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Conducting Integrity Assessments of WASH in Schools

Pilot Project Using the AWIS Methodology in Andhra Pradesh, India

32 FANSA, WIN, Arghyam, 2015FANSA, WIN, Arghyam, 2015

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N. L. Narasimha reddy and r. Murali

otHer INdIvIduALS WHo coNtrIbuted to tHe project / teAM MeMberS

Name Title OrganizationMr b. das program coordinator WINMr r. Murali Secretary MArIMr N. L. N. reddy director (programs) MArIMr p. rajamohan reddy State coordinator MArIMr K. raji reddy district Facilitator MArIMr K. joginaidu ceo SvdSMs K. Saraswathi district Facilitator SvdSMr G. thirupati reddy ceo ApArdMr G. v. reddy project officer ApArdMr b. chinnapareddy FreelancerMrs Goparaju Sudha FreelancerMrs r. rama jyothi Freelancer

revIeW ANd edItING

Kiran pereira and claire Grandadam

pHotoS

FANSA, ApArd, MArI, SvdS

deSIGN

Studio Kleinod, berlin

IMprINt

© FANSA, WIN, Arghyam, 2015. All rights reserved.

Published by WIN e.V. – Water Integrity Network AssociationAlt Moabit 91b10559 berlinGermanywww.waterintegritynetwork.net

dIScLAIMer

every effort has been made to verify the accuracy of the information contained in this report. All information it contains was believed to be correct as of december 2014. WIN and its partners can nonetheless not accept responsibility for the consequences of its use for any purpose.

Although governance is a word used frequently in recent times, an exploration into its complexities, especially as they relate to the provision of public services in the water sector, is an uncommon endeavour. by undertaking a project in this domain, FANSA has taken three important steps.

the first is to become part of an effort by three organizations, Arghyam as the funder, the Water Integrity Network as the provider of diagnostic tools, and FANSA as the entity to use the resources and knowledge in the field as part of a cooperative effort involving people, civil society organizations and government departments.

the second is to take a road less travelled by exploring the intricacies of public service provision in detail, down to the last mile.

Finally, the choice of concentrating this effort in the domain of school water and sanitation provision makes it specific to a development programme affecting children, and the health and well-being of future generations.

A project of such complexity is not easy, involving as it does, multiple sources of data and information, the separation of perception from observed realities and the interpretation of the significance of findings, not least the separation of the impact of efficiency from that of integrity.

by embarking on this journey, FANSA has taken a bold step, hopefully one that many others will follow, in their attempts to advance the practice of transparency, accountability and participation which form the core principles of integrity in public governance in the water sector.

ravi Narayanan,

Advisor –Arghyam, chair – Water Integrity Network

june, 2014

Foreword

54 FANSA, WIN, Arghyam, 2015

Contents

LISt oF AbbrevIAtIoNS 7

AcKNoWLedGeMeNtS 8

eXecutIve SuMMArY 9

1 INTRODUCTION 10

2 THE ANNOTATED WATER INTEGRITY SCAN: A TOOL TO ASSESS WATER INTEGRITY 11

3 AWIS ADAPTATIONS FOR A SCHOOL WASH INTEGRITY ASSESSMENT: PROJECT METHODOLOGY 12

3.0 Selection of study area 13

3.1 Secondary information and policy review 13

3.2 School WASH participatory survey 13

3.3 AWIS workshops 13

3.4 District and state-level workshops 14

4 PROJECT OUTCOMES: AN ASSESSMENT OF INTEGRITY IN SCHOOL WASH 16

4.1 TAP assessment result overview 16

4.2 Risk area 1: policy enforcement 16

4.3 Risk area 2: availability of facilities 18

4.4 Risk area 3: access to service 20

4.5 Risk area 4: quality of service 21

4.6 Risk area 5: cleaning and maintenance 22

4.7 Risk area 6: costs and budgets 23

4.8 Risk area 7: human resources 25

4.9 Risk area 8: institutions 25

4.10 Overarching concerns and conclusions 27

5 LESSONS LEARNED FROM USING AWIS 28


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ACM Anti-corruption Measures

ASCI Administrative Staff college of India

AWIS Annotated Water Integrity Scan

CBSE central board of Secondary education

CSO civil Society organization

CWS centre for World Solidarity

CWSN children with Special Needs

DISE district Information System for education

FGD Focus Group discussion

GIZ deutsche Gesellschaft für Internationale Zusammenarbeit

GOAP Government of Andhra pradesh

GP Gram panchayat

ICESCR International covenant on economic, Social and cultural rights

MDG Millennium development Goals

MHM Menstrual Hygiene Management

NREGS National rural employment Guarantee Scheme

O&M operations & Maintenance

PRI panchayati raj Institution

RTE right to education

RVM rajiv vidya Mission

SACOSAN South Asian conference on Sanitation

SDP School development plan

SMC School Management committee

SSHE School Sanitation and Hygiene education

TAP transparency Accountability participation

UNICEF united Nations children’s Fund

UP upper primary

WASH Water, Sanitation and Hygiene

WHO World Health organization

LISt oF AbbrevIAtIoNS

6 MOVING FORWARD: ADDRESSING KEY INTEGRITY GAPS 29

6.1 Awareness and engagement 29

6.2 Equity and inclusion 29

6.3 Stakeholder coordination 30

6.4 Planning and monitoring 30

7 PROJECT FOLLOW-UP: EXPERIENCE SHARING AND NEW PARTNERSHIPS 32

ANNEX 1. Schools where AWIS workshops were conducted 33

ANNEX 2. Risk areas by pillars of integrity and indicators for scoring in standard AWIS 35

ANNEX 3. Modified AWIS framework: risk areas by pillar of integrity and scoring indicators 38

ANNEX 4. Existing policy and major State interventions for school WASH 40

ANNEX 5. Important government guidelines on school WASH 42

reFereNceS 44

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From the outset, we thank Arghyam for supporting this project. In particular, we thank Mr ravi Narayanan, Advisor; Mr bishwadeep Ghose, director of Grants and Advocacy; and Ms Kavita Nath, project Manager for Grants; for their critical input and support at various stages of the study.

Mr binayak das, from the Water Integrity Network Secretariat was closely involved in the project. We are very grateful to him for his keen interest in the study, his valuable suggestions on the methodology and analysis, and his participation in the AWIS and final disseminations workshops held in April 2014.

three organizations actively participated in the study: Awakening people’s Action for rural development (ApArd), Modern Architects for rural India (MArI) and Sarada valley development Samithi (SvdS). We thank the representatives and staff of these organizations for their cooperation and support in carrying out the school-WASH assessment, AWIS workshops and district-level multi-stakeholder meetings.

We benefitted tremendously from the interaction with the study advisory group members: Mr Salathiel r Nalli (uNIceF), Ms Goparaju Sudha (Freelancer), dr Snehalatha (Freelancer), Mr ramesh Shekar reddy (MAHItA) and Mr. M. ramachandrudu (WASSAN). We thank them for their guidance and excellent advice on the adaptation to school WASH of the AWIS tool.

Mr Aralikatty venkatesh, the then GtF Asia regional coordinator, has provided support and guidance for the conceptualization and implementation of this study. We also thank him for his support.

We are especially grateful to the Head teachers, school children and officials who participated in various stages of the study: providing information, validating findings and reflecting on possible action plans.

the final sharing and learning workshop of the project was attended by government officials, research and training institutions, and representatives of civil Society organizations (cSos). We thank all these participants for their support in validating AWIS findings.

this study is the result of the combined effort of the Freshwater Action Network South Asia (FANSA), Arghyam and the Water Integrity Network (WIN). We express our gratitude to these organizations for their support in implementing this initiative.

r. Murali

convenor FANSA

Acknowledgements Executive Summary

Investments in the water and sanitation sector in India, particularly for School Water, Sanitation and Hygiene services (WASH), are increasing in efforts to reach the Millennium development Goals and the post-2015 sustainable development goals. the progress of service coverage, however, is not commensurate with the increased investments. official records report that over 90% of the country’s schools have drinking water facilities and 60% have functional toilet facilities. this data may now need to be reviewed according to the results and experience gained from this pilot project in Andhra pradesh.

corruption and poor quality construction and maintenance are impeding the actual progress of WASH in schools and the poor and disenfranchised are bearing the brunt of such corrupt practices. Assessing integrity levels and risks in the planning development and monitoring of school WASH assets, and identifying relevant integrity improvement measures are therefore essential steps towards meeting sector targets and sustaining progress of WASH coverage.

In this context, the Freshwater Action Network South Asia (FANSA) initiated a project with the Water Integrity Network (WIN) to assess integrity in school WASH in Andhra pradesh, using the Annotated Water Integrity Scan (AWIS) as a basis for the project methodology. the Annotated Water Integrity Scan (AWIS) is a diagnostic tool that can be used to quickly assess integrity levels in the water sector and identify priority steps for improvement and launch. For this project, the AWIS methodology was adapted to the WASH sector and the specific context of schools programs.

Working with AWIS tools and focusing on transparency, Accountability and participation (tAp) in school WASH made it possible to discuss the underlying causes of the deficiencies in school WASH. It also enabled the development of a workable and comparable assessment of integrity levels, while serving as a first stepping stone to improve integrity, by raising awareness, opening opportunities for participation and dialogue, motivating stakeholders to take an interest in the situation and outlining paths for action.

evidence of serious deficiencies in school WASH was uncovered through the project. It was found that despite investments, toilet facilities in three-quarters of the schools assessed were not in a usable condition and were not compliant with legal standards after the deadlines for compliance with national policy was already passed. there were no toilet facilities at all in 10% of the schools surveyed for the project. the results also clearly indicate that the school children, particularly the girls, are most impacted by the lack of basic sanitation and water services in their schools.

