Report on

Orientation Workshop for Officials of Education

Department of Municipal Corporation of Greater
Mumbai (MCGM) on Water, Sanitation and Hygiene
(WASH) program in MCGM Schools

Date: 7th Oct 2017

Venue: Kohinoor Continental,
Andheri, Mumbai.
Orientation Workshop for MCGM Officials to WASH in MCGM schools 1|Page
CONTENTS

Sr. no. Topic Facilitator Page no.

1. Executive Summary 03
2. INTRODUCTION 04
3. Swachh Bharat: Swachh Vidyalaya – Water, 06
Sanitation and Hygiene in Schools.
4. Swachh Vidyalaya Puraskar (SVP) 2017-18 07
5. Participant’s introduction Mr. Sandeep 08
Tendolkar (State
WASH in Schools
consultant, UNICEF,
Mumbai)
6. Introduction of Citizens ASSOCIATON FOR Dr. Richa Singh 09
CHILD RIGHTS (CACR): (Director Projects,
CACR)
7. Status of WASH in MCGM Schools and Mr. Anand Ghodke 11
Expectations of MCGM officials from this (WASH officer,
workshop UNICEF, Mumbai)
8. Context of the Workshop & need of WASH Mr. Yusuf Kabir 12
program in MCGM schools (WASH specialist,
UNICEF, Mumbai).
9. Swachh Bharat: Swachh Vidyalaya (SBSV) Mr. Anand Ghodke 16
initiative & Mr. Sandeep
Tendolkar
10. Understanding the importance of WASH in Ms. Bharathy 17
schools (WinS)- Implementation Experience Tahiliani (State
from Field MHM &
Communications
consultant, UNICEF,
Mumbai)
11. Understanding the key concepts and Mr. Anand Ghodke 21
guidelines about the Swachh Bharat Mission & Mr. Sandeep
& Swachh Vidyalaya Puraskar (SVP) Tendolkar
12. Research study by CACR in 110 MCGM Ms. Roshni Singh 22
(CACR)
13. Way forward 26
14. ANNEXURES 28

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Executive Summary
School sanitation is a key focus area of Government of India. ‘Swachh Bharat, Swachh Vidyalaya’
(Clean India, Clean School), a national mission has been launched by Government of India to create
awareness about health and hygiene issues in 2014. It envisages provision of safe drinking water in
the school with every school having separate toilet for boys and girls. It is expected that all the
primary schools get sanitation and water facilities within school premises and they use it properly. In
addition to this, the Swachh Bharat Swachh Vidyalaya package emphasizes the need for capacity
building and operation and maintenance as well. Hence orientation workshop was conducted to
sensitize the participants about the need of WASH program in MCGM schools and as a step to enable
school authorities to do a “Self-Assessment of WASH facilities” in their respective schools through
the MWater App. It also provided orientation about “Swachh Bharat: Swachh Vidyalaya (SBSV)”
initiative and detailed understanding about the key concepts and guidelines of the Swachh Bharat
Mission & Swachh Vidyalaya Puraskar (SVP) to the participants. Understanding about how proper
WASH facilities and practices results in reducing hygiene-related diseases among children and can
result in reducing school absenteeism, decreased drop-out rates and can positively impact on
children’s physical and cognitive development as well as educational attainment. Special session
about "WASH in Schools" (WinS) was conducted. It fosters social inclusion and individual self-respect
and aims to empower all students, especially girls and female teachers and how having adequate
gender-segregated and private toilet and washing facilities in schools can also have an impact on
school performance and attendance, particularly among girls.

CACR will continue to implement the “Behavior Changing Modules” on “Hand Washing with Water
and Soap" and "Menstrual Hygiene Management” in municipal schools. The MCGM Education
Department plans to appoint 2 Nodal Officers from every municipal ward and make them responsible
for monitoring and reporting WASH & MHM related implementation. CACR, with technical and
financial support from UNICEF will organize more workshops for providing detailed information on
Swachh Vidyalaya Puraskar (SVP) guidelines on WASH and highlight the gaps in the important
benchmarking indicators, which will help in upgrading the WASH infrastructure in MCGM schools and
help them in becoming WASH compliant.

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Introduction:
This Orientation Workshop was organized as a part of CACR’s project in collaboration with UNICEF
and MCGM Education Department. 68 participants attended this workshop comprising of officials of
the MCGM Education Department, Team UNICEF and Team CACR. The main objective of this
workshop was to orient the officials of the MCGM Education Department about the Swachh Bharat
Swachh Vidyalaya (SBSV) guidelines under Swachh Bharat Mission. Founder Director of NGO Citizens
Association for Child Rights, Mr. Nitin Wadhwani
welcomed the participants. Since the MCGM
Education Department is huge and comprises of
various sub departments associated with it, it was
necessary to involve representatives from each of
the associated departments including Sarva Shiksha
Abhiyaan, School Infrastructure Cell, Architecture,
Urban Resource Centre’s, Administrative Officers,
Deputy Education Officers and House Keeping Mr. Nitin Wadhwani welcoming the participants
agencies as well. Mr. Wadhwani informed the
audience that this workshop is being conducted to sensitize the participants about the need for
WASH program in MCGM schools and as a first step to enable school authorities to do a “Self-
Assessment of WASH facilities” in their respective schools through the MWater App. It will also
provide orientation about “Swachh Bharat Swachh Vidyalaya (SBSV)” initiative and detailed
understanding about the key concepts and guidelines of the Swachh Bharat Mission & Swachh
Vidyalaya Puraskar (SVP) to the participants so that all the MCGM schools can participate in this
annual national competition. He further added that CACR will work with the MCGM Education
Department to help municipal schools become “WASH Compliant” and this workshop is only the
beginning of a long-term involvement and commitment.

