Reducing Waterborne Diseases in 131 Kenyan Schools

Teacher Health Champion and YPP’s Training Workshop (4th APRIL 2024)

Number of People Reached:
Total Teacher Health Champions: 20
Total YPP’s: 20
Total Participants: 40

WE REACH conducted a WASH awareness workshop in Mumias-East Sub-County, targeting Teacher Health Champions and Young Peer Persons (YPP’s) from ten selected schools. The workshop aimed to introduce the WASH project in Primary Schools and build the capacity of schools to actively participate in the WASH Programme. Key objectives included educating participants on WASH issues, fostering behavioral change among students, and enhancing their understanding of hygiene practices. The training, held on 4th April 2024, involved interactive sessions covering topics ranging from water quality to waste management. Participants also received practical instruction on producing liquid soap for hand washing. Overall, the workshop equipped participants with the knowledge and skills to promote WASH initiatives within their schools and communities, emphasizing the importance of a collaborative approach for sustainable WASH practices.

WE REACH organized a WASH awareness workshop in Mumias-East Sub-County, targeting Teacher Health Champions and Young Peer Persons (YPP’s) from ten selected schools for the WASH School Programme 2024. The primary aim was to introduce the WASH project in Primary Schools and enhance schools' capacity to actively participate in the WASH Programme. Recognizing the need for a collaborative approach, WE REACH emphasized the importance of involving various community stakeholders in ensuring sustainable WASH practices.

On 4th April 2024, 20 Teacher Health Champions and 20 YPP’s representing ten schools attended the training session. The workshop focused on educating both teachers and students on Water, Sanitation, and Hygiene (WASH) issues, aiming to empower them as peer educators within their schools. Key objectives included fostering behavioral change among students, establishing links between hygiene practices and health, and enhancing students' understanding of key WASH issues.

The training employed a variety of interactive methods such as panel discussions, keynote speeches, group activities, simulation exercises, and film screenings. These activities, conducted in both English and Kiswahili, covered topics including WASH perspectives at local and national levels, WASH in Education, MHM, Child Hygiene and Sanitation Training (CHAST), water quality and treatment, waste management, and integrating hygiene education into the curriculum.

Furthermore, participants received practical instruction on producing liquid soap for hand washing using locally available materials. They were provided with finished soap samples and encouraged to take them back to their schools. Feedback from participants was overwhelmingly positive, with many expressing appreciations for the hands-on learning experience.

Overall, the workshop served as a crucial platform for building the capacity of schools to promote WASH practices effectively. By equipping Teacher Health Champions and YPP’s with the necessary knowledge and skills, WE REACH aims to create a ripple effect within schools and communities, ultimately contributing to improved health outcomes and sustainable WASH habits.

Feedback Summary:
• Enhanced Understanding: Participants expressed gratitude for gaining a deeper understanding of WASH issues, including water quality, sanitation practices, and hygiene education.

• Empowerment as Peer Educators: Many participants felt empowered to serve as peer educators within their schools, sharing their newfound knowledge and skills with students and colleagues.

• Behavioral Change: There was a consensus among participants about the importance of striving for behavioral change among students regarding hygiene practices. They expressed eagerness to implement strategies learned during the workshop to promote positive behavioral changes.

• Appreciation for Interactive Methods: Participants appreciated the interactive nature of the training, including panel discussions, group activities, and film screenings. They found these methods engaging and effective in facilitating learning.

• Multilingual Delivery: The delivery of the training in both English and Kiswahili was well-received by participants, ensuring inclusivity and accessibility for all attendees.

• Practical Skills Development: Participants valued the hands-on experience of learning how to produce liquid soap for hand washing. They found the step-by-step guidance helpful and expressed enthusiasm for applying this skill in their schools.

• Positive Reception of Soap Samples: The majority of participants gave positive reviews of the finished soap samples provided during the training. They appreciated the opportunity to take samples back to their schools, recognizing the importance of promoting proper hand washing practices.

Lessons Learned:
• Participants gained concrete understanding of sanitation and its importance.
• There's a need to establish and strengthen hygiene and sanitation clubs in schools.
• Effective communication methods for sessions were identified.
• School teachers play a multi-faceted role in promoting WASH.
• Participatory approaches are crucial for addressing WASH conditions in schools.

Challenges:
• Lack of changing rooms for girls during menstruation.
• Insufficient education on hygiene issues for children and teachers.
• Water scarcity in schools.
• Minimal time allocated to hygiene-related issues in the curriculum.

Recommendations:
• Recognize schools with well-maintained WASH programs.
• Provide evidence of WASH program impact.
• Involve multiple stakeholders in supporting WASH programs.
• Conduct outreach programs to engage communities.
• Develop cost-effective hygiene educational materials.

Conclusion:
Addressing WASH issues in primary schools is crucial for improving health outcomes and educational attainment. Schools can serve as hubs for promoting good hygiene practices within communities. Engaging students as champions of hygiene promotion is key to fostering behavior change. Implementing and monitoring WASH initiatives should involve all stakeholders, with teacher Health Champions playing a central role.

Next Steps:
• Implement recommendations to address identified challenges.
• Monitor and evaluate WASH programs for effectiveness.
• Share best practices with other schools and communities.
• Continuously update and adapt WASH initiatives to local needs and circumstances.