SCHOOL WASH MAPPING

Ministry of Education

Senior National Public Health

and
WASH Consultant

March 10, 2017

Addis Ababa

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List of Abbreviations

AWD Acute Watery Diarrhea

CSO Civil Society Organization
CWA Consolidated WASH Account
EMIS Education Management Information System
ESDP Education Sector Development Program
MoE Ministry of Education
MoFEC Ministry of Finance and Economic Corporation
MoH Ministry of Health
MoU Memorandum of Understanding
NGO Non-Governmental Organization
OWNP One WaSH National Program
PMU Program Management Unit
SNNP Southern Nation, Nationalities and People
UNICEF United Nations Children's Fund
WASH Water, Sanitation & Hygiene
WIF WASH Implementation Framework
WinS WASH in Schools

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Table of Contents
1. WASH IN SCHOOLSITUATIONAL ANALYSIS .............................................................. 1
1.1. School WASH Situation (Policy and Institutional Structure) ....................................................... 1
1.2. Coordination Mechanisms ............................................................................................................ 1
2. OBJECTIVE OF THE SCHOOL WASH MAPPING .......................................................... 3
2.1. General Objective ......................................................................................................................... 3
2.2. Specific Objective .......................................................................................................................... 3
3. METHODOLOGY.................................................................................................................. 3
3.1. Type and Source of Data .............................................................................................................. 3
4. LIMITATION OF THE STUDY............................................................................................ 3
5. OVERVIEW OF WASH IN SCHOOLS ............................................................................... 3
5.1. Demand for WASH ...................................................................................................................... 3
5.2. Supply Side: A Status Overview .................................................................................................... 5
6. FINDINGS ON WASH IN SCHOOLS IMPLEMENTATION MODALITIES ................ 10
6.1. Financing Mechanisms of School WASH .................................................................................... 10
6.2. Planning, Monitoring/Evaluation and Reporting .......................................................................... 10
6.3. WASH in Schools Implementation Capacity .............................................................................. 10
7. CONCLUSION AND RECOMMENDATIONS ................................................................ 11
7.1. Conclusions ................................................................................................................................. 11
7.2. Recommendations....................................................................................................................... 12
8. ANNEXES ............................................................................................................................ 15

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1. WASH IN SCHOOLSITUATIONAL ANALYSIS

1.1. School WASH Situation (Policy and Institutional Structure)

Ethiopia follows a federal system of governance. The decentralization system that has been
formulated in 1995 constitution 1 defines the powers and functions of the federal government and
those of nine regional states. Regional governments promulgated regional constitutions in the
same year and revised them in 2001. The second wave of decentralization to woredas was
initiated in 2001/22. There are elected councils at each level and each tier of government has
assigned revenue and expenditure obligations. Even if it is not reflected in the constitution, there
are functional zone structures between the region and woredas (as delegated by the region to
support woredas).
Following the federal structure water, health and education institutions were established with
proclamations 3 (Negarit Gazeta, 2010) that define the roles and responsibilities of each sector;
which had undergone a series of revisions to accommodate changes. In accordance with the
proclamation, the Ministry of Health (MoH) have the power to formulate the country’s health
sector development program, follow up its implementation (this includes health services in
institutions such as school sanitation and hygiene). Similarly, the Ministry of Water, Irrigation and
Electricity (MoWIE) has the power to support the expansion of potable water supply coverage,
follow up and coordinate the implementation of water projects as well as prescribe quality
standards for waters to be used for various purposes. The Ministry of Education has the power
to set education and training standards and ensure the implementation of same. But it does not
state the role of Ministry of Education (MoE) in the provision of WASH in Schools. This means
that education sector has no legal background to lead WASH in Schools.
Even if it is not supported by proclamation, the Ministry of Education has received leadership on
the development of WASH in Schools in accordance with the Memorandum of Understanding
signed among the key line ministries (MoWIE, MoH, MoE, MoFEC) and donor representatives in
2012. Similar Memorandum of Understanding was signed at regional level which authorizes the
Bureau of Education to play the leadership role in the development of WASH in Schools within
their respective regions. Even though, this working modality was sufficiently cascaded down to
regions and clarity over the roles and responsibilities of WASH in Schools (WinS)is gradually
coming to the front, there is still some elusiveness at lower levels.

1.2. Coordination Mechanisms

Ethiopian school WASH has been a sector agenda since recent years, and the country has moved
forward in terms of creating understanding among key stakeholders on the health risks associated

1
Federal Democratic Republic of Ethiopia, Federal Constitution, 1995
2
Decentralization of Power and Local Autonomy in Ethiopian Federal System: A Look at Two Decades
Experiment; Kena Deme Jebessa:
3
Proclamation No. 916/2015, Definition of Powers and Duties of the Executive Organs of the Federal
Democratic Republic of Ethiopia Proclamation, Federal Negarit Gazette No. 12 9th December, 2015

