Inclusive WASH in schools

In Jinja, 86 schools have enrollment 34860 for girls and 33791 enrollment for boys. Only 73 schools have drinking water in school premises, 81 schools have separate toilet block for girls, 59 is the girls latrine stance ratio, 83 schools have separate toilet block for boys, 73 schools have hand washing station for children, 66 schools have menstrual hygiene management system, 78 schools have active health clubs, 55 schools have trained WASH teachers, 52 schools have trained senior man teachers, 61 schools have trained senior woman teacher. In addition, indigenous people in our region value much superstitions, gender stereo types and keep clinging on myths and misconception thus negative towards persons with disabilities. This affects about 3,434 (5%) learners with disabilities. This is because UNICEF report (2014) reflects that only 5% of PWDs access education through inclusive schools.

lack of comprehensive national and district wide data and costed plans on WASH in schools aligned to the SDG6 indicators and NDPIII make it difficult to plan for the required investments and interventions. In addition failure to prioritizing issues that affect education system in Uganda during budgeting and planning processes is still challenging as much of the money is allocated to other departments living education aside. Furthermore, corruption has suffocated development in Uganda as it is evident that Uganda looses 20 trillion shillings per year in corruption (IGG corruption survey report Oct,2021) thus lack of funds to redress education needs.

In Jinja(Busoga sub Region),many persons with disabilities most especially (Children, young women and girls) find WASH Facilities at schools inaccessible/unfriendly and it demoralizes them to ask peers to support them to access toilets,urinals,bathrooms,watersources thus scaring them away from schools.PWDs(Children and YWGDs) still find a challenge of societal and gender barriers(Myths and misconceptions, negative attitudes, superstitions). 

The EID’s disability inclusive solutions will support SDG4 for quality education and SDG6 for clean water and sanitation.EID-Uganda will prioritize diability inclusion including ensuring inclusive WASH facilities and latrines at schools and also challenge gender norms and community attitudes towards persons with disabilities. This will include clear path to WASH facilities without stairs or steps, establishing safe water sources free of obstructions. Teachers will be sensitized on inclusion, caregivers/guardians/parents of PWDs,learners and the community members to raise awareness on persons' with disability rights to education and human rights.

EID-Uganda will conduct a baseline survey to inform project Earned Value Management(to measure and compare a project's performance with its baseline).We shall organize training workshops for senior teachers in detecting early warning signs of violence in and out of school,train learners (PWDs)in human rights,GBV,advocacy and inclusive education, conduct media awareness campaigns on inclusive education integrated with WASH.

The project will directly impact learning of learners with with disabilities. Girls with disabilities,are often not able to attend school because they do not have access to a toilet,which makes it impossible to make it through a full school day–especially for girls who are menstruating.It also makes it hard for them to have safe drinking water through the day once the water they have carried from home and it influences learners to leave school before time. 

Disability inclusive WASH at school will help children with disabilities attend and stay in school.The project will ensure that WASH facilities and latrines at selected schools are disability friendly.This include facilities without stairs or steps,free of obstructions,and with handrails for support where necessary.Sanitation facilities will include the following: guiding handholds and rails for those with visual impairments;enough space inside for a wheelchair user to enter,turn,close the door and park by the toilet;a door wide enough for a wheelchair with enough space inside for wheelchair users to enter,turn close the door and park by the toilet;a door handle and seat that are within reach of children using wheelchairs or crutches/sticks.The proposed solution seeks to support 13schools with disability friendly safe water sources,elevate the 25existing latrines following the accessibility standards,support 5schools with menstrual hygiene management system,establish hand washing facilities in 6schools,form and orient health clubs for 8 schools,train 25teachers to work as health focal point persons,train 34 male and 25 female (senior women and men) in inclusive education/WASH,conduct sensitization to raise awareness on inclusive education/WASH.

The executive director has life experience given the fact that she is a person living with disability and she has implemented projects on disability inclusion before inclusive of the "Putting Persons with Disabilities at the Centre of Humanitarian Preparedness and Response: Building and strengthening capacities in the field of inclusive humanitarian action and inclusive disaster preparedness through active involvement of persons with disabilities" a project which was implemented seven years ago before the current one.

Kabaale Glibert (project lead) is a graduate with bachelor of mass communication has experience from ABH project as an advocacy coordinator, from RHITES-EC as project officer and from integrated disabled women activities as Gender, advocacy and communications officer and he has real feel of the life that PWDs experience.

Babirye Annet Luwambo is our programs manager and also a person with disability. She is a gender expert with experience in disability interventions. she has a bachelor of gender studies.

Julius Mulinda is the MEAL manager with a masters in statistics from makerere university and a postgraduate diploma in monitoring and evaluation from Uganda management institute.

Kumbuga Yusuf is our programs officer with a masters of public health, Bachelor of social work and postgraduate diploma in special needs psychology.

The finance manager (Sarah Babirye) has a bachelor of Accounting and finance and a postgraduate diploma in ACCA

In Jinja, 86 schools have enrollment 34860 for girls and 33791 enrollment for boys. Only 73 schools have drinking water in school premises, 81 schools have separate toilet block for girls, 59 is the girls latrine stance ratio, 83 schools have separate toilet block for boys, 73 schools have hand washing station for children, 66 schools have menstrual hygiene management system, 78 schools have active health clubs, 55 schools have trained WASH teachers, 52 schools have trained senior man teachers, 61 schools have trained senior woman teacher. In addition, indigenous people in our region value much superstitions, gender stereo types and keep clinging on myths and misconception thus negative towards persons with disabilities. This affects about 3,434 (5%) learners with disabilities. This is because UNICEF report (2014) reflects that only 5% of PWDs access education through inclusive schools.

lack of comprehensive national and district wide data and costed plans on WASH in schools aligned to the SDG6 indicators and NDPIII make it difficult to plan for the required investments and interventions. In addition failure to prioritizing issues that affect education system in Uganda during budgeting and planning processes is still challenging as much of the money is allocated to other departments living education aside. Furthermore, corruption has suffocated development in Uganda as it is evident that Uganda looses 20 trillion shillings per year in corruption (IGG corruption survey report Oct,2021) thus lack of funds to redress education needs. 

through writing of proposals to donors and promoting strategic partnerships with donor agencies and implementing partners for sustainability

we hope to partner with mothers to mothers and other partners for joint WASH projects implementation