Programme design level

In the past SSHE has not always been supported by a strong national policy. The following lessons on programme planning and management come from several nations and are often incorporated into policies and programmes. As the development of baseline surveys is critical in programme design a section has been included on this aspect. A focus on gender and the poverty-sensitive approach is also described.

Table 6: Key lessons for programme planning and management

Lessons about programme strategies and management:

• Sustainability must be a major focus of the SSHE programme. A central SSHE objective is sustained behaviours and sustained facilities that are consistently used.

• Integration or co-ordination of inputs. The inputs and co-operation of different groups results in a qualitatively superior programme This is particularly necessary: between different departments in government (education, health, water and sanitation); between different disciplines; in hardware inputs, educational software and community organisation.

• Subsidised but demand-based is one important key to success: Schools and communities cover some of the costs and demonstrate their demand for the programme. Finance often comes from various sources but must not be too complicated or bureaucratic to activate.

• Role of the non-governmental sector. The non-governmental sector - NGOs, CBOs, private providers - can play a significant role in the development of school water, sanitation and hygiene education if they are given the scope and training.

• Competition and control are needed in construction. Construction monopolies (such as Government or large contractors) are not always the most efficient, least costly or most honest in the construction for school programmes.

• Capacity building and monitoring with appropriate learning methods. Capacity building and monitoring with appropriate learning methods are essential for school teachers and their supervisors. Relevant learning materials are needed.

• Follow-up by supervisors and trainers at the school level. Lack of follow-up after one short training event has seriously weakened programming in many places.