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with lack of access to WASH and influencing sector actors to walk the talk. The 2012 National
WASH Inventory was the eye opener as it has put light on the level of schools’ access to improved
water supply and sanitation. Results of the inventory showed that only 32% of the schools have
access to improved water supply, which means that 68% of the schools in the country suffer from
lack of access to water. In schools without water supply both teachers and students are not
washing their hands during critical times, and cleaning toilet facilities is rarely practiced signifying
the level of the health risks especially for children. The same report indicated that only 34% of
the schools have access to improved toilet facilities whereas the majority of the schools have
traditional pit latrine (which does not meet the minimum latrine standard). This also adds up to
the challenges that schools are facing in this regard.
In 2012, consensus was reached among key stakeholders on the importance of giving more
attention to school WASH, where education sector has taken up the leadership role. This has
been made part of the Memorandum of Understanding (MoU) signed among the key ministries,
donors and CSO representatives. Similarly, the WASH Implementation Framework (WIF) has
reflected on the school WASH.
In 2013, Institutional WASH (school WASH; health facility WASH) was addressed as one
component of the One WASH National Program Document (POM, 2013). This has other guiding
documents like the Consolidated WASH Account (CWA) 4 which narrates the financing
mechanism for the implementation of One WASH National Program. School WASH plans
financed under the CWA modality are planned every year and approved by the national steering
committee. In this situation, CWA program, the Ministry of Education is leading the school
WASH program by its own structure down to woreda and school level. This is a positive progress
made by the country with the support from development partners including donors and CSOs.
Since recent years the MoE has taken the leadership roles in school WASH where considerable
efforts have been made to institutionalize WASH in Schools. Program management units have
been established within the Ministry at federal level and its line bureaus at regional levels.
Nevertheless, specific mechanism for coordinating WASH in Schools with other sectors has not
yet been materialized at all levels down to the woreda level because of lack of full-time staffs both
at zonal and woreda levels.
The Ministry of Education has been undertaking school improvement program since 1999 in
which water supply, sanitation and hygiene are one of the basic components. Considering the
challenges schools are facing, the Ministry of Education has upgraded the School Improvement
program to the Directorate level in 2015. Recently the federal WASH program management unit
project staffs were transferred from Planning and Resource Mobilization Directorate to School
Improvement Directorate though the regional project staffs remained under planning core
process that shows different structural modality. 5

4
A five-year project funded by World Bank, UNICEF, DFID and AfDB and managed by the Ministry of
Finance and Economic Cooperation
5 Girma Aboma, Analysis of policies and implementation blockages to school WASH, 2015

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2. OBJECTIVE OF THE SCHOOL WASH MAPPING

2.1. General Objective

The general objective of this school WASH mapping is to reveal the existing situation of WASH
in schools and forward directions for future programming and implementation of school WASH
program at the country level.
2.2. Specific Objective

The Specific Objective of this School WASH Mapping is;

To provide adequate information on the status of school WASH program for

higher level decision makers and WASH actors
To understand the existing situation of WASH in schools
To identify the opportunity,challenges and gaps of the school WASH and
To forward recommendations for decisions, programming; implementation and
better WASH provisions in schools.

3. METHODOLOGY

3.1.Type and Source of Data

Secondary data were used for this school WASH mapping report. The EMIS 2016 education
statistics annual abstract is used as a main source of quantitative data. Moreover, the qualitative
findings of the situational analysis which has been recently carried out by Ministry of Education
were also used as reference. In addition to these, information from Meher Assessment report on
school WASH, policy and program documents and available periodical reports were served as
resource in developing this mapping exercise.

4. LIMITATION OF THE STUDY

This school WASH mapping report is prepared based on the MoE’s 2015/2016 education
statistics annual abstract. As this data is collected by educational experts, there might be some
limitation on understanding the key technical issues.

5. OVERVIEW OF WASH IN SCHOOLS

5.1. Demand for WASH

Schools are the first place where students get life skills-based education and learn abilities to
adapt and positive WASH behaviour that enable them to deal effectively with the demands and
challenges encountered in everyday life. In accordance with the 2014-15 education statistics
annual abstract, there are 40,320 schools, which is a 3.5% increase over the previous year (38,941
schools during 2014) and 11.7% increase over the previous two years (that means 36,095 schools
in 2013). Similar trend has been observed for pre-primary, primary and secondary schools.

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Primary schools grew from 30,495 during 2013 to 33,373 in 2015 (a 9.4% increase over the last
three years), whereas secondary schools grew from 1912 in 2013 to 2830 in 2015 (a 48% increase
over the last three years). Pre-primary schools grew from 3,688 in 2013 to 4,117 in 2015.

Trend in the expansion of schools over the period 2013-2015

41,000
40,320
40,000
38,941
39,000

38,000

37,000

36,000 36,095

35,000

34,000

33,000
2013 2014 2015

Fig 1. Trend of expansion of schools 2013-2015

School communities constitute significant percentage of the country’s population; 21.3 out of 33.8
million school age population enrolled into schools in 2013 (Aboma, et al., 2015:11); and as
reported in the 2014/15 education statistics annual abstract, this figure has grown to 23.8 million.
In the same year, the number of teachers in all schools has reached 497,737 creating high demand
for WASH in Schools. This demand for WASH in Schools is expected to increase over years as
shown below in line graphs.

