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wRIwe -BDwb‡mdWASHcÖ‡R±
‡g 2019

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†_‡K ïiæ K‡i †Rjv ch©vq ch©šÍ mn‡hvMx ms¯’v Ges mswkøó miKvix
cÖv_wgK, gva¨wgK I D”Pgva¨wgK wkÿv Awa`߇ii hviv nvBwRb
cÖ‡gvkb, gwbUwis Ges mÿgZv e„w×i Rb¨ gyj fzwgKv cvjb K‡ib Zviv GB
cÖwkÿ‡bi Rb¨ h‡_vchy³ e‡j Mb¨ n‡eb|
Table of Contents
Introduction:

Although Bangladesh is successful in achieving targets in improved water supply and sanitation, it still faces
many problems in safe and sustainable water supply, sewerage and healthcare.
Despite the progress made in reducing open defecation rates to 1% (JMP, 2015), only 55% of the households
inhabited by children under five use improved toilets. Although only 2% of the population is without access
to an improved drinking water source, about 65% of the population lack access to drinking water that is
arsenic safe and free from microbial contamination (MICS 2012-2013). Furthermore, naturally occurring
chemical contamination of drinking water is not limited to arsenic but includes salinity, manganese, iron and
anthropogenic microbial contamination of drinking water is compounded by high population densities and
natural disasters. According to JMP, 2015, in rural context hygiene sitution is very poor only 31% people
have basic level services remaining around 69% people lack in basic hygiene services.

Arsenic mitigation in Bangladesh has proceeded piecemeal and arsenic mitigation has been neglected in
some areas. The WASH Sector Development Plan (2011 -2025) notes the need for a pro-poor harmonised
approach to arsenic mitigation. Consequently, from August 2012 to 2014, UNICEF piloted the UNICEF-DPHE
Arsenic Safe village Project, in five high priority Upazilas of Comilla and Brahmanbaria and Narail Districts. By
the end of the successful project, 126 villages in the project areas had been declared Arsenic-safe with
improved sanitation and hygiene. Consequently, UNICEF designed the Arsenic Safe Union concept in 2015 in
collaboration with DPHE to build on the lessons learnt from the Arsenic Safe Village Concept and address the
previous sectoral gaps. Though the ASU concept addressed key sector challenges to scaling up, it had no
mechanism to build private sector capacity especially the small-scale local drillers who construct most of the
arsenic contaminated wells for the vulnerable households. For example, the impact of the local drillers who
construct most of the contaminated tube wells on the sustainability of the arsenic safe union was not
addressed.

DFID supported ‘Accelerated Sanitation and Water for All’ (ASWA I) that was implemented in the country
from 2014 to 2016. Based on the successful completion of the project, the country has been selected for the
second phase of the Accelerated Sanitation and Water for All intervention under GoB-UNICEF WASH project,
which is to be implemented from November 2017 to December 2021. Bangladesh is among ten other
countries (Niger, Nepal, Pakistan, Niger, Haiti, South Sudan, Eritrea, Cambodia and Myanmar) implementing
this project. ASWA II intervention in Bangladesh has been planned to contribute to improved health,
nutrition and wellbeing of poor people in 14 targeted rural districts especially of women and girls through
sustained use of safe water supplies, sanitation services and sustained adoption of hygiene practices. In
summary, although the access to water, sanitation and hygiene (WASH) facilities is high, the safety,
sustainability and equitable distribution of these WASH services is very low. This undermines the
effectiveness of the high levels of access and impacts negatively on national health, education and
nutritional outcomes. The poor safety of drinking water at the point of use in terms of chemical and
bacteriological quality poses a high burden on the health and well-being of the population of Bangladesh in
both the short and long term. It is noteworthy to that a significant route of exposure to the effects of poor
hygiene and sanitation practices is through drinking water consumption. Consequently, prioritizing drinking
water safety will leverage results in addressing the risks associated with poor sanitation and hygiene
practices.

Schools, children, school teachers and school management committees are trained for 1 day-long training in
order to ensure safe environment through self-development, cleanliness, sanitation, use of safe drinking
water, and through a system-based implementation of school sanitation and health education programs. -
GoB-UNICEF this guide has been formulated. As a guide to the management of the training, the Associate
Organizations (ASWA II and SIDA drinking water safety component) will use it.
Goals and Objective:
 To support schools, focus on meeting children’s needs through key interventionsTo provide a clear
pathway for all schools throughout a country to meet national standards, and for all children to have
hygiene-promoting and healthy schools
 mnvwqKv cwiwPwZ t
mnvwqKvi bvg : wZb ZviKv c×wZ (3 Star Approach) twe`¨vjq m¨vwb‡Ukb I
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(WASH in School)
cÖwk¶‡Yi ‡gqv` : 1 w`b
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AskMÖnYKvixi msL¨v : 20-25 Rb
cÖwkÿ‡Yi aiY : AvevwmK

cÖwk¶‡Yi mywbw`©ó D‡Ïk¨tWASH in School Kvh©µ‡gi D‡Ïk¨:

• we`¨vj‡q wbivc` cvwb I m¨vwb‡Uk‡bi myweavi e¨e¯’v Kiv Ges wbivc` cwi‡ek m„wói gva¨‡g
wkï‡`i AwaKvi c~iY Kiv
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cvwb e¨env‡ii gva¨‡g wkï‡`i ¯^v¯’¨ I cywôi Dbœqb wbwðZ Kiv|
• wkï‡`i ¯^v¯’¨MZ Af¨vm/ AvPi‡Yi Dbœq‡b we`¨vjq‡K kw³kvjx cÖwZôvb I mgv‡Ri
†K›`ªwe›`y‡Z DbœxZ Kiv, hv‡Z mgv‡R emevmiZ Rb‡Mvôx I Av‡kcv‡ki MÖvg¸‡jv‡Z GB
Kvh©µg ev¯Íevq‡bi gva¨‡g ¯^v¯’¨vf¨vm I wbivc` cwi‡ek wbwðZ nq|
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• miKvix mswkøó cÖwZôvbmg~n, mn‡hvMx cvU©bvi ms¯’v, Ab¨vb¨ †emiKvix
cÖwZôvbmg~ni KiYxq wK Zv eyS‡Z cvi‡e|

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nvBwRb welqK evZ©v cÖ`vb I †mkb cwiPvjbv Kivi mgq e¨envi Ki‡eb|

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‰ewkó¨mg~n (Characteristics) Wqv †cv÷vi,
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 gwbUwis BwÛ‡KUim, gwbUwis c×wZ `jxq †evW©,
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4:15 - 4:45 gwbUwis  gwbUwis cøvb gw¯Í¯‹ So, †cv÷vi
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4:45 - 5.00 we`¨vjq bgybvi Dci aviYv cÖ`vb (mshyw³ di‡gU) Av‡jvPbv Wqv
mvwU©wd‡Kkb cÖ`k©b,

5.00 - mgvcbx cÖwk¶Y cieZ©x aviYv hvPvB Ges Av‡jvPbv cÖkœcÎ

mgvcbx
Awa‡ekbt 01

†mkb wk‡ivbvg tm~Pbv ce© I

D‡Øvabx

†mk‡bi D‡Ïk¨t

GB Awa‡ekb †k‡l AskMÖnYKvixMY-

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cwi‡ek m„w÷ Ki‡eb|
 cÖwkÿY cÖZ¨vkv wPwýZ Ki‡Z cvi‡eb
 cÖwk¶‡Yi D‡Ïk¨ m¤ú‡K© ¯^”Q aviYv cv‡eb I
 cÖwkÿYm~wP e¨vL¨v Ki‡Z cvi‡eb|

