Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1696590875190.pdf (Vanuatu)
$ $ $ $ WASH$in$Schools$ Call$to$Action$ The$WASH$in$schools$–$Call$to$Action$workshop$presented$a$snapshot$of$WASH$in$Schools$in$Vanuatu,$$investigated$ the$road$to$improvement$and$was$the$first$step$in$engaging$relevant$stakeholders$through$a$Call$to$Action.$The$ snapshot$of$the$current$situation$of$WASH$in$schools$was$analysed$through$problem$trees$and$bottleneck$analysis,$ drawing$out$the$root$causes$and$major$bottlenecks$in$the$enabling$environment,$supply,$demand$and$quality$of$ WASH$in$Schools$in$Vanuatu.$$ $ The$final$ recommendations$ targetted$ four$ areas$ for$improvement$ including$ coordination,$monitoring,$scalingDup$at$ the$school$level$and$advocacy.$ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ Cover$photo$credit:$Arlene$Bax$Photography.$Bax/2015$ !
Exexutive!Summary!!
Water,$ sanitation$ and$ hygiene$ (WASH)$ in$ schools$ in$ Vanuatu$ has$ the$ opportunity$ to$ improve$ children’s$ health,$ increase$ attendance$ and$ performance$ at$ school$ and$ address$ gender$ and$ social$ inequalities.$ $ The$ WASH$ in$ schools$ –$ Call$ to$ Action$ workshop$ presented$ a$ snapshot$ of$ WASH$ in$ Schools$ in$ Vanuatu,$ $ investigated$ the$ road$ to$ improviement$ and$ was$ the$ first$ step$ in$ engaging$ relevant$ stakeholders$ through$ a$ Call$ to$ Action.$ Participation$ at$ this$ workshop$ included$ stakeholders$ from$ MoET$ (including$ national,$ provincial$ and$ school$ level$ staff),$ school$ administration,$ Department$ of$ Geology,$Mines$and$Water$Resources,$Ministry$of$Health,$Public$Works$Department,$relevant$NGOs,$ UNICEF$and$donor$partners.$ $ The$snapshot$of$the$current$situation$of$WASH$in$schools$was$analysed$through$problem$trees$and$ bottleneck$analysis,$drawing$out$the$root$causes$of$the$current$poor$WASH$situation.$The$bottleneck$ analysis$investigated$the$enabling$environment,$supply,$demand$and$quality$of$the$following$topics:$ $ 1.
Bottleneck$analysis$of$daily$hand$washing$in$schools$in$Vanuatu$ 2.

Bottleneck$analysis$of$the$access$to$safe,$hygienic,$genderDappropriate$sanitation$in$schools$ in$Vanuatu.$ 3.

Bottleneck$analysis$of$the$access$to$sufficient$quantity$of$water$that$is$safe$for$drinking$and$ is$accessible$for$children$with$disabilities.$ 4.
Bottleneck$ analysis$ of$ the$ WASH$ factors$ that$ influence$ school$ attendance$ following$ a$ disaster$event.$ The$bottleneck$analysis$considered$a$total$of$59$indicators$of$which,$30$(51%)$were$classified$as$red,$ indicating$a$severe$bottleneck.$28$of$59$$(or$47%)$indicators$are$yellow,$indicating$a$minor$bottleneck$ and$1$out$of$59$(or$1%)$is$green$indicating$no$bottleneck.$$ $ Presentations$ from$ MoET$ identified$ the$ current$ presence$ of$ WASH$ in$ Minimum$ Infrastructure$ Standards,$ WASH$ in$ Minimum$ Quality$ Standards$ for$ Primary$ Schools,$ the$ monitoring$ of$ WASH$ through$ openVEMIS$ and$ WASH$ in$ curriculum.$ Further,$ panel$ discussions$ gave$ an$ opportunity$ for$ workshop$ partipants$ to$ share$ experiences$ of$ previous$ programs,$ current$ constraints$ and$ recommendations$for$the$road$to$improvement.$$ $ The$ final$ recommendations$ targetted$ four$ areas$ for$ including$ coordination,$ monitoring,$scalingDup$at$the$school$level$and$advocacy.$The$recommendations$are$summarised$as$ follows:$ Improve$ coordination$ by$ a)$ clarify$ roles$ and$ responsibilities,$ b)$ consolidate$ and$ review$ standards,$policy$and$guidelines,$c)$provide$ongoing$training$for$school$committees$on$budgets,$and$ budget$ management,$ legislation,$ standards,$ policy$ and$ principles$ of$ WASH$ in$ schools,$ d)$ develop$ budget$ for$ WASH$ in$ national$ budget$ and$ provide$ guidance$ of$ expenditure$ at$ school$ level,$ e)$ complete$ stakeholder$ mapping$ of$ all$ relevant$ partners.$ Improve$ monitoring$ by$ a)$ revise$ VEMIS$ WASH$ indicators$ and$ harmonise$ with$ the$ WASH$ in$ Schools$ Infrastructure$ Baseline$ and$ DGMWR$ Water$Inventory,$and$b)$support$schools$access$to$update$openVEMIS.$Scale4up!at!the!school!level$ by$a)$supporting$schools$to$develop$WASH$inclusive$health$policies$using$Health$Promoting$Schools$ policies$ for$ guidance,$ b)$ provide$ standards$ and$ streamed$ training$ for$ WinS$ at$ school$ level$ and$ c)$
 support$school$with$budget.$Advocate$for$a)$early$intro$of$WASH$in$ECCE$and$b)$share$openVEMIS$ results$and$component$of$MoET$infrastructure$baseline.$$ $ $ improvement$ $ 3$ $ Table!of!Contents!
Exexutive!Summary!!..........................................................................................................

!3$ Foreword!...........................................................................................................................

!5$ Background!.......................................................................................................................
!6$ Opening!Remarks!..............................................................................................................

!6$ Group!work!.......................................................................................................................

!7$ Problem!tree!analysis!.................................................................................................................
!7$ Bottleneck!analysis!....................................................................................................................

!8$ Presentations!..................................................................................................................

!14$ Bottleneck!analysis!of!handwashing!in!schools!in!Vanuatu!.......................................................
!14$ WASH!in!Minimum!Infrastructure!Standards!............................................................................

!14$ WASH!in!Minimum!Quality!Standards!for!Primary!Schools!.......................................................

!14$ WASH!in!OpenVEMIS!...............................................................................................................
!14$ WASH!in!Curriculum!.................................................................................................................

!15$ Panel!Discussion!..............................................................................................................

!15$ Recommendations!...........................................................................................................
!16$ Coordination$................................................................................................................................$16$ Monitoring$...................................................................................................................................$17$ ScalingDup$at$the$school$level$......................................................................................................$17$ Advocacy$......................................................................................................................................$17$ Closing!remarks!...............................................................................................................
!17$ Annexes!...........................................................................................................................

!18$ Annex!I:!Invitation!Letter!..........................................................................................................

!19$ Annex!II:!Workshop!Agenda!.....................................................................................................
!20$ Annex!III:!List!of!participants!....................................................................................................

!26$ Annex!IV:!Bottleneck!analysis!of!handwashing!in!schools!in!Vanuatu!.......................................

!27$ Annex!V:!WASH!in!Minimum!Infrastructure!Standards!Presentation!........................................

!34$ Annex!VI:!WASH!in!Minimum!Quality!Standards!for!Primary!Schools!Presentation!..................
!35$ Annex!VII:!WASH!in!OpenVEMIS!Presentation!..........................................................................

!36$ Annex!VIII:!WASH!in!Curriculum!Presentation!..........................................................................

!39$ Annex!IX:!WASH!in!Curriculum!Presentation!............................................................................

!40$ Background!
Vanuatu$is$a$Pacific$Island$country$considered$as$a$Small$Island$Developing$State$spread$over$about$ eightyDtwo$islands,$of$which$sixtyDfive$are$inhabited.$The$total$population$is$approximately$280,000$ with$ over$ 25%$ (79,7361)$ enrolled$ in$ school.$ In$ 2014,$ there$ were$ 568$ ECCE,$ 433$ Primary$ and$ 92$ Secondary$Schools$and$the$majority$(>95%)$of$schools$are$government$owned$and$administered.$$ $ The$ Vanuatu$ Ministry$ of$ Education$ and$ Training’s$ aim2$is$ “…$ to$ create$ an$ education$ system,$ which$ provides$good$conditions$for$knowledge,$skills$and$values$development,$with$the$view$of$enhancing$ a$ harmonious$ and$ peaceful$ society,$ conducive$ to$ the$ promotion$ of$ a$ sustainable$ way$ of$ life$ in$ Vanuatu”.$$ $ Adequate$WASH$facilities$and$handwashing$contribute$to$the$“good$conditions”$to$achieve$this$aim,$ however$only$29%$of$school$water$supplies$are$reported$as$in$good$condition.$In$Vanuatu,$the$focus$ of$WASH$in$schools$is$primarily$on$access$to$water.$Globally,$handwashing$has$shown$the$greatest$ potential$to$reduce$the$spread$of$fecal$oral$diseases3$and$can$be$considered$as$the$spearhead$of$a$ WASH$in$Schools$program.$However,$in$Vanuatu,$the$focus$on$handwashing$is$not$at$the$forefront$of$ current$ WASH$ in$ schools$ programming.$ This$ is$ evident$ at$ the$ national$ level$ with$ no$ monitoring$ of$ handwashing$ facilities$ and$ one$ sanitation$ indicator$ (number$ of$ latrines)$ in$ the$ Vanuatu$ Education$ Management$Information$System$(VEMIS).$At$the$school$level,$a$very$basic$form$of$sanitation$(bush$ latrine)$is$often$provided$and$is$commonly$placed$close$to$the$rubbish$dumping$area$and$is$“out$of$ sight,$out$of$mind”.$$ $ WASH$in$schools$has$many$stakeholders$including$MoET$(national,$provincial$and$school$level$staff),$ relevant$NGOs,$school$administration,$Department$of$Geology,$Mines$and$Water$Resources,$Ministry$ of$Health,$Public$Works$Department,$UNICEF$and$donor$partners.$In$MoET$alone,$the$responsibility$ for$ WASH$ in$ Schools$ is$ spread$ across$ many$ units$
 including,$ the$ Facilities$ Unit,$ School$ Based$ Management$and$the$Curriculum$Development$Unit.$$ Opening!Remarks!
$ The$Director$of$Education$Services,$Mr$Roy$Obed,$gave$opening$remarks$stressing$the$importance$of$ WASH$in$schools.$He$noted$the$importance$of$the$gathering$to$engage$all$relevant$stakeholders$to$ focus$on$WASH$in$Schools$and$call$for$action$to$address$these$issues.$The$Director$linked$the$benefits$$ of$WASH$in$Schools$to$an$ongoing$cycle$of$improvement$to$increase$school$attendance,$performance$ and$ultimately$leading$to$a$healthy$and$wealthy$Vanuatu.$ $ The$UNICEF$Chief$of$Field$Office,$Mr$Drew$Parker,$gave$opening$remarks$stressing$the$importance$of$ learning$from$global$best$practice$to$support$the$agenda$of$WASH$in$Schools$in$Vanuatu.$For$ example,$lessons$from$work$in$Pakistan$to$improve$handwashing$in$schools$was$linked$to$a$decrease$ in$incidence$of$diarroeah$by$up$to$40%.$$He$also$encouraged$relevant$stakeholders$to$play$their$part.$ For$example,$WASH$in$Schools$needs$an$effective$enabling$environment$through$policy,$budget,$ standards$and$ongoing$support$from$academic$staff$and$parent$teacher$associations.$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 1$MoET$Annual$Statistics$Digest$Vanuatu,$2014$ 2$http://moet.gov.vu/index.php?id=missionDstatement$ 3$Curtis,$V$and$Cairncross,$S.$(2003):$Effect$of$washing$hands$with$soap$on$diarrhoea$risk$in$the$community:$a$ systematic$review.$The$Lancet$infectious$diseases,$3,$275D281.$ $ 6$ Group!work!
Group$work$was$conducted$in$four$groups,$analysed$the$current$situation$with$problem$trees$and$ bottleneck$analysis.$ Problem!tree!analysis!!

