Reducing Waterborne Diseases in 131 Kenyan Schools

1.0: ACTIVITY PROCEEDINGS

In July 2024, WE REACH monitored and evaluated our WASH project partner schools of 2023.This was done to evaluate the project's impact since its inception, highlighting key achievements, challenges, and recommendations for future improvements.

We visited the 10 schools and used several means to collect data:

• Focus Group Discussions (FGDs): Conducted with school health club members to assess the implementation of activities and interventions.
• Observations: On-site visits to evaluate the condition of WASH facilities and hygiene practices.
• Interviews: Conducted with the health teacher and the head teacher

From the discussions what came out clearly was that the project had had a positive impact to the schools we had worked with. The schools also expressed satisfaction with the project’s outcomes.

 Summary of findings:

• Increased Awareness: In all schools, students reported increased awareness of personal hygiene practices, this has led to a noticeable reduction in water related illnesses. The teachers observed healthier leaners attend class regularly, participate in class more actively and this had a positive impact in their academic performance.
• Behavior Change: All schools demonstrated that their students had improved handwashing practices. This also had a positive impact on school attendance translating into improved academic performance.
• Peer Education: All school health clubs successfully engaged in peer education, reaching the rest of the student body.Teachers also observed that students involved in health clubs are more likely to follow school rules and demonstrate leadership skills which led to a decrease in disciplinary cases.
• Sanitation Facilities: Some schools reported improved sanitation facilities, including new toilets and handwashing stations. This was made possible after the schools wrote proposals to the CDF and other CSOs’ and got funding for the same after WE REACH’s training on proposal writing. Most of the schools reported that the schools are now aware and intentional in taking charge of their WASH needs and initiatives like buying hand washing soap. The schools' health clubs are now actively taking care of the sanitation facilities especially the new ones to ensure sustainability.

Case Study:

At Emakhawale Primary School, the WASH project resulted in remarkable improvements in hygiene behaviors, health outcomes, and academic achievement. Key success included formation of health clubs that promote and monitor hygiene practices, enhancement of hygiene initiatives size to promote good sanitation practices. Another was that following a training session on proposal writing provided by We Reach, the headteacher successfully wrote and secured funding from Blue Tanks and LifeStraw for handwashing stations and drinking water tanks. The headteacher after the training prioritized WASH initiatives which led the school to receive a 10,000L water tank from the CDF. These efforts resulted in a reduction in water-related diseases such as diarrhea and typhoid, which increased school attendance rates continued health and consistent school attendance led to better academic outcomes. The project also achieved positive behavioral change, with students taking leadership roles in the health club, promoting a culture of hygiene and accountability These results highlight the effectiveness of the WASH project in the school.

2.0:  LESSONS LEARNT

• Maintaining hygienic behavior changes and infrastructural improvements requires ongoing involvement with school health clubs and the larger school community.
• Involving the broader community, including parents and local leaders, enhances the impact and sustainability of hygiene practices beyond the school environment.
• Flexibility in project implementation allows for adjustments based on feedback and changing circumstances, leading to better outcomes.
• Long-term planning and support are essential for the sustainability of WASH infrastructure and hygiene practices.

3.0: CHALLENGES

• Maintaining consistent hygienic behavior outside the school environment remains challenging, particularly in areas with limited access to hygiene products affecting the overall effectiveness of the WASH project.
• Many students come from poor backgrounds and cannot afford necessities such as shoes, leading to issues like jigger infestations.
• Lack of access to sanitary towels by female learners, affects their school attendance and participation.
• Transfers of headteachers lead to new headteachers being unaware of the WASH program, its objectives, and ongoing activities resulting in reduced support and prioritization of WASH initiatives, impacting their sustainability and effectiveness.

4.0: RECOMMENDATION

• Develop an orientation program for newly transferred headteachers to ensure they are fully informed about the WASH program, its objectives, and activities.
• Incorporate regular feedback mechanisms and be open to adapting strategies and activities to meet the evolving needs of schools and students like Initiating programs to provide essential items such as shoes and sanitary towels to students in needs.
• Organize community outreach programs and workshops to educate and engage the wider community in supporting school hygiene initiatives.

5.0: CONCLUSION

To conclude, the WASH initiative has shown that it is capable of bringing about long-lasting changes in partner schools' infrastructure and hygiene practices. Nonetheless, resolving the issues raised is essential to guaranteeing the project's long-term viability and effectiveness. The initiative can continue to improve students' health and well-being and create a more favorable and healthy learning environment by putting the suggested activities into practice.

Through these initiatives, it will be made possible for every student, regardless of circumstances, to have access to the tools and assistance they need to uphold proper hygiene habits, consistently attend class, and reach their academic potential. Future WASH project success will mostly depend on adaptability, community involvement, and continuous monitoring.