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Session objectives:
Following aspects were addressed through the sessions:

i. Need of WASH program in MCGM schools.

ii. Steps and action plan for WASH Package.
iii. How improved O&M (Operation & Maintenance) of WASH facilities in schools can be ensured.
iv. Swachh Bharat: Swachh Vidyalaya (SBSV) initiative
v. Importance of “Behavioral Change” and "Menstrual Hygiene Management” in municipal
schools.
vi. Monitoring and Review System of SVP (Swachh Vidyalaya Puraskar).
vii. Preparation for SVP in the coming years.

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Swachh Bharat: Swachh Vidyalaya – Water, Sanitation
and Hygiene in Schools.
Swachh Bharat: Swachh Vidyalaya (SBSV), or “Clean India: Clean Schools”, is the national campaign
launched in September 2014, heralding a new era in the Indian government’s focus on WASH in
Schools. A key feature of the campaign is to ensure that every school in India has a set of functioning
and well-maintained water, sanitation and hygiene facilities. It aims to ensure that all schools in India
have access to separate functional toilets for boys and girls the initiative also has its emphasis on
promoting safe and appropriate
hygiene practices in schools and
to bring about a behavioral
change among school authorities
and students.

Water, Sanitation and Hygiene in

Schools play a significant role in
determining the health of
children, attendance, dropout
rate, and learning outcomes. The
provision of water, sanitation and
hygiene facilities in schools
secures a healthy school
environment and protects
children from illness and
exclusion. It is a first step towards a healthy physical learning environment benefiting both learning
and health. Children who are healthy and well-nourished can fully participate in school and get the
most from the education being imparted.

Essential Elements: Swachh Vidyalaya initiative has defined 6 essential elements of Water, Sanitation
and Hygiene in Schools which are categorized under Water, Sanitation, Handwashing with Soap,
Operations and Maintenance, Behavior Change Activities and Capacity Building. It is required that

Orientation Workshop for MCGM Officials to WASH in MCGM schools 6|Page

the components of this basic minimum package are commonly understood and used by all schools
as a means to achieve desired service levels in water, sanitation and hygiene practices.

Following the launch of the initiative, the State/ UTs, district and local governments as well as schools
across the country have significantly improved sanitation facilities in schools. They are striving to
improve access and have introduced child friendly designs, maintenance practices, effective
monitoring using ICT tools, behavior change communication, new financing options and forging
partnerships. These good practices need to be recognized and shared for accelerating and sustaining
the achievements of the Swachh Vidyalaya initiative.

Swachh Vidyalaya Puraskar (SVP 2016-17)

The Swachh Vidyalaya Puraskar (SVP) was instituted by the Ministry of Human Resource
Development, Government of India in 2016 to recognize, inspire and celebrate excellence in
sanitation and hygiene practice in schools. The explicit purpose of the awards is to honor schools that
have undertaken significant steps towards fulfilling the mandate of the Swachh Vidyalaya Campaign.
The awards are open to (a) Government Schools (b) Government Aided Schools (b) Private Schools,
in both rural and urban areas. The performance of the schools will be evaluated under the following
categories:

• Water
• Toilets
• Hand-washing with Soap
• Operations and Maintenance
• Behavior Change and Capacity Building.

The performance of the schools against the categories will be scored and schools would be given a
rating as below:
Score Rating Remarks
90% - 100% of the Norms ***** Excellent Keep it up!!
75%- 89% adherence to the Norms **** Very good
51% - 74% adherence to the Norms *** Good; but there is a scope for improvement
35% - 50% adherence to Norms ** Fair; needs improvement
Below 35% adherence to the Norms * Poor; needs considerable improvement

*Each school should score a minimum of two Star rating in each of the Sub-categories in order to be eligible for any award.

The awards are categorized at the District Level, State/UT Level and National Level.

Orientation Workshop for MCGM Officials to WASH in MCGM schools 7|Page

Participant’s introduction:

Mr. Sandeep Tendolkar (State WASH in Schools consultant, UNICEF, Mumbai) started the session
with a simple ice-breaker activity (catch the ball). Its aim was to put everyone on the same level and
energize them. Through this activity
each participant introduced
themselves to the audience with their
name, designation and number of
years of experience as an MCGM
employee. A few sessions later, Mr.
Tendolkar returned with the ball game
not only to refresh the participants but Mr. Sandeep Tendolkar interacting with the participants during their
introduction session
also to make them understand how
germs spread but we don’t see them since they are invisible. This game is very effective and practical
to play with students to explain them this concept.