The$ problem$ tree$ highlights$ the$ underlying$ problems$ and$ root$ causes$ to$ each$ of$ the$ problem$ statements.$These$are$summarised$in$the$tables$below.$$ Problem!

statement!

Underlying!

Problem!

Schools!in!Vanuatu!do!not!conduct!daily!hand!washing!with!soap!at!critical!times.!
No$water.$ No$awareness.$ No$facilities$for$handwashing.$ No$soap.$ Root!causes!

No$supervisory$visits$from$MoET$to$conduct$monitoring$and$evaluation.$ Lack$of$school$health$policy.$ Poor$funding.$ $ Problem!

statement!

Underlying!

Problem!

Root!causes!

$ Problem!

statement!

Underlying!

Problem!

Root!causes!

$ Problem!

statement!

Underlying!

Problem!

Root!causes!

Schools!

in!

Vanuatu!

do!

not!

have!

access!

to!

sufficient!

number!

of!

latrines!

that!

are!


safe,!hygienic,!gender!appropriate!and!accessible!by!people!with!a!disability.!

Lack$of$funding.$ Lack$of$use.$ Lack$of$knowledge.$ Lack$of$training$and$monitoring$for$teachers$and$community.$ Teachers$and$children$not$trained$in$appropriate$use$and$importance.$ Lack$of$knowledge$of$minimum$standards$and$designs$(e.g.$#$of$latrines/#$students)$ and$appropriate$design.$ Schools!in!Vanuatu!do!not!have!access!to!sufficient!quantity!of!water!that!is!safe!
for!drinking!and!is!accessible!for!children!with!disabilities.!

Poor$water$systems.$ Lack$of$funding.$ Land$issues.$ Poor$management$of$water$sources.$ Poor$design,$operation$and$maintenance.$ Inactive$government$policies.$ Lack$of$job$opportunities$(linked$to$land$issues).$ School!attendance!in!Vanuatu!is!interrupted!by!poor!WASH!in!Schools!(i.e.!follow!

on!from!an!emergency,!lack!of!support!for!menstruating!girls,!diarrhoea)!!!
Poor$toilets.$ Not$enough$safe$water$available$in$schools$for$drinking$and$hygiene.$ Diseases.$ School$management$does$not$see$WASH$as$a$priority.$ Lack$of$WASH$knowledge/awareness$in$school.$ Lack$of$resources$to$support$infrastructure$for$facilities.$$ $ 7$ !

Figure!

1!

Jonathan!

Yona!

(Shefa!

PEO)!

presents!

root!

causes!

related!

to!

why!

schools!

in!

Vanuatu!

do!

not!

have!

access!

to!

sufficient!

quantity!

of!

water!

that!

is!

safe!

for!

drinking!

and!

is!

accessible!


for!

children!

with!

disabilities.!

Photo!

credit:!

2016/Dow!

!

Bottleneck!analysis!

A$high$level$bottleneck$analysis$was$conducted$by$4$groups,$including:$ 1.

Bottleneck$analysis$of$daily$hand$washing$in$schools$in$Vanuatu$ 2.

Bottleneck$analysis$of$the$access$to$safe,$hygienic,$genderDappropriate$sanitation$in$schools$ in$Vanuatu.$ 3.
Bottleneck$analysis$of$the$access$to$sufficient$quantity$of$water$that$is$safe$for$drinking$and$ is$accessible$for$children$with$disabilities.$ 4.
Bottleneck$ analysis$ of$ the$ WASH$ factors$ that$ influence$ school$ attendance$ following$ an$ disaster$event.$ An$expanded$Tanahashi$model$is$used$to$analyse$the$bottlenecks$using$the$following$determinants:$ enabling$ environment,$ supply,$ demand$ and$ quality.$ Each$ group$ was$ provided$ with$ a$ number$ of$ example$determinants$and$indicators.$Additional$indicators$were$added$by$the$participants.$$In$the$ short$workshop$timeframe,$particpants$made$an$assessment$of$the$score.$Red$=$none,$or$very$little,$ yellow$=$some$or$few$and$green$=$all$or$most.$Each$groups$“score”$was$then$vetted$individually$by$ the$each$group.$ $ The$ results$ of$ the$ four$ bottleneck$ analysis$ were$ informative$ to$ formulate$ recommendations$ that$ address$ key$ bottlenecks.$ The$ bottleneck$ analysis$ is$ summarised$ in$ the$ following$ tables$ and$ key$ highlights$are$listed$as:$ $ • Of$the$59$indicators,$30$(51%)$were$classified$as$red,$indicating$a$severe$bottleneck.$28$of$59$$ (or$47%)$indicators$are$yellow,$indicating$a$minor$bottleneck$and$1$out$of$59$(or$1%)$is$green$ indicating$no$bottleneck.$ $ 8$ • Across$ each$ bottleneck$ analysis,$ the$ enabling$ environment$ is$ red,$ indicating$ a$ severe$ bottleneck.$ • Handwashing$is$severely$bottlenecked$by$lack$of$demand.$ • Access$to$sanitation$and$water$supply$is$severely$bottlenecked$by$lack$of$supply.$ • Lack$ of$ budget$ allocation$ at$ the$ national$ and$ school$ level$ is$ a$ key$ bottleneck$ identified$ in$ both$the$enabling$environment$and$an$indication$of$lack$of$demand.$ Lack$of$access$to$adequately$staffed$services$and$information$(i.e.$teachers$and$nurses)$is$a$ key$ bottleneck.$ Note:$ this$ is$ not$ necessarily$ referring$ to$ poor$ teaching$ but$ also$ the$ lack$ responsibility$taken$by$parent$teacher$association$and$academic$staff.$ • $ Figure!
2!

Oxfam!

Vanuatu,!

Department!

of!

Geology,!

Mines!

and!

Water!

Resources,!

Seventh!

Day!

Adventist!

Education!

Administrator!and!UNICEF!discuss!the!bottlenecks!to!daily!handwashing!in!schools!in!Vanuatu!Photo!credit:!2016/Dow!

$ 9$ Table!1!Bottleneck!analysis!of!daily!hand!washing!in!schools!in!Vanuatu!

Parameter!

Determinants!

!Indicators!!

1.


Proportion$ of$ households$ where$ place$ for$ hand$ washing$ was$ Social$Norms$ observed,$and$water$and$soap$is$available.$$ Legislation/$ Policy$ 2.

Existence$and$quality$of$national$minimum$standards$for$WASH$in$ schools$$$ 3.

Proportion$of$schools$with$a$Health$Policy$$ Enabling!

environment!

Budget$ Expenditures$ and$ 4.

Adequacy$ of$ national$ government$ budget$ allocation$ for$ WinS$ (Budget$and$Expenditures)$ 5.
Presence$ of$ clear$ institutional$ arrangements$ and$ responsibilities$ for$WASH$in$Schools$at$the$national$and$provincial$levels$$ Governance/$ Partnerships$ 6.

Proportion$ of$ schools$ with$ functioning$ School$ Boards$ or$ School$ Committees$$ 7.

Degree$ to$ which$ handwashing$ handwashing$is$monitored$through$VEMIS.$$ facilities$ and$ practice$ of$ Availability$ of$ essential$ commodities/i nputs$ Supply!

8.

Proportion$of$schools$with$access$to$an$improved$water$source$$ 9.
Proportion$of$schools$with$handwashing$facilities$near$the$toilets$$ 10.

Availability$of$consumables$hand$washing$soap$$ to$ 11.

Proportion$ of$ schools$ teaching$ basic$ knowledge$ of$ health$ and$ disease$$ 12.

Teachers$available,$willing$and$responsible$for$handwashing$ 13.

Proportion$of$schools$reporting$a$budget$for$WASH$(including$soap$ and$handwashing$facilities)$$ and$ Access$ adequately$ staffed$ services$ information$ Budget$ available$ (Financial$ access)$ Demand!
Social$ cultural$ acceptability$ Continuity$ 14.

Proportion$ of$ households$ where$ place$ for$ hand$ washing$ was$ observed,$and$water$and$soap$is$available.$ 15.

Proportion$of$handwashing$facilities$in$good$condition$and$in$use$$ 16.

Proportion$of$schools$water$supplies$in$good$condition$$ Quality!

Quality$ 17.
Quality$ 17.

Quality$ of$ implementation$ of$ hygiene$ education$ curriculum$ and$ supervised$handwashing$$ Green$=$all$or$most.$No$bottleneck.$ Yellow$=$some$or$few.$Minor$bottleneck.$ Red$=$none,$or$very$little.$Severe$bottleneck.$ $ !

!

!

$ $ Score!

$ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 10$ Table!2:!Bottleneck!analysis!of!the!access!to!safe,!hygienic,!gender4appropriate!sanitation!in!schools!in!Vanuatu.!

Parameter!

Determinants!

Social$Norms$ Indicators!

1.


All$schools$are$expected$to$have$clean,$safe$latrine$for$ girls,$boys$and$teachers$and$are$accessible$by$people$ with$a$disability$ Legislation/$ Policy$ Enabling!

Environment!

Budget/$ Expenditure$ Governance/$ Partnerships$ 2.

National$legislation$is$available$for$WASH$in$Schools$$ 3.

