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8/19/2019 Development of Pilot Procedures and Reference Document to Select Appropriate Technologies for Water, Sanitatio… http://slidepdf.com/reader/full/development-of-pilot-procedures-and-reference-document-to-select-appropriate 1/8  Water Financing Partnership Facility RETA 6498: Knowledge and Innovation Support for ADB’s Water Financing Program PILOT AND DEMONSTRATION ACTIVITY Application Form Activity Title: Development of Pilot Procedures and Reference Document to Select Appropriate Technologies for Water, Sanitation, and Hygiene (WASH) in School  Proposer (Name, Organization): Urban and Social Sectors Division (EASS)/East Asia Department (EARD), Asian Development Bank (ADB) Request Date: 12 May 2015 Country: Mongolia Region: Western Region (Gobi-Altai, Uvs and Zavkhan aimags) Activity Proposed Start Date:  June 2015 Activity Proposed Duration: 7 months Cost Estimate: $50,000 Implementing Organization Contact: B. Nasanbayar, Director, Department of Strategic Policy and Planning, Ministry of Education, Culture and Science, [email protected] ADB Activity Officer – name, position, division, telephone and e- mail:  Asako Maruyama, Education Specialist, EASS/EARD, 4311, [email protected] A. Background and Rationale: 1. A survey conducted by the World Health Organization (WHO) and the Ministry of Health of Mongolia in 2005 found that only 28 percent of schools had access to water, of which only the half had access to water that met standards for safe drinking water. The same survey also indicated that only 25 percent of schools had adequate sanitation. Improvements of water, sanitation, and hygiene (WASH) in school since 2005 remain largely unknown due to lack of studies and data WASH in school. Yet, looking at a broader context in Mongolia, it is suggested that improvements of WASH in school, in particular, sanitation, may have been slow. Between 2002 and 2011, whereas the percentage of population with access to safe water increased from 61% to 85%, that with access to sanitation only slightly changed from 52% to 53%. 2. The situation surrounding WASH in school is similar across countries. A regional assessment commissioned by the United Nations Children’s Fund (UNICEF) for Southeast Asia in 2012 reveals that limited funds available for school infrastructure are hardly allocated to improve and/or maintain WASH facilities in school. Moreover, long-term water sources near school premises are often underdeveloped in many countries. Lack of sustainable source of water at school is one of the main causes of only partially functional or totally dysfunctional WASH facilities in school, if available. An unpublished report of UNICEF Mongolia in 2015 also noted that many school buildings were recently built without due consideration for water and wastewater, resulting in underutilized or abandoned WASH facilities in school. Moreover, a large number of schools in rural and remote areas still operate with only basic WASH facilities (e.g., outside pit latrines) because they are not connected to water supply and sewerage systems. 3. Inadequate WASH conditions in school may affect student learning in several ways. Poor health related to parasites, long-term exposure to chemicals (e.g., lead and arsenic), diarrhoeal diseases and malaria infections, largely stemmed from inadequate WASH conditions, frequently prevents students from attending school. Teachers may not be able to prepare and teach some lessons (e.g., natural sciences, health) without access to safe water. Inadequate WASH conditions in school could also contribute to

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Water Financing Partnership FacilityRETA 6498: Knowledge and Innovation Support for ADB’s Water Financing

Program

PILOT AND DEMONSTRATION ACTIVITY

Application Form

Activity Title:  Development of Pilot Procedures and Reference Document to Select AppropriateTechnologies for Water, Sanitation, and Hygiene (WASH) in School 

Proposer (Name, Organization):  Urban and Social Sectors Division (EASS)/East Asia Department(EARD), Asian Development Bank (ADB)

Request Date:  12 May 2015 

Country: Mongolia  Region:  Western Region (Gobi-Altai, Uvs andZavkhan aimags)

Activity Proposed Start Date:  June 2015  Activity Proposed Duration: 7 months 

Cost Estimate: $50,000 

Implementing Organization Contact:  B. Nasanbayar, Director, Department of Strategic Policy andPlanning, Ministry of Education, Culture and Science, [email protected] 

ADB Activity Officer – name,position, division, telephone and e-mail: 

 Asako Maruyama, Education Specialist, EASS/EARD, 4311,[email protected] 

A. Background and Rat ionale:

1. A survey conducted by the World Health Organization (WHO) and the Ministry of Health ofMongolia in 2005 found that only 28 percent of schools had access to water, of which only the half hadaccess to water that met standards for safe drinking water. The same survey also indicated that only 25

percent of schools had adequate sanitation. Improvements of water, sanitation, and hygiene (WASH) inschool since 2005 remain largely unknown due to lack of studies and data WASH in school. Yet, lookingat a broader context in Mongolia, it is suggested that improvements of WASH in school, in particular,sanitation, may have been slow. Between 2002 and 2011, whereas the percentage of population withaccess to safe water increased from 61% to 85%, that with access to sanitation only slightly changedfrom 52% to 53%.