Several issues that particularly hinder progress were identified: first a lack of awareness on behalf of almost all stakeholders of the actual situation in schools, of legal standards to be met, and of options to demand better service. Second, it appears that little consideration is given to budgets for recurring expenditure such as cleaning and maintenance costs and that there is little incentive or willingness to ensure sustainable service. Significant investments have been and continue to be made for school WASH, yet costs and budget were systematically pointed out during project workshops as high- risk topics in terms of transparency, Accountability and participation.

overall, accountability is seen as the most problematic aspect of school WASH. Indeed, poorly defined responsibilities, lack of awareness and engagement, lack of coordination, and poor planning were found to be overarching concerns that make the school WASH sub-sector vulnerable to corruption.


School Water, Sanitation and Hygiene (WASH) is a critical element of international efforts to achieve the Millennium development Goals (MdGs), especially universal primary education, gender equality in education and environmental sustainability. Indeed, the World Health organization (2013a) claims “diarrhoeal disease is a leading cause of child mortality and morbidity in the world, and mostly results from contaminated food and water sources”. Furthermore, “a significant proportion of diarrhoeal disease can be prevented through safe drinking-water and adequate sanitation and hygiene.” (WHo, 2013b). School WASH is therefore one important aspect of the effort to reduce child mortality rates from water-borne diseases, including diarrhoea. In addition, school WASH can help improve learning and increase school attendance, especially of girls. Yet, the united Nations children’s Fund (uNIceF) estimates that more than half of the world’s schools lack clean toilets, drinking water and hygiene lessons for school children (uNIceF, 2005).

In India, out of 1,303,829 schools, 93% are reported to have drinking water facilities and 58% to have functional toilet facilities. the Andhra pradesh state has a total of 96,277 schools, of which 89% are reported to have a toilet facility (dISe 2010). officially, only about 26% of these facilities are functional (education department, GoAp 2012).

In 2009, the Government of India passed the right of children to Free and compulsory education Act, or right to education Act (rte), which stipulates that every child has a right to full-time elementary education of satisfactory and equitable quality in a formal school which satisfies certain essential norms and standards (see Annex 4). In particular, the rte Act contains the main legal provisions to be enforced in terms of school WASH with time-bound targets. Separate toilets for girls are one example of the standards to be met. Since the enactment of the rte, the Supreme court of India has further mandated all States and union territories to ensure that water and toilet facilities are made available in all schools. these decisions have spurred large investment flows for the creation, restoration and maintenance of water and sanitation infrastructure in schools. However, the progress of service coverage is not commensurate with this increased flow of investments and spending. this is one of the most crucial challenges the school WASH sub-sector is facing today. corruption and poor quality construction and maintenance are associated with the recent drive for more WASH in schools.

Assessing and improving integrity in this sector is therefore an urgent requirement to accelerate and sustain the progress of WASH coverage.

In this context, the Freshwater Action Network South Asia (FANSA) initiated a project with WIN to assess integrity in school WASH in Andhra pradesh, using the Annotated Water Integrity Scan (AWIS) as a basis for the project methodology. the initiative was implemented with local partners between March 2013 and April 2014 in three districts of Andhra pradesh: Kurnool, vishakhapatnam and Warangal, with the financial support of Arghyam.

In addition to enabling a concrete assessment of integrity in school WASH in the region, the project aimed to:

» put integrity on the development agenda, especially in school WASH

» Locally develop tools and capacities, especially of FANSA and its members, for integrity assessment and action

» develop systematic processes and evidence- based strategies to address corruption risks in school WASH

» raise awareness and engage stakeholders to develop risk mitigations plans for areas vulnerable to corruption

» pilot a local and context-specific adaptation of the AWIS methodology to be shared and replicated

Introduction

FIGure 1: Location of districts where the pilot project was implemented. blank maps of India and Andhra pradesh State and districts, licensed under cc.

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the Annotated Water Integrity Scan (AWIS) is a methodology developed by WIN and Irc to:

» Quickly assess integrity levels in the water sector through multi-stakeholder workshops

» Identify priority steps for improvement, and

» Increase awareness about water integrity by stimulating informed debate on the topic.

In the AWIS process, integrity is defined as a set of practices impeding corruption and promoting respect for the rule of law. Rather than measuring direct indicators of corruption, AWIS is focused on identifying systemic weaknesses in the governance framework which leave the water sector vulnerable to corruption and on identifying checks and balances that are in place to reduce risks and opportunities for corruption. the scan is based on a participatory assessment of the three dimensions of integrity–transparency, accountability and participation– for a set of identified risk areas for the water sector (WIN, 2011).

the AWIS methodology was originally developed for a national assessment of general water sector risk areas, including: policy and legislation, regulation, investments, service delivery, and anti-corruption legislation and its application (see Annex 2). through initial workshops and discussion, an AWIS assessment acts as a starting point for action on integrity (see Figure 2). From there, the AWIS work should be embedded and adapted to existing stakeholder processes to ensure follow-up and implementation of identified priority improvements.

2The Annotated Water Integrity Scan: a Tool to Assess Water Integrity

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AWIS workshop with representative stakeholders from the water sector

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Anonymous scoring of tAp in key risk areas

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discussion, joint annotation of scores and identification of priority risks and actions areas

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Sharing of results and follow-up of action points

FIGure 2: Standard AWIS methodology implementation


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Secondary information and policy review, including interviews of key stakeholders

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Survey on school WASH: assessment of situation in 226 schools (information collected from Head teachers)

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district and State-level workshops

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AWIS workshops in 24 schools involving, officials, school and community stakeholders

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3.0 SELECTION OF STUDY AREA

districts were selected for the study to ensure representation of the different regions in the state, i.e., rayalaseema, telangana and Andhra. Within these districts, 2 to 3 mandals* where local partners are working were selected: 2 mandals each in the Kurnool and Warangal districts, and 3 mandals in visakhapatnam district.

3.1 SECONDARY INFORMATION AND POLICY REVIEW

the team collected and reviewed secondary information on WASH policy and programmes (see Annex 4 and Annex 5 for the overview of the main relevant policy and legislation for this project). Key stakeholders were also interviewed in sample districts to get a better understanding of current policy environment.

3.2 SCHOOL WASH PARTICIPATORY SURVEY

For the purpose of assessing WASH in schools, a questionnaire was developed and pre-tested. the study team was trained to work with the questionnaire and administer a survey. the WASH situation was then assessed in 226 schools (see table 1) by collecting information from the Head teacher in each school. In addition, Focus Group discussions were held with the children in all these schools. the collected information served as the basis for an analysis of key school WASH challenges.

* A mandal is an administrative division that refers to several villages or village clusters

3.3 AWIS WORKSHOPS

AWIS workshops were conducted in 24 schools (covering 8 schools in each district, see Annex 1) using the modified AWIS tool to assess risks and opportunities in school WASH. the stakeholders involved in the AWIS workshops were officials, school teachers, parents, community, School Management committees (SMcs)**, village Water and Sanitation committees, Gram panchayats (Gps)*** and mandal officials, contractors, local politicians, and civil society members. the indicators used to assess transparency, Accountability and participation were adapted to the specific context of the project (see Annex 3) and clearly explained to all participants.

** An SMc consists of three elected members (parents/guardians), ex-officio members (head teacher, additional teacher nominated by Mandal education officer, concerned ward member/councillor and two co-opted members (NGo representative/philanthropist). the role of an SMc includes conducting enrolment drive, ensuring regular attendance of teachers or ensuring teaching learning takes place, allocating resources meant for infrastructure development, monitoring and supervising what is already allocated, and mobilizing additional resources from the community or the district administration/Municipal corporation to augment infrastructure or ensure proper maintenance.

*** Andhra pradesh has a three-tier panchayat raj system as part of local self-government. the lowest tier of panchayat raj

Institutions at the village level is the Gram panchayat, the middle tier is the Mandal parishad and the highest tier at the district level is the Zilla parishad. A Gram panchayat has a ‘Sarpanch’ as its elected head.

FANSA constituted an advisory group with key stakeholders from the sector to guide the adaption and application of the AWIS methodology for a school WASH assessment in Andhra pradesh. While adhering to basic AWIS principles, the methodology was adapted to better fit the policy, programmes and institutional arrangements related to school WASH (see Figure 3).

First, the risk areas for tAp were revised to enable a more detailed analysis, and indicators were simplified and made specific to School WASH. In addition to assessing the risk areas, participants were also

asked to identify hot spots for action by tapping the collective knowledge of the various professionals present at workshops. A positive approach to integrity was preferred over a negative approach focused on corruption. A triangulation approach was also chosen, to bring more objectivity to the process, broaden the stakeholder base and validate the AWIS findings. triangulation work was implemented by gathering additional evidence and input through separate processes: a policy review, a WASH situation assessment (survey) for the schools involved, and additional district and state-level workshops.

3AWIS Adaptations for a School Wash Integrity Assessment: Project Methodology

FIGure 3: Adapted AWIS process for school WASH integrity assessment

pHoto 1: orientation workshop for project partners


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TABLE 1: School survey sample – overview

ScHooL KurNooL dIStrIct

vISHAKHApAtNAM dIStrIct

WArANGAL dIStrIct

overALL

primary 47 56 57 160

upper primary 17 11 8 36

High School 12 8 10 30

totAL 76 75 75 226

3.4 DISTRICT AND STATE-LEVEL WORKSHOPS

Following the completion of the policy review, surveys and AWIS workshops, multi-stakeholder workshops were held at district and State level.

district workshops

the results of the surveys and AWIS workshops were shared at a series of district workshops where more than 150 participants involved in the sector at different levels also shared their views. the different stakeholder groups present jointly validated findings and agreed on possible action points.

