Assessing Sustainability of WASH Projects Using USAT: A Case of Public Schools in Zambezi District of Zambia

Abstract

This paper presents the findings of an empirical case study of public schools in Zambezi district of Zambia undertaken to assess the sustainability of Water, Sanitation and Hygiene (WASH) projects in the rural schools using five variables and a simpler assessment framework- the unit-based sustainability assessment tool (USAT). The importance of sustainability in
WASH Projects cannot be overemphasized with the rampant outbreaks of cholera in Zambia. The study contends that in order for WASH to be sustainable, there ought to be five ingredients: availability of WASH facilities; training and equipment capacity amongst the WASH implementers; community participation; effective monitoring and evaluation system; knowledge-transfer to pupils in the rural schools. It is against this background that a survey of school teachers and community members was undertaken. Empirical findings show that all variables scored below the 50% benchmark for adequate sustainability performance. The study concludes that WASH projects in the rural schools of Zambezi district are not sustainable. It is therefore recommended that WASH implementers should be adequately trained. The beneficiaries of WASH should be provided with all facilities and, the community should be fully involved in the WASH implementation process.

Keywords

• Sustainability
• WASH projects
• Rural schools
• Unit-based sustainability Tool (USAT)
• Water-borne diseases

ASSESSING SUSTAINABILITY OF WASH PROJECTS USING USAT: A CASE OF PUBLIC SCHOOLS IN ZAMBEZI DISTRICT OF ZAMBIA

Abstract

This paper presents the findings of an empirical case study of public schools in Zambezi district of Zambia undertaken to assess the sustainability of Water, Sanitation and Hygiene (WASH) projects in the rural schools using five variables and a simpler assessment framework- the unit-based sustainability assessment tool (USAT). The importance of sustainability in WASH Projects cannot be overemphasized with the rampant outbreaks of cholera in Zambia. The study contends that in order for WASH to be sustainable, there ought to be five ingredients: availability of WASH facilities; training and equipment capacity amongst the WASH implementers; community participation; effective monitoring and evaluation system; knowledge-transfer to pupils in the rural schools. It is against this background that a survey of school teachers and community members was undertaken. Empirical findings show that all variables scored below the 50% benchmark for adequate sustainability performance. The study concludes that WASH projects in the rural schools of Zambezi district are not sustainable. It is therefore recommended that WASH implementers should be adequately trained. The beneficiaries of WASH should be provided with all facilities and, the community should be fully involved in the WASH implementation process.

Keywords

• Sustainability
• WASH projects
• Rural schools
• Unit-based sustainability Tool (USAT)
• Water-borne diseases

References

1. Birch, S. (2012). Lessons Learned from recent sanitation projects and initiatives in Africa. Delft: IRC International Water and Sanitation Centre
2. Brooks, D. (2002). Water: Local-level Management. Ottawa: International Development Research Centre
3. Cairncross S, Valdmanis V (2006). Water supply, sanitation, and hygiene promotion. In: Disease Control Priorities in Developing Countries (2nd Edition). New York: Oxford University Press. 771-792.
4. Chikwanu, F. (2014). Evaluation of the Implementation of the School Wash Programme in Choma District. Zambia: University Of Zambia
5. Costello, H. (2013). An Evaluation of a Water, Sanitation and Hygiene (WASH) Program for Rural Communities. Oregon: Oregon State University
6. Dar OA, Khan MS (2011). Millennium Development Goals and the water target: details, definitions and debate. Tropical Medicine and International Health 16(5): 540-544.
7. DFID. (2012). Water, Sanitation and Hygiene Portfolio Review. UK: UKaid
8. Gleick, P. H, Allen, L., Christian-Smith, J., Cohen, J., Cooley, H. (2012). The world’s water. Washington DC: Island Press