2. The situation surrounding WASH in school is similar across countries. A regional assessmentcommissioned by the United Nations Children’s Fund (UNICEF) for Southeast Asia in 2012 reveals thatlimited funds available for school infrastructure are hardly allocated to improve and/or maintain WASHfacilities in school. Moreover, long-term water sources near school premises are often underdeveloped inmany countries. Lack of sustainable source of water at school is one of the main causes of only partiallyfunctional or totally dysfunctional WASH facilities in school, if available. An unpublished report of UNICEF

Mongolia in 2015 also noted that many school buildings were recently built without due consideration forwater and wastewater, resulting in underutilized or abandoned WASH facilities in school. Moreover, alarge number of schools in rural and remote areas still operate with only basic WASH facilities (e.g.,outside pit latrines) because they are not connected to water supply and sewerage systems.

3. Inadequate WASH conditions in school may affect student learning in several ways. Poor healthrelated to parasites, long-term exposure to chemicals (e.g., lead and arsenic), diarrhoeal diseases andmalaria infections, largely stemmed from inadequate WASH conditions, frequently prevents students fromattending school. Teachers may not be able to prepare and teach some lessons (e.g., natural sciences,health) without access to safe water. Inadequate WASH conditions in school could also contribute to

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unequal learning opportunities, disadvantaging, for example, female students and students withdisabilities more than male students.

4. To provide quality learning opportunities for all students, the Ministry of Education, Culture andScience (MECS) of Mongolia is developing, in collaboration with UNICEF and non-governmentalorganizations (NGOs) active in the field of WASH in school, minimum requirements for WASH, taking intoaccount different school WASH facility models tested and applied by UNICEF and NGOs in Mongoliasince 2012. However, the fact that schools vary in the availability of basic infrastructure for water supply,wastewater, and heating is barely reflected in the minimum requirements which prove impractical formany schools without basic infrastructure, even though different WASH facility models are available.Preliminary findings by UNICEF also suggest that a WASH facility model that works for one school wouldnot work for the others unless an adequate technology for basic infrastructure was selected, installed,operated and maintained near school premises. It is therefore essential to identify a range oftechnological options for basic infrastructure available for schools and select a technology suitable toeach school context so that any WASH facility model chosen by school can fully function and meet theminimum requirements. Yet there is neither reference document that informs schools of availabletechnological options for basic infrastructure nor established procedures for enabling schools to select anappropriate technology that can ensure fully functional WASH facilities.

B. Goals & Objectives:

5. The main objective of this pilot and demonstration activity (PDA) is to provide policy makers,administrators and schools with tested practical guides for identifying a range of technological options forbasic infrastructure available near school premises and selecting an appropriate technology that canmake WASH facilities fully functional in school and meet the minimum requirements. Schools can providequality learning opportunities for all students with adequate, durable and easy-to-maintain WASH facilitiesthat ensure:

  safe water for drinking and for use in food preparation, bathing and showering;

  accessible and clean toilets, separate for men and women, in sufficient numbers for students,teaching and non-teaching staff, and visitors;

  proper waste management and safe disposal of excreta and wastewater.

C. Scope and location of Work / Description of Activities: 

Locat ion of the pro ject

6. This PDA will focus on Western Region of Mongolia, in particular, Gobi-Altai, Uvs and Zavkhanaimags, selected for a grant-funded education project under preparation ($3 million, expected approval in2015). 20 rural schools with varying degrees of access to basic infrastructure for water supply,wastewater and heating have been selected for upgrading, including WASH facilities, under the project.The temperature in the winter in the region may fall 40 degrees Celsius below zero, which makesadequate and sustainable heating indispensable for WASH facilities in school. Uvs aimag is the home ofseveral ethnic minority groups which live a nomadic life. Most activities under the PDA will be conductedin 20 schools to be upgraded under the project. The outputs of the PDA will be presented and discussedat the regional and national levels, and made ready for piloting and demonstration under the project.

Descr ip t ion of act iv i t ies

7. The PDA will be consisted of the following three types of activities:

(i) Assessment of WASH conditions in school and basic infrastructure near school premises

8. WASH conditions and basic infrastructure near school premises will be assessed at 20 schoolsites selected under the project. Results of the assessment will form a basis for identifying a range oftechnological options for basic infrastructure and WASH facility models available for each school. To

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conduct the assessment, the existing literature will be reviewed, including MECS’ minimum requirementsfor WASH in school, Water, Sanitation and Hygiene Standards for Schools in Low-Cost Settings  (WHO,2009), Linking Technology Choice with Operation and Maintenance in the Context of Community WaterSupply and Sanitation: A Reference Document for Planners and Project Staff  (WHO and IRC Water andSanitation Centre, 2003), WASH in Schools Monitoring Package (UNICEF, 2011), and others, and toolsfor the assessment will be developed. Environmental safeguards requirements for each technologicaloption and WASH facility model will also be assessed in accordance with ADB’s policies and guidelinesand Mongolia’s national standards and procedures.