Teachers and students spend much of their day time in schools to attend classes; and lack of
access to WASH greatly affect their health and thereby their effectiveness in their activities.
Schools are the most densely populated institutions and this can speed up transmission of
communicable diseases associated with poor WASH facilities. In schools where there are no
menstrual hygiene management friendly latrine facilities and well taught of hygiene, girls are the
most affected in relation to their menses which also adversely affect their education performance.
If the problem of WASH in Schools is not well addressed, the country will likely lose significant
number of change agents.
Therefore, it is indispensable and the most critical needs of school age children having a wash
Facility in school. On the other without having adequate WASH facility it will be difficult to
provide and scale up the national school meal programme.

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 Trend in the number of teachers
450,000

400,000 367,989 396,099

350,000

300,000
334,892

250,000 pre-primary
primary
200,000
secondary
150,000

100,000 81,932
65,139 70,987
50,000
12,639 15,137 19,706
-
2013 2014 2015

Fig 2. Trend in number of teachers

5.2. Supply Side: A Status Overview

5.2.1. WASH Access at Primary Schools

A draft report from MoE (2015/16 education statistics annual abstract) indicated that nearly 38.4%
of primary schools have access to water supply; with low access reported from Tigray, Ethiopia
Somalie, Afar, Amhara, Oromia and SNNP regions. With regard to their functionality status, the
majority 79.9% of school water facilities are functional whereas the remaining 20.1% of the
facilities are non-functional implying that there is a need for scrutiny and maintenance cost.

The 2015/16 education statistics annual abstract) revealed that for 80.4% of schools the main
sources of drinking water were from improved/protected sources; whereas the remaining 19.6%
was from unimproved/unprotected sources. About 69%, 19.7% and 13.4% of primary schools
reported that water is available in the school for 5-7 days, 2-4 days and less than 2 days per week
respectively.

The annual abstract showed that only 59.6% of the water facilities were accessible to children
with physical disability and 68.5% of the water facilities were accessible to younger children.
Similarly, the report also showed that only 3.2% of the schools have access to full package of
WASH facilities (implies to number of schools that have functional improved water source plus
schools with improved toilets and hand washing facilities) with zero percent report from

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Gambella, Benshangul Gumuz and Somalie regions. Please see the detail information regarding
primary schools’ access to water supply facilities in annex 1.

Availability of Water Supply Facilities in Primary Schools

35000
30000
25000
20000
15000
10000
5000
0

Number of schools Number of available water supply facilities

Fig 3. Availability of water facilities in primary schools, 2017

The same report with regard to sanitation facilities showed that, 86% of primary schools have
access to latrine facilities. Out of this, 54.9% of them were traditional pit latrines that fail to meet
the national standard; whereas only 45.1% of the schools have access to improved latrines. In
relation to inclusiveness to WASH facilities, the report revealed that 35.9% of the school latrines
were accessible to children with different physical disabilities as well 53% of the school latrines
were accessible to younger children.

The existing latrine blocks are not adequate in relation to student population. According to
WHO 6, the recommended student - toilet stance ratio is 25:1 for girls and 50:1 for boys (with
urinals); whereas in accordance with the MoE, the standard student – latrine stance ratio is 75:1
for boys and 40:1 for girls. According to the 2005 sanitation protocol (MoH), student-latrine ratio
is 150:1 for boys and 100:1 for girls with physical separation for girls and boys 7. The upcoming
national WASH in school’s implementation guideline will bring all these standards together so
that the education sector will have one standard for WASH in schools. The annual abstract report
by MoE (2016) indicated that latrine stance to student ratio for primary schools at a national level
is 1 stance to 217 students as there is a discrepancy in relation to stance to student ratio across

66
WHO, recommended standards of toilets for schools.
7
Federal Ministry of Health, Sanitation protocol 2005.

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the regions; with 1 stance to 57 students from Addis Ababa and 1 stance to 491 students from
Afar region is reported. The annual abstract findings showed that the Ministry of Education has
to work with full commitment and energy for the coming years to attain the standards stated
above.

As it is articulated above, there are different figures with regard to the standards (stance to
student ratio) of WASH in Schools. The upcoming National WASH in Schools guideline and
design and construction manual will put more light on the standards that the country would like
to set for WASH in Schools. This will help to implement the plans specified in the fifth-round
education sector development program; ESDP V that focuses on ensuring that all schools have
adequate water supply and gender specific sanitation facilities (ESDP V:69). The detail primary
schools’ access to sanitation facilities is depicted in Annex 2 & 3 of this report.

The 2015/16 education statistical abstract showed that 20.8% of the schools have access to hand
washing facilities. Of this, 88.9% of them have functional and 11.1% of the schools remained to
have non-functional facilities. About 29% of the handwashing facilities was accompanied with soap
or other substituent (ash) at the time of the data collection.