Government/education$ sanitation$requirements$$ sector$ policy$ reflects$ 4.
A$ budget$ is$ available$ for$ sanitation$ (capital$ and$ reccurent)$at$schools$as$part$of$the$national$allocation$$ 5.

There$ is$ a$ for$ responsibilities$for$sanitation$at$schools$$ clear$ definition$ roles$ and$ Supply!

Availability$ of$ essential$ commodities/inputs$ Access$ to$ adequately$ staffed$ services$ and$ information$ 6.

%$ of$ schools$ with$ access$ to$ a$ safe$ and$ functioning$ latrine$$ 7.

%$ of$ schools$ with$ latrines$ accessible$ by$ people$ with$ disabilities?$ 8.
%$ of$ schools$ with$ trained$ teachers$ on$ hygiene$ promotion$ and$ dedicated$ staff$ for$ operation$ and$ maintenance$of$sanitation$facilities?$$ 9.

%$of$teachers$trained$on$WASH$ Budget$available$ (Financial$access)$ 10.

%$of$schools$that$keep$sanitation$facilities$operational$ with$a$dedicated$budget.$$ Demand!

Social$ acceptability$ cultural$ 11.

%$of$schools$with$separate$latrines$for$boys$and$girls$$ Continuity$of$use$ 12.

%$of$latrines$functioning$at$schools$$ Quality!


Quality$ latrine$with$a$solid$cleanable$slab$is$improved)$$ 13.

%$ of$ schools$ with$ an$ improved$ latrine$ (Note:$ a$ bush$ Green$=$all$or$most.$No$bottleneck.$ Yellow$=$some$or$few.$Minor$bottleneck.$ Red$=$none,$or$very$little.$Severe$bottleneck.$ $ $ !

!

!

$ $ $ Score!

$ $ $ $ $ $ $ $ $ $ $ $ $ 11$ Table!3:!Bottleneck!analysis!of!the!access!to!sufficient!quantity!of!water!that!is!safe!for!drinking!and!is!accessible!for!

children!with!disabilities.!


Parameter!

Determinants!

Indicators!

1.

All$ schools$ are$ expected$ to$ have$ water$ available$ for$ Score!

$ Social$Norms$ drinking$and$hand$washing$$ Enabling!

Environment!

Legislation/$ Policy$ Budget/$ Expenditure$ Governance/$ Partnerships$ Supply!

Availability$ of$ essential$ commodities/inputs$ Access$ to$ adequately$ staffed$ services$ and$ information$ Budget$available$ (Financial$access)$ 2.

National$legislation$is$available$for$WASH$in$Schools$$ 3.
Government/education$ requirements$for$water.$ sector$ policy$ reflects$ 4.

A$ budget$ is$ available$ for$ water$ supply$ (capital$ and$ recurrent)$ at$ schools$ as$ part$ of$ the$ national$ allocation.$ 5.

There$ is$ a$ clear$ definition$ for$ roles$ and$ responsibilities$for$water$at$schools.$ 6.

%$ of$ schools$ with$ access$ to$ an$ improved$ water$ source.$ 7.

%$ of$ schools$ with$ dedicated$ staff$ for$ operation$ and$ maintenance$of$sanitation$facilities?$$ 8.
%$ of$ schools$ that$ keep$ water$ facilities$ operational$ with$a$dedicated$budget$in$school$budget.$$ Demand!

Social$ acceptability$ cultural$ 9.

%$ of$ school$ water$ supply$ that$ does$ not$ also$ support$ community$ (I.e.$ community$ does$ not$ depend$ on$ school$water$supply)$$ Continuity$of$use$ 10.

%$of$schools$with$wellDmaintained$water$supply$$ 11.

%$of$schools$with$a$reliable$source$of$water$$ 12.

%$of$schools$with$multiple$drinking$water$sources$$ Quality!

Quality$ 13.
Quality$ 13.

%$ of$ schools$ water$ supply$ functioning$ reliably$ after$ installation/last$rehabilitation$$ 14.

%$of$schools$with$rainwater$catchment$with$good/fair$ roof,$gutter$and$downpipe.$$ $ $ $ $ $ $ $ $ $ $ $ $ $ Green$=$all$or$most.$No$bottleneck.$ Yellow$=$some$or$few.$Minor$bottleneck.$ Red$=$none,$or$very$little.$Severe$bottleneck.$ $ !

!

!

$ 12$ Table!4!Bottleneck!analysis!of!the!WASH!factors!that!influence!school!attendance!following!an!disaster!event.!

Parameter!
Parameter!

Determinants$ Indicators$ 1.

All$ schools$ are$ expected$ to$ be$ opened$ as$ soon$ as$ Score$ $ Social$Norms$ possible$following$a$disaster$event$$ Enabling!

Environment!

Legislation/$ Policy$ Budget/$ Expenditure$ Governance/$ Partnerships$ Availability$ of$ essential$ commodities/inputs$ Supply!

2.

National$legislation$is$available$for$WASH$in$Schools$in$ emergency$$ 3.

Government/education$ sector$ policy$ reflects$ standard$ in$ the$ event$ of$ an$ operating$ procedures$ (S.O.P.
)$ emergency$$$ 4.

A$ budget$ is$ available$ for$ WASH$ resilience$ (capital$ and$ recurrent)$at$schools$as$part$of$the$national$allocation$$ 5.

There$is$a$clear$definition$for$roles$and$responsibilities$ for$WASH$in$Schools$in$an$emergency$$ 6.

%$of$schools$with$access$to$a$resilient$water$source$($ 7.

%$ of$ schools$ with$ adequate$ storage$ (say$ 60$ days$ storage$for$2L/person/day)$ 8.

%$ of$ schools$ with$ water$ treatment$ kits$ (point$ of$ use$ treatment)$ 9.
%$of$schools$with$access$to$a$resilient$sanitation$$ Access$ to$ adequately$ staffed$ services$ and$ information$ 10.

%$ of$ schools$ with$ dedicated$ staff$ for$ operation$ and$ maintenance$ of$ sanitation$ facilities$ and$ immediate$ repairs$$ Budget$available$ (Financial$access)$ 11.

%$of$schools$that$keep$WASH$facilities$operational$with$ a$dedicated$budget$in$school$budget.$$ Demand!

Social$ acceptability$ cultural$ 12.


%$of$school$WASH$facilities$that$does$not$also$support$ community$(I.e.$community$does$not$depend$on$school$ WASH$facilities)$$ Continuity$of$use$ 13.

%$of$schools$with$wellDmaintained$WASH$facilities$$ 14.

%$of$schools$with$multiple$drinking$water$sources$$ Quality!

Quality$ 15.
Quality$ 15.

%$ of$ school$ WASH$ designed$ and$ constructed$ with$ resilience$guidelines.$$ Green$=$all$or$most.$No$bottleneck.$ Yellow$=$some$or$few.$Minor$bottleneck.$ Red$=$none,$or$very$little.$Severe$bottleneck.$ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 13$ Presentations!

Bottleneck!analysis!of!handwashing!in!schools!in!Vanuatu!
A$brief$presentation$was$provided$on$“A$Bottleneck$Analysis$of$Handwashing$in$Schools$in$Vanuatu”.$ The$ bottleneck$ analysis$ utilises$ secondary$ information$ to$ provide$ a$ more$ accurate$ picture$ of$ the$ bottlenecks$ associated$ with$ handwashing$ in$ Vanuatu$ schools,$ building$ on$ the$ findings$ presented$ from$the$group$work.$The$full$report$is$provided$in$Annex$IV$and$three$of$the$key$findings$are:$ $ • 79%$of$schools$are$“supplied”$with$an$improved$water$source,$however$this$is$bottlenecked$ by$the$poor$condition$of$water$supplies.$29%$of$school$water$supplies$are$in$poor$condition,$ indicating$poor$maintenance.$ • Hygiene$ education$ is$ “supplied”$ in$ 94%$ of$ schools$ but$ the$ quality$ of$ hygiene$ education$ shows$ a$ severe$ bottleneck.$ $ This$ indicates$ a$ need$ for$ improved$ training$ and$ monitoring$ of$ education.$ • 22%$ of$ schools$ have$ handDwashing$ facilities$ near$ the$ toilets$ (demand)$ but$ 55%$ of$ households$have$a$place$for$hand$washing$with$soap$and$water$(social$norm).$This$indicates$ that$the$social$norm$at$home$is$not$being$transferred$to$school.$ WASH!in!Minimum!Infrastructure!Standards!
The$ Facilities$ Unit,$ within$ the$ MoET,$ presented$ the$ minimum$ infrastructure$ standards$ for$ schools,$ which$includes$a$what$a$school$must$have$and$should$have$in$terms$of$WASH.$ $ In$ addition,$ a$ baseline$ infrastructure$ survey$ has$ been$ completed$ at$ all$ primary$ and$ secondary$ schools$in$Vanuatu$using$a$number$of$WASH$indicators,$however$these$are$not$part$of$the$current$ infrastructure$standards.$The$presentation$is$provided$in$Annex$V.$ $ WASH!in!Minimum!Quality!Standards!for!Primary!Schools!
WASH$is$represented$explicitly$in$the$Mininum$Quality$Standards$for$Primary$schools$in$4$indicators$ (standard$8$–$11),$these$are:$$ $ • • • • Standard$8:$Teachers$and$students$maintain$good$personal$hygiene$and$mechanisms$are$in$ place$to$support$teachers$and$students$ Standard$9:$School$buildings$meet$the$MoE$facility$standards,$school$head$conducts$annual$ safety$audits$of$buildings$and$a$school$maintenance$plan$is$implemented$ Standard$10:$Teachers$and$students$have$access$to$at$least$2$litres$of$potable$water$every$ day$ Standard$ 11:$ School$ policies$ have$ been$ developed$ and$ are$ implemented$ to$ protect$ school$ staff$and$students$ An$investment$in$WASH$also$has$a$direct$improvement$in$5$additional$standards$(standards$1,2,$12,$ 13$ and$ 14)$ including$ equity$ in$ the$ gender$ and$ inclusion$ dimensions$ and$ school$ attendance.$ The$ School$ Based$ Management$ Unit$ is$ responsible$ to$ support$ primary$ schools$ in$ achieving$ these$ minimum$standards.$$The$presentation$is$provided$in$Annex$VI.$ WASH!in!OpenVEMIS!
WASH$is$represented$at$a$rudimentary$level$in$openVEMIS.$A$presentation$of$VEMIS$data$from$2014$ highlighted$ the$ level$ of$ analysis$ available$ from$ the$ current$ indicators.$ The$ indicators$ available$ in$ VEMIS$do$not$provide$a$full$picture$of$the$current$status$of$WASH$in$schools,$these$are:$ $ $ 14$ • Water:$ A$ water$ quality$ indictor$ only$ is$ included$ (inherent$ in$ Type$ and$ Safety).$ Proximity,$ functionality,$ accessibility$ and$ quantity$ are$ not$ represented$ in$ VEMIS.$ The$ type$ of$ water$ supply$ recorded$ does$ not$ align$ with$ global$ best$ practice$ of$ WHO/UNICEF$ Joint$ Monitoring$ Programme$(JMP),$which$is$also$adopted$by$the$Vanuatu$National$Statistics$Office.$$ Sanitation:$ A$ quantity$ indicator$ only$ is$ included$ (#$ of$ boys/girls$ toilets).$ Functionality,$ gender,$accessibility$and$quality$are$not$represented$in$VEMIS.$ • • Hygiene:$ A$ hygiene$ indicator$ is$ not$ included.$ Functionality,$ presence$ of$ soap$ and$ evidence$ hygiene$taught$is$not$represented$in$VEMIS.$ The$presentation$is$provided$in$Annex$VII.$ WASH!in!Curriculum!
WASH$is$in$school$curriculum$and$is$also$offered$in$teacher$training.$In$schools,$WASH$is$integrated$ through$ the$ primary$ syllabus:$ Healthy$ Living,$ through$ the$ secondary$ syllabus$ (Year$ 7$ –$ 10):$ Health$ and$Hygiene,$and$the$senior$syllabus$(Year$11D13):$Family$Life$Education.$In$teacher$training,$a$WASH$ module$ is$ available$ to$ first$ year$ teachers$ and$ in$ mainstream$ Family$ Life$ Education$ and$ biology$ training.$ $ WASH$in$curriculum$engages$school$teachers$as$the$one$of$the$most$important$influences$of$good$ hygiene$behaviour.$The$presentation$is$provided$in$Annex$VIII.$ has!
VEMIS!