(ii) Consultations with students, teachers, parents and communities on the selection of anappropriate technology for basic infrastructure and school WASH facility model

9. Local contexts, preferences and needs in relation to technologies for basic infrastructure andWASH facility models will be identified through interviews and focus group discussions with students,teachers, parents and communities. Gender, ethnic minority, and other socio-cultural issues involved inthe use, operation and maintenance of WASH facilities in school will also be identified. Based on theconsultations, appropriate technology for basic infrastructure, WASH facility models and locations will beselected. Operation and maintenance plan for WASH facilities will also be developed for each school.

(iii) Development of pilot procedures and reference document to select appropriate technologies for

WASH in school

10. Based on the activities (i) and (ii), a reference document on a range of technological options forbasic infrastructure and WASH facility models available for schools with average unit costs andprocedures for enabling schools to select appropriate technologies and WASH facilities will be drafted.The draft reference document and procedures will be presented and discussed at workshops organized inGobi-Altai, Uvs and Zavkhan aimags and Ulaanbaatar. The reference document and procedures will betested, reviewed and updated in the course of upgrading WASH facilities in 20 schools under the projectand used as companion documents to MECS’ minimum requirements for WASH in school.

D. Implementation Schedule, Institutional Management Arrangements, and ProponentQualifications:

Implementation Schedule

11. This PDA will be completed in 6 months. A tentative activity schedule is presented below.

 Activity Period(i) Assessment of WASH conditions in school and basic infrastructure near school premises

Review of the existing literature Month I-IIIDevelopment of assessment tools Month I-II Assessments of 20 school sites Month II-III

(ii) Consultations with students, teachers, parents and communities on the selection of anappropriate technology for basic infrastructure and school WASH facility model

Interviews and focus group discussions with students, teachers, parents andcommunities at 20 school sites

Month II-II

Identification of gender, ethnic minority, and other socio-cultural issues Month II-IIISelection of appropriate technology and WASH facility model for each school site Month II-IIIDevelopment of operation and maintenance plan for each school site Month II-III

(iii) Development of pilot procedures and reference document to select appropriatetechnologies for WASH in school

Drafting of a reference document and procedures Month III-VOrganization of workshops in Gobi-Altai, Uvs, and Zavkhan aiimags and Ulaanbaatar Month VReview and updating of reference document and procedures Month V-VII

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Institutional management

12. The PDA will be administered by ADB and implemented in collaboration with MECS andeducation departments of Gobi-Altai, Uvs and Zavkhan aimags. ADB will engage national andinternational experts on an individual basis.

E. Expected Results (outputs/outcomes/effects/impacts):

13. The outputs of the PDA will include:

(i) assessment tools for school sites developed;(ii) assessment and consultation reports of 20 school sites (including technologies and WASH facility

models selected, operation and management plans, gender, ethnic minority and othersociocultural issues involved in the use, operation and maintenance of WASH facilities in school)delivered;

(iii) workshops organized in Gobi-Altai, Uvs and Zavkhan aimags and Ulaanbaatar to present anddiscuss draft reference document on a range of technological options for basic infrastructure andWASH facility models and procedures for selecting appropriate technologies and WASH facilitymodels;

(iv) updated reference document and procedures delivered.

14. The expected outcome of the PDA is the number of schools equipped with fully functional WASHfacilities that meet MECS’ minimum requirements increased. The expected impact of the PDA is students’chances of success at school enhanced.

F. Measurable Performance Indicators: 

15. The measurable output level performance indicators include:

(i) Assessment tools for school sites developed by Month III;(ii) Assessment and consultation reports of 20 school sites delivered by Month IV;(iii) At least 2 workshops organized in one of the three aimags in Western Region and Ulaanbaatar

by Month V;

(iv) Updated reference document and procedures delivered by Month VII.

G. Stakeholders Participation:

16. Stakeholders, including principals and managers of 20 schools selected under the project,students and their parents, and teachers of 20 schools, and communities in which 20 schools are located,will participate in the PDA through interviews, focus group discussions, and workshops.

H. Scope for Replication/Use in Other DMCs:

17. The main outputs of the PDA are likely to be used nationwide to upgrade WASH facilities inschool. They also have potential for replication in other sectors, notably health, where adequate WASHfacilities are crucial for the delivery of quality services. This PDA can be replicated in other DMCs where

the need for adequate WASH facilities in school remains yet to be fulfilled.