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Introduction about Citizens Association for Child Rights (CACR):

Dr. Richa Singh (Director Projects, CACR) introduced the audience about CACR’s work with MCGM
schools. Citizens Association for Child Rights (CACR)
is a network of likeminded citizens concerned about
ensuring child rights with specific focus on ensuring
good quality of education and health for all children.
CACR believes that regular interaction and
discussions with the hierarchy of the Education
Department and sharing of observations and
suggestions with them periodically will ensure
improved accountability and proper distribution of
Dr. Richa Singh giving information about CACR
facilities and amenities for children enrolled in
these schools.

CACR aspires to be one of the most credible and respected NGOs in the field of education and
healthcare rights of children. By working within the framework of the education system,
strengthening it and not creating parallel systems, CACR aims to ensure the best possible quality
of education and healthcare for underprivileged children. CACR’s mission is to get like-minded
citizens to take active part in improving the system of education and healthcare for
underprivileged children, improving accountability in the system and to become a strong and
credible voice in demanding rights for underprivileged children.

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Process followed by CACR: CACR initiated discussions with MCGM Education Department and school infrastructure cell jointly with team UNICEF
in August, 2017. This was followed by another meeting with Education Officer, Deputy Education Officer, Sarva Shiksha Abhiyaan and other
important stakeholders for sharing of the government resolution and guidelines on Swachh Vidyalaya Puraskar (SVP) 2017-18. CACR
then received permission letter from MCGM for conducting a pilot survey of 100 municipal schools across all zones and wards in
MUMBAI. Team UNICEF was invited to speak through the MCGM virtual studio reaching out to more than 1500 MCGM head
masters, building in-charge and officials of Education Department. Detailed information on Swachh
Vidyalaya Guidelines was explained and
practical information about
how the SVP app can be Orientation
Permission UNICEF
workshop
CACR MCGM to CACR invited to Guidelines Survey of
used for completing Meeting with Customized for
UNICEF come from speak on (SVP) 110
important MWater Officials of
together for MCGM for through the 2017-18 & municipal
formalities of nominating stakeholders; app on MCGM on
implementation survey of MCGM SVP app schools by
guidelines on WASH is WASH
of WASH in 100 virtual studio for Team
respective schools for the (SVP) 2017-18.
municipal to 1500
developed program in
MCGM schools nomination CACR
MCGM
award was also shared. schools headmasters
Schools
UNICEF also helped in
arranging MWater App on WASH through
another NGO WATERAID (customized to urban for MCGM schools). Once the app was
developed, 110 municipal schools were surveyed using the MWater app across Mumbai over a week by 8 CACR members
followed by an analysis of the findings for presentation to MCGM Education Department during the orientation workshop on 7th
October, 2017.

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Status of WASH in MCGM Schools & Expectations of MCGM officials from this workshop:
Mr. Anand Ghodke (WASH officer, UNICEF, Mumbai) shared details on UNICEF’s work and
activities pertaining to WASH
and how it partners with
Governments, NGOs and schools
to implement it effectively. He
asked the audience to mention
their expectations from today’s
workshop and also define
“Hygiene” in one word.
Mr. Anand Ghodke interacting with the participants and identifying
Simultaneously, while sharing their expectations from the workshop

the expectations, the existing issues of the audience were also identified during this interaction.

The following were the responses from the audience:

• We need some activity based curriculum on hygiene.

• How to implement this project, follow-up and upgrade?
• Want to know more on individual as well as community hygiene
• New findings that shed light on how to bring about behavioral change in students.
• How can we make optimum utilization of available resources?
• How to ensure that the facilities reach each and every child in the school?
• How to ensure that best “Sanitation & Hygiene Practices” reaches from schools to homes
and the larger community as a whole?
• How will CACR and UNICEF support us?

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Context of the Workshop & need of WASH program in MCGM schools:
This session was facilitated by Mr. Yusuf Kabir (WASH specialist, UNICEF, Mumbai). He said that
Mumbai has been described as India’s ‘financial powerhouse’, full of glistening skyscrapers and home
to the country’s fashion, Bollywood and TV.
However, it is also a city of stark contrasts as it
is home to the largest slums in India. The city of
Mumbai poses unique challenges to delivering
quality education to the urban poor. 60 per cent
belong to poorer families and these students go
to the MCGM schools. However, these
municipal schools are not preferred by middle
Mr. Yusuf Kabir explaining the context of the Workshop class and elite people and are looked down upon
& need of WASH program in MCGM schools
by them since most of these schools’ lack
adequate “Sanitation and Hygiene facilities”. The students of these schools suffer from several water-
borne diseases such as Diarrhea, Cholera, Malaria, Typhoid, Dengue, Leptospirosis, etc. All this leads
to poor health of the students, poor learning environment in schools and ultimately students
dropping out of the school thus he explained the linkage between “WASH & Quality of education”.
80 percent - 85percentof the WASH related diseases are preventable and more that 40% of the
victims are cases of Diarrhea. He also shared some facts and figures from U-DISE and UNICEF’s WASH
baseline data.