collected!

those!

Panel!Discussion!

A$ panel$ discussion$ gave$ participants$ an$ opportunity$ to$ ask$ questions$ regarding$ the$ various$ presentations$ in$ an$ open$ forum.$ The$ discussions$ were$ informative$ and$ influential$ to$ ensure$ the$ workshop$recommendations$address$the$relevant$bottlenecks.$$ $ Discussion$highlights$are$summarised$below:$ Response!

Question!

VEMIS$ is$ an$ information$ collection,$ analysis$ and$ dissemination$ What!

is!

the!

core!

objective!

of!


tool$ for$ decision$ makers$ within$ MoET.$ For$ example,$ the$ school$ VEMIS?!
grant$ is$ calculated$ by$ the$ data$ entered$ into$ VEMIS.$ VEMIS$ is$ transitioning$from$a$paper$format$to$an$online$system.$ Data$ collected$ through$ VEMIS$ requires$ better$ analysis$ and$ dissemination.$ Current$ indicators$ for$ WASH$ are$ not$ fully$ informative$of$the$actual$situation.$$ in$ Schools$ have$ not$ taken$ an$ Improvements$ incremental$ improvement$ apporach.$ Rather,$ there$ have$ been$ some$infrastructure$advancements$and$development$of$policy$in$ schools$but$this$has$not$been$taken$to$scale$due$to$poor$funding$ etc.$$ $ WASH$in$schools$needs$greater$attention$and$collaboration$of$all$ relevant$stakeholders.$Specific$comments$targetted$the$need$for$ units$ within$ the$ Ministry$ of$ Education$ to$ work$ together$ and$ provide$an$enabling$environemnt$at$the$school$level$through$the$ input$of$Zone$Curriculum$Advisors$(ZCAs).$ The$ overall$ response$ was$ yes.$ The$ PEO$ has$ the$ power$ and$ responsiblility$ but$ does$ not$ have$ the$ resources$ (funds$ and$ human$resources)$to$support.$ If!
information!

why!

has!

information!not!been!used?!

Why!

are!

we!

still!

addressing!

WASH!

in!

2016!

despite!

the!

MoU!

between!

MoH!

and!

MoET,!

forming!

the!

Health!

Promoting!

Schools!intitiative?!

Does!

the!

PEO!

have!

power!

to!

support!

WASH!

in!

schools!

at!

the!

provincial!level?!

in$ WASH$ $ 15$ Is!there!any!mechanism!for!units!

within!

MoET!

to!

meet!

to!

discuss!

WASH!in!Schools?!

is!

WASH!

Where!

(Teachers!Training)!curriculum?!

in!

the!

VITE!
No.$There$is$a$need$for$each$unit$to$identify$its$role$in$WASH$in$ schools$ and$ engage$ in$ common$ action$ through$ a$ WASH$ in$ Schools$group.$$ $ The$Health$Promoting$Schools$group$includes$WASH$in$Schools,$ but$ works$ primarily$ at$ a$ policy$ level.$ The$ agenda$ of$ WASH$ in$ Schools$ can$ be$ used$ as$ an$ entry$ point$ to$ promote$ all$ Health$ Promoting$ Schools$ activities.$ For$ example,$ the$ introduction$ of$$ Sweet$Drinks$Policy.$ WASH$ is$ offered$ as$ an$ elective$ in$ the$ 1st$ year$ of$ the$ teachers$ training.$ This$ training$ is$ provided$ Live$ and$ Learn$ until$ it$ is$ integrated$ across$ relevant$ subjects$ (e.g.$ reproductive$ health,$ language$and$science)$in$September$2016.$$ $ $ Figure!
3!

Panel!

experts!

(L!

to!

R):!

Miriam!

Abel!

(WHO)!

,!

Jonathan!

Yona!

(Shefa!

PEO),!

Glenden!

Ilaisa!

(HPS!

Chairman)!

and!

Anneth!Theophile!(VITE)!answer!questions!from!workshop!participants!Photo!Credit:!2016/Coulon4Henri!

Recommendations!

The$recommendations$target$four$areas$for$improvement$in$coordination,$monitoring,$scalingDup$at$ the$school$level$and$advocacy.$ Coordination!
Coordination$ networking$with$stakeholders,$provision$of$adequately$trained$staff$and$supply$of$adequate$funds.$ is$ working$ to$ provide$ an$ enabling$ environment$ through$ effective$ legislation,$ 1.

Clarify$roles$and$responsibilities$for$coordination$of$WASH$activities$in$schools.$MoET$to$take$ lead$with$a$WASH$focal$point.$$ 2.

Consolidate$ and$ review$ WASH$ in$ Schools$ standards,$ policy$ and$ guidelines$ in$ line$ with$ best$ practices.$ 3.
Develop$ongoing$training$program$for$school$committees/teachers$on$budgets,$and$budget$ management/legislation/policy/standards$and$principles$of$WASH$in$Schools$ 4.

Develop$ budget$ line$ for$ WASH$ in$ national$ budget$ and$ provide$ guidance$ of$ expenditure$ in$ school$budget.$ $ 16$ 5.

Complete$ stakeholder$ mapping$ with$ roles$ and$ responsibilities$ of$ ministries,$ NGOs,$ PEOs,$ School$reps$and$churches$and$potential$for$further$collaboration.$ Monitoring!
Monitoring$is$essential$to$build$the$evidence$base$for$WASH$in$Schools.$$ 1.

Revise$WASH$indicators$through$openVEMIS$to$include$comprehensive$WASH$indicators.$ 2.

DGMWR$ and$ VEMIS$ to$ discuss$ harmonisation$ of$ WASH$ in$ Schools$ infrastructure$ baseline$ and$DGMWR$Water$Inventory.$ 3.

Support$schools$to$update$openVEMIS$with$current$WASH$information.$ Scaling4up!at!the!school!level!
ScalingDup$at$the$school$level$is$to$see$greater$impact$at$the$school$level$through$increased$quality$of$ WASH$programming$at$schools.$ 1.

Provide$ standardised$ and$ streamed$ training$ for$ WinS$ to$ include,$ teachers,$ school$ (WASH)$ committees,$school$council,$O&M$staff$and$students$ 2.

Support$school$level$with$sufficient$budget$specifically$for$WASH$in$schools.$ 3.
Support$schools$to$develop$WASH$inclusive$health$policies$using$Health$Promoting$Schools$ national$policies$and$standards$for$guidance.$$$ Advocacy!

Advocacy$is$to$raise$the$profile$of$WASH$in$schools$in$Vanuatu$ 1.

Advocate$for$early$intro$of$WASH$in$ECCE$ 2.
Share$openVEMIS$results$and$WASH$component$of$MoET$infrastructure$baseline$with$other$ 3. stakeholders$for$action.$$ In$ line$ with$ MoET$ direction,$ all$ faith$ based$ organisations$ and$ civil$ society$ to$ advocate$ for$ WASH$in$Schools$through$various$mediums.$Suggested$topics$include:$The$Burden$of$WASH$ in$Schools$on$Girls,$The$burden$of$WASH$in$Schools$on$Children$with$Disabilities,$The$Positive$ Impact$of$WASH$in$Schools$on$Communities.$ See$Annex$IX$for$the$summary$table$of$recommendations$with$associated$key$issue,$ranking$(high,$ medium/low),$proposed$completion$date$and$responsible$partner.$ Closing!remarks!
The$ Director$ of$ Education$ Services$ closed$ the$ workshop$ with$ final$ remarks.$ The$ highlights$ of$ the$ closing$remarks$include:$ • The$Minister$of$Education$and$Director$General$were$briefed$on$the$workshop$and$eagerly$ looking$forward$to$the$outcomes$and$recommendations.$ • There$ is$ a$ need$ for$ an$ aggressive$ intervention$ in$ WASH$ in$ Schools,$ specifically$ by$ school$ principals$ and$ teachers$ to$ take$ this$ initiative$ forward.$ There$ is$ no$ excuse.$ Further,$ the$ Director$ of$ Education,$ through$ Local$ Education$ Group$ (LEG),$ will$ support$ the$ outcomes$ of$ this$workshop.$$In$the$past,$WASH$in$Schools$was$addressed$on$an$adDhoc$basis$but$will$now$ be$better$coordinated$ with$MoET$ownership.$For$example,$the$PEO$for$SHEFA$will$present$ the$recommendations$from$this$workshop$in$the$upcoming$PEO$meeting.$$ • There$is$enough$talking.$The$solution$starts$with$where$the$problem$is.$The$individual$must$ take$ownership$and$have$the$will$to$change.$$ • The$ outcomes$ of$ the$ workshop$ will$ be$ included$ in$ the$ agenda$ of$ the$ next$ MoET$ business$ plan.$ $ 17$ Annexes!
Annex!I:!Invitation!Letter!

Annex!II:!Workshop!Agenda!

Annex!III:!List!of!participants!

Annex!IV:!Bottleneck!analysis!of!handwashing!in!schools!in!Vanuatu!

