John Brogan (Terre des hommes) 16 October 2017Daya Moser (Helvetas Swiss Intercooperation) Water & Health-UNC

Blue Schools – Linking WaSH in Schools with

other SDG 6 Targets

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Methods in Action…

With more time in a WINS project cycle, could weexplore other SDG 6 targets with students?

Building on the WINS Experience

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� Offers a healthy learning environment (WASH in Schools)

� Exposes students to environmentally-friendly technologies and

learning good land, water & waste management

� Inspires students to be change agents in their communities

the next generation of Water Sector Champions

«Blue Schools»

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Historique

� 2007-2010 Blue School Concept pioneered by the International Rainwater Harvesting Alliance and the Swiss Agency for Development & Cooperation

– 52 schools (Asia, West Africa and Latin America).

� 2011-2017 Swiss Water and Sanitation Consortium organisations

supported over 200 schools:

Bangladesh–Benin–Ethiopia–Kenya–Madagascar–Nepal-Nicaragua

� 2017 «Blue Schools 2.0» Workshop (Nairobi)

– Start defining the scope of intervention, Methods & Tools

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WASH in Schools + Gardening

Terre des hommes, Bangladesh

International Rainwater Harvesting Alliance, Mexico

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Prevention of Soil Erosion

Helvetas Swiss Intercooperation, Nepal

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Engage the Ministry of Education:

-Find SDG6 entry points in existing curriculum (e.g. Water cycle)

-Identify decrees mandating student bodies & organized activities

-Model and pilot with local authorities, who present at national level

Go beyond gardening, introduce more focus on Sustainable Land &

Water Management Techniques

Action research on the effects of school activities in homes &

communities

Highlight professionals: Real-life Water sector champions in countries

Learning from the Nairobi Workshop

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Proposed Blue School Topics

Inspiration and ideas

1. My Surrounding Environment

2. The Water Cycle

3. The Watershed around my School

4. My Drinking Water

5. Hygiene & Sanitation

6. Growth & Change

7. From Plant to Food

8. From Waste to Resources

6.5, 6.66.5, 6.6

6.36.3

6.46.4

6.16.1

6.56.5

6.26.2

6.26.2

6.5, 6.66.5, 6.6

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New Blue School Kit (in development)

1. Facilitator’s Guide (8 Topics)

2. Catalog of Technologies

3. Catalog of Practical exercises

4. Concept Brief

(with Road Map)

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� To understand the

concept of watershed and

where our water comes

from.

� To realise that there are

different water users in my

environment and how this

can impact the quantity

and the quality of my

water, including the risks of

overuse and pollution

� To understand the

importance of managing

land and water resources

wellTopic 3: The Watershed around my School

Key Learning Objectives

Facilitator’s Guide Example (Flipchart)

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Keyhole GardenFrom Plant to Food

KITCHEN GARDENWATER CONSERVING AGRICULTURE

Description of Technology

The Keyhole Garden model of homestead vegetable cultivation

enhances the resilience of families living in areas with climate-related

hazards, such as flooding and drought. Keyhole gardens have been

shown to increase vegetable production in all seasons, thereby

improving household food autonomy and dietary diversity. (WOCAT)

Where Can It Work?

Broadly Applicable in most parts of the world

How does It Work?

A keyhole garden is typically a 2m wide circular raised garden with a

keyhole-shaped indentation on one side. The indentation allows

gardeners to add uncooked vegetable scraps, greywater, and manure

into a composting basket that sits in the center of the bed. In this way,

composting materials can be added to the basket throughout the growing

season to provide nutrients for the plants. The upper layer of soil is hilled

up against the center basket so the soil slopes gently down from the

center to the sides. Most keyhole gardens rise about one meter above

the ground and have walls made of stone. The stone wall not only gives

the garden its form, but helps trap moisture within the bed. Keyhole

gardens originated in Lesotho and are well adapted to dry arid lands and

deserts. In Africa they are positioned close to the kitchen and used to

raise leafy greens such as lettuce, kale, and spinach; herbs; and root

crops such as onions, garlic, carrots, and beets. Keyhole gardens are

ideal for intensive planting, a technique in which plants are placed close

together to maximize production. Plants with wide reaching root systems

such as tomatoes and zucchini may not perform well in a keyhole

garden.

How much does it cost?