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†mkm cwiPvjbv cÖwµqv t

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aviYv

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GB Awa‡ekb †k‡l AskMÖnYKvixMY-

 wZb ZviKv c×wZi mvaviY aviYv cv‡e

 wZb ZviKv c×wZ (GK ZviKv c×wZ, `yB ZviKv c×wZ Ges wZb ZviKv c×wZ) Gi ‰ewkó¨mg~n
(Characteristics)Rvb‡Z cvi‡e|

mgq : 30 wgwbU
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†mkb mnvqZKiY cÖwµqv t

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cv‡ib|
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wZb ZviKv ZviKv c×wZi Gi ‰ewkó¨mg~n wKwK ?
c×wZi Gi 20 wg: †QvU `‡j
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`‡j G welq Av‡jvPbv K‡i †cvóvi †ccv‡i Dc¯’vcb Ki‡e|
Av‡jvPb †_‡K ‡h welq¸‡jv †ewo‡q Avm‡e Zvi ciI hw` bZzb
welq _v‡K Zv mnvqK ¯øvBW cÖ`k©b Gi gva¨‡g Av‡jvPbv
Ki‡eb |
cÖ‡kœvËi
cybiv‡jvPbv 5 wg: cy‡iv Awa‡ek‡bi mvi-ms‡ÿc K‡i mnvqK mKj‡K ï‡f”Qv
Rvwb‡q Awa‡ekb †kl Kiæb|

Handout

What Is Three Star Approach?

The Three Star Approach for WASH in Schools was developed by UNICEF and is aimed at
promoting incremental improvement in WASH facilities and hygiene practices in schools. It starts
with low cost interventions by encouraging hygiene-related daily group activities designed to
reinforce the habit of good hygiene behaviour and to use the positive power of social norms and
peer encouragement to strengthen healthy actions. This approach, which is meant to compliment
the ongoing WASH in School (WinS) interventions, is conceived as a simple, scalable and
sustainable way to promote WASH in schools.The phased implementation strategy is expected to
lead to realization of children’s right to water, sanitation and hygiene by progressively expanding
hygiene promotion activities and improving WASH infrastructure until schools ultimately meet
national standards.
The approach is premised on bottleneck analysis of WinS and aimed at focusing resources for
improved impact and better results. The group activity in school is designed to reinforce the habit of
good hygiene behavior with emphasis on sustained behavioral change by ensuring that;
 All pupils participate in daily supervised group hand washing with soap session in schools,
preferably before meal;
 The school has gender-segregated toilets that are functional, clean and used by all pupils and
no open defecation within the school premises;
 Every pupil has access to safe drinking water in schools through the use of personal drinking
water bottle or cup.
The above are minimal requirements of the approach (One- Star) while efforts are made for
incremental improvements to Two-Star and Three Star levels through continuous engagements
with all relevant stakeholders by expanding hygiene promotion activities and improving WASH
infrastructure especially for girls and physically challenged students; and ultimately meeting the
national standards for WASH in Schools in the country.

Basic Components of Three Star Approach

The basic fundamental components of Three Star Approach are the institutionalization of daily supervised
group activities for hygiene, sanitation and drinking water.
Hygiene Sanitation Water
The focus is on promoting The focus is on keeping existing Access to safe drinking water
group handwashing with soap toilets clean through a daily through the use of personal
once a day ideallybefore meals routine drinking bottle or cup at school
by Children

This group activity in school is designed to reinforce the habit of good hygiene behavior and uses the positive
power of social norms and peer encouragement to strengthen healthy actions.

Why Three Star Approach in Bangladesh?

Considering the present level of access to WASH facilities in schools, introducing Three Star
approach will complement present efforts and ensure sustained and systematic WASH in Schools
programme delivery with active participation of all relevant stakeholders. The added value of
implementing the approach include;
 Promote effective planning for WASH in Schools intervention at both national and sub-national
levels.
 Based on the national and sub-national plans, allow for phased intervention and progressive
development of School WASH facilities.
 Promote holistic and integrated School WASH interventions for better impact.
 Provides opportunity for coordination among several stakeholders involve in provision of school
WASH facilities.
 Empower the children as change agents and vanguard for hygiene promotion both in schools
and within their communities in a more structured manner.
 Ensure equitable access to WASH facilities in schools especially provision of gender segregated
toilet facilities, handwashing and MHM facilities towards addressing the special needs of
adolescent girls while in schools.
 Support bridging of the gap between hygiene knowledge and practices and provide alternative
mechanisms for sustainable hygiene promotion for the desired behavioral change in the country.

Characteristics: One Star, Two Star and 3 Star School

Description Key Characteristics

The existing situation  Limited or no hygiene promotion
No Star
for many schools
School  May or may not have WASH infrastructure
 Daily supervised use of drinking-water bottles by all
children
 Daily supervised group hand washing with soap, ideally
One Star before the school meal
School
(Daily routines to  Daily supervised cleaning of toilets, and provision of soap
promote healthy and water (at least one functional toilet for girls and one
habits) for boys); no open defecation.
 Hygiene education and facilities to promote hand
washing with soap after toilet use
 Improved sanitation facilities, plus facilities and education
Two Star for menstrual hygiene management
School
 Low-cost point-of use water treatment introduced in
(Incremental schools
improvements)

 School WASH facilities upgraded to meet national

standards and measures put in place to ensure
sustainability.
 Sustained access to WASH facilities including for
Three physically challenged pupils
Star
School  Sustained daily supervised group hand washing with
soap, ideally before the school meal
 Sustained hygiene promotion in schools
(Meeting national
standards)  Sustained menstrual hygiene promotion in Schools.
Awa‡ekb t 03

†mkb wk‡ivbvg t GK ZviKv we`¨vjq (One Star School)

†mk‡bi D‡Ïk¨:
GB Awa‡ekb †k‡l AskMÖnYKvixMY-

1. nvBwRb e¨e¯’v welq Icqtwb®‹vmb e¨e¯’v m¤ú‡K© AeMZ n‡e

2. wbivc` cvwb e¨e¯’v welq eyS‡Z cvi‡e I GB Ae¯’v †_‡K D‡Ëvi‡Yi Dcvqmg~n ev Kvh©µgmg~n I
djvdj (One Star to 3 Star school) Rvb‡e |
3. Zrci ¯‹zj (Active School), ¯’vbxq Rb‡Mvôx ev KwgDwbwUi mn‡hvMxZv
4. ¯’vbxq Rb‡Mvôx ev KwgDwbwUi mn‡hvMxZv

mgq : 60 wgwbU
DcKiY : wfc KvW©, gvK©vi I eªvDb †ccvi, gvwë wgwWqv, †cv÷vi †ccvi BZ¨vw`