Annex!V:!WASH!in!Minimum!Infrastructure!Standards!Presentation!

Annex!VI:!WASH!in!Minimum!Quality!Standards!for!Primary!Schools!Presentation!

Annex!VII:!WASH!in!OpenVEMIS!Presentation!

Annex!VIII:!WASH!in!Curriculum!Presentation!

Annex!IX:!Table!of!Recommendations!

$ $ 18$ !
6 1 0 2 y a M & & & & & h t 0 2 – y a M h t 8 1 n a P p o h s k r o W l & & & s l o o h c S n & i & & H S A W u t a u n a V & s e c r o f n e d n a & & l o o h c s & n i & & e c n a m r o f r e p d n a e c n a d n e t t a & r o o p & & , n e r d l i & & h c & f o h t l a e h & r o o p o t & g n i t u b i r t n o c & s i & s l o o h c S n & i & H S A W & r o o P & : t n e m e t a t s & l m e b o r P % y a M % % h t 0 2 y a d i r F % 6 1 0 2 y a M % % % h t 9 1 y a d s r u h T % 6 1 0 2 y a M % % % h t 8 1 y a d s e n d e W % % e m T i & & .
” n o i t c a o t !

l l !

a C “ & h g u o r h t & S n W n i & i & & d e g a g n e e r a & s r e d o h e k a t s & t n a v e e R l l ) c & i & .

S n W e v o r p m i & o t & s d o h t e m / s k r o w e m a r f & l & a i t n e t o p & f o n o i t a t n e s e r P ) b & & . )

s y e v r u s & l o o h c s & , s i s y l a n a k c e n e l t t o b & & & , e g n a h c & f o y r o e h t & , e e r t & & l l m e b o r p ( & s i s y l a n a e p m a x e & c i f i c e p s & u t a u n a V p o e v e D l & ) a & .
t n e m e v o r p m i & o t & d a o r & e h t & e t a g i t s e v n i & & d n a u t a u n a V n & i & S n W i & f o & t o h s p a n s & a & t n e s e r P & : e s o p r u P .

1 & & : e m o c t u O .

2 & .

s e i t i l a u q e n i & n o i s u l c n i & l a i c o s & d n a & r e d n e g !

n o i t c a o t !

l l !

a C !

t n e m e v o r p m i !

o t !

d a o R !

n o i t a c i f i t n e d i !

!

l m e b o r p d n a o r t n !

I !


e m e h T & & s n o i s s e s & f o p a c e r & d n a y r a m m u S & & & n o i t a r t s i g e R & & d n a h & f o & s i s y l a n a k c e n e l t t o B & & l a n o i t a N & & f o n o i t a t n e s e r P & n o i t a r t s i g e R & & i S n W o t & n o i t c u d o r t n I & & n o i t a r t s i g e R & & .

m a 0 0 9 0 – 0 0 & & & .

8 & & .

m a 0 0 0 1 – 0 0 & & & .

9 & d n a & , l e v e l & l o o h c s & e h t & t a p u g n & & i l a c S & .
g n i r o t i n o M & & , n o i t a n d r o o C i & .
s p u o r g & & , y c a c o v d A & s e e r t & l m e b o r p & & k a e r B h c n u L & & k a e r B h c n u L & & k a e r B h c n u L & n o i t c a & r o f & l l & a c & – k r o w p u o r G & & & e g n a h c & f o y r o e h T & U & k r o w p u o r G & & & & f o n o i t a t n e s e r p d n a k r o w p u o r G & & & & & d n a k r o w p u o r g & f o n o i t a t n e s e r P & & & e g n a h c & f o y r o e h T – k r o w p u o r G & & & & & s i s y l a n a k c e n e l t t o B o t & n o i t c u d o r t n & I & g n i s o l c & & & r o f & s i s y l a n a k c e n e l t t o b – k r o w p u o r G & & & & & 0 0 & .
& 2 1 – 0 3 & & .

0 1 & 0 0 & .

& 3 1 – 0 0 & & .

2 1 & 0 0 & .

& 4 1 – 0 0 & & .

3 1 & 0 3 & .

& 5 1 – 0 0 & & .

4 1 & & k a e r b e e f f o C & d n a & s d r a d n a t s & t n e r r u c & f o e k a t k c o t S & & s e i c i l o p & s l o o h c s & n i & i g n h s a w & & k a e r b e e f f o C & s i s y l a n a e e r t & & l m e b o r P & U & k r o w p u o r G & & & k a e r b e e f f o C & m a 0 3 & .

& 0 1 – 0 0 & & .

0 1 & & s l o o h c s & n i & i g n h s a w d n a h & & & & & !
6 1 0 2 y a M & & & & & h t 0 2 – y a M h t 8 1 n a P p o h s k r o W l & & & s l o o h c S n & i & & H S A W u t a u n a V !

l e b i s n o p s e r !

n o s r e p / r o t a t i l i c a f !

y e K !

s l i a t e D !

!

l m e b o r p d n a o r t n !

I !

!

e m e h T % 6 1 0 2 y a M % % % h t 8 1 y a d s e n d e W % % % e m T i % % 1 Y A D & ) n o i t a c u d E & f o & r o t c e r i D ( & d e b O y o R & & & s k r a m e r & g n n e p O i & s k r a m e r & g n n e p O i & 0 3 & !
n o i t a c i f i t n e d i & & & n o i t a r t s i g e R & r h 1 & & & & – 0 0 & .

8 & 0 0 9 0 .

& m a & – 0 0 & .

9 & i i l d e F & f o & f e h C F E C N U I & ( & r e k r a P w e r & D & & n i & H S A W g n i k n & i l & & n o & s i s a h p m e g n o r t s & – & s l o o h c S n & i & H S A W y h & W & & & s n m i & 0 0 0 1 .

& m a & & w o D y d n A & .


s d r a d n a t s & l a n o i t a n & t e e m & t o n & s e o d o i t a r & t e & l i o t & o t & l i & p u p e h T ) b & ) e c i f f O & s i & t s o o B & ) b & , h t l a e H & s ’ n e r d l i h C n & i & s t n e m e v o r p m & I & ) a o t & s l o o h c S & & & & – y t i u q e & s e t o m o r P & ) c & , t n e m e v e h c a d n a e c n a d n e t t a i & & & l o o h c s & .
s e i t i n u m m o c & d n a & s e i l i m a f & s e h c a e r & ) d & & , y t i u q E d n a & r e d n e G & ?

s l o o h c S n & i & H S A W y h W & & : n o i t s e u q y e & K & & & : r o t a t i l i c a f & y e K & .

s c i p o t & d e t s e g g u S & .


S n W i & f o & s e s u a c & t o o r & y f i t n e d i & o t & s p u o r g & r u o F & U & k r o w p u o r G & & : s r o t a t i l i c a f & p u o r & G & l n o u o C d i v a D & & & e b n a c & t i & t a h t & o s & – e s u & t s u m & & & ) s i s y l a n a k c e n e l t t o b n & i & d e s i l i t u ( & .
s l o o h c s & n i & i g n h s a w d n a h & r o o P ) & a & e e r t & l m e b o r P & s i s y l a n a & u i l & a o T n o s l i H & ) n o i s u l c n I / r e d n e G e t a r o p r o c n i ( & & u n u n a m a s i o r o K a v I & & & & & l n o u o C d i v a D & & r o o p n & i & & e r a u t a u n a V n & i & s e i l p p u s & r e t a w & l o o h c s & f o % 0 7 & ) c & & & s t n e v e y c n e g r e m e h g u o r h t & d e t p u r r e t n i & s i & e c n a d n e t t a & l o o h c S ) d & .
n o i t i d n o c & . )

e n o l c y c & d n a & t h g u o r d & .

g .

e ( & & & k a e r b e e f f o C & & k r o w p u o r g e u n i t n o c & – & i & & s n m 0 3 & & d n a k r o w p u o r G & & n o i t a t n e s e r p & s p u o r g 4 & x & s n m 5 1 i & & & & f o n o i t a t n e s e r p & s n m i & 0 3 & r h 1 & & 0 3 & & & & – 0 0 & .

0 1 & m a 0 3 & .

0 1 & – 0 3 & .

0 1 & & 0 0 & .

2 1 & & & w o D y d n A & : r o t a t i l i c a f & y e K & !
6 1 0 2 y a M & & & & & h t 0 2 – y a M h t 8 1 n a P p o h s k r o W l & & & s l o o h c S n & i & & H S A W u t a u n a V & s e e r t & l m e b o r p & & s i s y l a n A k c e n e l t t o B & f o y r o e h t & e c u d o r t n & & I & & k a e r B h c n u L & s n m i & & o t & n o i t c u d o r t n I & 0 3 & u n u n a m a s i o r o K a v I & & u i l & a o T n o s l i H & l n o u o C d i v a D & & & w o D y d n A & e e r t & & l m e b o r p m o r f & n o w o & l l o F & & s i s y l a n a k c e n e l t t o b & & : s r o t a t i l i c a f & p u o r G & S n W i & & f o & s i s y l a n a k c e n e l t t o b & t c u d n o c & , s p u o r g 4 n & & & I & & – k r o w p u o r G & & r h 1 & & u t a u n a V n & i & s l o o h c s & n i & i g n h s a w d n a h & & & r o o P & f o & s i s y l a n a k c e n e l t t o b & f o e p m a x e h t i l & & & w e t a r t s u l l I & & s i s y l a n A k c e n e l t t o B & s n m i & & & & – 0 0 & .
2 1 & 0 0 & .

3 1 & – 0 0 & .

3 1 & 0 3 & .

3 1 & – 0 3 & .

3 1 & 0 3 & .

4 1 & & w o D y d n A & : r o t a t i l i c a f & y e K & & 4 & x & e m i t & n o i t a t n e s e r p & s n m 5 1 i & & & f o n o i t a t n e s e r P & r h 1 & & & – 0 3 4 1 .

& & k r o w p u o r g % & 0 3 5 1 .

% % & & : r e t n e s e r p / r o t a t i l i c a f & y e K !

n o s r e p / r o t a t i l i c a f !

y e K !

l e b i s n o p s e r & & & w o D y d n A & & e s r u o c & y r o m E m o r f & e p m a x E l !
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e m e h T % Participant)List)) 18th)–)20th)May) !

!
!

1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) 21) 22) 23) 24) 25) 26) 27) 28) 29) 30) 31) 32) 33) 34) 35) 36) First!name!