State workshop

the priorities and actions that emerged from the processes at local level were shared in a State-level workshop on April 24, 2014. Fifty participants from different stakeholder groups (including senior state officials, representatives from WIN and Arghyam,

researchers, academics, local government agencies and civil society organizations) attended the workshop and were introduced to survey results, AWIS workshops and district workshops conclusions. In addition, the findings and conclusions of other similar studies were presented, including the overview of Water and Sanitation in Schools of Andhra pradesh by the State Water and Sanitation Mission, and findings from studies carried out on school WASH by the Administrative Staff college of India, WASHcost* and the centre for World Solidarity. these presentations provided additional perspective to the AWIS studies. to conclude the workshop, participants drew up an action plan to improve governance of school WASH.

* WASHcost is a five-year action research project of Irc investigating the costs of providing water, sanitation and hygiene services to rural and peri-urban communities in Ghana, burkina-Faso, Mozambique and India (Andhra pradesh).

TABLE 2: Parameter adaptation of AWIS tools for school WASH integrity assessment

pArAMeter StANdArd AWIS AdApted AWIS

pillars of integrity transparency, Accountability and participation

transparency, Accountability and participation

risk areas » policy and legislation

» regulation

» Investment projects and programmes

» Service provision

» Anti-corruption legislation

» enforcement of policies

» unit costs/expenditure

» partnerships

» Availability of facilities

» Access to services

» Systems for cleaning

» Quality of services

» Availability of dedicated human resources

Indicators broad indicators (see Annex 2) Simplified and made specific to school-WASH (see Annex 3)

Scoring scale 1–3 (lower the value, higher the risk) 1–3 (lower the value, higher the risk)

process » Anonymous scoring of tAp

» joint annotations around the average scores

» Identify integrity risks and define follow-up action.

» rescoring

» Anonymous scoring of tAp

» joint annotations around the average scores

» Identify integrity risks and define follow-up action.

TABLE 3: Stakeholder participation in district workshops

StAKeHoLder Group

KurNooL dIStrIct

vISHAKHApAtNAM dIStrIct

WArANGAL dIStrIct

overALL

Government officials 12 8 6 26

NGos 16 21 11 48

teachers 10 7 4 21

School children 11 7 11 29

School Management committees (SMcs), panchayat raj Institutions (prIs), community based organisations (cbos)

0 10 8 18

others 4 2 4 10

total 53 55 44 152


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the conclusions of the integrity assessment in school WASH are a combination of key observations per risk area from all approaches that made up the project: policy review, surveys, AWIS workshops and sharing workshops.

4.1 TAP ASSESSMENT RESULT OVERVIEW

during the AWIS workshops, integrity risks in school WASH were measured on a three-point scale (1-3), with 1 representing the higher risk and 3 the lower risk. The average AWIS scores obtained in each risk area were generally low, indicating relatively high perceived risk.

Transparency scores tended to be slightly higher than others. Stakeholders indicated that there is access to information (to some extent), but felt that the information was poorly understood and used. In terms of accountability, stakeholders did not seem comfortable with current enforcement of rules or with complaint management. Scores were somewhat higher in cases where roles and responsibilities are clearly defined, but even for such roles, it was recognized that many weaknesses exist. In terms of participation, it appears that many stakeholders felt they were not involved in demanding services and making decisions.

4.2 RISK AREA 1: POLICY ENFORCEMENT

AWIS scores for policy enforcement T: 1.52, A: 1.31, P: 1.25

Despite the March 2013 deadline set by the Supreme Court for State Governments to ensure availability of functional toilets in line with RTE requirements, many schools were not compliant when assessed for this project. According to our participatory survey in sample schools, one third of schools do not have the required one toilet per 40 children and separate toilets for girls. In addition, poor quality of construction and lack of maintenance have affected functionality of toilets in three-fourths of the surveyed schools.

The annotations from AWIS as well as observations in sharing workshops made it clear that primary stakeholders are often neither aware of nor understand the policies and programmes in place for school WASH. For example, there is a very limited understanding of the provisions of the rte and there is no systematic effort to spread awareness among

stakeholders on WASH. the workshops further brought out the following bottlenecks to ensuring tAp:

» the Supreme court judgment on rte compliance and subsequent increase in budget allocation–for the creation of new facilities and for making available facilities functional– is an important enabler in policy enforcement. However, a range of transparency issues are hampering effective enforcement of policies. these are: limited awareness among SMcs and parents on school WASH, lack of reliable information, and absence of established monitoring and reporting systems.

» In terms of accountability, there is a severe lapse in the planning and sanctioning process. For example, sanctions are given without a proper assessment of the current situation. the little amount of resources is dispersed among too many schools and facilities are therefore created in bits and pieces. the quality of WASH facilities / services is also affected by delays in budget releases and insufficient budgets for operations & Maintenance (o&M).

» there is no clarity among Head Masters, panchayati raj Institutions and SMcs on their respective roles and responsibilities. Getting school WASH right is also about coordination among government, other players, other sectors, and the community. Yet, there is limited participation of primary stakeholders (e.g. parents and children) in decision-making related to facility creation and hand-over.

4Project Outcomes: an Assessment of Integrity in School Wash

TABLE 4: Source of information per risk area

rISK AreA Source oF INForMAtIoN

# poLIcY revIeW

SurveY AWIS WorKSHopS

SHArING WorKSHopS

1 policy enforcement √ - √ √

2 Availability of facilities - √ √ √

3 Access to services - √ √ √

4 Quality of services - √ √ √

5 cleaning and maintenance - √ √ √

6 costs and budgets √ √ √ √

7 Human resources - √ √ √

8 Institutions - √ √ √

TABLE 5: Average scores obtained in AWIS workshops per risk area

# rISK AreAS trANSpAreNcY AccouNtAbILItY pArtIcIpAtIoN

1 policy enforcement 1.52 1.31 1.25

2 Availability of facilities 1.59 1.26 1.36

3 Access to services 1.58 1.25 1.37

4 Quality of services 1.69 1.42 1.37

5 cleaning and maintenance 1.44 1.2 1.3

6 costs and budgets 1.3 1.11 1.13

7 Human resources 1.22 1.12 1.23

8 Institutions 1.86 1.23 1.24pHoto 2: example of a defunct school toilet due to neglect and lack of maintenance


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TABLE 6: Summary of observations from AWIS processes with regard to policy enforcement

WASH requirements in rte » Separate toilets for boys and girls

» Safe and adequate drinking water facility for all children

» barrier-free access to facilities

» A kitchen where mid-day meal is cooked in the school

deadline for compliance decided by Supreme court

March 2013*

observations in participatory survey » Schools with 1 toilet per 40 children: 139 (61.5%)

» Schools with separate toilets for girls: 153 (67.7%)

4.3 RISK AREA 2: AVAILABILITY OF FACILITIES

AWIS scores for availability of facilities T: 1.59, A: 1.26, P: 1.36

According to the participatory survey results, 84.5% of sample schools reported having a water source. However, a quarter of these were found to be defunct (see table 7). Non-functioning water resources are sometimes unattended for a very long time across the districts. For example, in a tribal area of the Warangal district, a defunct water source was not repaired even 80 months after its failure. electric connection and power cuts are also major concerns, as they affect water availability even where a water resource exists.

Hand washing at critical times is a necessary practice in terms of personal hygiene. Only 18.6% of schools surveyed are equipped with a hand-washing facility. Furthermore, it is interesting to note that 48.5% children who participated in Focus Group discussions for the surveys stated that there was never enough water for hand washing, and soap was often not available.

the facilities for girls are often inadequate or non-existent. As highlighted in table 6, a third of schools do not have separate toilets for girls. Furthermore, although 59% of schools are distributing sanitary napkins, supply is erratic, and, in absence of functional toilets or assured privacy, girls are unable to change napkins at schools. the only solution available to them under these circumstances is to go home in cases of emergency/discomfort.

based on AWIS workshops results, it seems that the most problematic transparency lapses in the development of WASH facilities in schools are the lack of established monitoring mechanisms and of information for higher authorities on the real problems affecting school WASH. Infrastructure is created without an accurate understanding of needs, especially in terms of maintenance.

Lack of accountability is evident from the wide gap between investments made and facilities created. the Gram panchayats (Gps) do not seem to play their role in ensuring that a school has adequate, safe water to drink and water for usage and maintenance of toilets. the coordination between rural Water Supply departments, Integrated tribal development Agencies, Gps, and district Medical and Health offices was mentioned as a point of specific concern. Support from Gps and other line departments for site allotment/ supply of electricity and maintenance and cleaning of toilets was questioned. Finally, there also appears to be some reluctance in the local communities in preventing vandalism of school facilities.

the children studying in government schools are from the poor and weaker backgrounds. According to study results, it seems they seldom participate and demand services. Government officials and teachers also seem disinterested. All in all, there appears to be no one to demand change in school WASH.

pHoto 3 ANd pHoto 4: defunct water sources in schools

TABLE 5: Availability of WASH facilities in sample schools (results of participatory survey)

INdIcAtor NuMber % totAL SAMpLe

Schools with a water resource 191 84.51 226 (all schools)

Schools with toilet facilities 204 90.27 226 (all schools)

Schools with running tap in toilets 30 14.71 204 (schools with toilets)

Schools with usable hand-washing platform

42 18.58 226 (all schools)

Schools with rest rooms* 7 10.61 66 (schools where Menstrual Hygiene Management (MHM) is relevant)

Availability of hooks in girls’ toilets 7 10.61 66 (schools where MHM is relevant)

Availability of shelves in girls’ toilets 11 16.67 66 (schools where MHM is relevant)

Availability of sanitary napkins 39 59.09 66 (schools where MHM is relevant)

Schools with incinerator 2 3.03 66 (schools where MHM is relevant)

* the deadline has previously been extended several times from 2005-06 to end of 2006-07, March 2008, March 2012 and March 2013.