†mkm cwiPvjbv cÖwµqv t

Dc- welq mgq cwiPvjbv cÖwµqv c×wZ

mnvqK AskMÖnYKvix‡`i ejyb Avgiv ch©vqµ‡g Rvbe nvBwRb
ev ¯^v¯’¨wewa, nvBwRb GWz‡Kkb ev ¯^v¯’¨wkÿv Ges
nvBwRb cÖ‡gvkb m¤ú‡K© Avgv‡`i Kvi wK aviYv Av‡Q, 2/3 e³e¨
nvBwRb 15 wg: Rb AskMÖnYKvixi wbKU †_‡K †kvbvi ci Gi gva¨‡g cÖwZwU Av‡jvPbv,
e¨e¯’v I welq Avjv`vfv‡e Av‡jvPbv Kiæb Ges cÖwZwU welq †hb mKj †QvU `‡j
cqtwb®‹vmb AskMÖnYKvixe„›` e¨vL¨v Ki‡Z cv‡ib|nvBwRb e¨e¯’v I KvR,
e¨e¯’v cqtwb®‹vmb e¨e¯’v m¤ú‡K© AwfÁZv wewbg‡qi gva¨‡g †QvU gvwë
`‡j KvR Kivi Rb¨ `‡j fvM K‡i w`‡eb I mgq wbav©iY K‡i `‡j wgwWqvq
KvR Ki‡Z w`b|
`‡ji KvR †kl n‡j Dc¯’vc‡bi gva¨‡g e¨vL¨v Kiæb|
mnvqK AskMÖnbKvix‡`i cÖkœ Ki‡eb- Dc¯’vwcZ nvBwRb
e¨e¯’v I cqtwb®‹vmb e¨e¯’v m¤ú‡K© Gi Av‡M K_bI ky‡b‡Qb
wK bv? nvBwRb e¨e¯’v I cqtwb®‹vmb e¨e¯’v m¤ú‡K© Rvb‡Z
†c‡i Avcbv‡`i †Kgb jvM‡Q?
wbivc` cvwb m¤ú‡K© AwfÁZv wewbg‡qi gva¨‡g †QvU `‡j e³e¨
wbivc` cvwb KvR Kivi Rb¨ `‡j fvM K‡i w`‡eb I mgq wbav©iY K‡i `‡j KvR Av‡jvPbv,
e¨e¯’v 15 wg: Ki‡Z w`b| `‡ji KvR †kl n‡j Dc¯’vc‡bi gva¨‡g e¨vL¨v Kiæb| gvwë
I mgm¨v mnvqK AskMÖnbKvix‡`i cÖkœ Ki‡eb- Dc¯’vwcZ wbivc` cvwb wgwWqvq
D‡Ëvi‡Yi m¤ú‡K© Gi Av‡M K_bI ky‡b‡Qb wK bv? wbivc` cvwb cª`k©b
Dcvqmg~n m¤ú‡K© Rvb‡Z †c‡i Avcbv‡`i †Kgb jvM‡Q? ( mnvqK
Awbivc` cvwb †_‡K wKfv‡e wbivc` cvwb e¨e¯’v Kiv †h‡Z cv‡i Z_¨)
Zvi D‡Ëvi‡Yi Dcvqmg~n Rvb‡e | avivevwnKfv‡e cvwb
e¨e¯’vcbvi avc¸‡jv mnvqK Z‡_¨i gva¨‡g Rvwb‡q w`‡Z n‡e|
Zrci ¯‹zj (Active School) Kv‡K ej‡ev? G welq †Rvov `‡j fvM
Zrci ¯‹zj 15 wg: K‡i 5 wgwbU Av‡jvPbv K‡i wfAvBwcwc Kv‡W© GKwU K‡i †Rvov `‡j
(Active c‡q›U wjL‡Z eje| Zvici GKR‡b wK wj‡L‡Q Zv ej‡Z ej‡j KvR I
School) mnvqK Zv †ev‡W© wj‡L mvivsk Av‡jvPbv Ki‡eb| we¯ÍvwiZ Dc¯’vcb
Z_¨
¯’vbxq ¯’vbxq Rb‡Mvôx ev KwgDwbwU Kviv? ¯’vbxq Rb‡Mvôx ev
Rb‡Mvôx ev 15 wg: KwgDwbwU KxKx mn‡hvMxZv Ki‡Z cv‡i Zvi GKwU ZvwjKv †Rvov `‡j
KwgDwbwUi ‰Zix Ki‡Z cv‡ib| G welq †Rvov `‡j fvM K‡i 5 wgwbU KvR I
mn‡hvMxZv Av‡jvPbv K‡i wfAvBwcwc Kv‡W© GKwU K‡i c‡q›U wjL‡Z Dc¯’vcb
eje| Zvici GKR‡b wK wj‡L‡Q Zv ej‡Z ej‡j mnvqK Zv †ev‡W©
wj‡L mvivsk Av‡jvPbv Ki‡eb|
cy‡iv Awa‡ek‡bi mvi-ms‡ÿc K‡i mnvqK mKj‡K ï‡f”Qv cÖ‡kœvËi
cybiv‡jvPbv 5 wg: Rvwb‡q Awa‡ekb †kl Kiæb|
 Handout

One Star School

A One Star School meets three criteria, one each for hygiene, sanitation and drinking water:

1. All children participate in daily supervised group hand-washing with soap sessions ideally before
the school meal.

2. The school has basic gender-segregated toilets that are functional, clean and used by all children
(no open defecation).

3. Every child has, and correctly uses, a personal drinking-water bottle.

How these milestones are achieved may vary from school to school, depending on existing facilities
and the exact method taken for implementing the approach. In all cases, the key to becoming a One
Star School – and the essence of the Three Star Approach – is the institution of daily supervised
group activities for hygiene, sanitation and drinking water. By taking part in these daily activities,
children become true participants in the process while developing positive lifelong habits. By hosting
these activities, schools can significantly improve the learning environment without relying on
resources from outside the community.

 Interventions and Results (One Star toupgrade school)

Components Interventions Results

Daily routines to promote healthy habits
 Daily supervised group  Hand washing with soap becomes a
hand washing with soap, habit.
ideally before the school  The need to wash hands with soap
meal before eating is reinforced
Handwashing  Children like the daily activity and learn
proper hand-washing Techniques
 Group hand-washing sessions provide
a set time to deliver hygiene messages

 Daily supervised cleaning  Toilets are used because they are

and provisioning (with soap clean
and water) of toilets  Water and soap are available in
toilets
Sanitation  Open defecation in and near the
school is eliminated
 Children learn the importance of
sanitation through active
participation
 Daily supervised use of  Daily supervised use of personal
Water personal drinking-water drinking-water bottles/cups by all
bottles/cups by all children children
Hygiene

 Group hand-washing with soap sessions are conducted once a day and are supervised by
teachers, who emphasize good hand-washing techniques.
 Older students or school student council/brigade members could also help run the activity.
 A simple purpose-built hand-washing station – in most cases an inexpensive perforated pipe
system is installed in the school yard for this purpose (see the illustration below).
 Schools can adapt the design to make use of locally available materials that meet criteria for
durability, functionality and low cost.
 In cases where funds are very tight, schools may choose to install even less expensive
technologies such as tippy taps or buckets and ladles.
 The group hand-washing station can be located in the central school courtyard, near toilets
or near the water supply.
 There should be enough space for at least 10–15 children to wash their hands together, and
the facility should provide good drainage.
 Water for hand washing will be from existing water sources in or near the school.
 The daily hand-washing sessions can be carried out during any suitable break in the school
day, but the best time is just before lunch or snack time to help reinforce the importance of
washing hands with soap before eating.
 The hand-washing sessions are used as an opportunity for delivering hygiene messages,
especially the message that hands should be washed at two critical times: before eating and
after using the toilet.
 The sessions can also be used to deliver messages on sanitation, drinking-water safety
(Water Safety Plan-Hygiene messages on 5 steps) and other health messages and
activities, such as tooth brushing.
Sanitation

 Daily toilet cleaning by students, supervised by their teachers.