The Cost is variable based on availability of plants, a supply of compost,

and materials necessary to define the perimeter form of the garden. (See

WOCAT manual for more detailed cost breakdown)

Implementation Manual

See Blue School Technology Database

BENEFITS

�Facilitate year round vegetable

production

�Increases quality and diversity of

vegetables

�Can provide protection against

flood water intrusion

DRAWBACKS

�Raised Garden requires additional

soil to build up height of plinth

Image Credit:

(Technology Catalogue)

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Terra-Decomposition-Aqua ColumnFrom Plant to Food

MODEL MAKINGLEVEL: SIMPLE

Exercise

An Aqua-column is a self-sustaining ecosystem on a small scale, made

of plastic soda bottles. This eco-column has 3 chambers: the terrestrial

chamber, the decomposition chamber, and the aquatic chamber. The

terrestrial layer represents the land habitat including plants and insects

(if desired). The bottle caps are perforated to allow fluid to move from

one chamber to another. The decomposition chamber represents a leaf

litter habitat, much like a compost pile. The aquatic chamber is a mini

freshwater habitat for aquatic plants and even small fish. All three of

these chambers make a “mini-ecosystem” within a classroom setting. A

student can see the interactions between the chambers as the student

waters the plants that grow in the terrestrial chamber and observe how

the water travels through the decomposition layer all the way to the

aquatic habitat below.

Teaching Objective

To encourage children to learn about the organic processes taking

place in their environment

Materials Needed

3 PET bottles, scissors, soils and organic materials from local

environment and water and aquatic materials for aquatic chamber

(Practical Exercise

Catalogue example)

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Other Technology / Exercise examples

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It doesn’t have to be «Blue School»…

Blue becauseWater is common

to all aspects: Watershed, Waste

& WASH

Sign-in SheetAre you…

Interested to receive more information?

Interested to be a Reviewer?

(SLM technologies+learning exercises)

Interested to Pilot some tools in your

WINS projects?

Kit eventually available: www.waterconsortium.ch

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Contact:

Blue School 2.0 Workshop - July 2017 Nairobi

Lucie Leclert (lleclert@caritas.ch)

John Brogan (john.brogan@tdh.ch)

Daya Moser (daya.moser@helvetas.org)

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Component JMP WINS examples

Water Drinking Water from an

improved source is available at

the school when needed,

accessible to all, and free from

faecal and priority chemical

contamination. (JMP)

Minimum quantity: 5L/person/

day. (WHO)

The school has clear mechanisms in place

for O&M of the water source.

There is special container for drinking

water, and, if necessary, water is treated.

Students are involved in the monitoring of

the functionality status of the water source

and treatment technology.

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Component JMP WINS examples

Sanitation Improved facilities which are

single sex and useable at the

school, accessible and used by

all, of sufficient quantity, &

inspected for cleanliness;

appropriate facilities for

menstrual hygiene management

are provided. (JMP)

Hygiene and sanitation promotion activities

are taking place in the school.

The school has mechanisms in place for

maintaining cleanliness of the latrines.

Students are involved in the monitoring of

the cleanliness of the latrines.

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Component JMP WINS examples

Hygiene Functional hand washing

facilities with soap or ash at

each latrine block are accessible

and used by all students at

critical times; provision of

menstrual hygiene education

and products for urgent needs

(JMP)

Hygiene and sanitation promotion activities

are taking place in the school.

The school has mechanisms to refurnish

soap/ashes and refill handwashing water.

Students practice washing their hands with

soap or ashes at critical times.

Students monitor the functionality of the

handwashing facilities.

There is an active student club with a

patron, that organizes special activities in

the school as well as reach out campaigns.

There is a cleaning roster displayed in the

school that is followed by the students and

caretakers.

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Component Recommended What is needed

Gardening Students maintain a school garden

with nutritious crops, practicing

principles of low external input

sustainable agriculture (LEISA).

A school garden is used by teachers to

demonstrate what is learned in the classroom.

Gardening activities for students are among

approved activities during the school day.

Waste

Management

Organic and non-organic waste are

collected and separated

Plastic waste is not burnt and

organic waste is recycled.

There are garbage bins in the classrooms and in

the schoolyard.

Measures are implemented to reduce waste

generation at the school.

Compost is used in the school garden

Students recognize the different types of waste

and apply the concept of reduce, reuse, recycle.

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Component Recommended What is needed

Land & water

management

(Depending on

the context)

Sustainable land and water

management practices are

demonstrated in the school yard

and/or surrounding areas

Students plant/maintain trees in the schoolyard

or surrounding areas.

Forestry campaigns/erosion control are

organized with the community.

Rainwater is collected for the school garden

Water efficient irrigation and soil conservation

techniques are used.