Issues and Challenges in implementation of WASH:

• ‘Adequacy’ in terms of student’s toilet/urinal ratio

• ‘Functionality’ in terms of water in toilet and urinal
• ‘Design’ in terms of absence of group hand washing stations
• Lack of system for “Operation and Maintenance”
• “Behavior change” in terms of using of toilet and hand washing with soap at critical
times.

• Adequacy Norms: The provision of drinking water and toilet facilities in schools has steadily
increased over the last few years. However, much more needs to be done to meet basic quality

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 and adequacy norms and to improve equitable access. Above all, water and sanitation facilities
must be used every day and for this to happen these facilities must be functional and adequate.
The following are the “Adequacy Norms” of toilets and urinals issued by Government.

Adequacy Norms
Components Details Desired Norms
Component 1 a) Gender segregated toilets with hand- 1 unit each for every 40
washing point attached boys and girls
b) Girls toilets to include incinerators
Water supply in each toilet block and urinal, for At least one tap
flushing.
Component 2 Group hand-washing facilities with soaps 1 outlet for at least 10
Students
Component 3 Drinking water At least 1 source
inside the school premises
Component 4 Operation and maintenance, consumables and Regular
repair of facilities per Year supply
Component 5 Behavior change initiatives in schools Regular

The “Design Principle” is expected to be simple, scalable, easy to operate and maintain and child and
gender friendly.

• WASH Infrastructure-The Programing Logic:

Field studies by UNICEF, suggest that the success

of this package depends on the programming
logic that 40% of it is Hardware/ Infrastructure
facilities i.e. drinking water, hand-washing,
toilet and soap facilities in the school compound
for use by children and teachers and 60% on the
Software (Behavioral change) i.e. the activities
and habits that promote conditions within the
school and the practices of children that help to
prevent water, hygiene and sanitation-related
diseases.

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UNICEF’s long-standing support for improving water supply, sanitation and hygiene stems from a firm
conviction based on sound evidence that these are central to ensuring the rights of children. In fact,
it is essential for children to survive, grow and develop into healthy and fulfilled citizens of the world.
In the broader context, UNICEF’s activities in Water, Sanitation and Hygiene (WASH) contribute to
the achievement of the Sustainable Development Goals. UNICEF supports the national and state
governments in developing and implementing a range of replicable intervention models for
sanitation, hygiene and water supply. UNICEF’s Childs Environment Program in India supports the
government’s flagship programs of Total Sanitation Campaign to improve access to and use of
sanitation facilities and the National Rural Drinking Water Program to provide adequate safe water
to every rural household in India. The Childs Environment program also works with Sarva Siksha
Abhiyan and Integrated Child Development Services, to promote hygiene water and sanitation
services in schools, Anganwadi centers and health centers with lasting outcomes.

UNICEF’s “Best Practices” in Rural India

• Assam- Behavior Change and Handwashing before Mid-Day Meal to Scale: Daily Handwashing
for an Ailment-free Life (DHaAL) in Assam.
• Children Learn about WASH in the Classroom in Rajasthan: WASH has been integrated into the
lessons of all children from class III to VIII.
• West Bengal: - Nirmal Vidyalaya Puraskar: Nirmal Vidyalaya Puraskar was instituted in 2012 - A
process which helped standardizing protocols for child-friendly school and system in the state
which spurred a healthy competition amongst schools and helped in creation of a simple, scalable
and sustainable model for WASH in schools.
• Madhya Pradesh: - Securing Finances for O&M and Handwashing Units: Funds for maintenance
of water and sanitation facilities were
leveraged from the Department of Rural
Development, GoMP. Rs. 25,000/- per year
per Panchayat, under the Panch
Parmeshwar grants, for regular cleaning and
maintenance of toilets, water and hand-
washing facilities.

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• Child Cabinet ensures “Total Sanitation’ in School” in- Gujarat: At the beginning of each academic
year, the Child Cabinet comprising seven “Student Ministers” gets elected by the students to look
after different portfolios relating to WASH. The trained students not only practice proper hygiene
and sanitation, but by being a part of these committees, it also helped in developing teamwork
and leadership qualities in them.
• Inter-sectoral Convergence for School Water, Sanitation and Hygiene in Uttar Pradesh:
Department of Education, GoUP has made special provision for annual repair and maintenance
of school facilities, ranging from Rs. 5,000 to Rs. 10,000 depending on the size of school. Routed
through SMCs this grant has the flexibility to be used for repair and maintenance of toilets and
hand pumps in all rural and urban primary and upper primary schools including KGBVs.

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Swachh Bharat: Swachh Vidyalaya (SBSV) initiative:
A new government roadmap for WASH in Schools i.e. the new national campaign, Swachh Bharat:
Swachh Vidyalaya (SBSV) or “Clean India: Clean Schools” was launched in September 2014, heralding
a new era in the Indian government’s focus on WASH in Schools. A key feature of the campaign is to
ensure that every school in India has a set of functioning and well-maintained water, sanitation and
hygiene facilities.