 Toilets are kept clean, while involving students in the process.
 All but the youngest students take part in toilet cleaning, with fairness and gender equality
built into the cleaning rosters.
 Schools should also ensure that toilet cleaning is never used as a punishment.
 Toilet surroundings are also kept clean
 Discourages open defecation and is supported with messages on eliminating open
defecation delivered during the daily handwashing sessions.
 During the daily cleaning, toilets will also be provided with soap for hand washing and with
water, in cases where water must be carried by hand.
 Repairs, upgrades and (sometimes) new construction will need to be carried out in schools
without functioning toilets.
 In all cases, the focus will be on the use of local resources with the goal of having at least
one functioning toilet for girls and one for boys in each school.
 Once this is achieved, the focus will be on maintaining and cleaning the existing toilets rather
than building new toilets.
 This emphasis on toilet cleanliness is supported by experience and evidence showing that
even when many toilets exist, children tend to use only the clean ones.
Safe Drinking Water

 A safe source of drinking water at school is not a requirement for a school to attain One Star
status.
 Instead, students can bring their own water bottles or containers to school each day,
filled with the drinking water used at home.
 Parents will be informed that children
should carry water to school, and
teachers will supervise this activity
during assembly.
 Bottles or containers may also be
used in schools that have safe water
sources as a way to reduce
congestion at water sources and to
ensure that children always have
drinking water at hand.
 In some cases, schools may decide to provide water bottles or containers for students, but
this will generally not be necessary because water bottles are common and inexpensive in
many regions of the world.
 If access to safe drinking water at home is a major problem in the school catchment area,
some schools may choose to install and use simple water treatment systems, filters or water
boilers.
Active School

 The entire school community takes the lead for meeting the One Star requirements.
 Under the Three Star Approach, both community support and support from the national
education system and other government bodies are important, but schools themselves must
be actively engaged for the approach to be successful.
 Active engagement means that teachers and headmasters* must be willing and able to take
on the extra-curricular responsibilities necessary for reaching and maintaining One Star
status.
 This will require preliminary engagement and regular follow up with schools through the
education system and other government
institutions.
 Additional support for teachers and
headmasters may also be needed, such as
manuals or templates, and training.
 Incentives to help motivate teachers and
headmasters could be tied to the certification
process.
 In the longer term, it will be beneficial to
integrate relevant aspects of the Three Star
Approach into the education system.
 This could include making Three Star
monitoring a formal part of school inspectors’ duties and including it in regular training
programmes for teachers.
 Students’ involvement is also very important.
  Most of the schools have student council/brigade in the country, so, the council members
can help teachers supervise group hand washing and toilet cleaning; be involved in hygiene
education for younger students; and participate in forming links between the school and the
community.

Support from the local people or community

 Schools must have strong support from their communities in order to reach and maintain
One Star status.
 A precondition for becoming a One Star School is a mechanism that enables community
members, teachers, headmasters and local government officials to work together.
 Almost all schools already have School Management Committee (SMC) or scope of parents
meeting that can fulfill this role;
 Parents, who are often the strongest stakeholders in advocating for school improvements.
 Most importantly, they can raise funds and other resources to achieve goals, including funds
for soap, and labor and materials
for repairing or building toilets and
hand-washing stations.
 The committees will usually find
these resources locally, and they
will act as advocates to request
support through the education or
local government systems as
needed.
 For example, they might decide to
contact local education officials to
advocate for including a budget line
for soap in the annual school budget, or for the release of dedicated funds that have not
reached the school.
 Some external support from the education system and partner agencies or non-
governmental organizations may also be necessary, especially in the initial stages of the
programme.
 This support, however, will generally not include funding for hardware or supplies
Awa‡ekb t 04

†mkb wk‡ivbvg t `yB ZviKv we`¨vjq (Two Star School)

†mk‡bi D‡Ïk¨ :
GB Awa‡ekb †k‡l AskMÖnYKvixMY-

 nvZ †avqv (Hand Washing)

 FZzKvjxb ¯^v¯’¨wewa e¨e¯’vcbv ev cwiPh©v
 wbivc` Lvevi cvwb
 GB Ae¯’v †_‡K D‡Ëvi‡Yi Dcvqmg~n ev Kvh©µgmg~n I djvdj (Two Star to 3 Star School)

mgq : 45 wgwbU
DcKiY : wfc KvW©, gvK©vi I eªvDb †ccvi, gvwë wgwWqv, †cv÷vi †ccvi BZ¨vw`

†mkm cwiPvjbv cÖwµqv t

Dc- welq mgq cwiPvjbv cÖwµqv c×wZ

nvZ †avqv mnvqK mKj‡K cÖkœ Kiæb, nvZ †avqv ‡Kb `iKvi? Avgviv e³e¨
(Hand 20 wg: nv‡Z Lvwj †Pv‡L Rxevby †`L‡Z cvB wKbv? DËi bv n‡j, nvZ Av‡jvPbv,
Washing) †avqvi Rb¨ cÖ‡qvRbxq DcKiY Øviv 2/1 R‡bi gva¨‡g nvZ ‡KŠkj ev¯Íe
†avqvi †mkb Dc¯’vcb Kiæb| hv‡Z nvZ †avqvi cÖK…Z †KŠkj Dc¯’vcb
mvevb w`‡q fv‡jv fv‡e eyS‡Z cv‡i | KLb KLb nvZ ay‡Z nq Zv Av‡jvPbv
nvZ †avqvi Kiæb| welqwU AwZe Riæix Zv Av‡jvPbvi gva¨‡g mevi gv‡S
†KŠkj cwi¯‹vi Kiæb|
Abykxjb nvZ †avqvi †KŠkj Rvbv‡bvi Rb¨ mivmwi nvZ †avqvi †mkb
cwiPvjbv Kiæb | †KŠkj ‡`wL‡q w`‡q 2/3 Rb Øviv nvZ †avqvi
†KŠkj¸‡jv †`wL‡q w`b| wbqwgZ G †KŠk‡j nvZ †avqvi Rb¨
DØy× Kiæb |
fv‡jvev‡e KvRwU Kivi Rb¨ mevB‡K ab¨ev` w`‡q †mkb †kl
Kiæb|

mnvqK AskMÖnYKvix‡`i ejyb Avgiv ch©vqµ‡g Rvbe AskMÖnYg

FZzKvjxb ¯^v¯’vf¨vm m¤ú‡K© Avgv‡`i Kvi wK aviYv Av‡Q, ~jK
FZzKvjxb welqwU A‡b‡Ki Kv‡Q Am¦w¯’Ki n‡Z cv‡i, ‡m‡nZz G welq Av‡jvPbv I
¯^v¯’¨wewa 20 wg: mevi AeMwZi welqwU mveav‡b Av‡jvPbv Kiæb| cÖ‡qvR‡b
e¨e¯’vcbv ev G welq GKwU aviYv w`‡q ivLyb hv‡Z K‡i Kv‡iv Kv‡Q †Kvb eyK‡jU
cwiPh©v A¯úóZv bv _v‡K 2/4 Rb AskMÖnYKvixi wbKU †_‡K †kvbvi cÖ`k©Y
ci Gi gva¨‡g cÖwZwU welq Avjv`vfv‡e Av‡jvPbv Kiæb Ges
cÖwZwU welq †hb mKj AskMÖnYKvixe„›` e¨vL¨v Ki‡Z
cv‡ib|
cy‡iv Awa‡ek‡bi mvi-ms‡ÿc K‡i mnvqK mKj‡K ï‡f”Qv cÖ‡kœvËi
cybiv‡jvPbv 5 wg: Rvwb‡q Awa‡ekb †kl Kiæb|
Handout

Two Star School

In a Two Star School, all of the One Star daily group activities will continue to be emphasized. In
addition, greater focus will be placed on hand washing after using the toilet, improved toilet facilities
and menstrual hygiene management, and safe drinking water.
The Two Star School will take steps to meet three new incremental milestones for hygiene,
sanitation and water:
1. Children wash their hands with soap after using the toilet.
2. Improved sanitation and menstrual hygiene facilities are available.
3. Drinking water is available at school.
The technologies used to upgrade facilities in Two Star Schools will, as much as possible, be
lowcost, locally sourced and appropriate for use in households. This ensures that the programme
will be scalable countrywide. It also allows schools to demonstrate good practices to community
members, a role that can be enhanced by encouraging and supporting students to promote good
hand-washing practices at home.