* In the Indian context, this word is often used in government records to refer to a separate room for girls to rest for a short while when in need of respite from pain during menstruation or other problems. this helps to avoid having to go all the way home.


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4.5 RISK AREA 4: qUALITY OF SERVICE

AWIS scores for quality of service T: 1.69, A: 1.42, P: 1.37

the functionality and usage of toilets are major concerns in many schools. the surveyed Head teachers in only a quarter of schools rated their WASH facilities as being in good condition. A majority of children who participated in Focus Group discussions were either unhappy (66.5 %) or not so happy (22.4%) with their WASH facilities (see table 9).

children cited many reasons for not using toilets: toilets are too dirty, broken, dark or non-existent; they stink or are locked; there is no privacy, too many others are using them; they are located far away from classrooms. Some children said they were scared to use them.

there are also instances of facilities being used and damaged by villagers, who use them during school holidays with little attention towards maintaining cleanliness.

The apparent neglect from officials for monitoring the quality of facilities emerged from the AWIS and sharing workshops as one of the main integrity concerns. In addition, neither children nor parents appear to be involved in planning and monitoring toilet facilities. overall few stakeholders are aware of the actual situation in schools.

In many cases, the school administrations and SMcs also do not actively participate in WASH decision-making processes and the follow-up from officials is

poor. the Gps do not appear to be taking an interest in providing water from overhead storage reservoirs. communities, on the other hand, are not empowered to question the SMc or Head Masters.

Issues in terms of accountability were a key part of the discussions on quality of service. It seems that those involved in construction are often poorly informed of or attentive to design norms. In some cases, even newly constructed toilets were of such poor quality that they could not be used. In some instances, there appears to have been political involvement in the allocation of works, which has impacted the quality of construction. Some Head Masters may have been put under pressure to release payments to contractors regardless of the quality or timeliness of execution.

4.4 RISK AREA 3: ACCESS TO SERVICE

AWIS scores for access to service T: 1.58, A: 1.25, P: 1.37

drinking water is not always safe or in sufficient quantity. of the schools with water, 55.7% reported that water is safe for drinking and 43.8% reported there was sufficient water for drinking (see table 8). Almost half of the children who participated in Focus Group Discussions for the participatory survey stated that they never drink water from a school source. In fact, more than half claimed they bring water from home.

In addition, there are 142 children with Special Needs (cWSN) spread across 58 schools (out of the 226 surveyed). None of these schools have cWSN-friendly toilets.

AWIS scores obtained for the quality of and access to WASH services in schools, portray a slightly better picture when compared with other scores. In contrast, the participatory survey results highlight serious deficiencies. one survey participant summarized:

“there are urinals, but no water. boys go out in the open. In times of emergency, the urinals are used for defecation, rendering these useless for further use since there is no water. Sometimes girls go to neighbouring homes to relieve themselves. Lack of water has come across as a major hindrance towards using toilets. coupled with lack of privacy, shoddy construction and poor o&M, the toilets have turned into dead assets”.

one reason for the difference between AWIS scores and survey results could be due to limited understanding among stakeholders on access and quality parameters (for example access parameters for children with disabilities).Another reason appears to be a lack of awareness of the actual status of WASH in schools. Indeed, a majority of stakeholders that participated in AWIS workshops said the workshop gave them an opportunity to directly see the quality of WASH services at schools for the first time.

pHoto 5 ANd pHoto 6: damaged urinal blocks in schools

TABLE 8: Access to water facilities in school (results of participatory survey)

INdIcAtor NuMber %

Schools with a water resource 191 84.5 (of total schools surveyed (226))

Schools with safe water 126 55.7 (of total schools surveyed)

Schools with sufficient water for drinking 84 43.8 (of 191 schools with water)

Schools with sufficient water for washing 132 69.0 (of 191 schools with water)

Schools with sufficient water for mid-day meal 109 57.1 (of 191 schools with water)

Schools where children bring water from home 162 71.7 (of total schools surveyed)

Schools where Head teachers rated water availability adequate

76 39.8 (of 191 schools with water)

Schools with ramp facility for access to toilets 0 0 (of total schools surveyed)

Schools with stool level raised over Indian toilet pan 0 0 (of total schools surveyed)

TABLE 9: Rating of WASH facilities in schools (results of participatory survey)

rAtING teAcHerS cHILdreN

NuMber % NuMber %

Good 55 24.3% 260 11.2%

Not so good 103 45.6% 519 22.4%

very poor 68 30.1% 1543 66.5%


In some cases, SMcs have shown more interest in the execution of works than in improving services. other problems mentioned in various cases include the fact that some toilets are constructed without creating/ensuring availability of a water facility, or that construction of some new toilets is approved before improvements on existing toilets are made. Mandal education officers seldom conduct reviews on WASH facilities yet they take decisions on improvements. cases of slow execution of work, misuse of funds by Head teachers, and lack of response from officials in addressing lapses in implementation were also pointed out during the discussions. Generally, it seems that the unclear roles and responsibilities of the Head Masters, Mandal Education Officers and SMCs, and related oversight issues contribute to making the sub-sector vulnerable to corruption.

4.6 RISK AREA 5: CLEANING AND MAINTENANCE

AWIS scores for cleaning and maintenance T: 1.44, A: 1.2, P: 1.3

the lack of running water or of proper maintenance has adversely affected the functionality of WASH facilities in most of the sample schools. In 60% of

schools surveyed, nobody is responsible for toilet cleaning and users are expected to clean their facilities in another 22.6% schools (see table 11). In absence of a formal group that takes responsibility, the Head Master/teacher often arranges for the toilet to be cleaned. A few schools use an “Aaya” (janitor, usually female), outside worker or child committees to clean the toilets but pay is often nominal (one figure cited was for 100 INr for each cleaning –about 1.3 eur).Nearly one-third of children who participated in Focus Group discussions did not know who was responsible for toilet cleaning. of the remaining children, 28.6% stated that nobody cleaned, 19.5% stated that there were cleaners, 16.2% said children cleaned the toilets, and 3.1% said teachers did the job.

the concerns that emerged from the AWIS workshops and sharing meetings included the:

» Lack of repairs and regular arrangement for maintenance.

» Lack of funds to purchase cleaning material, maintain or repair WASH infrastructure. In other words, sufficient budgets are not allocated to schools for keeping toilets in sanitary condition. expenses on maintenance are higher than allocated grants.

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» Lack of information for stakeholders on budgets.

Stakeholders pointed out that sustainable maintenance of WASH facilities was a major concern. There rarely is a system for proper maintenance of WASH facilities and services. cleaning the toilets poses a specific challenge since most are unwilling to clean them even at a price. the major bottlenecks identified that prevent toilet maintenance are that sweepers/support staff are not available and that there is reluctance from teachers/staff to address the issue.

4.7 RISK AREA 6: COSTS AND BUDGETS

AWIS scores for costs and budgets T: 1.3, A: 1.11, P: 1.13

resources and budgets are recurring issues that affect both construction and maintenance of facilities. the budget subject is repeatedly mentioned as problematic in almost all risk areas. Initial observations point to a gap between investments and total assets created and to inadequate budget allocations for improvements and maintenance (see table 12).

based on survey and workshop results, it seems clear that the costs of ensuring functional toilets as per the Supreme court order are often inadequately estimated and calculated. It would be necessary to calculate the cost per student by following a disaggregated approach instead of a blanket approach. For example, variations

in costs in hilly areas are not taken into consideration. Maintenance costs are also rarely estimated well, if at all.

rajiv vidya Mission (rvM)* provides resources to schools including maintenance grants. However, workshop conclusions point to the fact that these resources are not sufficient and often used for other purposes. there are also delays in the release of school maintenance grants and no efforts to mobilize resources from the village or donors to fill the gap in resource requirements. As a consequence, the condition of many toilets is inadequate: some toilets are unsafe and surrounded by bushes, there are toilets without doors or roofs or proper footrests, without drainage or running water or adequate water supply and water storage. Local authorities appear to take little interest in changing the situation, even when there is pressure from the Mandal level or the Supreme court level.

* Sarva Shiksha Abhiyan (known as rvM in the state of Andhra pradesh ) is an effort to universalise elementary education by community-ownership of the school system. It is a response to the demand for quality basic education all over the country.

TABLE 10: Condition of toilets in sample schools (results of participatory survey)

pArAMeter coMMoN (%) boYS (%) GIrLS (%)

running tap 25.2 10.3 17

Stored water 37 7.7 7.8

Water carried in from outside 18.5 34.2 36.6

No water 19.3 47.9 38.6

toilets are in usable condition (in schools with toilets) 33.6 33.3 42.5

toilets are private (in schools with toilets) 24.4 40.2 49.7

toilets are clean (in schools with toilets) 13.4 24.8 34.6

toilets are accessible (in schools with toilets) 66.4 42.7 11.8

TABLE 11: Who is responsible for cleaning toilets? (participatory survey results)

pArAMeter # oF ScHooLS

% oF ALL ScHooLS SurveYed

Nobody 135 59.7

user 51 22.6

Aaya/sweeper 22 9.7

outside worker 8 3.5

child committees 10 4.4


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TABLE 12: Costs and budgets

INdIcAtor budGet coNStrAINtS obServed

unit cost for one toilet and three urinals

INr 35,000 Wide gap between investment made and assets create

Maintenance cost INr 500 per month Inadequate budget allocation

there is no specific budget line for o&M

the amount is being used for other purposes

Local labour is reluctant to clean due to inadequate wages

Soap and water are not always available

Hand washing platforms

INr 5,800

INr 16,000

Inadequate budget allocation

Hand washing platforms are not constructed due to lack of space

1 uSd = 62 INr approx.