This year annual abstract revealed that 49.2% of the handwashing facilities were accessible to
children with different physical disabilities as well 43.4% of the handwashing facilities was
accessible to younger children. Please refer annex 4 for detail information.

5.2.2. WASH Access at Secondary Schools

According to 2015/16 education statistics annual abstract nearly 62.6% of secondary schools have
access to water supply facilities, with low access reported from Ethiopia Somalie, Afar and SNNP
regions. The majority 90.3% of the water facilities were functional whereas the remaining 9.7%
of the school water facilities were non-functional demanding simple maintenance.

For 95.2% of secondary schools, the main sources of drinking water were improved/protected
sources; whereas the remaining 4.8% of the schools obtained water from
unimproved/unprotected sources. About 58%, 18.6% and 9.8% of primary schools reported that
water is available in the school for 5-7 days, 2-4 days and less than 2 days per week respectively.
The data also showed that 77.4% of the water facilities were accessible to students with physical
disability (access to water supply facilities is depicted in annex V). Similarly, the report also
showed that only 9.6% of the schools have access to full package of WASH facilities with low full
WASH access report from Afar, Harari, Benshangul Gumuz and Gambella regions.

The same report on sanitation facilities showed that, 87.4% of the schools have access to latrine
facilities where 37.9% of them were traditional pit latrines that fail to meet the national standard;
only 62.1% of the schools have access to improved latrines (detail regional data is mentioned in
Annex VI).

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Likewise, the annual educational abstract indicated that latrine stance to student ratio for high
school students at a national level is estimated as 1 stance to 109 students. There is a discrepancy
across the regions in this matter, with 1 stance to 53 students in Addis Ababa and 1stance to 533
students in Afar region. Generally, taking into consideration the standard set by WHO and MoH;
the stance student ratio at secondary school level is by far better in comparison to the stance to
student ratio for primary schools.

The data on handwashing facilities showed that 40% of the schools have access to hand washing
facilities. Of this, 84% of them were functional and the remaining 16% were non-functional. About
17.5% of the handwashing facilities was accompanied with soap or other substituent (ash) at the
time of the data collection.

In relation to inclusiveness of WASH facilities, the annual abstract also revealed that 17.5% of the
handwashing facilities was accessible to children with different physical disabilities (disaggregated
regional data is depicted in Annex VII).

5.2.3. Emergency WASH

According Meher Assessment report, about 76% of schools in emergency affected areas are
without water. In this regard, carrying out schooling in drought situation without water is very
difficult as children get thirsty, become tired and lose attentiveness. Apparently, this would force
them to miss classes and gradually dropout.

Considering the available data, at an average, 47% of schools in the Meher Assessment Woredas
are without latrines. One can imagine how difficult for a child to stay in a school the whole day
in the absence of latrine. The magnitude of the problem may be more sever for girl children
particularly during menstrual period. Absence of latrine, obviously, leads to open defecation and
the resultant effect may be AWD and other diseases. A child who forms habit of open defecation
at young age due to absence of latrines in schools may consider open defecation as normal
practice, contrary to theoretical learning from teachers and textbooks.

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Table 1. Non-availability of water and latrines in schools by emergency affected regions

Region # of school Schools without water Schools without latrine

# % # %
Tigray 1,095 725 66 794 73
Afar 665 502 75 325 49
Amhara 3,567 2337 66 1575 44
Oromia 3,723 3,017 81 2711 73
SNNPR 390 322 83 ND ND
Ethiopia Somali 1,960 1,766 90 ND ND
Harari ND ND ND ND ND
Dire - Dawa ND ND ND ND ND
Benishangul ND ND ND ND ND
Gumuz
Gambella ND ND ND ND ND
11,400 8,669 76 5,405 47

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6. FINDINGS ON WASH IN SCHOOLS IMPLEMENTATION MODALITIES

6.1. Financing Mechanisms of School WASH

Ethiopian WASH sector is financed through three channels: channel 1 (1a from government
treasury; 1b from donor pooled account that is Consolidated WASH Account), channel 2 (direct
donor support to sector ministries or bureaus at regional level; but not on budget document)
and channel 3 (off budget in its nature and are directly implemented by the financer like NGO
funds).
WASH in Schools are however not financed from government treasury but only supported
through channel 1b, channel 2 and channel 3. This seems to make difficult to track investments
of WASH in Schools implying lacks public budget line for WASH in Schools.
Government has currently started to allocate matching fund for the CWA financed WASH in
School program, which is expected to cover only 20% of the overall country program; but not
yet started to assign public budget line and not allocating budget for WASH in Schools through
regular program.

6.2. Planning, Monitoring/Evaluation and Reporting

One WASH National Program, WASH Implementation Framework, ESDP-V and associated working
guidelines and manuals are used especially in planning, budgeting, implementing, monitoring and reporting
on WASH in Schools financed through Consolidated WASH Account. Regular program planning
processes are, however, following regional directions; not recognizing WASH in Schools (WinS).
Evidence from consultative meetings and situational analysis showed that there is no specific plan,
monitoring and reporting for WASH in Schools at all levels (at federal, regional and woreda) except
consolidated WASH account plan. Recently in 2015/16 Ministry of Education has framed School WASH
minimum indicators and developed a data base to measure the performance of these indicators on yearly
basis using EMIS Directorate. This is also cascaded well to regional level.