I. Cost Estimates: 

ItemTotalCost

1. Consultantsa. Remuneration and per diem

International consultants (1.5 person-months) 24.000

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ItemTotalCost

National consultants (5.5 person-months) 20,500b. Local travel 2,750

c. Reports, translation and communication 7503. Workshops 1,000

4. Contingencies 1,000

Total  50,000 

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Terms of Reference Water, Sanitation and Hygiene Promotion Specialist (international)

Objective and Purpose of the Assignment

1. The objective of the assignment is to develop a reference publication on water,

sanitation and hygiene (WASH) in schools in Mongolia, intended for school management,provincial and district planners, architects and engineers, based on available national andinternational reference materials and taking into account the country’s specific contexts. Thereference publication will fill a critical gap in available information on WASH in schools inMongolia which is currently limited to (a) minimum requirements for WASH in schools and theimplementation guidelines issued by the Ministry of Education, Culture and Science (MECS) in2015; and (b) reference materials including drawings, costs, operation and maintenancemanuals, etc. on some specific technologies supported by international organizations and non-governmental organizations (NGOs). There is currently no comprehensive publication inMongolia that presents information on different WASH for schools options applicable to specificcontexts to local decision-makers, planners and engineers.

2. This situation surrounding WASH in schools, especially in rural remote areas, requiresspecial attention. The situation has been complicated by the fact that while the MECS isresponsible for providing funds for, and supervising construction and major rehabilitation ofschool buildings including WASH facilities in consultation with provincial education departmentsand school management, provincial and district governments are responsible for financinginfrastructure (for WASH and heating facilities). As a result, technologies selected for WASHfacilities in schools are often found to be incompatible with existing infrastructure and serviceson site and specific needs of schools. However, reference materials are missing in Mongolia toassist decision-makers and planners in systematically evaluating and identifying appropriatetechnologies for WASH facilities in schools.

Scope of Work

3. The WASH Specialist will work with a national WASH consultant and ADB staff to draftthe reference publication. The national WASH consultant will collect and compile information,documents and materials available in Mongolia. ADB staff will review and comment on thestructure, content, presentation, and quality of the reference publication prepared by theSpecialist. This assignment is home-based.

Detailed Tasks/Expected Output

4. The Specialist will:

(i) Review information, documents and materials collected and compiled by the

national WASH consultant;(ii) With the support of the national WASH consultant, review local conditions (in

urban, peri-urban, rural remote areas; legal and regulatory frameworks, roles and

responsibilities of the central and local governments, etc.) and key factors that

affect technological options for WASH in schools;

(iii) Review international good practice, planning methodologies, reference materials

etc on the subject, including but not limited to WASH for schools educational and

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planning materials of international organizations (WHO, UNICEF, WSP, GiZ,

 AusAid etc);

(iv) Based on the above, develop a work plan including publication outline and

annotated table of content, for appraisal and clearance by ADB. Based on the

cleared publication outline, draft the publication that shall target

(v) school management, provincial and district planners, and engineers in support oftheir planning and decision-making processes, and shall discuss:

a. Need for school WASH – highlighting importance of good WASH facilities forchildren’s well-being and health, dignity, safety etc. with reference tomaterials such as national targets and policies, international targets andpolicies (WHO, MDG, UNICEF, WSP);

b. Main WASH requirements – listing key requirements for WASH facilities asdefined in national regulations/standards and international guidelines, suchas drinking water needs (L/d); clean water needs (L/d); number oftoilets/showers etc. per students (girls, boys);

c. WASH planning framework – presenting WASH for schools project cicle andsteps, including project promotion, proposal development, implementation,operation, and M&E;

d. Key factors affecting WASH system applicability in Mongolia – discussing thelocal conditions that significantly affect the applicability of a WASH system,most importantly, (but not limited to): access to water (piped water, waterkiosk, groundwater well); access to electricity; access to sewers; availabilityof land (e.g. for onsite wastewater disposal facility); groundwater table (thatcould affect application of pit latrines); climate; costs; etc).

e. Typical WASH systems –introducing a systems approach to WASH facilities,covering all aspects (drinking water, sanitation, showers, waste) from point ofuse to point of disposal.

f. Technological modules for the different systems – e.g. type of dry toilets, typeof flush toilets, on-site treatment, etc. as well as for water supply – type ofpoint of use treatment systems. But please avoid discussing those which arenot feasible (e.g. rainwater harvesting is simply not feasible in Mongolia giventhe low precipitation rates).

f. Cost estimates of different WASH systems and O&M requirements

g. Case studies – presenting at least 3 relevant case studies for WASH systemsin various schools or institutions, max. 3-4 pages each.

h. Bibliography

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