4.8 RISK AREA 7: HUMAN RESOURCES

AWIS scores for human resources T: 1.22, A: 1.12, P: 1.23

For children to use toilets they need enabling conditions but they also need to be aware of the importance of sanitation (even more so in the case of first-generation users). children are generally not taught the basics of toilet usage and maintaining cleanliness. to highlight the importance of the issue, one survey participant mentioned that: “even one inappropriate use of a toilet can render it non-functional”. It is desirable to have trained teachers on WASH in schools that could help students understand how toilets should be used. three-fourths of schools do indeed have teachers trained on WASH according to the participatory surveys (see table 13).

dedicated staff for o&M is available only in about 10% of schools. this has a major impact on the state and usability of facilities in schools and can affect the motivation and involvement of other persons. According to surveys and workshops, is seems that teachers who attended training on WASH rarely play a role in WASH improvements due to the lack of cleaning staff and the lack of support from others.

the School Management committees (SMc) could play a key role in monitoring and enabling the development of facilities in school. It appears from the surveys and workshops however that some SMcs exist only on paper and are to be strengthened. the quality of SMc-trainings was found to be poor. SMcs rarely help to identify schools without running water for toilets and do not address WASH issues.

4.9 RISK AREA 8: INSTITUTIONS

AWIS scores for institutions T: 1.86, A: 1.23, P: 1.24

the responsibility for school WASH development overall is vested in different departments and institutions. The support of GPs and other line departments is required for site allotment/ supply of electricity and maintenance and cleaning of toilets. Rural Water Supply departments, Integrated Tribal Development Agencies and District Medical and Health Offices should coordinate their work to enable the effective implementation of WASH in Schools. SMCs should be informed and play a role in monitoring and requesting improvements in school WASH. Community participation is central to finding effective solutions to the specific problems of the schools. In most cases, all four of these conditions are not or poorly met.

A majority of schools have an SMc and child committees. However, when it comes to monitoring the use and operation of WASH facilities, it seems the SMcs and child committees rarely play a role. In a majority of schools either the Head teacher or a designated teacher is taking this responsibility instead. In fact, the teachers in 92% of surveyed schools are of the view that o&M is the responsibility of the school administration. there is evident uncertainty on roles and responsibilities of different institutions for school WASH which can lead to integrity issues.

Fortunately, almost 90 % of surveyed schools have included WASH concerns in their School development plan (Sdp). 66% of schools are demanding action on activities listed on the plan. 58.8% of schools have carried out repairs.

on another hand, the results of the participatory survey show that more than half of work on school WASH is executed by SMc presidents. this is a serious cause for concern as it suggests potential conflicts of interest and collusion.

Surprisingly, transparency of institutional aspects in school WASH obtained the highest scores in the AWIS workshops, which indicates awareness on institutional arrangements among stakeholders. on the other hand, the scores and discussions on accountability and participation are lower. these scores point to underlying concerns about expectations, responsibilities and oversight on one hand and on the poor involvement of children, teachers and pHoto 8: participants in the AWIS workshop conducted in one of the schools

TABLE 13: Availability of human resources for WASH in school (results of participatory survey)

pArtIcuLArS NuMber %

Schools with trained teachers on WASH

173 76.5

dedicated staff for o&M (aaya)

22 9.7


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communities in decision-making and in demanding improvements of WASH services on the other hand.

there are high expectations regarding the role of SMcs, parents, and panchayati raj Institutions can play in WASH but these stakeholders rarely seem to be fully concerned with improving the situation. For example, in some of the schools where AWIS workshops were conducted, not even one SMc member had seen the school WASH facilities. the lack of awareness on WASH issues among these and other stakeholders is a major concern.

this project focused on Government schools where more than 75% of the children pursuing an education are from poor and marginalized communities. their parents appear to seldom participate in school affairs as they struggle to ensure day-to-day livelihoods. they appear to show little interest in school generally and even less in WASH at school. Above all, they have no voice to demand improvements. even parents who are members of SMcs are relatively uninterested and few attend monthly meetings, according to workshops conclusions. those who do attend usually are the village Sarpanch* and one or two members who have an interest in executing works. there is no effort to mobilize and involve other parents who do not show interest in participating in the meetings.

* A Sarpanch is the elected head of a Gram panchayat

4.10 OVERARCHING CONCERNS AND CONCLUSIONS

participants at the State-level workshop recognized that higher level policy commitments, design and implementation of programmes and allocation of budgets have been consistently growing in India for water and sanitation, including for WASH in schools. they also acknowledged that public investment has been wasted and mentioned the failure of multi-village water supply schemes and of the National Water Quality surveillance programme as examples.

overall, conclusions of all project processes point to the fact that progress in WASH coverage in schools is not in line with the additional commitments made. It has been demonstrated that too many schools are still not compliant with legal standards and that the school children, particularly the girls, are suffering from the lack of basic sanitation and water services and hygiene education in their schools.

the surveys and workshops clearly point to serious performance and management issues which can be qualified in terms of transparency, accountability participation concerns. Among these, the main concerns that repeatedly came up throughout the project and require most urgent action include: lack of awareness, insufficient monitoring and planning issues, poor coordination among institutions and limited participation of affected stakeholders. Since those suffering from inadequate WASH in schools are generally the most poor or voiceless, the lack of responsiveness and accountability that has been pointed to usually go unchecked and unchallenged. combined, these issues lead to sub-optimal policy implementation and leave the sector vulnerable to corruption. Fighting such practices requires that integrity be enhanced generally, but also that stakeholders engage in dialogue to find common solutions and rebuild trust.

TABLE 14: Stakeholder engagement in WASH in schools (results of participatory survey)

pArAMeter # %

Schools that included WASH in Sdp 203 89.8 (of all schools surveyed (226))

Schools that followed-up on needs listed in Sdp 136 66.8 (of 203 schools)

Schools with an SMc 220 97.3 (of all schools)

SMc involved in monitoring of WASH progress 7 3.1 (of 220 schools)

SMc involved in monitoring of use and operations 2 0.9 (of 220 schools)

Schools with a child committee 207 91.6 ( of all schools

child committees involved in monitoring use and operations 14 6.6 (of 207 schools)

School with primary responsibility for o&M 208 92 (of all schools)

Schools carrying out repairs 133 58.8 (of all schools)

Schools orienting children on usage of WASH facilities 209 92.5 (of all schools)

TABLE 15: Stakeholder involvement at facility creation stage (results of participatory survey)

% For WAter

#. % For toILetS

#

SMc was involved in choosing location of facility 24.6 54.12 24.1 53

children were involved in choosing location of facility 6.6 15 6.4 14

SMc president executed work 56.6 125 53.2 117

contractor executed work 43.4 95 46.8 103

SMc was involved in quality check 9.0 20 5.7 13

SMc was involved in handing over process 24.6 54 32.6 72


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participants of district and State-level workshops outlined paths for action and ways to enhance integrity in school WASH. these are focused on addressing the repeated and underlying concerns related to transparency, Accountability and participation.

6.1 AWARENESS AND ENGAGEMENT

there is obvious lack of awareness across all stakeholder groups on the state of existing WASH facilities and on required standards. Stakeholders are also poorly informed about whom to contact to resolve issues. this is partly a capacity issue and partly a communication issue. clearly evaluating the limits, capabilities and opportunities for each stakeholder group is essential to making sure they play their due role.

Priorities for action: demand generation and capacity building

» there is a need to generate clearer demand for services and to address demand and supply side issues. Advocacy by the community and village Water and Sanitation committees using the right to Information (rtI*) and right to education (rte) laws to demand WASH facilities and services could be a first step.

» Mechanisms for making the community vigilant and engaged must be explored, for example:

∙ Annual meetings on sanitation with parents, previous students and other stakeholders

∙ Field visits and awareness meetings for parents conducted by village health workers followed by a meeting to discuss learning

∙ vision building of SMcs and school management to help them appreciate the critical importance of WASH facilities in the larger scheme of things and how corruption stymies that vision.

* the right to Information Act (rtI) is an Act of the parliament of India “to provide for setting out the practical regime of right to information for citizens”. under the provisions of the Act, any citizen may request information from a “public authority” (a body of Government or “instrumentality of State”) which is required to reply expeditiously or within thirty days. Information disclosure in India was restricted by the official Secrets Act 1923 and various other special laws, which the new rtI Act relaxes. It codifies a fundamental right of citizens.

∙ Functional task forces constituted by government

∙ Local fund mobilization from old students, NGos and local philanthropists

∙ organization of activities to protect school assets

∙ organization of activities to enable use of premises during school holidays and at the same time, to get users to take interest in the upkeep and protection of the school environment

∙ teachers’ unions involved in the promotion of the WASH in schools agenda.

» Local self-management mechanisms are also to be promoted. the capacities of different stakeholders are to be built, in particular on maintenance and use of created facilities. the capacities of SMcs and local NGos should also be built to hold stakeholders to account.

6.2 EqUITY AND INCLUSION

primary stakeholders, including the children themselves but also their parents and communities, are rarely consulted or included in the planning and decision-making for WASH at school, partly from lack of awareness of their roles and responsibilities. this has consequences on the timing, quality and sustainability of WASH at school.

Girls are particularly affected by poor sanitation in schools and the lack of facilities for their menstrual needs. poor quality service can have a strong impact on girls’ absenteeism and well-being at school. there are too few schools without facilities or without separate facilities for boys and girls.

children with special needs are rarely accounted for in the planning and development of facilities. Many view toilets for disabled children as a special category which requires little attention.