Mr. Anand Ghodke (WASH officer, UNICEF, Mumbai)

shared the following 6 Essential Elements: The Handwashing
with Soap
essential package of Swachh Bharat: Swachh
Gender
Vidyalaya (S.B.SV) with the audience: Drinking
segregated
Water
toilets

i. Drinking water Swachh

Vidyalaya
ii. Daily Handwashing with Soap
iii. Gender segregated toilets Behaviour Improved
Change Capacities
iv. Operation and maintenance (O&M)
v. Behavior change Operation and
Maintenance
vi. Improved capacities

It is required that the components of this basic minimum package are commonly understood and
used by all schools as a means to achieve desired service levels in water, sanitation and hygiene
practices. He further emphasized that the success of this
package depends on both software (capacity building) and
hardware (WASH infrastructure provisioning including
O&M) interventions i.e. the programming logic- 40% of it
is Hardware/ Infrastructure facilities and 60% on the
Software (Behavioral change). Thus, the participants
were made to understand that in order to be successfully

Mr. Anand Ghodke orientating about implemented; the staff and supporters of SBSV’s WASH in
SBSV initiative
Schools initiatives will need to be built which includes

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teachers, community members, School Management Committee (SMCs), NGOs, Community Based
Organizations (CBOs) and education administrators.

Understanding the importance of WASH in schools (WinS) Implementation Experience from

Field:

This session was facilitated by Ms. Bharathy Tahiliani (State

MHM & Communications consultant, UNICEF, Mumbai). To
probe the audience, she started the session by asking a
simple question to the audience; “Why do you think that
the students don’t wash their hands?” this was followed by
a variety of responses from the audience which included
answers such as may be because they are lazy or don’t
understand the importance of hand washing, no habit, no Ms. Bharathy Tahiliani sharing her WinS
experience with the participants
interest, may be due to unavailability or inaccessibility to
water, etc. She shared the process adopted and UNICEF’s learning from WinS with the audience. She
then shared the video “Race to Good Health” made by UNICEF so that the audience could understand
how the habit of “group hand-washing
with soap before mid-day meals session”
can be imbibed in students in a practical
and entertaining way. Two more videos;
“What if we eat shit?” & “Lifebuoy Hand
Wash ad- Help a Child Reach 5” were
shared with audience to make them
understand the hazardous effects of “Fecal
Matter Bacteria” entering our digestive system through dirty hands and other things in our
surroundings and how children are most vulnerable to diseases and how washing hands prevents
illnesses and spread of infections to others and was well accepted by the participants.

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a. Social Behaviour Change Communication (BCC) program:

Ms. Bharathy Tahiliani gave information

pertaining to this program and how it leads to
bringing about a positive behavioral change in the
“WASH habits” of the students. It is an activity
based program (developed by UNICEF) spread
over 12 sessions & 3 months and how the MCGM
schools can implement it effectively with support
from CACR volunteers but they will have to build
the capacitates of school staff to sustain this
program. The success of this program lies on the
students finally taking the complete onus of it. Ms.
Bharathy also emphasized on the significance of “Social Behaviour Change Communication (BCC)
program” and pressed on the need for bringing about an attitudinal change in order to change
the behavior of the students in MCGM schools. Effective behavior change is vital to the success
and sustainability of all water, sanitation and hygiene interventions. Specific to the school
setting, behavior change must include improvements in handwashing practices, better
maintenance and use of toilet facilities and the use of safe drinking water, and improved
menstrual hygiene amongst adolescent girls. Behaviour change is often reflected under the term
‘hygiene promotion’, and the focus of many hygiene promotion strategies is improving
knowledge on issues related to sanitation and hygiene practices. The rapid educational and
cognitive development of school-aged children can require multiple behavior change approaches
within a single school. Also, the fact that children are an essential link between the school and
home environments, presents unique opportunities for school-based behavior change programs.
Schools are a natural learning environment, making schoolchildren potentially more receptive to
behavior change and behavior change education. It is theorized that many personal hygiene
practices are largely learned and acquired during childhood, suggesting that behavior changes
among schoolchildren can lead to a lifetime of improved practices. Another important factor is
implementing hygiene education that promotes life skills.

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b. Menstrual Hygiene Management (MHM):

“WASH in Schools” (WinS) fosters social inclusion and individual self-respect; it aims to empower
all students; especially girls and female teachers. UNICEF is addressing adolescent girls’
Menstrual Hygiene Management (MHM) through WinS. It involves “Exploring the MHM Barriers
faced by girls” and “Approaches to Addressing MHM for Girls”. Girls are particularly vulnerable
to dropping out of school, partly because many are reluctant to continue their education when
toilets and washing facilities are not private, not safe or simply not available.