Roy) Serah) Glenden) Cobin) Bob) Leisel) Andre) Donald) Karen) Jonathan) Lui) Obed) Makali) Nellie) Chapman) Gordon) Sam) Simione) John) David) Jake) Len) Excellent) Mcarthy) Ellis) Sofia) Shantony) Gilrick) Theophile) Myriam) Hilson) Christina) Rebecca) Drew) Andrew) Karen) Surname!
Obed) VALiki) Ilaisa) Ngwero) Nikahi) Masingiou) Ewards) Kalsong) Simon) Yonah) Caleb) Tabi) Arzen) Wulouseje) Mageror) Craig) Blondel) Tavoa) Alick) Coulon) Ward) Tambe) Shing) Aga) Lee) Lardies) Moli) Joshua) Annette) Abel) Toaliu) Karae) Olul) Parker) Dow) Soanes) Sex!

Organisation!
M) Directorate)MoET) F) MoET) M) MoET) M) MoET)Policy)and)Planning) M) MoET)Facilities)Unit) F) MoET)Curriculum)Unit) M) MoET)Facilities)Unit) Shefa)Education) M) Shefa)Education) F) Shefa)Provincial)Education)Office) M) M) Shefa)Education) M) DGMWR)RWS) M) DGMWR)RWS) F) MoH)Public)Health) VESP)MoET) M) VESP)MoET) M) LLEEV) M) LLEEV) M) LLEEV) M) M) LLEEV) M) Oxfam) M) Peace)Corps) F) Peace)Corps) M) PWD) F) Red)Cross) F) Red)Cross) F) Save)the)Children) M) SDA)Education) VITE) F) F) WHO) M) UNICEF) UNICEF) F) F) UNICEF) M) UNICEF) M) UNICEF) F) NZ)High)Commision) Contact!
22309) 7763153) 5380254) 22309) 7313392) 7734068) 7770678) 5618721) 5353738) 7749989) 7787003) 5384543) 7735221) 7736663) 7110907) A) 5986808) 35448) 5906655) 7787229) 7753164) 5508838) 5923322) 5738774) 7750857) 7753810) 5447215) 7789721) 7760573) 7790849) 7754140) 7775809) 7766604) 24862) 5462813) 22933) VANUATU:'Bottleneck)analysis)of)hand)washing)in)schools' ) David)Coulon7Henri,)Marlene)Delis)(Live)and)Learn),)and)Andy)Dow)(UNICEF) Figure) 1:) Students) washing) hands) for) Children's) Day) Celebration,) Siviri,) Vanuatu) ©) Arlene) Bax) Photography/2015/Bax) ) Abstract)) WASH)in)Schools)is)an)increasingly)important)issue)in)Vanuatu.
)To)date,)the)focus)of)WASH)in)schools) has)been)primarily)on)water)however,)hand)washing)has)shown)the)greatest)potential)to)reduce)the) spread)of)fecal)oral)diseases1.))This)makes)it)an)effective)spearhead)for)WASH)interventions.))

) An) expanded) Tanahashi) model) has) been) used) to) investigate) bottlenecks) to) planning) and) improvement) of) handwashing) in) schools) in) Vanuatu) across) four) areas:) enabling) environment,) supply,) demand) and) quality.)
Of) the) 14) indicators) measured,) eight) were) found) to) be) severe) bottlenecks,)two)were)categorized)as)minor)and)four)were)considered)to)be)on)track/no)bottleneck.)

With) regard) to) supply,) the) lack) of) availability) of) essential) inputs,) such) as) water,) soap) and) basic) knowledge)represents)a)minor)bottleneck.

)For)instance,)only)51)per)cent)of)schools)were)found)with) soap,)whereas)22)per)cent)of)schools)have)handwashing)facilities)near)latrines,)indicating)a)severe) bottleneck.)
Within) the) enabling) environment,) the) absence) of) WASH) in) Schools) standards) that) incorporate)handwashing,)indicates)a)severe)bottleneck.))

) It)is)clear)that)there)are)a)number)of)critical)national)and)school)level7bottlenecks)that)need)to)be) addressed) targetted) recommendations)to)remove)bottlenecks.

)To)this)end,)one)of)the)recommendation)is)for)a)“Call)to) in) schools.)
The) analysis) concludes) with) improve) handwashing) to) 1)Curtis,)V)and)Cairncross,)S.)(2003):)Effect)of)washing)hands)with)soap)on)diarrhoea)risk)in)the)community:)a) systematic)review.)The$Lancet$infectious$diseases,)3,)2757281.)

1 inform) programming) of) handwashing) Action”)to)engage)stakeholders)at)all)levels)to)achieve)the)MoET’s)goal)of)providing)good)conditions) for)quality)education.))
Purpose)and)Objective) The)purpose)of)this)analysis)is)to)investigate)the)bottlenecks)associated)with)poor)hand)washing,)in) schools)in)Vanuatu.

)The)objective)is)to)provide)WASH)in)Schools)stakeholders)with)a)clear)analysis)of) bottlenecks) to) in) schools) as) a) spearhead) of) WASH) interventions.))

) The)primary)audience)for)this)evaluation)is)the)Vanuatu)Ministry)of)Education)and)Training))(MoET)) and)Ministry)of)Health)(MoH).
)The)secondary)audiences)are)other)stakeholders)working)in)WASH)in) Schools.))

) Country)Context) Vanuatu)is)a)Pacific)Island)country)considered)as)a)Small)Island)Developing)State)spread)over)about) eighty7two)islands,)of)which)sixty7five)are)inhabited.

)The)total)population)is)approximately)280,000) with) over) 25%) (79,7361)) enrolled) in) school.)

In) 2014,) there) were) 568) ECCE,) 433) Primary) and) 92) Secondary)Schools)and)the)majority)(>95%))of)schools)are)government)owned)and)administered.))
) The)Vanuatu)Ministry)of)Education)and)Training’s)aim2)is)“…)to)create)an)education)system,)which) provides)good)conditions)for)knowledge,)skills)and)values)development,)with)the)view)of)enhancing) a) harmonious) and) peaceful) society,) conducive) to) the) promotion) of) a) sustainable) way) of) life) in) Vanuatu”.))

) Adequate)WASH)facilities)and)handwashing)contribute)to)the)“good)conditions”)to)achieve)this)aim,) however)only)29%)of)school)water)supplies)are)in)good)condition.
)In)Vanuatu,)the)focus)of)WASH)in) schools)is)primarily)on)access)to)water.

)Globally,)handwashing)has)shown)the)greatest)potential)to) reduce) the) spread) of) fecal) oral) diseases3) and) can) be) considered) as) the) spearhead) of) a) WASH) in) Schools)program.

)However,)in)Vanuatu,)the)focus)on)handwashing)is)not)at)the)forefront)of)current) WASH) in) schools) programming.)
This) is) evident) at) the) national) level) with) no) monitoring) of) handwashing)facilities)and)one)indicator)(number)of)latrines))in)the)Vanuatu)Education)Management) Information) System) (VEMIS).)

At) the) school) level,) a) very) basic) form) of) sanitation) (bush) latrine)) is) often)provided)and)is)commonly)placed)close)to)the)rubbish)dumping)area)and)is)“out)of)sight,)out)of) mind”.)
These) indicators,) amongst) others) investigated) in) this) analysis,) indicate) that) there) are) significant)bottlenecks)to)provide)good)WASH)conditions)and)improved)handwashing.)

' Methodology) ' Key'analysis'question:'What'are'the'major'bottlenecks'of'handwashing'in'schools'in'Vanuatu?'

) An)expanded)Tanahashi)model)is)used)to)analyse)the)bottlenecks)using)the)following)determinants:) enabling)environment,)supply,)demand)and)quality.))
' The) evaluation) was) conducted) through) a) desk) review) utilising) current) data) collected) from) various) sources) including) VEMIS,) DHS,) MoET’s) Infrastructure) baseline,) ) UNICEF’s) school) principal) survey) in) Penama)and)various)reports)on)the)use)of)schools)grants.)No)additional)fieldwork)was)conducted.)
1)MoET)Annual)Statistics)Digest)Vanuatu,)2014) 2)http://moet.gov.vu/index.php?id=mission7statement) 3)Curtis,)V)and)Cairncross,)S.)(2003):)Effect)of)washing)hands)with)soap)on)diarrhoea)risk)in)the)community:)a) systematic)review.)The$Lancet$infectious$diseases,)3,)2757281.)

2 ) Bottleneck)analysis) Category Determinant Vanuatu WinS Indicators Source Assessment Legislation and Policy Budget Expenditures and Management and Coordination Monitoring 1.
Existence and quality of national minimum standards for WASH in schools of of Presence Adequacy for WASH 2.

Proportion of schools with a Health Policy 3. national government budget allocation for WinS 4. clear institutional arrangements and responsibilities in Schools at the national and provincial levels 5.

Proportion of schools with functioning School Boards or School Committees 6. handwashing practice of handwashing monitored through VEMIS.

7.
7.

Proportion of schools with access to an improved water source which and is to facilities Degree Availability of consumables or Inputs 8.

Proportion of schools with handwashing facilities near the toilets 9.

Availability of consumables handwashing soap Proportion 10. schools teaching basic knowledge of health and disease of Financial Access Social Norms Quality of Proportion 11. schools reporting a budget for WASH and (including handwashing facilities) soap 12.
Proportion of households where place for hand washing was observed, and water and soap is available.

13.

Proportion of schools water supplies in good condition 14.
Quality of implementation education of curriculum supervised handwashing hygiene and Desk MoET guidelines standards review of policy, and 10% HPS, 2014 30% Desk review of MoET policy and Finance reports 20% Desk MoET guidelines standards review of policy, and 20% HPS, 2014 80% VEMIS, 2014 0% VEMIS, 2014 79% MoET Infrastructure Baseline (Survey in Epi), 2015 MoET Infrastructure Baseline (Survey in Epi), 2015 22% 51% HPS, 2014 94% review of Desk grant school study guidelines, and ALAC by openVEMIS school budget records 20% VDHS, 2013 55% VEMIS, 2014 29% review of Desk VITE curriculum and stocktake of teachers resources 20 ) ) ) ) ' ) ) ) 0 - 33% Severe Bottleneck 34% - 66% Minor Bottleneck ) ) 67% - 100% On track/ No bottleneck ) ) ) ) ) ) ) ) ) ) 3 ' Enabling)environment) Legislation+and+Policy+ Indicator)1:)Existence)and)quality)of)national)minimum)standards)for)WASH)in)schools) National)minimum)standards)for)WASH)in)schools)are)non7existent)or)not)of)a)high)quality.
)For)water) there) are) minimum) standards) for) quantity) but) there) is) an) absence) of) standards) for) quality,) accessibility,) functionality) and) proximity.)

