UNICEF and WHO Joint Monitoring Program (JMP) SDG Baseline Report on WASH in Schools

• In Event: Drinking water, sanitation & hygiene in schools - global baseline report 2018 and country case studies

Proposal

Since 1990, the UNICEF and WHO Joint Monitoring Program (JMP) for water supply, sanitation and hygiene has been producing regular estimates on the national, regional and global progress towards access to drinking water, sanitation and hygiene. The 2030 SDGs recognize that safely managed WASH facilities should be universal and available for all. Thus, under the Education SDG, target 4a speaks of education facilities that are child-, disability- and gender-sensitive and provide a safe learning environment. To measure progress on this target, indicator 4a1. measures the proportion of schools that have a) basic water, b) single sex basic sanitation facilities and c) basic handwashing facilities.
In 2016, the JMP defined these three indicators and provided a step-ladder framework to achieving and going beyond basic service levels in schools. Following on from this guidance, the JMP in 2018 produced a global baseline report on drinking water, sanitation, and hygiene in schools, which includes national as well as regional and global estimates for 2016.
The JMP estimates for WASH in schools are based on nationally representative data sources including Education Management Information Systems (EMIS), censuses and surveys, as well as secondary sources (e.g. UNESCO UIS) in the absence of primary data. Data are harmonized to the extent possible based on the indicator definitions for ‘basic’ service and facility type classifications. A simple linear regression estimation method is used to estimate the proportion of schools using different levels of service using the JMP ladders for WASH in schools.
In this presentation, we will first learn about the JMP baseline report findings overall, and by region and country, as well as learn about the inequalities that were found, between primary and secondary school level; rural and urban contexts; and public and private schools.

Authors

• Tom Slaymaker, UNICEF

• Christie Chatterley, UNICEF