Priorities for action: increased participation

» constitution of watch committees at different levels

Lessons Learned from Using AWIS

the AWIS-based methodology used in this project made it possible to take integrity as a key dimension of school WASH to be considered and discussed openly. the methodology has the advantage of providing a workable assessment of integrity levels, while acting as a first stepping stone to improve integrity, and above all while opening up opportunities for participation and dialogue.

AWIS exercises conducted at the village/school level and multi-stakeholders workshops organized at the district level sensitized and informed the community leaders, parents, and other key stakeholders on the existing provisions of the right to education Act and other Government orders issued for ensuring WASH in schools. during the AWIS process, these stakeholders had an opportunity to check the claims of service delivery against the actual realities on the ground. this was an eye-opener for many participants and is essential to engage stakeholders in acting on improvements. the approach was effective in fostering awareness, motivation and the development of capacities of the rights Holders.

the project also created opportunities for dialogue among stakeholders from all sectors (community, schools, government, research, cSo). Stakeholders actively participated, were enthusiastic and showed interest in learning about AWIS. the multi-stakeholder workshops contributed to a rich discussion on integrity in school WASH. they served as a platform to gather more input and perspectives (including from other research projects and initiatives) on the observations, comments and analysis of participants. All workshops were helpful in obtaining stakeholder buy-in for the process and made all stakeholders think and reflect on their respective roles. AWIS especially developed the motivation and confidence of the communities to question governance lapses and demand improved levels of transparency, accountability and participation in the implementation of programmes related to WASH in schools.

In addition, project implementers noted that:

» AWIS-based analyses -using anonymous scoring and open discussions- go beyond status studies focused on governance. the new evidence and conclusions found through the AWIS processes help build a more complete and collective perspective on an issue.

» AWIS is not yet another qualitative tool. It differs from Focus Group discussions by also emphasizing the need to identify root causes and find solutions, within a governance framework.

» AWIS should also not be confused with a workshop or social audit. While social audit looks into facts, AWIS is an intensive process of building a perspective on the diagnosis, gradually enriching understanding from one level to another (i.e. school to district and State) and working towards acceptable solutions. It is not a one-stop process and should be pursued. It requires follow up to channel awareness and motivation into real changes.

the AWIS focus on finding solutions rather than finding fault was particularly helpful in this pilot project. During the process of diagnosis and risk identification, the stakeholders initially demonstrated the tendency to blame each other. In subsequent dialogues they were more honest, and less biased in their identification of the real forces causing integrity issues.

the adaptations of the methodology to the specific context of school WASH were crucial to the relevance and success of the project. Adapting the indicators and risk areas made the results more specific and understandable for the stakeholders involved. triangulation with surveys and policy reviews helped validate findings, bring objectivity to the processes, and build momentum for the discussion as it evolved from one stage to another.

At project level, the methodology was also useful in building awareness for integrity among FANSA partners, and encouraged discussion with outside partners.

using this first pilot adaptation for inspiration, the AWIS tools could also be adapted to watershed programmes for example, again with reduced focus on the policy dimension.

5Moving Forward: Addressing Key Integrity Gaps

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6.4 PLANNING AND MONITORING

budgets are most often allocated for the creation of WASH facilities without prior consideration of ground realities and with minimal planning. Assessments of water availability, water safety and sufficiency issues are generally overlooked. Facilities are not planned with a clear timeline or an integrated view including electricity, compound walls and maintenance issues.

Priorities for action: funding prioritization, coordinated monitoring and maintenance systems’ development

» Schools should develop an integrated plan for the creation, rehabilitation and maintenance of WASH facilities, which should serve as a basis for resource allocation. the financial allocation should be differentiated and made based on need, including maintenance costs. Schools without water facilities should have priority.

» provisions should be made for the purchase of water in schools where water has excessive fluoride content. this is not yet part of government policy.

» In order to raise adequate funds, advocating for the inclusion of school WASH under the National rural employment Guarantee Scheme (NreGS*) could be an option.

» there should be coordinated monitoring systems at different levels. A committee should be constituted including the Head Masters, SMcs as well as interested teachers, children and parents to monitor the condition of facilities and oversee maintenance, and to make relevant information available at different levels.

» Independent monitoring should also be carried out for school WASH every five years. the AWIS tool could be used again for this purpose.

» repair and maintenance should be prioritized. during the project workshops, it was suggested that exclusive budgets for sanitation could be created; with a provision for staff for maintenance. rajiv vidya Mission did not agree with this proposal. In response, it was agreed that outsourcing and resource mobilization from communities should be explored.

» there should be an action component for behaviour change with regard to maintenance, focusing for example on hygiene education, parent motivation and general awareness.

» A citizen report card* could be developed and shared with the district collector and rajiv vidya Mission to advocate for prioritization of funding.

» Strengthened children committees and SMcs. SMcs could be reconstituted with old students, village Water and Sanitation committee members and others volunteers for improving WASH.

» development of more effective SMc trainings should be considered.

» Systems to eliminate corruption and enable participation should be promoted. these can include social audits, finance monitoring, etc. AWIS finding and workshop recommendations could be used for State-level advocacy.

* the citizen report card (crc) is a social audit tool to assess, understand, report on a specific project/sector. (see www.waterintegritynetwork.net for details on the tool)

6.3 STAKEHOLDER COORDINATION

the unclear roles of responsibilities of different stakeholders are especially contributing to making the sub-sector vulnerable to corruption and can be linked to cases of possible collusion, conflicts of interest and pressure that have come to light through discussions. the poor coordination among institutions is of specific concern.

there is for example a coordination issue in providing tap connections to schools. overhead storage reservoirs are normally created by the rural Water Supply department and managed by the Gp. the exact responsibilities remain unclear. In many places, the Gp has no obligation to provide the tap connection to school and does not appear to be involved. Workshop participants suggested that it should be made mandatory for Gps to provide tap connection to schools wherever overhead storage reservoirs and direct piped water supply exists.

Priorities for action: political support, clarified responsibilities and accountability, anti-corruption measures

» WASH should be included in the district collector’s reviews. Mandal-level convergence meetings could also be organized.

» the roles and responsibilities of different stakeholders should be defined. In particular, the responsibility to address the problems related to quality, disuse/damage of created infrastructure and proper use of toilets must be clarified. the Head teachers should be made responsible for ensuring adequacy of WASH facilities and should be able to count on the support from teachers, SMcs, panchayati raj Institutions and the community.

pHoto 10 ANd pHoto 11: poor state of WASH resources in schools

* the National rural employment Guarantee Act 2005, also known as the “Mahatma Gandhi National rural employment Guarantee Act”, and abbreviated to MGNreGA, is an Indian labour law and social security measure that aims to guarantee the ‘right to work’ and ensure livelihood security in rural areas by providing at least 100 days of guaranteed wage employment in a financial year to every household whose adult members volunteer to do unskilled manual work.


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Project Follow-Up: Experience Sharing and New PartnershipsAs immediate follow-up, FANSA will take interventions in selected schools (in project area), based on the recommendation and solutions that emerged from the workshops at different levels. In this way, the relevance of AWIS in building action will be tested.

As a result of the State-level workshop, it was agreed that community empowerment approaches to address governance issues, such as the one used for this project should be up scaled. It was further agreed that the capacities and experience of different cSos and initiatives should be consolidated and shared among all interested partners in an informal forum of individuals and organizations, including interested agencies and government officials. FANSA was designated as an anchor point for knowledge management and sharing on integrity in WASH governance and was given the task to proactively work with more cSos in expanding the application of the AWIS methodology.

dr K. tirupataiah, IFS (Additional director General, Mcr Hrd) pointed out the strategic importance of engaging the Government in the learning process on integrity. to this end, and for wider sharing purposes, another State-level integrity workshop will be organized with more cSos and the government, in collaboration with the dr Marri channa reddy Human resource development Institute (Mcr Hrd), possibly in February 2015. this report, the conclusions of the AWIS pilot project, and further developments in school WASH integrity would be shared at this workshop. FANSA will also focus on capacity building and dissemination workshops to spread the message at various other levels.

Finally, the methodology and tools used for this project will continued to be refined and contextualized with a view on expanding their use to other sectors (irrigation, urban water utilities, Nirmal bharat Abhiyan*, and watershed programmes) possibly in alliances with large government programmes or as complementary processes to social audits under the National rural employment Guarantee Scheme (NreGS).

* the total sanitation campaign (tSc) to ensure sanitation facilities in rural areas with broader goal to eradicate the practice of open defecation has now been renamed as ‘Nirmal bharat Abiyan’ (NbA), which has recently been renamed again as Swachh bharat Abiyan (SbA).