The) School) Based) Management’s) Minimum) Quality) Standards)for)primary)schools)does)not)explicitly)state)minimum)standards)for)sanitation)or)hygiene.)
The) authors) have) given) this) indicator) a) score) of) 10%) as) the) inadequacy) of) minimum) standards) represents)a)severe)bottleneck) Indicator)2:)Proportion)of)schools)with)a)Health)Policy) Schools) in) Vanuatu) are) encouraged) to) develop) a) Health) Policy) using) national/health) promoting) schools) guidelines) for) which) the) guidelines) include) handwashing) at) critical) times.)

A) survey) of) 49) schools)in)Shefa)province)indicated)that)a)health)policy)is)in)place)in)30%)of)schools.
)It)is)not)known)if) handwashing)is)included)in)each)schools)specific)policy.))

Budget+and+Expenditures+ Indicator)3:)Adequacy)of)national)government)budget)allocation)for)WinS) In) 2014) 24%) of) the) GoV) budget) was) allocated) to) the) MoET) but) the) majority) of) this) budget) is) for) remuneration)of)staff.)There)is)no)specific)national)budget)for)WinS.

)A)schools)grant)system)of)8,900) vatu/student/year) is) in) place) for) schools) in) Vanuatu.)
An) estimate) of) the) total) cost) to) provide) handwashing)at)all)schools)has)not)been)made)The)authors)have)given)this)indicator)a)score)of)20%,) as)this)indicates)a)severe)bottleneck.)

Management+and+Coordination+ Indicator)4:)Presence)of)clear)institutional)arrangements)and)responsibilities)for)WASH)in)Schools)at) the)national)and)provincial)levels) There)is)currently)no)clear)coordination)mechanism)for)WASH)in)Schools.
)Whilst)MoET)is)mandated) to)ensure)access)to)quality)education,)the)Ministry)of)Health)and)the)Department)of)Geology,)Mines) and)Water)Resources)also)have)a)role)to)play,)although)this)is)not)formalized.

)The)authors)have)given) this)indicator)a)score)of)20%)as)it)is)a)major)bottleneck.))

Indicator)5:)Proportion)of)schools)with)functioning)School)Boards)or)School)Committees) 80%)of)the)schools)surveyed)in)Shefa)province)have)a)functioning)school)board)or)school)committee.)
This) structure) at) school) level) presents) an) opportunity) to) work) through) them) to) improve) handwashing)in)schools)through)development)of)school)budget)and)advocating)for)handwashing)in) schools).)This)is)not)a)bottleneck.)

Monitoring+ Indicator) 6:) Degree) to) which) handwashing) facilities) and) practice) of) handwashing) is) monitored) through)VEMIS.)

The) VEMIS) data) does) not) monitor) the) presence) of) handwashing) facilities.)
However,) a) recent) infrastructure) baseline) assessment) by) the) MoET’s) Facilities) Unit) does) provide) indicators) of) the) presence)of)soap)and)water)for)handwashing,)and)if)the)school)educates)students)on)handwashing.)

Until)this)becomes)part)of)the)openVEMIS)monitoring)package,)the)score)will)remain)as)0%)as)it)is)a) severe)bottleneck)to)advocate)for)handwashing)at)schools.)

4 ) ) Top'left:)78%)of)schools)do)not)have)a)place) for)handwashing)with)soap)and)water.
)Photo) credit:)2016/Dow) ) Top'right:)Example)of)a)low7cost)construction) of)a)group)handwashing)station)in)Vanautu.)

Photo)credit:)2016/Coulon7Henri) )) Bottom'left:)Example)of)non)–)functional) handwashing)station.

)Photo)credit:)2016/Dow) ) ) Supply!

Availability+of+consumables+or+Inputs) Indicator)7:)Proportion)of)schools)with)access)to)an)improved)water)source) VEMIS)2014)data)indicates)that)79%)of)schools)have)access)to)an)improved)water)source)(rainwater,) drinkable)well,)piped)water).
)This)is)an)indication)of)systems)that)have)been)installed)but)does)not) consider)functionality)or)condition.)The)supply)of)an)improved)water)source)is)not)a)bottleneck.))

Indicator)8:)Proportion)of)schools)with)handwashing)facilities)near)the)toilets) The)MoET)infrastructure)baseline)indicates)that)22%)of)schools)have)handwashing)facilities)near)the) toilets.)This)represents)a)severe)bottleneck)in)handwashing)at)critical)times.))
Indicator)9:)Availability)of)handwashing)soap) 51%)of)schools)had)soap)available)on)the)day)of)visit.)This)represents)a)minor)bottleneck.

)There)is) anecdotal)evidence)that)schools)prefer)to)purchase)soap)direct)from)Port)Vila,)rather)than)purchase) on)a)week7to7week)basis)from)the)local)cooperative)store.

)Preference)to)purchase)soap)is)on)a)case7 by7case)scenario)depending)on)access)to)the)supply)chain.)
Indicator)10:)Proportion)of)schools)teaching)basic)knowledge)of)health)and)disease) The)Health)Promoting)Schools)survey)indicates)that)health)and)disease)are)taught)in)94%)of)schools.)

This) education) is) important) in) linking) poor) handwashing) to) poor) health) and) disease.)

The) effectiveness)or)quality)of)this)education)is)commented)on)in)indicator)14.
5 Demand) Financial+Access) Indicator) 11:) Proportion) of) schools) reporting) a) budget) for) WASH) facilities) (including) soap) and) handwashing)facilities)) There) is) no) explicit) reporting) line) in) the) budget) for) soap) or) maintenance/construction) of) handwashing)stations.

)This)does)not)mean)to)say)that)there)is)no)expenditure)on)WASH,)but)it)does) highlight) that) this) is) not) considered) a) priority.)
In) 2013,) a) survey) conducted) across) 41) schools) in) 3) provinces)indicated)that)there)was)little)understanding)of)the)true)scope)of)the)school)grant)policy.

)It) is) believed) that) this) misunderstanding) extends) to) the) expenditure) on) WASH,) in) particular) for) construction) of) handwashing) stations.)
Given) the) situation,) the) authors) have) given) a) score) of) 20%,) indicating)a)severe)bottleneck.+ Social+Norms+ Indicator)12:)Proportion)of)households)where)place)for)hand)washing)was)observed,)and)water)and) soap)is)available.)

The)National)Demographic)Health)Survey)provides)indication)of)the)social)norm)of)handwashing)at) home.)

55) per) cent) of) households) were) observed) to) have) a) place) for) handwashing,) and) soap) and) water)is)available.
)Since)over)25)per)cent)of)the)population)of)Vanuatu)is)enrolled)in)school,)there)is) an)opportunity)to)improve)this)social)norm)through)effective)behavior)change)in)schools.

)However,) indicator)8)states)that)there)is)more)handwashing)in)the)home)than)at)school.
Quality) Indicator)13:)Proportion)of)schools)water)supplies)in)good)condition) The)recent)El)Nino)period)in)Vanuatu)has)highlighted)the)poor)condition)of)water)supplies)and)the) impact) on) the) ability) of) water) sources) to) provide) adequate) water.)

Many) rainwater) dependent) schools)lock)tanks)on)the)basis)of)rationing)water,)as)to)not)“waste”)water)on)non7drinking)purposes) such)as)handwashing.
)The)VEMIS)2014)data)indicates)that)only)29%)of)schools)have)water)supplies)in) good)condition.)This)is)a)severe)bottleneck)to)effective)handwashing)in)schools.)

implementation) of) hygiene) education) curriculum) and) supervised) Indicator) 14:) Quality) of) handwashing) Until) recently,) training) on) WASH) was) not) provided) at) the) Vanuatu) Institute) of) Training) and) Education.
)The)lack)of)teacher)training)and)limited)supply)of)teaching)resources)has)an)impact)on)the) quality) of) hygiene) education) at) a) school) level.)

Moreover,) handwashing) in) its) various) forms) (e.g.)

group)handwashing))is)not)commonly)practiced)as)part)of)the)school)routine)and)curriculum.

)Given) the)situation,)the)authors)have)given)this)indicator)a)score)of)20%,)indicating)a)severe)bottleneck.)
) Conclusion) Poor)handwashing)at)schools)is)due)to)a)number)of)bottlenecks)ranging)from)disabling)environment,) interrupted) supply,) low) demand) and) compromised) quality.)

Of) the) 14) indicators) measured,) eight) were)found)to)be)severe)bottlenecks,)two)were)categorized)as)minor)and)four)were)considered)to)be) on)track/no)bottleneck.

)Five)out)of)the)six)indicators)in)the)enabling)environment)were)categorised) as) severe,) having) an) impact) on) the) other) categories) downstream.)
There) is) no) bottleneck) in) the) “supply”)of)an)improved)water)source,)however)this)is)later)bottlenecked)by)the)poor)condition)of) water)supplies.

)In)the)same)manner,)hygiene)education)is)“supplied”)in)94)per)cent)of)schools)(no) bottleneck)) but) the) quality) of) hygiene) education) shows) a) severe) bottleneck.)

Financial) factors) are) analysed) at) the) national) and) school) levels,) indicating) a) bottleneck) in) access) to) funding) but) not) necessarily)a)lack)of)funding.))

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6 Recommendations) ) 1.

Convene) a) “Call) to) Action”) workshop) to) engage) all) relevant) stakeholders) in) aspects) of) coordination,) monitoring,) advocacy) and) scaling) up) WASH) interventions) at) the) school) level.)

2.

Develop)national)minimum)standards)to)encourage)and)enforce)best)practice)of)WASH) in)schools,)include)handwashing.)

3.

Review)VEMIS)indicators)to)include)handwashing.

)For)example)an)indicator)may)be,)are) 4.

5.

handwashing)facilities)available)near)the)toilets.)
Include) explicit) budget) line) in) school) budget) for) purchase) of) consumables) and) maintenance/construction)of)handwashing)facilities) Incorporate)handwashing)at)critical)times)(before)food)and)after)toilet)use))into)school) and)teachers)training)curriculum.)

References)for)Vanuatu) Advocacy) and) Legal) Advise) Centre) (undated)) Economic) and) Social) Rights) Research) and) Advocacy) project.)
Available) online) at:) http://www.nab.vu/vanuatu7schools7do7not7comprehend7grant7policy7 survey Government) Curtis,) V) and) Cairncross,) S.) (2003).)

Effect) of) washing) hands) with) soap) on) diarrhoea) risk) in) the) community:)a)systematic)review.)The)Lancet)infectious)diseases,)3,)2757281.)
) International)Institute)of)Education)Planning,)UNICEF)and)Ministry)of)Education)and)Training)(2014),) Improving)school)financing:)The)use)and)usefulness)of)school)grants,)Research)in)East)Asia)and)the) Pacific,)National)Synthesis:)Vanuatu)) ) Ministry)of)Education)and)Training)(2014).

