2011年-世界发展银行全球_The_Power_of_Primary_Schools_to_Change_and_Sustain_Handwashing_with_Soap_among_Children___The_Cases_of_Vietnam_and_Peru_36页_5mb

Summary of the Power of Primary Schools to Change and Sustain Handwashing with Soap among Children: The Cases of Vietnam and Peru

Core Content

This document analyzes the effectiveness of handwashing with soap (HWWS) initiatives in primary schools in Vietnam and Peru, highlighting the role of formative research, entertainment education, and collaboration with local and national institutions in promoting sustainable hygiene behavior.

The initiative was part of the Global Scaling Up Handwashing Project, supported by the Water and Sanitation Program (WSP) and funded by the Bill and Melinda Gates Foundation. The goal was to increase HWWS rates among primary school children (ages 5–12 in Peru, 6–10 in Vietnam) and to use schools as a platform for influencing behavior both at home and in the broader community.

Main Points

Vietnam

• Program Overview: The Vietnam Handwashing Initiative (HWI) began in 2006 and aimed to reduce diarrheal disease rates among children under five.
• Key Partners: Ministry of Health (MoH), Ministry of Education and Training (MoET), and Vietnam Women’s Union (VWU).
• Implementation:
  • Phase 1 (2008): Piloted in 40 communes across 8 provinces, targeting mothers and caregivers.
  • Phase 2 (2008–2010): Expanded to primary schools, focusing on children aged 6–10.
• Formative Research: Conducted in 2008 to understand children's behavior, motivations, and social context.
  • Research tools included role models, daily diaries, family structure diagrams, and belief interviews.
  • Identified that children were more likely to wash hands after using the latrine rather than before eating.
  • Children were motivated to protect their younger siblings from illness.
• FOAM Framework: Used to analyze barriers and motivations. Adapted into FOAM-EM (Focus on Ability, Opportunity, and Motivation – Ecological Model) for children.
• Intervention:
  • Combined school-based activities (games, songs) with mass media campaigns (television, publications).
  • Introduced a superhero character who gained powers through handwashing with soap.
  • Targeted times when children were most accessible: during school and through television.
• Outcomes:
  • Reached over 340,000 students.
  • Teachers were trained and equipped with tools to integrate HWWS into extracurricular activities.
  • Emphasized the importance of making learning fun and interactive.

Peru

• Program Overview: The Safe, Clean and Healthy Schools Program was implemented under the Ministry of Education (MoE) and aimed to promote HWWS among primary school children.
• Key Partners: Ministry of Education, WSP, and local NGOs.
• Implementation:
  • Launched in 24 regions, involving 14,000 teachers and 285,000 students.
  • Focused on integrating HWWS into the national curriculum.
• Formative Research:
  • Sought to understand the role of children as agents of change.
  • Found that children were more likely to influence their families, especially in rural areas.
• Intervention:
  • Used entertainment education with a superhero character.
  • Combined mass media (radio campaigns) with interpersonal communication (school-based activities).
  • Encouraged children to remind their mothers to wash hands before cooking.
• Outcomes:
  • Successfully integrated HWWS into the education system.
  • Used performance indicators and certifications to motivate teachers.
  • Increased awareness and practice of HWWS through school and community linkages.

Key Information

• Common Elements:

  • Both countries used formative research to inform program design.
  • Entertainment education was a central strategy.
  • Schools were identified as a key setting for promoting HWWS.
  • Teachers were a crucial link between schools and families.
  • Mass media played a role in reinforcing school-based messages.

• Differences:

  • Vietnam focused on extracurricular activities due to a heavy curriculum.
  • Peru integrated HWWS into the national curriculum.
  • Vietnam used family-based messages to reinforce school activities.
  • Peru emphasized teacher incentives and policy development.

• Lessons Learned:

  • Formative research is essential for designing effective HWWS programs.
  • Teachers need support and tools to promote hygiene effectively.
  • Children can be agents of change, especially when they are motivated by social norms and family responsibilities.
  • Mass media and community engagement are important for sustaining behavior change.
  • Integration with education systems and policy support enhances program reach and impact.

Conclusion

The case studies from Vietnam and Peru demonstrate that primary schools can be powerful platforms for promoting handwashing with soap among children. By using entertainment education, formative research, and collaboration with local institutions, both countries were able to increase HWWS rates. The FOAM framework provided a useful tool for understanding and influencing behavior. The integration of HWWS into school and community systems was key to long-term success. These lessons can be applied by governments, NGOs, donors, and educators seeking to implement similar programs in other regions.