Reducing Waterborne Diseases in 131 Kenyan Schools

Activity1.2: Held sessions with new Teacher Champions in the 10 pilot schools using the Two Teacher Model. (3^rd March –6^th March 2026)

In March 2026 (3rd-6th), WE REACH conducted school-based engagement sessions across 10 pilot schools in Lurambi Sub-County as part of Phase II of the WASH Programme. This activity followed the institutional assessment and focused on restoring program continuity by reintroducing the WASH programme to newly identified Teacher Health Champions and strengthening existing ones through the two-teacher model.

The sessions also included distribution of WASH activity manuals to guide Health Club implementation, alongside discussions with school leadership on reactivating WASH systems and improving sustainability.

Activity 2.1: Trained BoM, Head Teachers, and Assigned Teacher Champions on establishing, managing, and ring-fencing WASH Income Generating Activities (IGA’s) (17th March -20th March 2026)

In March 2026 (17th-20th), WE REACH conducted school-based training sessions across 10 pilot schools in Lurambi Sub-County aimed at introducing and operationalizing school-led Income Generating Activities (IGAs) as a sustainability strategy for WASH.

The sessions engaged key school decision-makers including Head Teachers, BoM representatives, and Teacher Health Champions. The focus was on building capacity for schools to independently generate and manage funds specifically dedicated to WASH needs, in response to declining and inconsistent government capitation.

Schools were guided to develop viable IGA ideas, prepare simple proposals, and draft budgets, with a clear emphasis on ownership, practicality, and sustainability.

Activity 1.2: Held sessions with new Teacher Champions in the 10 pilot schools using the Two Teacher Model. (3rd March –6th March 2026) Approach and Methodology

The activity was conducted through:

• On-site school visits (approx. 30-minute structured sessions per school)
• Engagement with Head Teachers, Teacher Health Champions, and school administration
• Orientation discussions on WE REACH WASH Programme (past achievements, current strategy, and expectations)
• Distribution of WASH Health Club Activity Manuals
• Open discussions to capture school-specific realities, challenges, and opportunities

Key Findings

a) High Staff Turnover Affecting Program Continuity

• Majority of schools experienced transfer or retirement of trained Teacher Champions and Head Teachers from the 2020 cohort.
• In schools such as Ebambwa, both the Head Teacher and Teacher Champion were new, with no prior exposure to the program.
• Even in schools where trained teachers remained, many are approaching retirement, posing a risk to continuity.

b) Weak or Non-Functional Health Clubs

Several schools reported that Health Clubs:

• Were inactive or completely non-existent in 2026
• Had collapsed due to student transition (upper primary pupils who led clubs have graduated)
• Only a few schools showed partial continuity of activities

C) Limited Administrative and Financial Support for WASH

Schools reported that:

• Capitation funds are insufficient and delayed, leading to prioritization of other needs
• WASH activities are not prioritized in school budgets

Example:

• In Shisasari, soap making exists but relies on minimal support from administration
• No schools had structured WASH funding mechanisms (IGAs)

d) Inadequate WASH Infrastructure and Facilities

Common issues observed:

• Insufficient handwashing stations
• Water sources unreliable (streams, boreholes that frequently break down)

e) Knowledge Gaps Among New Teacher Champions

Newly selected Teacher Champions:

• Had no prior training or orientation
• Required foundational understanding of the WASH programme

Key Interventions Implemented

1. Introduction of the Two-Teacher Champion Model

Each school identified two Teacher Champions:

• One lower primary/ECD
• One upper primary teacher

2. Orientation and Reintroduction of the WASH Programme

Teacher Champions were taken through:

• WE REACH WASH journey (2020–2025)
• Current 2026 strategy (focus on sustainability)

Roles and expectations in:

• Health Club management
• Hygiene promotion
• Infrastructure monitoring

3. Distribution of WASH Activity Manuals

Each school received a WASH Health Club Manual containing:

• Weekly activity guides
• Interactive games for hygiene education
• Step-by-step soap-making procedures
• Required materials and ingredients

4. Health Club Reactivation Planning

Schools committed to:

• Reactivating Health Clubs in Term 2
• Scheduling weekly meetings
• Engaging learners across different class levels

5. Identification of Capacity Gaps

Schools requested:

• Training on soap making
• Support in establishing IGAs
• More structured guidance on sustaining WASH activities
• Sustainability of WASH programs depends on systems, not individuals
• Training multiple teachers per school improves resilience
• Student-led initiatives require continuous renewal due to transition
• Provision of simple tools (manuals) greatly enhances implementation
• School leadership support is critical for prioritization of WASH
• High turnover of trained staff leading to loss of institutional memory
• Weak or non-functional Health Clubs in several schools
• Limited financial allocation to WASH due to capitation constraints
• Inadequate infrastructure (water, handwashing stations, sanitation facilities)
• Competing school priorities reducing focus on WASH activities

 LESSONS LEARNT:CHALLENGES:RECOMMENDATIONS:

Program Strengthening

• Conduct refresher and practical training for Teacher Champions (e.g., soap making)
• Introduce structured Health Club monitoring framework

Financial Sustainability

• Fast-track implementation of WASH Income Generating Activities (IGAs)

Increase proposed seed funding (KES 20,000–30,000) to:

• Ensure viability of projects
• Cover startup costs effectively
• Generate meaningful returns for WASH O&M

Institutionalization

• Introduce WASH SOPs and Logbooks to ensure continuity
• Support integration of WASH into School Improvement Plans (SIPs)

Infrastructure Improvement

Advocate for:

• More handwashing stations
• Reliable water systems
• MHM-friendly facilities

Capacity Building

Conduct targeted training for:

• New Teacher Champions
• Health Club members

CONCLUSION:

The re-establishment of Teacher Health Champions across the 10 pilot schools has provided a critical foundation for revitalizing the WASH programme in 2026. The activity clearly highlighted that while initial gains from Phase I were significant, sustainability has been undermined by staff turnover, weak institutional systems, and financial constraints.

