Completed Project Template

School WASH Temeke


Hungarian Charity of Order of the Malta

Period of Implementation:


Project Package:

456 New drop holes (DHs) for pupils

273 Rehabilitated DHs

63 New toilet blocks for teachers

37 Rehabilitated toilet blocks

Individual and group hand washing facilities constructed at all 32 schools

Water supply improved including drilling of a water source, construction of water points and tank towers at all 32 schools

Institutional capacity improved for SWASH at district and school level

Good hygiene practices, including hand washing with soap, promoted through SWASH facility maintenance plans and school WASH clubs

Target Beneficiaries:

32 schools in Temeke
58,699 pupils
1,310 teachers


This project took place in 32 schools that involved the construction of new WASH facilities and rehabilitation of existing ones. A few of the biggest focuses for this project was capacity development for management and sustaining services and behavior changes in teachers, school comittees, LGA leaders, and pupils.


1. Improved access to water in 32 schools

  • Drilled 5 deep wells in 5 schools that previously had no water source.
  • Developed 26 already existing wells by performing flushing, pump tests, water quality analysis, and water treatment for wells that were contaminated to make the water available for use

2. Improved access to sanitation and hand washing facilities for 58,699 pupils and 1,310 teachers in 32 schools.

Screen Shot 2018-04-06 at 12.00.19 PMIncreased total number of DHs from 322 to 729 for students

Newly Constructed DHs: 456
-121 for boys
-335 for girls

Improved DHs: 273
-208 for boys
-65 for girls

Increased total number of DHs from 63 to 100 for teachers
-14 for males
-23 for females

Screen Shot 2018-03-29 at 11.02.30 PMFor students with disabilities:
– Constructed 32 new DHs
– Rehabilitated 10 DHs
Special attention was paid to Wailesi, which has a special teaching school for students with intellectual disabilities (18 girls and 38 boys)

3. Improved hygiene behaviors, especially hand washing with soap, among pupils in 32 schools and surrounding communities by strengthening the capacity for teachers to be able to give the students effective hygiene education.

  • Conducted hygiene trainings for all 32 schools health and environmental teachers.
  • Formed and trained school WASH clubs in all 32 schools primarily about menstrual hygiene management (MHM). Each club averaged around 40 pupils around 10 years old.
  • Provided 190 units for group hand washing in 24 schools, where each unit has the capacity to accommodate 22-32 pupils at a time.
  • Placed mural drawings with hygiene messages on them on the toilet walls in all 32 schools

4. Operation and Maintenance (O&M) plans for SWASH were developed through the strengthening of school management committees in order to ensure the sustainability of WASH facilities in all 32 schools.

  • Improved institutional capacity for SWASH at the district and school/community level
  • Empowered school committees, LGA leaders, and teachers on SWASH practices and  budgeting process management through O&M plans/activities that enable schools to plan and budget for the operation and maintenance of WASH facilities to ensure the continuity of the services in all schools


  • The increase in the number of pupils in Temeke Municipal Council has made it difficult to meet the ratio requirements of students to drop holes set by National council (which is 1:20 for girls and 1:25 for boys) in every school, even after all of the newly constructed facilities.
  • Not having enough land to construct WASH facilities in some of the schools. For example, Msufini Primary School has 1,937 boys and 2,173 girls, but we were only able to construct 28 DHs for both boys and girls because the school’s lack of space.


  • Commitment by school management guarantees the sustainability of WASH programs. The schools that are performing good are the ones with committed head teachers and their facilities are well monitored, cleaned, and maintained.
  • Maintenance and provision of MHM rooms increase the attendance of adolescent girls.
  • Parents are more likely to register their children in schools with WASH facilities. For example, Msufini Primary School’s number of registered students has increased by 39.5% from 2016 when the school had no toilets. Another example is that this is the first year that a student with a disability has been registered at Vijibweni Primary School. Most parents of children with disabilities do not register their children in schools due to the lack of facilities and resources for students with disabilities.
  • The practice of hand washing in groups motivates pupils to attend school.


  • The changes in ratios of students to school latrine facilities has created greater access to facilities for all children.
  • Vijibweni Primary School has 1,565 boy students and they previously only had 2 stances, so the ratio of male student to stance was 1:783. After the construction of the new toilet blocks, the ratio of male student to stance is 1:120. The school WASh national guideline states that the ratio for boys to stance is 1:50 and for girls it is 1:40. However, in a lot of the schools it is difficult to reach this standard due to the lack of space for construction and low budgets. The ratios at Barracks Primary School has not changed, however, improvements were made on toilets for children with disability, setting aside and MHM, construction of group hand washing facilities, and major rehabilitation of infrastructures.
  • Improving access to Wash facilities has directly improved schools’ learning environments, which results in an increase in student performance. After the intervention of School WASH, evidence from Mgulani Primary School shows that the performance of STD VII in nationaal examination has increased. 2011 was the year before WASH, and the student’s performance was not strong with a pass rate of 46 for boys and 57 for girls. 2012 was the year after intervention and the performance  greatly increased with a passing rate of 99 for girls and 96 for boys.
  • In most schools, the number of absentees decreased after SAWA’s intervention. The head teacher of Wailesi Primary School said that their number of absentees, which was majority adolescent girls, was reduced due to the improvement of the WASH facilities in their school. The increase of attendance in registered female students for stand VII is evidence of this change.

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