Background
Project overview
Project setting
Overview of the intervention
Methods
Community consultation
Baseline and follow-up surveys
Scale | Number of items | Sample questions (responses on 5 point Likert Scales) | Cronbach’s alpha |
---|---|---|---|
Knowledge, Attitudes and Practices | |||
Knowledge | 7 | I believe that washing hands with water ONLY after using the bathroom is enough to protect from disease | 0.426 |
I think that if someone does NOT wash their hands with water and soap before eating it can lead to serious diseases | |||
Perceived Severity | 1 | If I got a worm infection, I would find this very serious | n/a |
Perceived importance of washing | 7 | How important is it to wash hands with water and soap/mud/ash before eating | 0.893 |
How important is it to treat water before washing/bathing | |||
Frequency of washing | 8 | How frequently do you wash your hands with water and soap/mud/ash before eating | 0.847 |
How frequently do you wash your hands with water and soap/mud/ash after using the toilet/latrine | |||
Frequency of unhygienic behaviour | 7 | In the past 3 months, how often did you eat food without washing your hands first | 0.798 |
In the past 3 months, how often did you defecate outside and not use a latrine when one was available | |||
Self-Efficacy | |||
Self-efficacy to wash | 2 | How difficult is it to wash using soap/mud/ash after using the toilet/latrine | 0.715 |
Intention to wash | 2 | How likely is it that you will use soap/mud/ash next time you use the latrine | 0.736 |
intention to use toilet | 1 | How likely is it that you will use a toilet/latrine next time you need one, if one is available | n/a |
Science interest and motivation | |||
Pros towards science | 9 | The science I learn is relevant to my life | 0.867 |
In science, I think it is important to learn to solve problems | |||
Cons towards science | 3 | I think science is boring | 0.678 |
I think that the science I learn about in school is not helpful in everyday life | |||
Communication | |||
Communication: hygiene | 5 | How often do you discuss washing hands after urinating and defecating with family and friends | 0.776 |
How often do you discuss washing fruits and vegetables with family and friends | |||
Student engagement in the classroom | 4 | In my class, teachers encourage students to participate in health education | 0.752 |
In my class, students are encouraged to ask questions in health education classes | |||
Student engagement in the community | 2 | In my community, young people are involved in planning local health education and promotion programs | 0.704 |
Individual interviews and focus group discussions
School Lessons
Ethics
Results
Process evaluation
Activity | Description | Date | Delivered by | Target Audience | Evidence of implementation | Source of data |
---|---|---|---|---|---|---|
Teacher training workshops | Participatory workshops to share knowledge and enhance teacher capacity in: 1) parasitism; 2) sanitation and hygiene in local context; 3) basic water quality testing and treatment; 4) advanced water testing and organizing a science fair | May & Sept. 2014 | SHINE core teama
| Biology and civics teachers at both schools | 20 teachers trained | individual interviews, participatory evaluation techniques at workshops |
SHINE School lessons | Series of lessons on sanitation, hygiene, water testing and treatment adapted from workshops and teacher manuals provided to teachers | May to Oct. 2014 | Biology & civics teachers | Form 3 students | At least 40 individual lessons delivered | log books, individual interviews, focus group discussions |
Extra-curricular SHINE activities | Classroom lessons on sanitation, hygiene, water testing and treatment replicated by students to community members. School debates, additional cleaning schedule for toilets, and school grounds. | May to Oct. 2014 | SHINE club members | Community members | At least 4 separate visits to deliver lessons in villages Two debates performed in front of the entire school. Additional cleaning schedule of latrines by SHINE club members. | log books, individual interviews, focus group discussions |
Community WASH events | Three school-wide events with community members to mark World Water Monitoring Day, Global Hand Washing Day and World Toilet Day | Sept & Oct, 2014 | SHINE club members | All school students and community members | Participation of 500–1000 students and community members per event | individual interviews, field notes |
Sanitation Science Fair | Students designed and implemented experiments to address water, sanitation and hygiene issues | Nov, 2014 | Form 3 students | All school students and community members | Participation of between 500–1000 including members of the Pastoralist Council (local government), traditional leaders, women’s group members and out-of-school youth. | individual interviews, field notes |
Scale up of Science Fair projects | Additional training in youth-based social entrepreneurship and soap-making | Jan-May 2015 | SHINE core team, WET Centre Zambia & Rocky Mountain Soap Company | Teachers, students and women’s group members | Not implemented until after end of formal project | Not applicable |
Perceptions of SHINE intervention activities
I was personally very happy with the project. It provided us with the necessary knowledge, especially to the students, teachers and the non-teaching staff and were also able to spread the knowledge to other community members…The project also helped us to link between theory and practical sessions…(Teacher 2).
The students were very active on the activities and on methods used because are student centered methods (Log book entry).
And another lesson that we understood well was that on water treatment, for example we learnt how to use filtration instead of using methods that, that are not easy to get easily, even to use filtration, you use a clean piece of cloth, first you filter the water then you boil until it boils (SHINE girls club, school 1).