Field studies by UNICEF, suggest

only 13% of menstruating
adolescent girls between 11-19
years of age were aware about
menstruation before menarche
and 60%-70% adolescent girls do
not attend school during the time
of menstruation. Also, 84% report
the absence of place to change
absorbents at school. Girls simply
stay away from school, to avoid staining and embarrassment (WASH Baseline by UNICEF in 2011
with 2208 Women & 293 Adolescent Girls; 170 GP of 3 districts of rural Maharashtra- Chandrapur,
Nandurbar & Latur). When schools have appropriate, gender-separated facilities, an obstacle to
attendance is removed. Thus, having gender segregated toilets in schools particularly matters for
girls. Gender norms and physiology make privacy more important for girls than boys, and
biological realities mean that girls need adequate sanitary facilities at school to manage
menstruation. Basic facilities that provide for good hygiene and privacy, along with sensitive
health promotion assist girls to stay in school and complete their education. Menstrual hygiene
management facilities including soap, adequate and private space for changing, adequate water
for cloth washing and disposal facilities for menstrual waste, including an incinerator and dust
bins. A short video about MHM in schools was shared with the audience. This short film focused
on the importance of menstrual hygiene, how to challenge the myths & stigma around it, the

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 simplicity of the process in setting up low cost sanitary napkin storage units, mechanisms for safe
& hygienic disposal in schools. Menstrual hygiene management is missing in majority of schools.
This includes gender friendly infrastructure, access to sanitary products and their disposal
mechanisms and timely and appropriate hygiene education. Girls must be taught menstrual
hygiene management by female teachers in a sensitive and supportive manner and also 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 can 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 programs for teachers.

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Understanding the key concepts and guidelines about the Swachh Bharat Mission & Swachh
Vidyalaya Puraskar (SVP):
The Swachh Vidyalaya Puraskar (SVP) is instituted by the Ministry of Human Resource Development,
Government of India to recognize, inspire and celebrate excellence in sanitation and hygiene practice
in Schools. This session was taken by Mr. Anand Ghodke. In this session, he discussed about key
concepts and guidelines about the Swachh Vidyalaya Puraskar; the standards and specifications for
being eligible for this completion and the measures needed for sustaining the quality of WASH
programs in MCGM schools. He also discussed about the methodology for selection of schools for
the awards and the 6 indicators on which the self-assessment is based. Combination of technical and
human development components:

Water, sanitation and hygiene in schools refers to a combination of technical and human
development components that are necessary to produce a healthy school environment and to
develop or support appropriate health and hygiene behaviors. The technical components include
drinking water, handwashing, toilet and soap facilities in the school compound for use by children
and teachers. The human development components are the activities that promote conditions within
the school and the practices of children that help to prevent water, hygiene and sanitation related
diseases. Mr. Anand emphasized on the significance of the efforts made by the school authorities to
maintain excellence in WASH practices in MCGM schools and the role played by all the stakeholders
involved, including the ED, MCGM officials present for the workshop.

SVP Application process: Mr. Tendolkar oriented the

MCGM officials about how to actually apply for this

competition and shared a few tips with them while

filling up the self-assessment format for the school

level information. He also oriented them about the

“Monitoring and Review System of SVP” which was

followed by a Q&A session to solve the doubts of the Mr. Sandeep Tendolkar explaining the participants
the process to apply for SVP competition

audience.

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Research study by CACR in 110 MCGM Schools:
A research study was conducted by CACR in 110 MCGM schools
from 7 zones of Mumbai to find out the existing status of WASH
in MCGM schools. CACR and UNICEF further worked on the SVP
guidelines and formulated an in-depth questionnaire for this
survey and the findings of this survey were shared by Ms. Roshni
Singh (CACR). The key 5
indicators of the survey were
Water, Toilets, Handwashing
Ms. Roshni Singh presenting the
with soap, Operations and findings of the survey

Maintenance and Behavior change and Capacity Building. UNICEF

helped in arranging a MWater app on WASH through another NGO
WATERAID (customized to urban MCGM schools) which helped in
conducting the elaborate survey efficiently.

Some Key Findings:

✓ Access to safe Drinking water

1. 95% of school have improved water supply
source
2. Main source of drinking water in the school:
Treated water by BMC and RO Filtered
3. 85% - Proper Sanitation is maintained
around drinking water.

✓ Storage Capacity:
1. 95% - More than 1.5 litres per person per day
throughout the year
2. 94% - Schools do not store drinking water i.e. Its
available through taps always.

✓ Source of Drinking water:

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 1. 38.2% - Filtered RO water provided by the school
2. 61.8% - Treated running water with water storage tank within the school premises

On an average 6 taps at drinking water facility are functional. But, frequent water leakage is
observed

✓ Availability of water for use in toilet

▪ On an average 3 taps in Toilet facility are functional

✓ Toilet and Urinals:

▪ 100% - School have separate toilet units (1 toilet seat and 3 urinals) in working
condition for boys and girls
▪ More than 50% - Toilets do not have secure doors with latch

✓ CWSN (Children with Special Needs):

▪ 26% - At least one separate toilet
for CWSN with ramp and handrail
▪ 70% - School have toilets which are
non-accessible

✓ Functional Hand washing facilities after toilet

▪ 95% - School has hand washing facilities after use of toilet

✓ Soap Provision after toilet MDM for hand washing

▪ 17%- Soaps are available on demand
▪ 30% - Soaps are placed under supervision and are available
on demand
▪ 52% - No soaps available

✓ Operations and Maintenance

1. Dustbin Provision: 87/103 school provide dustbins in each class room
2. Water Logging: More than 90% school premises are clean and free of water logging
3. Frequency of cleaning toilets: 93% of schools get their toilets cleaned daily

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 A few key suggestions based on the survey and discussion with the MCGM officials:
i. The water storage tanks in MCGM schools must be cleaned every quarter.
ii. It is also essential to do water quality tests by an authorized agency.
iii. No outsider should be allowed to use the school toilets.
iv. Mattresses must be used in the Aganwadis and schools while the students have meals.
v. There should be different handwashing facilities for different purposes e.g. separate
handwashing for midday meal and after toilet use. And separate drinking water facility is a must.
vi. Krystal, Brisk and BVG Housekeeping agencies and MCGM schools should coordinate with each
other for acquiring cleaning supplies and all other materials needed to avoid any delay or lack of
materials in maintaining adequate cleanliness and hygiene in the schools.