All WASH facility upgrades will primarily be the responsibility of the school and the community, with
some support from the education system and from external support structures as appropriate.
Funds for upgrades may also come from a ‘rewards’ fund tied to the certification process.

 Interventions and Results (Two Star to upgrade or 3 Star School)

Components Interventions Results

Incremental Improvements
 Hygiene education  Children learn to wash their hands
expanded to stress hand with soap at both critical times: before
washing after toilet use; meals (during daily group hand-
hand-washing stations washing sessions) and after
Handwashing installed as needed; defecation.
menstrual hygiene  Hand-washing stations are
education delivered in demonstrated to the community.
schools  Girls gain knowledge and support on
menstrual hygiene management.
 Additional and/or improved  Additional toilets are available at
toilets, plus facilities for school for boys and girls
menstrual hygiene  Girls are further encouraged to attend
Sanitation
management, constructed classes because there are additional
where needed private sanitation and/or menstrual
hygiene management facilities
 Low-cost point-of-use  Children have access to safe drinking
water treatment introduced water at school. • Low-cost water
Water
in schools treatment is demonstrated to the
community
Hygiene

 Ensure that students wash their hands with soap after

using the toilet as well as during group hand-washing
sessions.
 Upgrading and increasing the number of hand-
washing stations near toilets in some schools, but the
focus will continue to be on intensive hygiene
education for behavior change.
 Hygiene education sessions will continue to be part of
the daily group hand-washing sessions, and may also
be supplemented at other points during the school
day.
 If the school constructs new handwashing stations, the costs – including the cost of
soap – will continue to be borne mainly by the school and the community.

Sanitation and MHM

 Incrementally increase the usability and availability of toilets, especially for girls.
 The number of new toilets will be based on an interim standard between the existing
situation in the country and the national standard.
 If there is no national standard, the international standard of one toilet for 25 girls, one toilet
and one urinal for 50 boys and two toilets for teachers will be applied.
 Take steps to encourage and support girls during menstruation so they do not miss school.
 This involves menstrual hygiene education sessions at school, along with steps to ensure
that girls have a private place to wash and change their clothes.
 Existing facilities will be used in some cases; in other situations, a new facility will need to be
constructed.
 Other steps that can be taken to support girls include stockpiling extra sanitary pads and
clothes (such as school uniforms) for emergencies, along with enhanced training
programmes for teachers.
Safe Drinking Water

 Finally, ensure a safe supply of drinking water for students at school.

 Generally, students will continue to bring water bottles from home, but a safe water source at
school will allow them to refill their bottles during the school day.
 Provide a safe source for students who do not have one at home.
 In most cases, schools will use existing water sources at or near the schools but will treat the
water through the use of low-cost on-site technologies such as ceramic filters, slow sand
filters, solar disinfection or chlorination.
 Choose to raise funds locally or advocate for the upgrade of an existing school water source.
Awa‡ekb t 05

†mkb wk‡ivbvg t wZb ZviKv we`¨vjq (Three Star School)

†mk‡bi D‡Ïk¨ :
GB Awa‡ekb †k‡l AskMÖnYKvixMY-

 we`¨vjq Iqvk Gi Rb¨ RvZxq ÷vÛvW©t wbivc` Lvevi cvwb, cqtwb¯‹vmb Ges nvZ †avqvi e¨e¯’vi gvb
RvZxq ch©v‡qi mv‡_ mvgÄm¨cyb©
 Kvh©µgmg~n (`‡j nvZ †avqv, ¯‹zj Iqvk †dwmwjwU iÿvYv‡eÿY) I djvdj (3 Star School)

mgq : 45 wgwbU
DcKiY : wfc KvW©, gvK©vi I eªvDb †ccvi, gvwë wgwWqv, †cv÷vi †ccvi BZ¨vw`

†mkb mnvqZvKiY cÖwµqv t

Dc- welq mgq cwiPvjbv cÖwµqv c×wZ

AskMÖnYKvixe„›`‡K Awa‡ek‡bi ¯^vMZ Rvwb‡q
Awa‡ek‡bi welqe¯‘ D‡Ïk¨ e¨vL¨v Ki‡eb | e³e¨
wbivc` cvwb m¤ú‡K© AwfÁZv wewbg‡qi gva¨‡g †QvU `‡j Av‡jvPbv,
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wbic` cvwbi gvwë
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m¤ú‡K© Rvb‡Z †c‡i Avcbv‡`i †Kgb jvM‡Q?
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Dc¯’vc‡bi gva¨‡g e¨vL¨v Kiæb|
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cvwb 15 wg: iÿYv‡eÿY K‡ib| iÿvYv‡eÿY cÖwµqv wK? iÿYv‡eÿY MÖæc/
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n‡Z cv‡i Ges cvwb wbivc` ivLvi Dcvqmg~n cÖkœ‡Ëv‡ii Av‡jvPbv
gva¨‡g wb‡q c‡i gvwëwgwWqv mnvqK Z_¨ †_‡K Z_¨
ms‡hvRb Kiv‡eb|
`‡j nvZ †avqv, ¯‹z‡j `je×fv‡e nvZ †avqvi cwi‡ek ‰Zix Ki‡eb| nvZ ‡avqvi `jMZ nvZ
¯‹zj Iqvk 10 wg: c×wZmg~n 2/1 R‡b W¨vwg K‡i †`Lv‡e A‡b¨iv Zv ch©‡eÿY †avqvi
†dwmwjwU Ki‡e| Gfv‡e cÖwZRbB wbqwgZfv‡e Zvi Af¨vm M‡o Zzj‡e| ‡KŠkj
iÿvYv‡eÿY ZvQvov cÖwZwU Iqvm †dwmwjwU wKfv‡e iÿYv‡eÿY Kiv Dc¯’vcb,
hvq Zv wb‡q Av‡jvPbv Ki‡Z n‡e| cÖwZ e„n¯úwZ evi Av‡jvPbv
wkÿKMb I QvÎQvÎx GK‡Î wg‡j Iqvk †dwmwjwU¸‡jv
iÿYv‡eÿY Kivi Rb¨ myPx ‰Zix Ki‡eb| Gfv‡e GKwU cwiKíbv
gva¨‡g KvRwU GwM‡q wb‡Z n‡e|
cy‡iv Awa‡ek‡bi mvi-ms‡ÿc K‡i mnvqK mKj‡K ï‡f”Qv cÖ‡kœvËi
cybiv‡jvPbv 5 wg: Rvwb‡q Awa‡ekb †kl Kiæb|
Handout

Three Star School

 Meet national standards for WASH in Schools, which are important for ensuring that
the needs of all children are met and that any national inequities of access to WASH
in Schools are progressively eliminated.
 Standards contain national norms for WASH facilities, including requirements for
design, the number of facilities by school size and accessibility for children with
disabilities.
 Standards can also institutionalize hygiene education in schools, and they address
issues related to the responsibility for maintenance and repair of facilities.
 Many schools and communities will need support from the education system to
upgrade facilities and systems to meet national standards.
 Some schools will also require support from external partners.
 In countries without comprehensive national standards, the global guidelines
established by UNICEF and the World Health Organization in ‘Water Sanitation and
Hygiene Standards for Schools in Low-Cost Settings’ can be used as a reference for
defining the criteria for Three Star Schools.
 All countries should develop national standards, and external support programmes
can assist in this process.