7ANNEX 1: Schools where AWIS Workshops Were Conducted

# ScHooL/ vILLAGe MANdAL dAte # oF pArtIcIpANtS

Kurnool district

1 Zilla parishad High School, Mallempalli dhone dec 3, 2103 14

2 Zilla parishad High School for girls, dhone dhone dec 3, 2013 33

3 Zilla parishad High School, Kothaceruvu dhone dec 4, 2013 25

4 Zilla parishad High School, eddupenta dhone dec 4, 2013 18

5 Zilla parishad High School for girls, peapally peapally dec 5, 2013 22

6 Zilla parishad High School, vegarampalli peapally dec 5, 2013 12

7 Zilla parishad High School, jaladurgam peapally dec 27, 2013 18

8 Zilla parishad High School, t.r. palli peapally dec 27, 2013 24

Warangal district

1 Zilla parishad High School, Katapur thadvai 25.10.12 15

2 Zilla parishad High School, Ayodhyapuram Gudur 30.11.13 16

3 Zilla parishad High School, Macherla Gudur 10.12.13 17

4 Zilla parishad High School, Gudur Gudur 10.12.13 20

5 Zilla parishad High School, Narlapur tadvai 11.12.13 17

6 upper primary School, Kamaram tadvai 11.12.13 15

7 Zilla parishad High School, Mateevada Gudur 19.12.13 18

8 Zilla parishad High School, teegalaveni Gudur 19.12.13 15

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# ScHooL/ vILLAGe MANdAL dAte # oF pArtIcIpANtS

visakhapatnam district

1 Zilla parishad High School, dibbapalem

Anakapalle 06.12.2013 12

2 Zilla parishad High School, rangolivanipalem


3 Zilla parishad High School, Kunchangi


4 Zilla parishad High School, Martur

Madduru 21.12.2013 11

5 Zilla parishad High School, panchadarla

rambilli 23.12.2013 17

6 Zilla parishad High School, rajakoduru

rambilli 23.12.2013 13

7 Zilla parishad High School, Gotlam

Kotapadu 26.12.2013 17

8 Zilla parishad High School, chawdulata

Kotapadu 26.12.2013 15

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ANNEX 2: Risk Areas by Pillars of Integrity and Indicators for Scoring in Standard AWIS

trANSpAreNcY AccouNtAbILItY pArtIcIpAtIoN

policy and legislation (pL)

1 = pL very limited and lacks clarity.

2 = pL partly developed with important gaps.

3 = pL well established. perhaps few improvements needed.

1 = pL is hardly applied with a few a institutions fulfilling their role.

2 = pL applied to a fair extent but with some limitations. Institutions are weak.

3 = pL applied to a large extent and institutions are fit for their role. Few improvements needed.

1 = Stakeholders have very limited access to information on pL.

2 = Stakeholders have access to information, are informed and can express. Access is biased towards certain actors.

3 = Stakeholders are actively consulted and/or represented in decision making bodies.

regulation 1 = regulation is not in place or is very limited and no or few regulatory institutions are in place.

2 = A good number of regulations exist but still have important gaps.

3 = the existing regulation is well established, only requires limited improvement.

1 = regulation is hardly applied and the institutions that are supposed to implement it are very weak.

2 = the existing regulation is partly applied, but with important limitations in that the institutions are weak and have limited internal controls.

3 = the existing regulation is applied in a comprehensive way. Institutional roles are properly implemented and have solid internal controls.

1 = Information about regulation and the way it is developed and applied is not available or is very difficult to obtain.

2 = Information is available about regulation and the way it is developed and applied. However it may not be sufficiently independent or verifiable.

3 = Stakeholders have good access to verifiable information and to adequate complain mechanisms. they are actively consulted and involved in decision-making bodies.

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Investment in projects and programmes

1 = No or very few clear rules are available in writing or they only apply to very few investment projects or programmes.

2 = rules for project design, procurement and technical and financial audits are fairly well established but are not sufficiently clear or still have important gaps.

3 = the existing design rules are well established, pro-poor and gender sensitive, procurement regulations and AcM are solid; independent audits are requested and comparative performance results will be analysed.

1 = design rules, procurement regulation and technical and financial audits are not applied; controlling institutions are very weak and not independent.

2 = design rules, procurement regulation and technical and financial audits are implemented but with limitations.

3 = design rules, procurement regulation and technical and financial audits are well applied and are controlled by independent institutions, AcM are applied in a comprehensive way by the organizations involved.

1 = Information about investment projects and programmes, including the way they are developed, procured and audited, is not available or is very difficult to obtain.

2 = Information is available about investment projects and programmes. However, this information may not be sufficiently independent or verifiable, and access may not be equal for all.

3 = Stakeholders have adequate complaint mechanisms and good access to information that can be checked. they may be involved in monitoring the implementation of investment projects and programmes and are actively consulted on important topics, taking into account civil society and poverty and gender issues.


Service provision

1 = No or very few clear rules are available in writing for the different service providers and users.

2 = rules for service provision are fairly well established but are not sufficiently clear, do not apply to all providers or have important gaps.

3 = the existing rules are well established and are pro-poor and gender sensitive; procurement, audit rules and performance indicators are clear and organizations have established written AcM.

1 = No or few rules are applied; controlling institutions are very weak and not independent; and AcM are not really applied.

2 = technical and financial audits are applied but not by all providers; supervisory bodies need strengthening; and the application of AcM can be more intensive.

3 = technical and financial audits are well applied to all providers and are controlled by independent institutions. AcM are applied in a comprehensive way by the organizations involved.

1 = Stakeholders have nor or very little access to information about service provision, such as the technical and financial performance of providers.

2 = Information is available about service provision, including the technical and financial performance or providers. However, this information may not be sufficiently independent or verifiable, and access may not be equal for all.

3 = Stakeholders have adequate complaint mechanisms and have good access to information that can be checked. they may be involved in monitoring performance, actively consulted on important topics, taking into account civil society and poverty and gender issues or properly represented in decision-making bodies.

Anti-corruption legislation

1 = Anti-corruption legislation does not exist or is very limited and lacks clarity.

2 = Anti-corruption legislation is developed but has important gaps.

3 = the existing anti-corruption legislation is well established, includes freedom of information and protection of whistle blowers, and is relevant in terms of fines.

1 = Anti-corruption legislation is not, or barely, applied in the sub-sector. the institutions that are supposed to implement the legislation are very weak, are not independent and have no resources to do their work.

2 = the existing anti-corruption legislation is partly applied in the sub-sector, but still with important limitations.

3 = the existing anti-corruption legislation is applied in a comprehensive way, institutional roles are properly implemented, the press published cases, and whistle blowers have reasonable protection.

1 = Information about anti-corruption legislation and the way it is implemented is not available or is very difficult to obtain.

2 = Information is available on anti-corruption legislation and the way it is implemented but has important gaps and is not sufficiently independent.

3 = Access to independent information on anti-corruption legislation is well established and corruption cases are filed and properly deal with. Institutions are active and work with civil society. press is free and whistle blowers are protected.


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ANNEX 3: Modified AWIS Framework: Risk Areas by Pillar of Integrity and Scoring Indicators

Pillars of integrity for scoring

trANSpAreNcY (t=) AccouNtAbILItY (A=) pArtIcIpAtIoN (p=)

1-aware, 2-have information, 3-being monitored.

1-enforcing rules, 2-performing roles & responsibilities, 3-dealing with complaints.

1-identifying problems, 2-demanding services, 3-decision making.

rISK AreAS INdIcAtorS

A. enabling environment

Legal policy Framework » Whether equity, privacy and dignity for children is ensured by rte and Supreme court order.

budget/expenditure » Adequate budget allocated for capital and recurrent costs

» regular funding for maintenance and cleanliness of toilets

Governance/partnerships » teachers, children and communities are involved in decisions

» Improvements are demanded by community, teachers and SMc

b. Service provision

Availability of facilities » one toilet per 40 children

» Separate toilets for boys and girls

Availability of human resources » trained teachers on hygiene promotion in schools

» dedicated staff for operation and maintenance of WASH facilities

Access to services » Access to clean toilets at all times during school hours

» Availability of cleaning material, brushes, brooms, soap, towels, etc.

clearly worked out systems for cleaning

» clarity on who is responsible for cleaning

» participation of children, SMc, Head Master and teachers in protection/maintenance of toilets facilities

Quality of services » clean toilets, water point area and storage facility

» privacy measures, including lockable doors

» clean surroundings

» repairs are done quickly and efficiently

» children are taught good WASH behaviour through the curriculum and extracurricular activities

» regular use of toilets by children


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ANNEX 4: Existing Policy and Major State Interventions for School WASH

School Sanitation and Hygiene education programme

the School Sanitation and Hygiene education (SSHe) programme was introduced in the National rural Sanitation programme in 1999, to ensure child-friendly water supply, toilets and hand washing facilities in rural schools, and to promote behavioural change by hygiene education. the goals of the SSHe programme are to:

» cover schools and anganwadis* with sanitation facilities and promote hygiene education and sanitary habits among students

» provide separate toilet facilities for girls in co-ed schools

» ensure proper operation & Maintenance of the facilities created

SSHe has since become a programme under the total Sanitation campaign, which was modified and later renamed the Nirmal bharat Abhiyan (See footnote 12). the deadline for providing safe drinking water and toilets by SSHe in schools was postponed several times, from 2005 to 2006, 2007, 2008, 2012 and finally March 2013. An analysis of the funding released and the expenditure incurred in the programme indicates huge under-spending.

* these centres provide supplementary nutrition, non-formal pre-school education, nutrition and health education, immunization, health check-up and referral services of which later three services are provided in convergence with public health systems.

Additional programmes and awards

to promote sanitation in schools

the Ministry of Human resource development launched the National School Sanitation Initiative in 2009, in collaboration with the Ministry of urban development and the deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ). the purpose of the initiative was to inculcate good sanitation habits among school children in order to inspire them and celebrate excellence in school sanitation at the national level. the central board of Secondary education set up the National School Sanitation Awards to reward schools for having ensured cleanliness on the institution premises and for improving students’ attitude towards proper hygiene. In August 2012, the Minister of Human resource development launched, for school children, a Sanitation pledge and online National School Sanitation ratings (www.schoolsanitation.com)

SAcoSAN commitments on school WASH

the South Asian conference on Sanitation (SAcoSAN), a government-led biennial convention held on a rotational basis in different countries, provides a platform for interaction on sanitation. countries engaged in SAcoSAN include Afghanistan, bangladesh, bhutan, India, the Maldives, Nepal, pakistan and Sri Lanka. the objectives of SAcoSAN are to accelerate progress in sanitation and hygiene promotion in South Asia and to enhance the quality of people’s life. the SAcoSAN has been instrumental in generating political will towards better sanitation in the region, especially in schools. Successive SAcoSAN conferences have strongly emphasized the need for better hygiene education and the objective of ensuring all existing school at every educational level have functioning, child-friendly toilets, separate for girls and boys, with facilities for menstrual hygiene management.