6.3. WASH in Schools Implementation Capacity

School WASH didn’t have any government institutional structure at all levels except the availability of
WASH specialists (only at federal and regional level) who are project staffs recruited to manage only
CWA projects. The recruitment of such staffs is remained at regional level and didn’t include zones and
woredas. Any school WASH programs that are implemented at zonal and woreda level are implemented
in consultation with health and water offices as there is no any staff in the education sectors at this level
(neither project nor government WASH staffs). This means that WASH in Schools has no specific
department or section under the regular education programs in the government structure at all levels.
In addition to this, the critical challenge is the slow pace of cascading and assimilating regional expertise
and guiding documents down to zones and woredas which is always creating gaps in the implementation
of policies and procedures. The result of the monitoring also showed that regional policy documents are
not sufficiently cascaded down to sub-regional levels (such as zones, woredas and kebeles) as there are
no full-time government WASH staffs at these levels. One thing that shouldn’t be denied is that there are

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WASH focal persons who are education expertsat all levels though they aren’t in position to run the
school WASH program as they are occupied with their regular commitment that are given as their job
description.

As part of the capacity building, Ministry of Education is currently working on development of different
school WASH documents which facilitates and accelerates the implementation of school WASH program
in more strengthened and comprehensive way. These documents are:

National School WASH Strategy and Strategic Action Plan,

National School WASH Guideline,
National School WASH Design and Construction Manual,
School WASH Operation and Maintenance Manual,
School WASH Monitoring and Evaluation,
National School WASH Training Manuals, like;

 School WASH for Teachers and PTA’s

 School WASH for Primary School Students
 School WASH for Secondary school Students
Currently, the consulting firm has submitted the final draft of all documents to MoE and we are working
on the documents to finalize within short period of time. Up on the completion of these documents,
Education Sector will have standard documents which enable the execution of school WASH program in
consistent and standardized way. This would be great achievement not only for education sector but also
as country which moves the program one step ahead.

7. CONCLUSION AND RECOMMENDATIONS

7.1.Conclusions

Efforts to improve school environment as a step forward to improve education quality is getting
better over the recent years. Much progress have been made since 2012 where the second
version of the Memorandum of Understanding was signed by the four WASH ministries (MoWIE,

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MoH, MoE, MoFEC); and the first WASH actions plans which include WASH in Schools have
been prepared and implemented under the Consolidated WASH Account. The Ministry of
Education has received the leadership role and established WASH Program Management Unit
(PMU) at federal level and in regional Education Bureaus. This shows a huge progress over the
last years even though much is expected in the future. The following paragraphs provide
summarizes of the findings from the situation analysis and different consultative meetings
conducted on WASH in Schools.
Policy: even though significant progress has been made there are still long ways to go to provide
WASH services in all Schools. There is better clarity over the roles and responsibilities at national
level and much is expected to bring sufficient understanding on WASH in Schools at lower levels.
Planning, Monitoring/Evaluation and Reporting: WASH in School is lacking system for one
planning, monitoring, evaluation and reporting including all WASH actors which is adversely
affecting the quality of the implementation of the program
Budgeting: WASH in Schools lack public budget line, and hence there is no means to track
investments made into the sector; government is not allocating budget from the treasury and the
program is dependent on external financing.
Access: Findings from the 2016 education annual abstract indicated that 38.4% of the primary
schools and 62.6% of secondary schools have access to water supply regardless of adequacy and
reliability parameters; and 86% of primary schools and 87.4% of secondary schools are reported
to have some kind of latrines, the largest percentage being traditional pits that do not meet the
national standard.
Capacity: there are serious capacity challenges at all levels to plan, budget, implement, monitor
and report on WASH in Schools. The capacities refer to absence of directives, institutional
structure, financing, implementation, monitoring and evaluation and reporting on WASH in
Schools.
Operation and Maintenance of WASH facilities in schools include absence of spare part supply
chain, lack of reliable funding for O&M, lack of water technicians closer to schools, and lack of
sustainability guideline.
Use: low level of awareness, inadequacy of the facilities, absence of sanctions to the misuse of
facilities in schools, and untidiness of the facilities are among the factors affecting the use of
WASH facilities in schools. Where there are no separate facilities, female students are not using
in fear of harassment coming from their boy’s counterpart.
Emergency WASH: About 76% and 47% of schools in emergency affected areas are without
waterand latrine respectively. Students in these areas are enforced to dropout schooling because
of lack of access WASH in schools.
7.2.Recommendations
On the basis of the findings from this analysis and different consultative meetings with regional,
zonal and woreda educations heads and experts, the following recommendations have been made.
Policy

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  It is very important to have a policy that consists of School WASH in education and training
policy of MoE to bring accountability mechanisms into picture; the current working modality
might not be sustainable and binding.
Capacity Building
 Establishing institutional structure at all level (from federal to grass root level) for WASH
in Schools will be beneficial to address issues associated with implementation capacity.
 It is very worthy to provide trainings to school WASH focal persons on school WASH.