SUMMARY OF THE SURVEY

• 95% of school have improved water supply source
• In 85% of schools’ proper sanitation is maintained around drinking water
• 100%- Schools have proper sealed and not leaking Storage tanks
• 100% - School have separate toilet units
• 90% - Excreta Dispose System are in working condition
• More than 90% - schools have hand washing facilities suitable for all age groups
• 95% - Schools have hand washing facilities after use of toilet
• 87/103 schools provide dustbins in each class room
• More than 90% school premises are clean and free of water logging
• 93% of schools get their toilets cleaned daily
• 56% school take up safe hygiene and sanitation education including awareness on
• Hand-washing during morning assembly& in school clubs
• On an average 3 taps in Toilet facility are functional
• More than 50% - Toilets do not have secure doors with latch
• 26% - At least one separate toilet for CWSN with ramp and handrail
• More than 60%- Do not have/ Don’t utilize seating mattress during MDM
• Water testing reports not available
• 86 % does not have safe disposal treatment of sanitary waste
• 58% of incinerator machine height is not suitable for all adolescent girls
• 78 % of schools do not have dustbins with lid for sanitary disposal
• In more than 60% schools’ menstrual health management is not discussed with girl
students

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Action plan for making MCGM schools WASH Complaint

After understanding the current scenario of the existing

status of WASH in MCGM schools Mr. Milin Sawant,
DMC (Education) discussed with MCGM, CACR &
UNICEF officials present at the workshop and asked for
their suggestions to achieve excellence in WASH
practices in MCGM schools and what were the major
road blocks in its implementation. Then it was jointly
decided to get some more information pertaining to the Mr. Milin Sawant emphasizing on the need of
WASH in MCGM schools
facts of the existing status of WASH in MCGM schools
through the upgraded MWater app and only then a robust strategy and mechanism can soon be
developed to achieve excellence in WASH practices in MCGM schools with the support and guidance
from the teams of CACR and UNICEF. Mr. Milin Sawant further emphasized that the project will
receive full cooperation and support through him and the primary aim of this project is to make all
the MCGM schools WASH complaint (100% compliance) through optimum utilization of available
resources.

Also for the first time, all municipal schools have been advised to complete the registration
formalities and nominate themselves for Swachh Vidyalaya Puraskar based on self-assessment of
WASH facilities.

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Way forward
✓ Self-Assessment of WASH facilities: After the initial pilot survey of 110 municipal schools
conducted by CACR using the customized MWater App, supported by WaterAid with inputs
from Mr. Anand of UNICEF and Dr. Richa from CACR, it has now been decided that the MCGM
Education Department will forward this App to all Headmasters of municipal schools across
Mumbai (total 1087 municipal schools approximately) to enable them to do a “Self-Assessment
of WASH facilities” in their respective schools. The findings and analysis will help in
understanding the gaps and shortcomings and will be shared with the hierarchy of the MCGM
Education Department.
✓ Nodal Officers: It has been suggested to the MCGM Education Department that they should
appoint 2 Nodal Officers from every municipal ward and make them responsible for monitoring
and reporting WASH & MHM related implementation, up-gradation as well as co-ordination
between various departments and help the Headmasters in municipal schools in making their
schools WASH compliant. There will be a focused Orientation Workshop for these nominated
Nodal Officers which will help in their capacity building and understanding of WASH in details
and get them involved in moving things forward at school level.
✓ Behavior Changing Modules: CACR will continue to implement the “Behavior Changing
Modules” on “Hand Washing with soap and Menstrual Hygiene Management” in 10 to 12
municipal schools, wherever the WASH Survey has been completed.
✓ SVP guidelines on WASH: MCGM has not been following the SVP guidelines on WASH and claim
to be using 1991 DC regulations and RTE guidelines (which does not define the WASH norms
quantitatively or qualitatively). So, the Workshops will be oriented towards working on these
guidelines in details and highlight the gaps on the important benchmarking indicators, which
will help in upgrading the WASH infrastructure in MCGM schools.
✓ Innovative Designing: CACR and UNICEF will arrange group discussions and presentation with
both Architecture and School Infrastructure Committee on important aspects of
relooking/redesigning toilets, urinals, handwashing stations, drinking water facilities, and also
with Housekeeping agencies on Operation and Maintenance.

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Vote of thanks

The workshop was very well received by the

officials of MCGM and they appreciated the efforts
taken by the teams of CACR and UNICEF and
showed interest in empowering the schools in their
respective wards through the practical information
received by them throughout the workshop.