It really helped the students a lot who in turn were able to teach the community members. For example, we hosted a small event here at school and the community members came where they were taught about various things like the importance of having latrines, how to use latrines, advantages of washing hands, how to keep the environment clean and how to store water. Students used different methods to teach like via pictorial presentation and by singing in order to deliver the message (Teacher 8).
The school timetable has been stretched a little bit. While the school timetable required us to do something else, at the same time we needed to do project activities that caused a conflict with the school timetable. But since the school headmaster/teacher was communicating with them so things were not…were not that bad (Teacher 10).
Challenges with implementation
It is usually very difficult to convince an old man who has lived for more than 50 years on the importance of using or having a toilet. They do not understand at all, they find it against their beliefs about sharing the same toilet with their children (Teacher 11).
Maasai are very difficult to change, but because this project has been involving their leaders, for example I am a leader in the Maasai society, and also most of the people who have participated are leaders, and the Maasai pay much respect to their leaders, this will help to change…(Teacher 3).
Outcome evaluation
Mean (SD) or number (%) | |
---|---|
(n = 826)a
| |
Age | 15.65 (1.59) |
Sex (male) | 460 (56.0) |
Ethnicity | |
- Maasai | 452 (55.9) |
- Chagga | 85 (10.5) |
- Meru | 71 (8.8) |
- Other | 200 (24.7) |
Type of toilet at home | |
- Pit latrineb
| 596 (73.0) |
- No latrinec
| 120 (14.7) |
- Bucket latrine | 74 (9.1) |
- Other | 26 (3.2) |
Place for hand washing at home (% yes, N) | 603 (73.4) |
Access to soap/mud/ash (% yes, N) | 582 (71.0) |
Baseline (Mean, SD)a
| Follow-up (Mean, SD) | Difference |
p
c
| |
---|---|---|---|---|
Knowledge, Attitudes & Practices | ||||
Knowledge: hygiene b
| 6.07 (1.59) | 6.03 (1.57) |
t(1,1662) = 0.5 | 0.614 |
Perceived severity of worm infection | 3.56 (1.36) | 3.63 (1.36) |
t(1,1642) = −0.9 | 0.330 |
Perceived importance of washing | 2.03 (0.99) | 2.15 (1.19) |
t(1,1657) = −2.3 |
0.021
|
Frequency of washing | 3.91 (0.87) | 3.85 (0.91) |
t(1,1672) = 1.2 | 0.224 |
Frequency of unhygienic behaviour | 4.50 (0.73) | 4.37 (0.81) |
t(1,1651) = 3.6 |
<0.001
|
Self-efficacy | ||||
Self-efficacy to wash | 4.32 (1.01) | 4.27 (1.00) |
t(1,1647) = 0.9 | 0.347 |
Intention to wash | 4.37 (0.99) | 4.36 (0.98) |
t(1,1652) = 0.3 | 0.759 |
Intention to use toilet | 3.78 (1.52) | 4.01 (1.42) |
t(1,1635 = −3.0 |
0.003
|
Science interest and motivation | ||||
Pros towards science | 4.62 (0.58) | 4.60 (0.64) |
t(1,1667) = 0.7 | 0.504 |
Cons towards science | 2.04 (1.06) | 2.20 (1.15) |
t(1,1651) = −2.9 |
0.003
|
Communication | ||||
Communication: hygiene | 4.11 (0.80) | 4.08 (0.84) |
t(1,1658) = 0.6 | 0.547 |
Student Engagement Classroom | 4.39 (0.91) | 4.40 (0.90) |
t(1,1667) = 0.2 | 0.842 |
Student Engagement Community | 3.96 (1.13) | 4.15 (1.06) |
t(1,1661) = −3.6 |
<0.001
|
And another lesson that we understood well was that on water treatment, for example we learnt how to use filtration instead of using methods, that are not easy to get [not available], even to use filtration, you use a clean piece of cloth, first you filter the water and then you boil until it boils (SHINE club girls).
There are some changes in the school policies, for instance our policy of keeping the school environment clean was further strengthened with this project. The relationship also between us and the health care centres because if you take a child to the hospital with abdominal problems they advise the same things that were taught in the project such as ways to prevent diseases (Teacher 10).
I found the extra curriculum activities to have been for beneficial to the both the students and the community at large. Students were able to transfer the knowledge they had gotten from the project and share it with the community members (Teacher 2).
…we were explaining in a group discussion together with our fellow students in the classroom, so I have become more knowledgeable for example that there are some diseases that are caused by animals. Some of us did not know that. So we have learnt that because we shared ideas with our fellow students in the groups. So that has consolidated the relationship and cooperation with our fellow students at school (SHINE club boys).
It was marvelous! The people in the community took part fully together with the teachers and students. A lot of demonstrations and experiments were conducted with valid results which could be seen (Teacher 7).
Sustainability of the project
This skill, you can also use it even to start your own small industry, you can start making these soap and sell to people, instead of people moving to town where they see that things are cheaper, they can start even moving to villages as they can get this skill (SHINE club girls).