Our School Activity Collection assembles various activities on the vital topics of WASH, energy conservation, biodiversity and waste management.
Work in progress: Each pin stands for a library document that is specific to a location. We are currently in the process of adding more pins to existing publications in our library. 6 library entries have a pin so far.
UNICEF & WHO (2018)
This updated document presents recommended core questions to support harmonised monitoring of WASH in schools as part of the SDGs. The questions map to harmonised indicator definitions of “basic” service and to service ladders that can be used to monitor progress. They are intended for use in national or sub-national facility surveys and census questionnaires.
If national and sub-national …
WHO & UNICEF (2016)
Through expert consultations, the JMP has developed core questions for monitoring water, sanitation and hygiene at home, schools and health centres. The document contains core and expanded indicators related and specific to MHM and infrastructure in schools.
Abraham, B., Monse, B., Schlenk, J. & Wendland, C. (2018)
The scope and focus document of SuSanA Working Group (WG) 7 Sustainable WASH in Institutions and Gender Equality (Leave No One Behind – in communities, schools and other institutions)
WG 7 has two goals:
a. To strengthen water, sanitation, and hygiene (WASH) in schools and other institutions within community
structures. To learn more about the work of WG 7 in the field of WASH in schools, …
Fit For School (2017)
Addressing gender inequality and disability rights is critical to a rights-based approach to water, sanitation and hygiene (WASH) programming. Rights-based WASH should reflect all human rights principles, including ‘equality
and non-discrimination’, and ‘participation and inclusion’. Approaching WASH with an inclusive lens is essential for achieving universal acces.
This paper centres …
Wendland, C., Yadav M., Stock, A. and Seager, J. (2017)
Women and girls are especially affected by inadequate sanitation because of gender related differences - cultural and social factors - but also because of sex-related differences - physiological factors. Gender refers to the social differences and relations between men and women which are learned and often constructed and which differ in various societies and can change over time.
There are …
Grant M., Huggett C., Willetts J. & Wilbur J. (2017)
Sustainable Development Goal 6 (Goal 6) to ‘ensure availability and sustainable management of water and sanitation for all’ requires explicit attention to gender equality and inclusion. Universal access to safely managed water, sanitation and hygiene (WASH) and appropriate management of water resources will only be achieved if the rights of women and marginalised people are fulfilled. The …
Van de Lande, L. (2015)
This document UN-Water provides a summary on discrimination and inequality in the field of water and sanitation: it explains the concept of discrimination, details the human rights in regarding equity in the WASH sector and presents the course of action towards the elimination of discrimination and inequality.
This Teacher’s Guide supports the teaching and learning about water, sanitation, and hygiene (WASH) in Zambian primary schools. WASH is part of the new national curriculum, which was launched in January 2014. This guide provides technical content for the teacher to familiarize himself/herself with the subject of WASH. It also provides ideas and suggestions on how WASH content can be integrated …
WHO, UNICEF (2015)
This report presents for the first time a multi-country review of water, sanitation and hygiene (WASH) services in health care facilities in 54 low- and middle-income countries. WASH services provide for water availability and quality, presence of sanitation facilities and availability of soap and water for handwashing. The main focus of the results is on water availability as there were very …
Cronk, R., Slaymaker, T., Bartram, J. (2015)
Inadequate drinking water, sanitation, and hygiene (WaSH) in non-household settings, such as schools, health care facilities, and workplaces impacts the health, education, welfare, and productivity of populations, particularly in low and middle-income countries. There is limited knowledge on the status of WaSH in such settings. To address this gap, we reviewed international standards, …
Panesar, A. et al. (2015)
This publication is the second volume of "Making WASH in Schools ore Sustainable". Similar to Volume I, it showcases various approaches, both practical and innovative, to provide sustainable WASH solutions in schools around the world. The stories are not limited to the construction of water and sanitation systems but also show how these systems are operated and maintained through active …
Jaritz, H. et al. (2015)
This publication is the background article to one of the case stories in the SuSanA case story collection “Making WASH in Schools more Sustainable” (Vol II.). It has been selected as one of the focus case stories on monitoring under the umbrella of the SuSanA Working Group 7 on school sanitation.
The project "School Sanitation in Underserved Urban Areas in India" has shown that in the …
Various authors (2015)
Various authors (2015)
Waterkeyn, J., Waterkeyn, A. (2015)
Wilbur, J., Jones, H. (2014)
Jones, H., Wilbur, J. (2014)
House, S., Ferron, S., Sommer, M., Cavill, S. (2014)
GIZ Fit for School (2013)
Understanding that the school environment can enable development of healthy behaviors among children who may not have the same learning opportunity in their homes, schools serve as the center of development. Adapted from the experiences of Filipino NGO, Fit For Schools, this toolkit of effective handwashing tools promotes handwashing programs designed for schools and inspires a healthy learning …
UNICEF, GIZ (2013)
Sommer, M., Kjellén, M., Pensulo, C. (2013)
Water, sanitation and hygiene education in schools – WASH in Schools – provides a healthy and comfortable environment that helps improve children’s health and boosts educational attendance and achievement. Schoolaged children in many countries, however, are unable to benefit from adequate access to WASH in Schools. Although all children are affected by lack of access, vulnerable populations …
UNICEF, Columbia University (2014)
Bartram, J. et al. (2012)
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