 Interventions and Results (3 Star School)

Components Interventions Results

Meeting national standards
 School facilities and  Social norms on good hygiene
systems upgraded to meet behavior are institutionalized
national standards  The school is able to offer full
Water, accessibility to WASH for all students,
Sanitation and
Hygiene
including children with disabilities
(WASH)  National inequities are eliminated by
ensuring all schools in the country
have the same standards for WASH
in Schools

Hygiene

 The focus is on promoting group handwashing with soap once a day before meals
 This group activity in school is designed to reinforce the habit of good hygiene behaviour,
and uses the positive power of social norms and peer encouragement to strengthen healthy
actions.

Sanitation and MHM

 The focus is on keeping existing toilets clean through a daily routine

 MHM corner in place

Safe Drinking Water

  Access to safe drinking water through the use of personal drinking bottle or cup at school by
Children.

Awa‡ekb t 06

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†mk‡bi D‡Ïk¨:
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 mn‡hvMx cvU©bvi ms¯’v
 Ab¨vb¨ †emiKvix cÖwZôvbmg~n

mgq : 45 wgwbU
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†mkb mnvqZvKiY cÖwµqv t

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KvR K‡i †ei Ki‡Z cv‡ib| mnvqK Z‡_¨i gva¨‡g welqwU cwi¯‹vi eyK‡jU
K‡i mevB‡K eywS‡q w`‡eb|

mn‡hvMx cÖK‡íi Kv‡Ri mv‡_ m¤ú„³ †h mKj mn‡hvMx cvU©bvi ms¯’v ccÖ‡kœvËi
cvU©bvi †emKvix cÖwZôvbmg~n i‡q‡Q Zv GKwU ZvwjKv cÖbYqY Av‡jvPbv,
ms¯’v, 15 wg: Ki‡Z ejv †h‡Z cv‡i| A_ev Av‡jvPbv mv‡c‡ÿ AskMÖnYKvixiv QvÎ †dvivg
Ab¨vb¨ GK GK K‡i cÖwZóv‡bi bvg ej‡j mnvqK Zv †cv÷vi †ccv‡i eyK‡jU
†emiKvix wjwce× Ki‡eb| cÖ‡qvR‡b cªwZôvbmg~‡ni ZvwjKv †`qv‡j
cÖwZôvb Sywj‡q Zvi GjvKvmg~n wPwnèZ K‡i ivL‡eb|
mg~n

cybiv‡jvPbv 5 wg: cy‡iv Awa‡ek‡bi mvi-ms‡ÿc K‡i mnvqK mKj‡K ï‡f”Qv cÖ‡kœvËi
Rvwb‡q Awa‡ekb †kl Kiæb|
Handoutt

Roles of Different Stakeholders in Managing the Three Star School

The fundamental idea behind the Three Star Approach is that schools and their host communities
can and should create the minimum conditions for healthy, hygiene-promoting schools using local
resources. The One Star stage is specifically designed to be so low-cost that even the poorest
communities should be able to achieve its three milestones for hygiene, sanitation and water using
their own resources. Lessons from the broader WASH sector – especially experiences based on the
Community Approaches to Total Sanitation (CATS) initiatives to eliminate open defecation – show
that when communities assume responsibility for improving conditions in this way, they are more
likely to maintain progress over time.

While recognizing the government responsibility to ensure that minimum WASH standards are met
in public schools, it is important that government bodies and support agencies resist the temptation
to overly subsidize the Three Star Approach, especially during the initial stages. Government
responsibility in supporting the approach lies less in funding hardware and more in creating a
supportive policy environment, programme design and institutionalization of daily hygiene activities
– which involves training for teachers in hygiene promotion, standards setting, monitoring and
certification. In some of these areas, government may benefit from the assistance of external
support agencies such as UNICEF and GIZ.

Each country will define the roles and responsibilities of different government bodies, spearheaded
by the Ministry of Education and supported by the ministries responsible for water, sanitation and
hygiene, rural development or decentralization, and other government agencies.

 School/ Community Level Stakeholders

Stakeholders Roles
 Head and Health  Supervision and monitoring of School WASH activities
Teachers, School Health  Support operation and maintenance
Clubs  Regular provision of soap for handwashing in schools.
 SMC, PTA.  Supervision of group handwashing in schools.
 CBOs  Reporting

 District, Upazilla and Union Level Stakeholders

Stakeholders Roles
 District WASH and  Sensitization and advocacy.
Education Units  Planning, implementation, monitoring and evaluation.
 CSOs/NGOs  Step down training to SMCs, PTAs, and School Health Clubs
 Private Sector  Construction of WASH facilities in schools.
 Funding and Technical support
 Support Operation and Maintenance of School WASH facilities
 Reporting implementation progress

 National Level Stakeholders

Stakeholders Roles
 National Level Government  Coordination and leadership at all stages of the approach,
MDAs – DPE; DSHE; including inclusion in the policy, development of the
 DPHE
 IDPs &Donors : UNICEF,
WB, DFID, JICA, EU etc
 INGOs, Foundations, and
Private Companies.
framework and guidelines and funding, sensitization,
facilitate baseline data collection, capacity building,
monitoring and evaluation.
 Mainstream in the existing curriculum.
 Capacity building on various segments of 3 star approach
 Advocacy and resource mobilization
 Funding and technical support

Awa‡ekb t 07

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†mk‡bi D‡Ïk¨:
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mgq : 30 wgwbU
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†mkb mnvqZvKiY cÖwµqv t

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AskMÖnYKvix‡`i ï‡f”Qv Rvwb‡q Awa‡ekb kyiæ Ki‡eb| e³e¨
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wPwýZKiY ev 10 wg: wjLyb | ÷z‡W›U †dviv‡gi eyK‡j‡Ui mnvqZv wb‡q aviYv gvwë
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†dviv‡gi cÖ‡qvRbxqZv m¤ú‡K©‡K wZbwU K‡i gZvgZ Z_¨
LvZvq wjL‡Z e‡jb| Zv‡`i aviYvi mv‡_ eyK‡j‡Ui ‡`qv Z_¨ AewnZKiY
wgwj‡q Av‡jvPbv Kiæb |

AskMÖnYKvix‡`i ejyb, GLb Avgiv ÷z‡W›U KvDwÝj wb‡q

di‡gU ev bgybv 20 wg: Av‡jvPbv Ki‡ev| Zv‡`i gZvgZ ï‡b †cv÷v‡ii mnvqZv wb‡q e³e¨
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Kiæb| hv‡Z K‡i KvDwÝj MVb I cwiPvjbvi †ÿ‡Î GZ`welq QvÎ †dvivg
†Kvb eyS‡Z Amyweav bv nq| eyK‡jU
cybiv‡jvPbv 5 wg: cy‡iv Awa‡ek‡bi mvi-ms‡ÿc K‡i mnvqK mKj‡K ï‡f”Qv cÖ‡kœvËi
Rvwb‡q Awa‡ekb †kl Kiæb|
Benchmarking of School

This questionnaire (As Annex –i) will be filled up with the headmaster or any teacher
assigned by the head teacher.
This exercise will be carried out by partner union focal/monitoring officer/school WASH
officer to do face to face interview with the head teacher/his nominated teacher and
a spot check of the school Water, Sanitation and Hand washing (WASH) facilities.
Introduction with the head master/acting head master will be done. Share him that
you are conducting an assessment on current Water, Sanitation and hygiene
(WASH) facilities and services in school.
Tell him that you would like to look at their school WASH facilities and ask some
questions regarding this and that it will take around 30 minutes. In consultation with
the head teacher and teachers decide on who will tour you of the school Water,
Sanitation and Hand washing (WASH) facility.
 Based on the information that will be collected using the said format, Benchmarking of
school using three star approach will be done in the following way.