Mr. Prakash Charate giving “Vote of thanks” Deputy Education Officer Mr. Prakash Charate
ended the Workshop by offering “Vote of thanks”
to the CACR and UNICEF teams for conducting such informative orientation workshop on WASH and
he also thanked all his MCGM colleagues for attending the workshop.

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 ANNEXURES
Annexure 1: Snapshots of the event:

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Annexure 2 List of Participants for the Orientation Workshop
Sr. No Name of Participants Agency
1 Mr. Milin Sawant Dy. Municipal Commissioner (Education)
2 Mr. Anand Ghodke UNICEF
3 Mr. Yusuf Kabir UNICEF
4 Ms. Bharathy Tahiliani UNICEF
5 Mr. Sandeep Tendolkar UNICEF
6 Ms. Sandhya Sardar UNICEF
7 Mrs. Tanuja Ughade Main Inspector District Training Centre MCGM
8 Mrs. Seema Chaturvedi MCGM
9 Mrs. Manisha Deepak Sanwar Administrative Officer R/S Ward
10 Mrs. Deepika V Patil Administrative Officer R/N Ward
11 Mrs. Achala A Nandekar Dy. Education Officer (Urban)
12 Mr. Sashikant Dubey S.I.C. Representative
13 Mr. Mahendra Raut Subject Expert URC NO. 02
14 Mrs. Sayali Surve Administrative Officer G/N Ward
15 Mrs. Jyoti Bakane MCGM
16 Mrs. Neelam Rana MCGM
17 Mr. H.S. Bure MCGM
18 Mr. Kahar Lalchandra MCGM
19 Mrs. Aarti Vaze Subject Expert URC No.03
20 Mr. Somnath Godambe Subject Expert URC No.11
21 Mr. Sachin Kadhag Subject Expert URC No.12
22 Mrs. Mansi Mane MCGM
23 Mr. Bapurao More Administrative Officer F/S Ward
24 Mr. Chandrasen Sawant Krystal
25 Mr. Devendra Narayankar Krystal
26 Mr. Arvind Panigram BVG
27 Mrs. Pratiksha Patil Subject Expert URC No.01
28 Mrs. Poonam Suryavanshi DY. Project Officer SSA
29 Mr. Vinayak Karne MCGM
30 Mr. Ajay Wani Administrative Officer M/E1 Ward
31 Mr. Sunil Ahir Consultant Trainer SSA
32 Mr. Jaganath Patil Subject Expert URC No.09

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33 Mr. Sunny Pawar MINIM Foundation
34 Mr. Ankush Hande Subject Expert URC No.06
35 Mrs. Sanjivani Kapse Administrative Officer R Central Ward
36 Mrs. Mamta Rao Administrative Officer K/E Ward
37 Mr. Ashok Mishra Administrative Officer P/N Ward
38 Mr. M.S. Mirchandani Advisory Board CACR
39 Mrs. Snehalata Chavan Administrative Officer A&B Ward
40 Mrs. Asha More Administrative Officer G/W Ward
41 Mrs. Vidya Yadav MCGM
42 Mr. Shaha Mukhtar Ahmad MCGM
43 Mrs. Malti Tonpe Administrative Officer S Ward
44 Mr. Jaywant Mirgule Bricks
45 Mr. Anil Dilpag MCGM
46 Mrs. Anagha Kudalkar Architect
47 Mr. Sudam Chavan MCGM
48 Mrs. Jayashri Yadav Dy. Education Officer E. N
49 Mrs. Surekha Parwadi Administrative Officer M/W Ward
50 Mrs. Priti Mahakal Subject Expert URC no.08
51 Mrs. Shakuntala Thorat MCGM
52 Mrs. Varsha Shinde S.I.C. Representative
53 Mr. Arun Ganeshkar S.I.C. Representative
54 Mr. Yashwant Mhatre Subject Expert URC no. 04
55 Mrs. Devina Misal Architect
56 Mr. Bhaskar Balsaraf Administrative Officer C&D Ward
57 Mr. Nisar Khan Administrative Officer K/W Ward
58 Mr. Prakash Charate Dy. Education Officer (Dist. Training Centre)
59 Mr. Vasant Falak Subject Expert URC no.05
60 Mr. Sitaram Bawaskar Subject Expert URC no.10
61 Mr. Vinod Kadam Administrative Officer H/W Ward
62 Mrs. Kalpana S.I.C. Representative
63 Mr. Rahul Landge S.I.C. Representative
64 Mr. Anil P Mane Subject Expert URC No.07
65 Mrs. Sujata R Khare Dy. Education Officer W. N
66 Mrs. Asha Y Mohite Resource person
67 Mrs. Sudha S Talashikar Dy. Education Officer (SRSC)

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68 Mr. Nitin Wadhwani CACR
69 Dr. Richa Singh CACR
70 Ms. Shirin Mathne CACR
71 Ms. Roshni Singh CACR
72 Ms. Darshana Jain CACR
73 Ms. Kiran Chougule CACR
74 Mr. Romel Mathne CACR
75 Mr. Amol Shinde CACR
76 Mr. Vivek Prajapati CACR

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