9. GRZ- Government of the Republic of Zambia. (2013). Advancing Girls’ Education Through WASH Programs in Schools: A Formative Study on Menstrual Hygiene Management in Mumbwa and Rufunsa Districts, Zambia.
10. GRZ- Government of the Republic of Zambia. (2009). Educating Our Future- National Policy on Education. Lusaka: Zambia Educational Publishing House
11. GRZ- Government of the Republic of Zambia. (2006). National Rural Water Supply and Sanitation Policy. Lusaka: Government Printers
12. GRZ- Government of the Republic of Zambia. Public Health Act, Chapter 295 of the Laws of Zambia
13. GRZ- Government of the Republic of Zambia. (2011). School health and nutrition curriculum review. Lusaka: Government Printers
14. GRZ- Government of the Republic of Zambia. (2014). School health and nutrition Programme in Zambian Provinces. Lusaka: Government Printers
15. HELVETAS. (2014). Water, Sanitation and Hygiene (WASH) in Afghanistan. Zurich: HELVETAS Swiss Inter-cooperation
16. Hunter PR, MacDonald AM, Carter RC (2010) Water Supply and Health. PLoS Med 7(11): e1000361. doi:10.1371/journal.pmed.1000361.
17. Lotz-Sisitka, H. (2008). Unit-based sustainability assessment tool. Unpublished Resource book to complement the UNEP Mainstreaming Environment and Sustainability in African Universities Programme. Grahamstown: Rhodes University
18. Lozano, R. (2006). A tool for a Graphical assessment for sustainability in Universities (GASU). Resource book to complement the UNEP, 14: 963-972.
19. Luby, S. (2005). Effect of Handwashing on Child Health. Philadelphia: American Society for Testing and Materials
20. Moges, H.G., Kifle, D.W., Lotz-Sisitka, H. Woldyohhanes, S.M., (2014). Sustainability Assessment of University of Gondar, Gondar, North-west Ethiopia. Journal of Education for Sustainable Development.
21. Mooijman, A. (2005). Child-friendly hygiene and sanitation facilities in schools. Delft: IRC International Water and Sanitation Centre
22. Nansereko, F. (2010). Adequacy And Utilisation Of Sanitation Facilities In Secondary Schools In Mpigi District: Unpublished Master Thesis. Ghana: Makerere University
23. OWAS. (2006). Zambia National Rural Water Supply and Sanitation Program Appraisal Report.
24. Rajendra, P. (2009). Institutional Audit of Nepal Engineering College Based on Unit-based Sustainability Assessment Tool (USAT). Nepal College: Nepal
25. Sankwe, M. (2006). Assessment of the School Sanitation and Hygiene Education Programme in Katete and Petauke Districts of Eastern Province and Monze, Sinazongwe and Mazabuka Districts of Southern Province. Zambia: UNICEF
26. Schmidt, S. (2011). Water, Sanitation and Hygiene. London. UK: London School of Hygiene & Tropical Medicine and Institute of Education
27. Taylor, B. (2013). Effectiveness, Scale and Sustainability in WASH Programmes – A Review. Springfield Working Paper Series (2), The Springfield Centre, Durham
28. Titho, S. (2005). School sanitation and hygiene education. Delft: IRC International Water and Sanitation Centre.
29. Togo, M. & Lotz-Sisitka, H. (2009). Unit-based sustainability assessment Tool. A resource book to complement the UNEP Mainstreaming Environment and Sustainability in African Universities Partnership. Sharenet
30. UNDP. (2006). Power, poverty and the global water crisis. New York: The Free Press
31. UNICEF. (2003). A manual on school sanitation and hygiene. Dhaka: BSP Consulting Services and Associates
32. Waddington, H Snilstveit B. (2009). Effectiveness and sustainability of water, sanitation, and hygiene interventions in combating diarrhea. Journal of Development Effectiveness Vol. 1, No. 3, pp295–335. Routledge Taylor and Francis Group.
33. WaterAid (2011) Sustainability framework
34. Zomerplaag, J. (2005). Child-friendly Hygiene and Sanitation Facilities in Schools: Indispensable to Effective Hygiene Promotion. New York: IRC International Water and Sanitation Centre