and strengthen linkages and partnership with DEO’s in WVZ operation areas to enhance HIV prevention interventions in schools.

Collaborate and jointly train PTA’s and teachers in expanded HIV prevention to enable schools within ADPs initiate and/ strengthen HIV prevention activities among school going children

Train boys and girls in HIV prevention using the expanded HIV prevention and Adventure Unlimited curricula to equip children with comprehensive HIV prevention knowledge and skills to be assertive and protect themselves

Equip boys and girls as peer educators to enable them influence behavior and training other children in and out

VCT for pupils and teaching staff

Link pupils and teachers to reproductive health

Train ADP Education Focal Point Persons in HIV prevention to equip them with comprehensive knowledge and skills to provide technical support to school HIV and AIDS programme.

Orient schools managements in the HIV prevention programme for buy in, and support.

Teachers and PTA members who are HIV focal point persons have interest in the welfare and protection of children.

Stigma and discrimination against HIV positive children and teachers is stopped in schools.

Continued material and technical support to school HIV prevention activities.

Effective monitoring

HIV activities without support of PTA and school management.

Distribution of condoms in schools.

Activities that promote stigma and discrimination among children and teachers.

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of school

Establish/ strengthen Anti-AIDS clubs in schools within ADPs

Facilitate and support HIV prevention drama groups in schools within ADPs

Pilot HIV/AIDS video shows in selected 5 schools implementing Opportunity Education for equipping children in school with skills in HIV prevention

Review HIV and AIDS materials used by teachers in schools in view of identifying gaps and mainstreaming key issues in the WVZ HIV and AIDS resource materials for contextualization

Facilitate HIV and AIDS sensitization and awareness campaigns through sporting and other cultural events in schools

Facilitate identification and support of a teacher and PTA member to be HIV and AIDS

Train ADP Education Focal Point Persons in HIV prevention to equip them with comprehensive knowledge and skills to provide technical support to school HIV and AIDS programme. Focal Point Persons at each school in the ADP

and supervision of school HIV activities.

WASH

Construction of VIP latrines in Schools

WASH in schools

provision of safe water sources

Training of Hygiene Resource Persons

Access to water and sanitation facilities to reduce risk to infection and for girls retention in school

Partner to assure that children have safe and equitable access to sufficient clean water, with emphasis on quality at point of use

Assure that improved access to water and sanitation facilities and hygiene promotion is inclusive of registered children

Provide infrastructure prior to community to supporting ongoing operations and maintenance costs

Provision of a water/ facility without signing MOU

Formation of School WASH clubs where there is no trained Hygiene Resource Person

Drilling another borehole because the one existing is not functional

Provision of sanitary facilities at a school without meeting standards