Water

Star Criteria Benchmark

No Star  No drinking water for children

One Star  Children bring water bottle from home

Two star  School promote low cost point of use water treatment
such as boiling, filtration, solar disinfection;
 Each class room has at least 20 litres water container
filled with water,

Three star  School has an improved water source

 Tap student ratio: Drinking 1:100, Handwashing 1: 50
 Accessible: at a distance lower than 50 m/164 ft from
users;
 Convenient: Tap; Suitable height
 Tap cater for different heights of students

Sanitation

Star Criteria Benchmar

k
No Star  No toilets

One Star  Minimum two VIP toilets separate for boys and girls, 1 VIP toilet for
teacher;

Two star  Improved toilet 1:40 for girls and 1:50 for boys with urinals;
  Changing room for girls provisioned with sanitary napkins/re-usable
cloth, soap/ash and water;

Three  Improved toilet 1:25 for girls and 1:40 for boys with urinals;
star  Toilet has enough light, bright and ventilation;
 Appropriate location: within 30 m from classrooms;
 Accessible to children with disabilities

Hygiene

Star Criteria Benchmark

 No hygiene promotion;
No Star
 No open defecation;
 presence of a hnadwashing facility with water and soap
One Star
outside toilet;

 Daily supervision of cleaning of toilets and group

handwashing with soap;
 Boys and Girl's received discreet MHM education;
Two stars  Regular hygiene promotion activities are conducted;
 Evidence of IEC materials at strategic location
 Deworming and IFA supplementation provided;

 Hygiene promotion is integral part of school curriculum;

Three stars
Awa‡ekb t 08

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ms¯’v
 wi‡cvwUs

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gwbUwis Rvb‡Z PvB‡eb mnvqK| AskMÖnYKvix‡`i wbKU †kvbvi ci
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gwbUwis gwbUwis,Gi aiY I cÖ‡qvRbxqZvm¤ú‡K© aviYv cÖ`vb Ki‡eb| Av‡jvPbv,
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15 wg: Av‡jvPbv Ki‡eb | di‡gU
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GKwU mxU K‡i w`‡q eywS‡q w`‡Z n‡e|
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Rvwb‡q Awa‡ekb †kl Kiæb|

32
Monitoring

Monitoring Indicators

As part of the Three Star Approach, programme managers may design a certification
scheme for WASH in Schools that recognizes and rewards appropriate efforts by schools
and communities. This idea is borrowed from the success of CATS initiatives, in which
new social norms for sanitation are developed in communities through a specific set of
interventions. Inspections are carried out to certify communities as open defecation free,
reinforcing and recognizing the collective behaviour change that has taken place.

 Each school district will define its own certification process and monitoring methods for
the Three Star Approach.
 In all cases, the monitoring process will increase accountability and inspectors will rely
on transparent country-specific checklists of indicators derived from the general
approach criteria and based on WASH in Schools standards.
 In some situations, external support agencies will also have a role in providing capacity
building or other support for the certification teams.
 The inspection and certification process will use a simplified and limited set of monitoring
indicators that best measure progress in priority areas, with a strong focus on behaviour
change.
 Schools will be certified first for achieving One Star status and may be publicly
recognized or even rewarded for doing so.
 Public certification also has the effect of acknowledging the efforts of the community to
achieve the milestone, thus encouraging local participation and ownership of the
process.
 Moreover, certification promotes healthy competition among schools and districts.

Monitoring Process

 SMC members and student council/Brigade will do the monitoring of the performance of the
water, sanitation and hygiene facilities on monthly, quarterly, half yearly and annual
basis by using the format.
 The findings of the monitoring will be shared with the School committee on quarterly
basis and also in the parents meeting. Based on findings, suggestion and availability of
fund the necessary changes will be made by the school authority.
 The committee/council will be mandated to implement WSP and operation and
maintenance of the WASH facilities.
 A fund for operation and maintenance of the WASH facilities may be generated with the
contribution from the well-off family of the students.

Monitoring Plan: SMC, student council/ Brigade

The below format for the SMC members, student council/Brigade has been preparedto conduct the
monitoring of the water, sanitation and hygiene facilities on periodbasis.

33
Format of School WASH Action Plan

School WASH Action Plan

Name of School:

Ward No: Village/Community Name: Union Name: Upazilla Name: Date of Plan:
Who will do Implementing Period and Set Target Achievement
Total Jan-
Activity Bottleneck Solution April-
Target Main Oct-Dec Mar Jul-Sep
Supporter Jun 20 Q1 Q2 Q3 Q4
implementer 19 (Q1) 20 20 (Q4)
(Q3)
((Q2)
Hygiene: Group Hand
WASHING (Before Tiffin)
with water and soap
Hand Washing device
installation, repair and
maintenance
Toilet installation, repair and
maintenance
Drinking water source
installation, repair and
maintenance

MHM (Corner installation,

repair and maintenance,
used napkin management)

34
 Awa‡ekb t 09

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mgq : 15 wgwbU
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†mkb mnvqZvKiY cÖwµqv t

Dc- welq mgq cwiPvjbv cÖwµqv c×wZ

e³e¨
we`¨vjq 10 wg: wi‡cvwUs Gi Rb¨ cÖK‡í cÖ‡qvRbxq di‡gU _vK‡e | mK‡ji Av‡jvPbv,
mvwU©wd‡K Kv‡Q di‡gU †cŠu‡Q w`‡j mevB Zv Ae‡jvKb Ki‡eb | Zvici hw` gvwë
kb c×wZ †Kvb Kjvg/Ask eyS‡Z mgm¨v nq Z‡e Zv nv‡Z Kj‡g Kivi Rb¨ wgwWqvq
di‡gU cÖvKwóm Kiv‡Z n‡e| cÖ‡qvR‡b gvwëwgwWqv‡Z Z_¨
GKwU mxU K‡i w`‡q eywS‡q w`‡Z n‡e| AewnZKiY

cybiv‡jvPbv 5 wg: cy‡iv Awa‡ek‡bi mvi-ms‡ÿc K‡i mnvqK mKj‡K ï‡f”Qv cÖ‡kœvËi
Rvwb‡q Awa‡ekb †kl Kiæb|

35
Handout

School Certification

School Certification Process and Idea on its Format

The Three Star certification process offers plenty of opportunities to recognize achievement,
create visibility for all stakeholders and provide incentives for further improvement. For
example, a system of flags, signboards or other means may be used to mark school
achievements, along with special sessions involving children and community representatives
to publicize the milestones. Competitions and launch events can also be part of the
certification process.

In addition, the certification process could be the basis for WASH-related financial rewards
or access to special support for further improvements. Schools that reach One Star status,
for example, could obtain funding to help them progress towards Two Star status. The
reward structure could also focus on motivating teachers and student groups, who are key to
the success of the programme, by offering courses or similar incentives when milestones are
met and sustained.

Options for monitoring and certification

After establishing specific criteria for One, Two- and Three-Star Schools, based on the
recommendations in this Field Guide, countries and school will develop a monitoring and
certification process that includes checklists and other tools.

Options for certification include:

 School inspectors or education outreach workers can conduct monitoring as part of

routine visits and/or third-party inspectors can conduct monitoring through
approaches similar to those used to certify open defecation free communities in
CATS programmes.
 Participatory monitoring is key to achieving ownership and sustainability. Students,
parents, school staff and community members should all be involved in monitoring
behavior and facilities.
 Planners can incorporate sustainability into the certification process through time-
limited certificates or by certifying a school only after it has maintained its status for a
certain period, for example, six months or a year.
 Certification ceremonies can take place on Global Handwashing Day for maximum
visibility, and school names can be published in the media. Rewards, flags, signs
and certificates can be given.

36
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37
 Annexures
Annex –i

Sequence Number

Assessment Carried by:

Date:

A1. Identification

School Name

School Code
Community Name
Ward Name
Union Name

Upazilla Name

District Name
Division Name

A2. Is your school registered under the National Education System (NES)? 