)Annual)Statistical)Digest)for)the)Ministry)of)Education)and) Training.)
at:) Port) http://moet.gov.vu/index.php?id=moet7statistical7reports) ) Ministry)of)Education)and)Training)(2014))Health)Promoting)Survey)in)Shefa)Schools.

)Government)of) Vanuatu:)Port)Vila) ) Ministry)of)Education)and)Training)(2015).)Infrastructure)baseline.

)Government)of)Vanuatu:)Port)Vila) Unpublished.)

) Ministry) of) Health,) Vanuatu) National) Statistics) Office,) Secretariat) of) the) Pacific) Community) (2013)) Demographic)and)Health)Survey,)Final)Report.
)Government)of)Vanuatu:)Port)Vila) ) Vanuatu:) Available) online) Via.)
of) ) 7 i e n e g y H n o i t a t i n a S r e t a W p a o S & ( s t e l i o t ) s l r i g x 1 , s y o b / s e r t i L 2 y a d / , , , : & ) s l r i g x 1 , s y o b o t t x e n p a o S & r e t a W x 1 ( s t e l i i o t g n k r o w 2 y a d / l i p u p / & , R E T A W E N E I G Y H D N A N O I T A T I N A S , , , : e c r u o S 5 1 0 2 , , : e c r u o S R O F Y T I L A U Q
m n M T E o M , : e c r u o S R O F Y T I L A U Q N M A I , E L P M A X E R O F .
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i E C E e c n i v o r P y B # # r e t a W e f a S n a e C l # # i n o ; d n o C # r i a F / d o o G ) % 0 1 - / + ( : I ?
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s t n e d u t s r i e h t n i t s e b r u o y r t e w , s r e h c a e t t n e d u t s g n i g a g n e y B !
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l o o h c s y r e v e e h t n i H S A W !

% l % r e n t r a p e b i s n o p s e R % l d e t e p m o c % e b o T % % : y b $ ) .

d E $ r o $ r o t c e r i D ( $ T E o M $ , t s u g u A $ n i $ s e i t i v i t c a H S A W $ $ i $ f o n o i t a n d r o o c $ r o f $ s e t i l i % % s n o i t c A y e K d e s o p o r P % b i s n o p s e r $ d n a $ s e o r $ y f i r a C l l $ .

t n o p i $ l a c o f $ H S A W a h t i $ $ $ w d a e l $ e k a t $ o t $ T E o $ M $ .
s l o o o h c s $ T E o M $ M B S $ , t s u g u A $ 6 1 0 2 $ , y r a u b e F $ i g n o g n o $ / $ 7 1 0 2 $ 6 1 0 2 $ $ T E o M d n a e e t t i $ m m o c $ .
t e g d u b $ l o o h c s $ n i $ e r u t i d n e p x e $ f o e c n a d u g i $ $ t e g d u b S n W i $ $ t e g d u b $ l a i r e t s i n M i $ 6 1 0 2 $ , e n u J $ $ e d i v o r p d n a $ t e g d u b $ l a n o i t a n n $ i $ H S A W $ r o f $ e n i l $ t e g d u b p o e v e D l $ $ h g H i $ c i f i c e p s $ n o n / t n e i c i f f u s $ n I $ 4 .
1 C $ F E C N U I $ , T E O M $ , S I M E V $ , r e b m e c e D $ $ H S A W e d u l c n i $ $ o t $ S I M E V n e p o h g u o r h t $ s r o t a c i d n i $ $ H S A W e s i v e R $ h g H i $ $ H S A W e t e p m o c n l I $ 1 .

1 M $ .

R W M G D d n a $ $ 6 1 0 2 $ .
s r o t a c i d n i $ S I M E V n $ i $ s r o t a c i d n i % g n i r o t i n o M $ T E o M $ , t s u g u A $ 6 1 0 2 $ r o f $ l $ a i t n e t o p d n a $ s e h c r u h c $ d n a $ s p e r $ l o o h c S $ , s O E P $ , s O G N $ , s e i r t s i n m i $ n o i t a r o b a l l o c $ r e h t r u f l $ s r e d o h e k a t s $ f o n o i t a s i l i t u $ $ f o $ s e i t i l i b i s n o p s e r $ d n a $ s e o r $ h t i l $ i w g n p p a m l $ r e d o h e k a t s $ e t e p m o C l $ h g H i $ $ d n a g n i k r o w t e n $ r o o P $ 5 .
1 C $ $ T E o M d n a M B S $ $ , S I M E V $ H S A W $ t n e r r r u c $ h t i $ $ $ w S I M E V n e p o e t a d p u o t $ s l o o h c s $ f o $ s s e c c a $ t r o p p u S $ .

n o i t a m r o f n i $ i m u d e M $ $ e t o m e r $ f o g n i r o t i n o m $ r o o P $ 3 .
1 M $ s e c r u o s $ $ y b d e d n u o p m o c $ s l o o h c s $ d n a $ t e g d u b e t a u q e d a n $ i $ t u p n i $ o t $ y t i c a p a c $ f o k c a $ l $ s m e t s y s $ l a n o i t a n o t n $ i $ a t a d % l e v e l % l o o h c s % t a p u H g n % i l a c S $ H o M $ , T E o M $ 6 1 0 2 $ , y l u J $ g n i s u $ s e i c i l $ o p h t l a e h e v i s u l c n $ i $ $ $ l H S A W p o e v e d o t $ s l o o h c s $ t r o p p u S $ h g H i $ n i $ y c i l $ o p h t l a e H / H S A W o N $ $ 1 .

1 S $ .
1 S $ .

e c n a d u g i $ $ r o f $ s d r a d n a t s $ d n a $ s e i c i l o p $ l a n o i t a n $ s l o o h c S $ g n i t o m o r P h t l a e H $ $ s e v i t c e r i d $ y n a $ r o f $ s l o o h c s $ $ T E O M d n a R W M G D $ $ s l o o h c S n $ i $ H S A W $ $ f o n o i t a s i n o m r a h $ s s u c s i d o t $ S I M E V d n a R W M G D $ $ $ $ h g H i $ i e n b m o c $ o t $ m e t s y s $ o N $ 2 .

1 M $ .
1 M $ .

y r o t n e v n $ I $ r e t a W R W M G D d n a e n $ $ i l $ e s a b e r u t c u r t s a r f n i $ $ t n e r e f f i d m o r f $ a t a d H S A W $ $ d n a $ s d r a d n a t s / y c i l o p / n o i t a l s i g e l / t n e m e g a n a m $ t e g d u b d n a $ $ , s t e g d u b $ n o $ s r e h c a e t / s e e t t i m m o c $ l o o h c s $ r o f $ $ i m a r g o r p g n n a r t $ g n o g n O i i $ i m u d e M / h g H i $ $ n o e g d e w o n k l $ $ f o k c a L $ 3 .
1 C $ t n e m e g a n a m d n a H S A W $ $ $ d n a $ y c i l o p $ , s d r a d n a t s $ s l o o h c S $ n i $ H S A W w e $ i v e r $ d n a e t a d $ i l o s n o C $ h g H i $ , s d r a d n a t s $ f o $ y t i u g b m A i $ 2 .

1 C $ .

s e c i t c a r p $ t s e b h t i $ $ w e n i l $ n i $ s e n i l i e d u g $ .
s e n i l $ i e d u g d n a $ y c i l o p $ s l o o h c S $ n i $ H S A W l $ f o $ s e p i c n i r p $ s e u s s i % ) w o L / m u d e M i / h g i H ( % g n i k n a R % e g n e l l a h C / e u s s I % y e K !

% $ h g H i $ d n a $ s e o r $ r a e l l c n U $ 1 .
1 C $ s e i t i l i b i s n o p s e r % n o i t a n d r o o C i % s n o i t a d n e m m o c e R % f o e b a T % : X l % I % x e n n A % l % r e n t r a p e b i s n o p s e R % l d e t e p m o c % e b o T % % : y b $ s p r o C e c a e P $ $ , S O G N $ , E T I V $ 8 1 0 2 d M i $ $ , e d u l c n i $ o t $ S n W i i i $ r o f $ g n n a r t $ d e m a e r t s $ d n a d e s i d r a d n a t s $ e d i v o r P $ $ h g H i $ l l i i a $ t a ( $ g n n a r t $ f o k c a L $ $ 2 .
1 S % % s n o i t c A y e K d e s o p o r P % % ) w o L / m u d e M i / h g i H ( % g n i k n a R % e g n e l l a h C / e u s s I % y e K % $ ) d e s i l a n i f $ s t n e d u t s $ ) G P E ( $ T E o M d n a $ $ l m u u c i r r u c ( $ d n a $ f f a t s $ M & O $ , l i c n u o c $ l o o h c s $ , s e e t t i m m o c $ ) H S A W ( $ l o o h c s $ , s r e h c a e t $ ) s l e v e l $ t e g d u b $ l a i r e t s i n M i $ 6 1 0 2 $ , e n u J $ n i $ H S A W $ r o f $ y l l a c i f i c e p s $ t e g d u b $ t n e i c i f f u s $ h t i w $ l e v e l $ l o o h c s $ t r o p p u S $ h g H i $ c i f i c e p s $ n o n / t n e i c i f f u s $ n I $ 3 .
1 S $ $ T E o M d n a e e t t i $ m m o c $ s l o o h c s $ t e g d u b S n W i $ $ E C C E $ f o d r o o C $ $ l a n o i t a N $ , r e b m e c e D $ E C C E n $ i $ H S A W $ $ f o o r t n i $ y l r a e $ r o f $ e t a c o v d A $ h g H i $ s e o d $ y c i l o p $ l o o h c s $ n i $ H S A W $ 1 .
1 A % y c a c o v d A $ ) S I M E V n e p O ( $ T E o M $ , r e b m e t p e S $ T E o M $ 6 1 0 2 $ $ f o $ t n e n o p m o c $ H S A W d n a $ s t l u s e r $ S I M E V n e p o e r a h S $ $ t n e m t r a p e D $ 6 1 0 2 $ .

l n o i t c a $ r o f $ s r e d o h e k a t s $ r e h t o h t i $ $ w e n i l $ e s a b e r u t c u r t s a r f n i $ h g H i $ l e b i s s e c c a $ t o n $ s i $ m e V n e p O $ 2 .
1 A $ $ E C C E e d u l c n i $ t o n $ g n i r a h s $ d e t i m i L / s l o o h c s $ t a $ $ S I M E V n e p o m o r f $ a t a d $ f o l $ t n e m p o e v e d H S A W $ $ r o f $ F E C N U I $ , n r a e L $ d n a e v i L $ !

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This!workshop!was!supported!with!technical!assistance!of!Live!and!Learn!Vanuatu!and!UNICEF!

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