INTERNATIONAL LAW

International covenant on economic, Social

and cultural rights

the right to education according to the International covenant on economic, Social and cultural rights (IceScr) includes the right to free, compulsory primary education for all, and an obligation to develop secondary education accessible to all.

NATIONAL LAW

constitution of India

various articles of the Indian constitution guarantee free and compulsory education for all children. the most significant is Article 21 A, which became part of the constitution by the 85th Amendment. this article states that “the State shall provide free and compulsory education to all children of the age of 6-14 years in such manner as the State may by law determine.”

right to Free and compulsory education Act (rte Act)

the demand for legislation for universal education was initiated by Gopal Krishna Gokhale (an Indian freedom fighter) during the british era, and bore fruit when the right to Free and compulsory education Act (rte Act), bill was passed in 2009 after sustained efforts. this act came into effect on April 1, 2010, making it mandatory for the State to provide free and compulsory education to every child between 6 to 14 years of age. In addition, the Schedule of the rte Act specifies seven mandatory infrastructure norms and standards, with a three-year time limit to address some of the long-pending gaps and to meet the norms in the schools (other than teacher training). the standards to be met include barrier-free access to drinking water and toilets. the three-year period for meeting the standards ended in March 2013.

GOVERNMENT INTERVENTIONS AND PROGRAMMES

Supreme court intervention

While efforts to enact rte were ongoing, a public interest litigation relating to the abysmal condition of schools across the country was filed by Advocate ravindra bana (a Supreme court lawyer) of the environment and consumer protection Foundation in 2004 and was heard in the Supreme court. Several landmark orders by the court relating to the availability of drinking water and separate toilets for boys and girls were passed in 2011 and 2012. the case was eventually closed in december 2012. the court then directed State governments to ensure that all schools meet the rte norms relating to drinking water and sanitation by March 2013, in line with the time frame proposed under the rte. the court also left a door open to hear cases/appeals wherein the norms were not met.

Letters and government circulars issued

for improving school WASH

Keeping in mind compliance with the Supreme court directions, the Government of India and the Government of Andhra pradesh have issued several letters and circulars (see Annex 5) over the past year. In particular, the Ministry of drinking Water and Sanitation wrote the following letters to the State government urging compliance: (i) the communication dated May 2, 2013 urged the State governments to prioritize water supply for drinking, hand washing and toilets in schools under the National rural drinking Water programme; and (ii) the communication dated january 17, 2013 highlighted the monitoring of the Supreme court orders to provide drinking water and sanitation facilities in schools by March 31, 2013.


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ANNEX 5: Important Government Guidelines on School WASH

# reFereNce No. deScrIptIoN

1 do No 25-2/2009-ee.16, dated 08-09-2009

providing adequate number of toilets in schools and steps for ensuring functionality of the school toilets

2 do No: W 11042/15/2007-crSp, dated 06-11-2009

provision of adequate number and functional school toilets through convergence initiatives between SSA &tSc

3 Lr.No.2570/cW/dW& SF/2006, dated 24-11-2009

construction of toilets and urinals in the schools – communicating Gol Norms to all the districts in the State

4 Lr.No.2570/cW/dW& SF/2006, dated 08-03-2010

civil Works – provision of adequate number and functional schools through convergence initiatives between SSA&tSc– Instructions to all the pos of rvM to review the gaps with rWS engineering department

5 No. W-11013/3/2009-crSp, dated 23-07-2010

revision of unit costs of School toilets and Anganwadi toilets under total Sanitation campaign (tSc)

6 Go rt. No.1257, dated 06-08-2011

providing drinking water supply to leftover 6803 schools in the State for the year 2011-12.

7 No.W.11042/15/2007/crSp, dated 09-08-2010

provision for providing school toilet units in all Government Schools-Separate toilets for girls and boys in co-ed schools – Funding ration central and State is 70:30

8 Supreme court order – drinking Water in Schools, dated 09-08-2011

provision of potable drinking water in all schools on or before 15-10-2011

9 Supreme court order – School toilets, dated 09-08-2011

provision for toilets in all the schools (particularly girls)

10 circular No. 505/Aee3/dee1/MNreGS/2011, dated 08-12-2011

Labour component for construction of School toilet: unskilled labour (up to 25 person days) and skilled labour (up to 8 person days, under material component) on construction of School toilet unit.

11 Letter from Shri Kapil Sibal to chief Minister, dated 17-04-2012

ensuring appropriate infrastructure under SSA expeditiously; provide drinking water and toilets in Schools as per Supreme court order

# reFereNce No. deScrIptIoN

12 Gazette of India – Ministry of rural development – Notification, dated 04-05-2012

rural sanitation related works, such as, individual household latrines, school toilet units, Anganwadi toilets, solid and liquid waste management;

13 proceedings: 297/rvM/SSA/c8/2012, dated 04-05-2012

rs. 500/– per month for engaging a cleaner and cleaning material.

14 Memo No.442/rvM(SSA)/cW/c10/2012, dated 04-06-2012

All pos and ees of rvM (SSA) are entrusted rectifying the defunct toilets in Schools up to rs. 10,000/– by ee.

15 Memo No.462/rvM (SSA)/cW/c/2012, dated 15-06-2012

Maintenance of toilets in Schools

primary School rs. 306/– per month

upper primary Schools rs. 536/–

16 No. F.1-15/2009-desk (MdM) – Mid day Meals, dated 21-06-2012

50% funds earmarked for School Level expenses can be spent on forms, stationery, soaps, plates, glasses mats, training of cooks-cum-helpers and replacement / repair / maintenance of cooking devices, utensils, storage bean.

17 do No. W11042/41/2011-crSp, dated 12-07-2012

ensuring provision of toilets in all Government Schools in rural India through strengthening convergence of SSHe component of NbA (formerly tSc) &SSA and department of School education and Literacy (dSeL)

18 do No.13-2/2012-ee.5 (MdM 1-2), dated 19-07-2012

Making available soap in all schools so that all children can wash their hands with soap – Hand washing with soap before and after eating Mid-day Meal (MdM)

19 jalamani Installation of Standalone drinking water purification systems in Schools of rural Areas of the country


WIN (2011). visscher, Hermann-Friede, Annotated Water Integrity Scans - A manual to help assess integrity levels in specific sub-sectors of the water sector, Water Integrity Network, 2011

National university of educational planning and Administration and department of School education and Literacy, Ministry of Human resource development, Government of India (2012). dISe 2010-11. New delhi. 2012, available online at http://www.dise.in/downloads/publications/publications%202010-11/Flash%20Statistics-2010-11.pdf

uNIceF and Irc (2005). Water, Sanitation and Hygiene education for Schools roundtable Meeting: oxford, uK24-26 january 2005. (roundtable proceedings and Framework for Action). Available online at http://esa.un.org/iys/docs/san_lib_docs/SSHe_oxfordroundtable.pdf

World Health organization (2013b). the world health report 2013: research for universal health coverage (http://apps.who.int/iris/bitstream/10665/85761/2/9789240690837_eng.pdf)

World Health organization (2013a). Fact sheet N°330: diarrhoeal disease, April 2013, http://www.who.int/mediacentre/factsheets/fs330/en/

reFereNceS

ArGHYAM

Arghyam grants funds to organizations, which implement and manage groundwater and sanitation projects in India. Arghyam has made grants to recipients in 22 states of India since 2005, the year of its founding.

Arghyam supports sustainable water management towards meeting the basic water needs of all citizens, especially those from vulnerable communities. While the focus is on domestic water, Arghyam’s activities are contextualized around the broader issues of the water sector and take into consideration agricultural, industrial and environmental aspects.

Arghyam funded this project on integrity assessments of WASH interventions in schools.

WAter INteGrItY NetWorK (WIN)

the Water Integrity Network (WIN) is a network of organizations and individuals promoting water integrity to reduce and prevent corruption in the water sector, with a pro-poor and pro-equity focus. WIN’s vision is a world with equitable and sustained access to water and a clean environment, which is no longer threatened by corruption, greed, dishonesty and wilful malpractice. WIN works with partners and facilitates active multi-stakeholder coalitions to influence decision-makers and build capacities to practically enhance integrity at all levels.

WIN developed the Annotated Water Integrity Scan (AWIS) methodology to enable quick, multi-stakeholder assessments of integrity in the water sector and identify steps for improvement. to enable the tool to be used in the context of school WASH in India, WIN provided technical and content support for this pilot project and adaptation.

FreSHWAter ActIoN NetWorK-SoutH ASIA (FANSA)

FANSA aims to strengthen the engagement of civil Society organizations (cSo) in policy-making and development initiatives to achieve the international targets on water and sanitation, improve regional co-operation between cSos of differing perspectives, priorities and skills, and increase the number of NGos to advocate and communicate clearly on water policy issues and the broader agenda.

FANSA is a key facilitator addressing the core challenge of water integrity in Andhra pradesh. Along with this project and through its network of cSos in the region, FANSA is actively engaged with the state Government to improve governance in the WASH sector, especially for schools. FANSA also has participated in the Governance & transparency Fund (GtF) programme, the Swachchata utsav campaign and various advocacy projects with the department of education of Andhra pradesh to accelerate school WASH coverage in the State.

this project was carried out with

Awakening people’s Action for rural development (ApArd)

Modern Architects for rural India (MArI)

Sarada valley development Samithi (SvdS)

www.waterintegritynetwork.net www.freshwateraction.net www.arghyam.org

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