Yes ……………………1
No …………………….2

A3. What agency does your school belong to?

Government…………………......1
Non-Govt..……………………….3
Private……….............................4
Others: ………………….......5

B. General Information of the School

i. Name of Head Teacher

ii. Phone Number of Head

Teacher

38
 iii. School Type (Put tick mark Pre-Primary Primary Junior school Secondary School
in the box) School School

iv. Number of Grade

v. Number of floors
vi. Number of class room
vii. Number of shift (if any)
viii. Number of students Number of Boys Girls Total
shifts
1st shift
2nd shift
Total
ix. Number of disable student Boys

Girls

Total

x. Number of teachers Male teacher

Female Teacher

Total

xi. Number of staffs Male

Female

Total

xii. Is there electricity

connection available in the Yes No
school or not? (Put tick mark
in the box)

C. Description of Current WASH Facilities

Section 1: Water supply

C. 1.1 Is there a water source in the school compound? (Ask only) 
Yes...................................1

No water source ..............2

Skip note-: [If answer of C 1.1 is 2, then skip to section-2]

C.1.2. Detail information on school water sources (Ask and observe)

39
Type of a. How b. Functional c. Type of d. Accessible e. water quality f. Distance of g. h. Is the
Water Source many? status? filtration/dis- status? status (FC, As, water source Purpose water
(Use code) infection Yes …1 Salinity, Iron, from class of use? available all
facilities (use No ….2 Turbidity, room (in (use code) year round?
code) Manganese)? meter) (Use code)
Good-------- ---1 1 meter=3.28ft
not in limit----- 2
Don’t now------3
Piped water
Shallow Tube well
Water
Deep Tube well
Water
Pond Sand Filter
(PSF)
Managed Aquifer
Recharge (MAR)
Protected
well/Spring
Protected Ring Well

Rain water
Harvesting

Bottled water
(bringing water from
home)
Surface Water i.e.
Lake, Pond, River,
Canal Stream
Other: specify

40
 b. Functioning status: f. Purpose of use
Functional……………………………1 Only for drinking ...................1
Non-Functional but Only for cleaning …………....2
Repairable…………………………..2 Only for handwashing............3
Non-Functional but For handwssihng and
non-repairable……………………..3 cleaning..................................4
For all purpose……..…...........5
c. Type of filtration/dis-infection facilities Not applicable .......................9
Through boiling…………………..1 g. Is the water available all year round?
Filtration…………………………..2 All year round .......................1
Solar disinfection…………………3 Dry season only ……….........2
No filtration………………………..4 Wet/rainy season only….......3
Other (specify)……………………5 Other (specify)…...................4
Not applicable…………………….9 Not applicable .....................9

C.1.3. Is water container (at least 20 liters) available in front of all class room? 
Yes ……………………1
No …………………….2

C.1.4. Are water facilities easy to use for all age group of students? (Observe Multiple answers
accepted)

Yes ……………………1 A
No …………………….2 B
C
D

C.1.5. Height of the water tap/hand pump from ground (in cm/inch)? (Observe. Multiple answers
accepted)

A
B
C
D

Section 2: Sanitation
C.2.1. Do sanitation facilities exist in the school?

Yes....………………1
No Toilet ......……….2

Skip note: [If answer of C2.1 is no (2), skip to section 3]

41
C.2.2. If yes (1) in question C.2.1, fill-up below matrix regarding detail information on sanitation facilities at school? (Ask and observe)

For whom? a. b. Type of c. Number of d. Number of e. Provision of f. Provision of g Accessible to

Functionin latrine (Use latrine (Insert urinals if any changing room of water? (Use children with
g status code) number) (Insert number) girls for MHM code) disabilities? (Yes=1,
(Use code) (Yes=1, No=2) No=2)

i. Male toilet
ii. Female toilet
iii. Common toilet for all
iv. Other (Specify)....

a. Functioning status: f. Provision of water?

Functional latrine……………………………1 Piped water inside latrine…………………………….……1
Partially Functional latrine…..……………..2 Fixed concrete container inside the latrine……………….2
Non Functional latrine…………………..3 Fixed concrete container outside the latrine………………3
Portable vessel inside the latrine ………………………...4
b. Type of latrine Portable vessel outside the latrine ………………………..5
Flush Toilet or pour-flush toilet/latrine to Septic tank/pit…………………………………………………1 Water point exists near latrine (<30 meter/98.42 feet) …...6
Ventilated (circulated air) Improved Pit (VIP)………3 Water point exists (>30 meter/98.42 feet) away from latrine.7
Pit Toilet with slab/covered………………………….4 No water supply……………………….8
Pit latrine with cover………………………………….5 Other: specify…… ……………….....................................9
Pit latrine without cover……………………………...6
Composting toilets or UDDT
(Urine Diverting Dry Toilets) …………………………7

Definition of Functional status of latrine:

 Functional Toilet: The toilet facilities are not physically broken and can be used.
 Partially Functional toilet: The toilets can be used, but there are at least some
problems with the physical infrastructure (e.g. some deterioration in concrete,
doors/locks coming loose, roof deteriorating, etc.) and some repair is necessary.
 Non Functional toilet: The toilets exist, but are so badly damaged or deteriorated
it is no longer reasonably possible to use them (e.g. squatting plate broken, door
missing, roof has holes, etc.)
42
C.2.3. Where the majority of students usually go to defecate at school during school hours? (Ask student. Multiple answers accepted)
Code
School latrine …………........................................1
Public latrine nearby.............................................2 a
Latrine at home or at neighbors’ house..............3
Bush / field ……...…............................................4 b
On school grounds …….…...................................5
Do not use ………................................................6 c
Other (specify) …..…...........................................7
Don’t know ……...................................................9 d

C.2.4. Visit each latrine and assess status of privacy, workability of door lock, lighting and ventilation status (Observe. Multiple answers accepted)

Good.......................................1
Somewhat good...................…2
Not good..................................3
Don’t exist................................4
Toilets Privacy? Workability of door lock? Quality lighting? Quality of ventilation?

i. Male toilet    
ii. Female toilet    
iii. Common toilet for all    
iv. Other (Specify)..............    

C.2.5. If changing room for MHM is available, is there provision of sanitary napkins/re-usable cloth, soap/ash and water?

Availability of sanitary napkins………………1

Availability of re-usable cloths……………….2
Availability of soap/ash……………………….3
Availability of water for cleaning…………….4

Section 3: Hand washing

43
C.3.1. Does the school have handwashing facilities with soap and water available? (Observation)
Yes, with both soap and water ...............1
With Water only ......................................2
With Soap only…………………………….3
No facilities/device with soap and water………..4

Section 4: Implementation of School Sanitation and Hygiene Education Programme:

C.4.1. Does school have any kind of hygiene promotion activities? (Ask)
Yes ...................1
No .................... 2

C.4.2. Is any kind of hygiene promotion activities on-going at school, what is the frequency of this activity? (Ask)
Daily ………………. ........1
Once in a week ............. 2
Once in a month…………3

C.4.3. Is the hygiene education activities integral part of school curriculum and teaching education? (Ask)

Yes ....................1
No ..................... 2

C.4.4.Is there daily supervision of cleaning of toilet of the school? (Ask)

Yes .................1
No .................. 2

C.4.5.Is there daily supervision of handwashing with soap at school? (Ask)

Yes ..................1
No ................... 2

C.4.6. Are adolescent girls received any MHM education in the school? (Ask)

44
Yes ...............1
No ................ 2

C.4.7. Are there any Hygiene Promotion posters visible in the school (Observe)?

Yes ...............1
No ................ 2

Annex II: Certifcate sample

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