Budgeting

 WASH in Schools should have assigned government budget line that enables to track
investments made into the sector; and the government should start allocating budget to
WASH in Schools other than the matching fund from the treasury.
 There should be a shift from dependence on external financing for WASH in Schools to
government allocated budget for the programme to ensure sustainability.
 Schools should be advised to have sustainability plans and start allocation of budget from
its internal revenue and grants provided to implement school improvement plans
 School management should plan to use community as a source of finance and other forms
of resources for the operation and maintenance of WASH facilities.
Planning, Monitoring and Evaluation
 Planning WASH in Schools should not be limited to external financing; it should be planned
on regular basis with specific budget assigned to it. And also the MoE should have one
WASH plan instead of project specific plan (CWA)
 WASH in Schools should have specific system for monitoring and evaluation; and should
have clear and agreed indicators at all levels. It should be reported on regular basis by all
WASH actors at all levels.
 The annual data collection that is conducted by EMIS should be carried out correctly and
reported appropriately.
Coordination the school WASH within the sector and other sectors
 Sector actors should find ways to strengthen coordination mechanisms at all levels –
federal, regional, zonal and woreda/town levels
 Sector actors should engage private sectors in WASH product marketing – supply of spare
parts as well as sanitation products to schools.
 There should be strong programmatic coordination with other department such as School
Feeding, school health and Nutrition, WIFAS School gardening etc.

Emergency WASH

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Ethiopia is facing the impacts of the El Niño-induced drought in some part of the lowland areas of
the country in the past two years. In this context, the regular activities and functions of schools
are hampered by the prevailed drought. Therefore, government should take appropriate
response measures in creating access WASH in schools by mobilizing resources for emergency
cases.

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 8. ANNEXES
Annex I: Primary schools’ access to water supply facilities, 2008 E.C (2015/2016
Availability of Access to full
Main source of water water per week Accessible WASH
to children facilities
Numbe Have water Functionality 5-7 2-4 with Accessible supporting
r of supply of water Unimproved day day <2 Physical to young Indicator at
schools facilities facilities Improved 10 11
s s days disability children schools 9
S.n Region 8
n % n % N % n % % % % n % n % n %
1 Tigray 2044 373 18.2 373 100 358 96.0 15 4.0 71.9 15.6 11.8 362 72.3 369 73.7 46 2.3
2 Afar 534 187 35.0 117 62.6 144 77.0 43 19.3 71.8 39.3 30.8 34 29.1 39 33.3 8 1.5
3 Amhara 8621 3142 36.4 2736 87.1 2792 88.9 350 11.1 83.4 11.2 8.0 1208 44.2 1580 57.7 192 2.2
4 Oromia 13733 5249 38.2 3928 74.8 4074 77.6 1175 22.4 68.7 21.5 18.7 2151 54.8 2514 64.0 481 3.5
5 E. Somalie 1051 357 34.0 341 95.5 17 4.8 340 95.2 3.2 2.1 1.2 353 103 338 99.1 0 0.0
6 B. Gumuz 513 211 41.1 139 65.9 163 77.3 48 22.7 45.3 47.5 6.5 67 48.2 92 66.2 0 0.0
7 SNNPR 5775 2260 39.1 1631 72.2 1764 78.1 496 21.9 54.9 30.8 12.9 1095 67.1 1182 72.5 103 1.8
8 Gambella 284 185 65.1 134 72.4 155 83.8 30 16.2 33.6 23.9 37.3 132 98.5 134 100 0 0.0
9 Harari 83 63 75.9 56 88.9 57 90.5 6 9.5 48.2 32.1 21.4 28 50.0 44 78.6 4 4.8
10 Addis Ababa 785 773 98.5 759 98.2 758 98.1 15 1.9 79.2 14.0 4.6 672 88.5 711 93.7 220 28.0
11 Dire Dawa 102 82 80.4 77 93.9 77 93.9 5 6.1 49.4 36.4 16.9 31 40.3 47 61.0 3 2.9
Total 33,525 12,882 38.4 10,291 79.9 10,359 80.4 2,523 19.6 69.0 19.7 13.4 6,133 59.6 7,050 68.5 1,057 3.2

8
Shows only schools that are involved in the data collection (there are few schools who were not included in the study)
9
in this context, the indicator full WASH facilities at Schools implies to number of schools that have functional improved water source that meets demand of
students, plus schools with improved toilets and hand washing facilities
10
According to JMP definition improved sources of drinking water includes sources from piped water in school building, yard/plot, public tab/standpipe, Tube
well/borehole, protected dug well, protected spring, rainwater collection, bottled water
11
Unimproved sources of drinking water include sources from unprotected dug well, unprotected spring, cart with small tank/drum, tanker truck, surface water
(river, dam, lake, pond, stream, canal and irrigation channels)