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ENVIRONMENTAL THREATS

•Deforestation

•Landslides

•Soil Erosion and Degradation

•Flooding linked to Climate Change

•Surface Water Pollution from

Sewage

•Arsenic Contamination

•Waterlogged Farmland

Nepal Himalayan Forest

Midwestern Hill RegionDailekh District

General StatementEnvironmental issues in Nepal are numerous. Non-timber forests are

threatened by deforestation, habitat degradation and unsustainable and

illegal harvesting. Rangelands are suffering from enormous year round

grazing pressure and wetland biodiversity is threatened by the

encroachment of wetland habitats by the unsustainable harvesting of

wetland resources, industrial pollution, agricultural runoff, siltation and the

introduction of invasive species into the wetland ecosystem. Mountain

biodiversity is suffering due to the ecological fragility and instability of high

mountain environments, deforestation, poor management or natural

resources and inappropriate farming practices. (extract from MFSC 2000)

ENVIRONMENTAL

OPPORTUNITIES

•Tree Planting

•Soil Stabilizing

•Soil Nutrient Building

•Rain Harvesting

•Cultivating Biodiversity

•Water Purification

•Well Recharging

•Eco Sanitation

•Sustainable Fuel Producing

Himalayan subtropical broadleaf forests between 500 and 1,000 meters

Himalayan subtropical pine forests between 1,000 and 2,000 meters

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Madagascar_Coastal Mangroves

Northwest Region

General StatementProtected from monsoon winds by the central mountains, Madagascar

mangroves occupy a wide range of environmental and climatic conditions

along the western coastline in. Although the ecoregion’s species richness

is low, it is unusual in supporting some endemic tree species. The

mangroves also shelter highly diverse mollusk and crustacean

communities while capturing sediment that threatens reefs and seagrass

beds. Birds, sea turtles, and dugongs all utilize mangroves, as do the

Malagasy people. Rice farming, shrimp aquaculture and construction

materials are all obtained from these mangroves. Mangroves are

threatened by development of urban areas, overfishing, and erosion

caused by tree-cutting in the highlands. Some mangrove areas have been

converted to rice farming and salt production. Malagasy Government

encourages development of shrimp aquaculture and this habitat type is

being increasingly used by the private business sector. Because of

relatively low population densities and availability of wood from other

sources, direct harvesting of the mangrove trees has been relatively low

with the exception of some areas, particularly Mahajanga and Toliara

(Rasolofo 1993). However, demographic trends suggest this situation

could change in the future. Household air pollution is the second leading

cause of disease in Madagascar, where more than 99 percent of

households rely on solid biomass, such as charcoal, wood, and crop

waste, as the main cooking fuel. (WWF)

ENVIRONMENTAL THREATS

•Deforestation

•Erosion

•Soil depletion

•Water Access

•Household Air Pollution

•Over Fishing

ENVIRONMENTAL

OPPORTUNITIES

•Tree Planting

•Soil Stabilizing

•Soil Nutrient Building

•Rain Harvesting

•Cultivating Biodiversity

•Water Purification

•Well Recharging

•Eco Sanitation

•Sustainable Fuel Producing

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Ethiopia_Savanna

Guji Region

Himalayan subtropical broadleaf forests between 500 and 1,000 meters

Himalayan subtropical pine forests between 1,000 and 2,000 meters

General StatementEthiopia has one of the highest rates of soil nutrient depletion in sub-Saharan

Africa. Nearly 20 per cent of all households use dung cakes as a source of

fuel for cooking. Estimates suggest that the annual phosphorus and nitrogen

loss nationwide, from the use of dung for fuel, is equivalent to the total amount

of commercial fertilizer applied annually. Land degradation is further

exacerbated by overgrazing, deforestation, population pressure, perceived

land tenure insecurity and lack of land use planning.

ENVIRONMENTAL THREATS

•Deforestation

•Soil Erosion and Degradation

•Falling Water Table

•Over grazing

ENVIRONMENTAL

OPPORTUNITIES

•Tree Planting

•Soil Stabilizing

•Soil Nutrient Building

•Rain Harvesting

•Cultivating Biodiversity

•Water Purification

•Well Recharging

•Eco Sanitation

•Sustainable Fuel Producing

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South Sudan Saharan Steppe & Woodlands

Eastern Equatoria region - Ikotos District

General StatementSouth Sudan experiences a wide variety of environmental

problems, including soil degradation due to the widespread deforestation

with consequent loss of biodiversity and wildlife habitats, pollution of rivers

and the environmental due to oil drilling in the wetlands, over-exploitation

of fisheries and conflicts over diminishing resources such as rangelands

and water sources for livestock. Environmental factors impact on

health. There has been an increase in environment-related diseases such

as malaria, typhoid and watery diarrhoeal diseases. This situation is

largely due to widespread water contamination by urban surface runoff and

poor environmental sanitation. This is the result of inadequate disposal of

both solid and liquid wastes on open ground.

ENVIRONMENTAL THREATS

•Deforestation

•Desertification

•Soil Erosion and Degradation

•Surface Water Pollution from

Sewage

•Loss of Biodiversity

•Pollution from Urbanisation

ENVIRONMENTAL

OPPORTUNITIES

•Tree Planting

•Soil Stabilizing

•Soil Nutrient Building

•Rain Harvesting

•Cultivating Biodiversity

•Water Purification

•Well Recharging

•Eco Sanitation

•Sustainable Fuel ProducingImage source:bbc.co.uk