The introduction of the two-teacher model, combined with structured tools such as the WASH Activity Manual, marks a strategic shift towards institutional resilience. However, for long-term success, these efforts must be reinforced through financial autonomy mechanisms, policy integration, and continuous stakeholder engagement.

This activity confirms the urgent need for the Phase II Sustainability Strategy, positioning the pilot schools as a learning ground for scaling a more resilient and self-sustaining WASH programme across all 87 partner schools.

Activity 2.1: Trained BoM, Head Teachers, and Assigned Teacher Champions on establishing, managing, and ring-fencing WASH Income Generating Activities (IGA’s) (17th March -20th March 2026)

Approach and Methodology

The activity was conducted through:

• On-site interactive training sessions in all 10 pilot schools
• Direct engagement with Head Teachers, BoM representatives, and Teacher Champions

Participatory discussions allowing schools to:

• Identify context-appropriate IGA opportunities
• Analyze feasibility based on their environment

Practical guidance on:

• Proposal development
• Budgeting (KES 10,000 initial framework)
• Financial management and accountability

Establishment of a WhatsApp group as a coordination platform for submission, feedback, and follow-up

Key Training Areas Covered

Introduction to Financial Sustainability in WASH
Schools were taken through the importance of reducing reliance on external funding and creating internal funding mechanisms.

Understanding IGAs in the School Context

Emphasis on selecting:

• Low-risk
• Locally viable
• Easy-to-manage income activities

Ring-Fencing WASH Funds
 Schools were guided to ensure that:

• Income generated is specifically reserved for WASH O&M
• Funds are not absorbed into general school expenditure

Proposal Development and Budgeting
 Schools developed:

• Simple IGA proposals
• Budgets within the KES 10,000 framework
• Basic implementation plans

Key Findings and Observations

a) Strong Ownership When Schools Generate Their Own Ideas

Schools actively participated in identifying their own IGAs

This resulted in practical, context-driven ideas such as:

• Water kiosks
• Food kiosks
• Vegetable gardens
• Poultry keeping
• Soap making for sale

b) Contextual Challenges Influence IGA Selection

A major concern raised across schools was insecurity, limiting options like kitchen gardens, large-scale farming, or livestock projects

c) Financial Constraints Remain a Major Barrier

Schools highlighted that:

• Current capitation is insufficient
• WASH is often not prioritized financially
• The proposed seed funding of KES 10,000 was considered too low to establish viable IGAs

d) High Engagement and Immediate Action by Schools

Despite time constraints (end of term), schools:

• Held internal discussions
• Developed draft proposals and budgets

Schools committed to:

• Refining proposals
• Submitting final versions through the WhatsApp platform

e) Need for Continuous Technical Support

Schools require guidance on:

• Proposal refinement
• Financial management
• Implementation tracking

Key Achievements

All 10 pilot schools:

• Trained on IGA establishment and financial management
• Identified viable, context-specific IGA ideas
• Developed draft proposals and budgets
• A communication and coordination system (WhatsApp group) was established

A structured review process was put in place:

• M&E Officer to review proposals
• Feedback to be provided before final submission
• Final documents to be uploaded on OneDrive
• Ownership is significantly higher when schools develop their own solutions
• Financial sustainability is a critical missing link in WASH programming
• Context (e.g., insecurity) strongly influences feasibility of IGAs
• Schools can act quickly when given clear guidance and expectations
• Continuous support systems (follow-up, review mechanisms) are essential
• Limited startup capital for viable IGA implementation
• Insecurity affecting choice of income-generating activities
• Competing school priorities limiting focus on WASH
• Limited experience in managing structured IGAs
• Risk of WASH funds being absorbed into general school use

LESSONS LEARNT:CHALLENGES:RECOMMENDATIONS:

1. Increase Seed Funding

Revise startup funding from KES 10,000 to KES 20,000–30,000
 to:

• Improve viability of IGAs
• Cover realistic startup costs
• Increase chances of sustainability and returns

2. Provide Ongoing Technical Support

Conduct follow-up support on:

• Financial management
• Record keeping
• Business operations

3. Strengthen Accountability Systems

Introduce:

• Clear financial tracking mechanisms
• Monitoring tools for IGA performance
• Ensure strict ring-fencing of WASH funds

4. Integrate IGAs into School Systems

Support schools to:

• Include IGAs in School Improvement Plans (SIPs)
• Align with school budgeting processes

1. Strengthen Monitoring and Feedback

Utilize:

• WhatsApp group for continuous engagement
• M&E review processes for accountability and learning

CONCLUSION:

The IGA training activity marked a critical step in transitioning the WE REACH WASH Programme from externally supported interventions to school-driven sustainability models. The strong engagement and proactive response from schools demonstrate readiness to embrace financial autonomy.

However, the success of this approach will depend on adequate seed funding, continuous technical support, and strong accountability mechanisms. Addressing these factors will enable schools to sustain WASH services independently, ensuring long-term impact beyond project cycles.