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 Annex II: Access to primary school latrine facilities, 2008 E.C (2015/2016)
Type of latrine facilities
Have latrine Accessible to
Numb
facilities Traditional pit children with Accessible to
S.n Region er of Improved 12
latrine Physical young
schools
disability children
n % n % n % n % n %
2023 1565 77.4 78 5.0 1487 95.0 364 23.3 439 28.1
1 Tigray
457 50 10.9 11 22.0 39 78.0 28 56.0 36 72.0
2 Afar
8621 7072 82.0 3744 52.9 3328 47.1 1669 23.6 2539 35.9
3 Amhara
13802 12809 92.8 8417 65.7 4392 34.3 5070 39.6 8228 64.2
4 Oromia
984 507 51.5 5 1.0 502 99.0 12 2.4 16 3.2
5 Somalie
460 274 59.6 95 34.7 179 65.3 144 52.6 170 62.0
6 B. Gumuz
5677 5148 90.7 3103 60.3 2045 39.7 2086 40.5 2692 52.3
7 SNNPR
276 155 56.2 93 60.0 62 40.0 155 100 155 100
8 Gambella
83 76 91.6 34 44.7 42 55.3 23 30.3 47 61.8
9 Harari
Addis 749 738 98.5 51 6.9 687 93.1 619 83.9 705 95.5
10
Ababa
100 92 92.0 21 22.8 71 77.2 52 56.5 70 76.1
11 Dire Dawa

Total 33,232 28,486 85.7 15,652 54.9 12834 45.1 10,222 35.9 15,097 53.0

12
Improved latrine includesan improved pit latrine, a flush toilet, a pour-flush toilet, or a composting toilet

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 Annex III: latrine stance per student ratio in primary schools, 2008 E.C (2015/2016)
Number of students in the surveyed Total number Stance per student
regions of student’s ratio
compartment
S.n Region Boys Girls Total s/stance Stance Student
existed
1 Tigray 562,295 522,446 1,084,741 5098 1 213
2 Afar 65,622 51,723 117,345 239 1 491
3 Amhara 2,229,086 2,114,360 4,343,446 24169 1 180
4 Oromia 4,167,818 3,596,378 7,764,196 25514 1 304
5 E. Somalie 13
0 0 0 0 0 0
6 B. Gumuz 101,872 82,730 184,602 613 1 301
7 SNNPR 2,163,333 1,912,303 4,075,636 18354 1 222
8 Gambella 61,353 51,547 112,899 536 1 211
9 Harari 23,173 19,106 42,279 496 1 85
10 Addis Ababa 216,713 267,594 484,307 8435 1 57
11 Dire Dawa 33,604 29,744 63,349 643 1 99
Total 9,624,869 8,647,932 18,272,800 84,097 1 217

Annex IV: Hand washing facilities in primary schools, 2008 E.C (2015/2016)
Functionality Accessible to
Have hand Always soap Accessible to
Number of hand children with
washing or ash young
S.n Region of washing Physical
facilities available children
schools facilities disability
n % n % n % n % n %
1 Tigray 1312 253 19.3 193 76.3 63 32.6 211 83.4 192 75.9
2 Afar 481 25 5.2 25 100.0 6 24.0 17 68.0 21 84.0
3 Amhara 7588 1037 13.7 827 79.7 131 15.8 338 32.6 165 15.9
4 Oromia 13299 2194 16.5 1968 89.7 579 29.4 1106 50.4 1103 50.3
5 E. Somalie 876 51 0.9 51 100.0 27 52.9 37 72.5 32 62.7
Benshangul
6 440 148 33.6 111 75.0 28 25.2 44 29.7 36 24.3
Gumuz
7 SNNPR 5385 1812 33.6 1695 93.5 362 21.4 765 42.2 694 38.3
8 Gambella 279 13 4.7 13 100.0 1 7.7 1 7.7 1 7.7
9 Harari 78 40 51.3 34 85.0 14 41.2 15 37.5 26 65.0
10 Addis Ababa 749 726 96.9 685 94.4 414 60.4 567 78.1 467 64.3
11 Dire Dawa 92 54 58.7 46 85.2 11 23.9 26 48.1 20 37.0
Total 30,579 6,353 20.8 5,648 88.9 1636 29.0 3,127 49.2 2,757 43.4

13
Incomplete data received from the region

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Annex V:Access to water supply facilities in secondary schools, 2008 E.C (2015/2016)
Accessible
Availability of
Numb to children
Main source of water water per week
er of Have water Functionality with Accessible
respo supply of water Unimprove 5-7 2-4 <2 Physical to young
ndent facilities facilities Improved 14 d 15 days days days disability children
S.n Region s n % n % n % n % % % % n % n %
1 Tigray 186 130 69.9 86 66.2 53 100 0 0.0 39.2 6.9 7.7 53 61.6 69 80.2
2 Afar 24 19 79.2 13 68.4 14 87.5 2 12.5 21.1 15.8 10.5 5 38.5 9 69.2
3 Amhara 433 313 72.3 277 88.5 311 98.1 6 1.9 62.0 18.5 8.0 201 72.6 188 67.9
4 Oromia 1261 726 57.6 673 92.7 763 94.5 44 5.5 60.9 21.1 12.5 511 75.9 432 64.2
5 E. Somalie 119 41 34.5 36 87.8 0 0 0 0 0.0 0.0 0.0 21 58.3 32 88.9
6 B. Gumuz 65 39 60.0 34 87.2 40 95.2 2 4.8 41.0 35.9 2.6 16 47.1 14 41.2
7 SNNPR 613 325 53.0 303 93.2 351 91.4 33 8.6 58.5 20.9 7.4 303 100 234 77.2
8 Gambella 53 46 86.8 39 84.8 43 100.0 0 0.0 23.9 21.7 26.1 35 89.7 37 94.9
9 Harari 13 12 92.3 12 100 13 92.9 1 7.1 33.3 33.3 41.7 3 23.1 13 100
10 Addis Ababa 206 201 97.6 198 98.5 203 99.0 2 1.0 81.1 11.4 5.5 154 77.8 178 89.9
100.
20 95.2 95.7 1 4.3 57.1 28.6 9.5 35.0 5 25.0
11 Dire Dawa 21 21 0 22 7
Total 2994 1873 62.6 1,691 90.3 1813 95.2 91 4.8 58.0 18.6 9.8 1309 77.4 1,211 71.6

14
According to JMP definition improved sources of drinking water includes sources from piped water in school building, yard/plot, public tab/standpipe,
Tubewell/borehole, protected dug well, protected spring, rainwater collection, bottled water
15
Unimproved sources of drinking water include sources from unprotected dug well, unprotected spring, cart with small tank/drum, tanker truck, surface water (river,
dam, lake, pond, stream, canal and irrigation channels)

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 Annex VI: Access to latrine facilities in Secondary Schools, 2008 E.C (2015/2016)
Type of latrine facilities

Have latrine
Number of facilities Traditional pit
S.n Region Improved 16
schools latrine

n % n % n %
1 Tigray 172 146 84.9 5 3.4 141 96.6
2 Afar 21 16 76.2 4 25.0 12 75.0
3 Amhara 433 416 96.1 123 29.6 293 70.4
4 Oromia 1270 1116 87.9 545 48.8 571 51.2
5 E. Somalie 117 38 32.5 0 0.0 38 100.0
6 B. Gumuz 61 37 60.7 25 67.6 12 32.4
7 SNNPR 592 544 91.9 237 43.6 307 56.4
8 Gambella 50 37 74.0 12 32.4 25 67.6
9 Harari 14 13 92.9 3 23.1 10 76.9
10 Addis Ababa 199 194 97.5 13 6.7 181 93.3
11 Dire Dawa 21 21 100 9 42.9 12 57.1
Total 2950 2578 87.4 976 37.9 1602 62.1

Annex VII: Access to hand washing facilities in secondary schools, 2008 E.C (2015/2016)
Functionality Accessible to
Have hand of hand Always soap children with
Number of washing washing or ash Physical
respondent facilities facilities available disability
S.n Region s n % n % n % n %
1 Tigray 172 51 29.7 40 78.4 2 5.0 2 5.0
2 Afar 21 7 33.3 3 42.9 1 33.3 1 33.3
3 Amhara 433 142 32.8 115 81.0 11 9.6 11 9.6
4 Oromia 1270 487 38.3 380 78.0 44 11.6 44 11.6
5 E. Somalie 117 10 8.5 10 100.0 0 0.0 0 0.0
6 Benshangul Gumuz 61 20 32.8 19 95.0 3 15.8 3 15.8
7 SNNPR 592 238 40.2 216 90.8 38 17.6 38 17.6
8 Gambella 50 8 16.0 10 125.0 0 0.0 0 0.0
9 Harari 14 10 71.4 9 90.0 3 33.3 3 33.3
10 Addis Ababa 199 190 95.5 178 93.7 72 40.4 72 40.4
11 Dire Dawa 21 19 90.5 14 73.7 0 0.0 0 0.0
Total 2,950 1,182 40.1 994 84.1 174 17.5 174 17.5

Improved latrine includes an improved pit latrine, a flush toilet, a pour-flush toilet, or a composting toilet
16

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Annex VIII: Secondary Schools access to latrine facilities, 2008 E.C (2015/2016)

Access to full WASH

facilities supporting Indicator
Number of at schools17
S.n Region respondents n %
1 Tigray 112 8 7.1
2 Afar 17 0 0.0
3 Amhara 392 35 8.9
4 Oromia 1217 108 8.9
5 E. Somalie 18 110 0 0.0
6 Benshangul Gumuz 56 0 0.0
7 SNNPR 553 52 9.4
8 Gambella 45 1 2.2
9 Harari 12 0 0.0
10 Addis Ababa 189 54 28.6
11 Dire Dawa 21 3 14.3
Total 2,724 261 9.6

17
In this context, the indicator full WASH facilities at Schools is implies to number of schools that have functional
improved water source plus schools with improved toilets and hand washing facilities
18
Incomplete data received from region.

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