School of Postgraduate Studies

MSc in Project Management, Analysis and Evaluation

Project Field Work Report on:

WASH Evaluation Report in Kolfe Keranio Sub city A.A.

Submitted to: Skill Mart International College

Names of Team’s ID № Section

Melaku Taddese PMAE/048/15 1

Mengistu Wakjira PMAE/049/15 1

Acknowledgments
First of all, thank my God and SkillMart College especially the Department of PMAE for
facilitating materials for this project field work. We would like to express our sincere gratitude to
World Vision Ethiopia for granting us the opportunity to undertake this internship and engage in
meaningful fieldwork. We thank the entire team for their warm welcome, guidance, and
continuous support throughout our time there. The practical exposure and hands-on experience
we gained during this internship have been invaluable in enhancing our skills and preparing us
for future endeavors. we are honored to have been a part of such an adynamic and progressive
organization. The fieldwork Team (ET) wishes to thank World Vision Ethiopia staff, particularly
Samuel and Lesanwork, for their insights, guidance, and collaboration throughout the evaluation
process. We also express our gratitude to the iWASH project staff for their courtesy and
cooperation throughout the study.

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Contents
Acknowledgments ……………………………………………………….……………..1
Table of contents ……………………………………………………….……………....2
Definition of terms ………………………………………………………….…………..3
Executive Summary …………………………………………………………….………..4
Chapter One: Overview of the Project Field Worksite…………………………….…......7
1.1. Profile of the host company ………………….………….……………………....7
1.2. Project title & summary of the project…………………………………………..7
1.3. Problem Statement & Justification………………………..…..……………...…..9
1.4. Objective of the project …………………………….……………..………….…..9
Chapter two: Description of duties and accomplishments…………….…………………..10
2.1. Description of duties …………………………………………………….……....10
2.1.1. Major Objective………………………………………….……………….10
2.1.2. Specific objectives…………………………………………….….………..10
2.2. Major accomplishments …………………………………………….…..…....…..10
2.2.1. Description of activities participated/ tasks solved………………...………14
2.2.2. Description of major achievements…………………….……..………..…………….14
2.3 Major Challenges Faced…………………………………………………..…….…15
2.3.1. Description of challenges faced…………………………………………….15
Chapter Three: Review of related literature……………………………………………....…16
3.1 Effectiveness of WASH Programme in Schools …….…………..…………………..…16
3.2 The Role of Educational Sectors Towards WASH Programs and Practice in schools…..16
3.3 The Knowledge of Students on WASH Practices ………………………………………..17
3.4 Teacher’s Participation in Wash Program and Public Health Practices……………….…17
3.5 Poor Supply of Water for Latrine Use…………………………………………………..18

Chapter four: Work done and lessons learned…………………………………….…….…..19

4.1 Brief description of tasks undertaken ………………………………….………….19
4.2 Lessons Learned Tasks undertaken…………………………………..………..…20
4.2.1. Description of knowledge learned and skills developed……………….…20
4.2.2. Experiences Acquired and impacts on a career plan………………….…21
Chapter Five: Conclusion and Recommendation …………………………………………22
5.1 Conclusion………………………………………………………………………22
5.2 Recommendation………………………………………………………………..23
References ………………………………………………………………………………….24
Appendices ………………………………………………………………….25

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Definition of terms
Handwashing Facility: This is a fixed set facility that is used for washing hands after toilet use,
usually designated at the latrine points for use
Latrine: This is a toilet that is dug on the ground or a simpler facility that serves as a sanitation
system facility for human feces
WASH: It is an acronym that stands for Water Sanitation and Hygiene that offers universal and
affordability access to clean drinking water as a critical parameter in addressing the essential
public health issue within the international standards
Basic drinking water service: Drinking water from improved sources and water is available at
the school at the time of the fieldwork.
Basic sanitation service: Improved sanitation facilities at the school that are single-sex and
usable (available, functional, and private) at the time of the field visit.
Public Schools: These are learning institutions that are under the governance and operations of
the National Governments on the docket of education aimed at imparting knowledge to learners
at different learning levels.
Hardware activities: Construction of latrines (separated boys and girls cubicles), hand washing
stations, and water supply facilities.

Software activities: Capacity building, behavioral change interventions for improved hygiene in
schools, and school sanitation and hygiene education provided to teachers, education
administrators, community members, village sanitation committees, and community-based
organizations (CBOs).

Woreda: The lowest administrative unit of the city.

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 Executive Summary
This report presents the results of the terminal evaluation of project field works on the Integrated,
Water, Sanitation, and Hygiene (IWASH) and Start Early Education for Children (SEE4C)
project implemented from, 2021- 2024, in Kolfe Keranio sub-city Addis Ababa. The project’s
overall objective was to improve the Contribution to the Sustained Well-being of Children,
especially the most Vulnerable Children within governmental schools, HIV-affected students,
and their Families and Communities by the year 2024.
The project was implemented by Word Vision Ethiopia and financed by the UK, South Korea &
Hong Kong WV Offices to support these two Aps (area programs).

The terminal evaluation was commissioned by Word Vision and Internship students
The purpose of this terminal evaluation is to assess the success of the project against the criteria
by examining the balance between the controlled & treatment activities and their sustainability;
highlighting examples of good practice, describing challenges encountered, and giving
recommendations for future programmers.
Method: The evaluation was conducted in March 2024 by Word Vision kolfe keranio branch
office staff and by internship students. This evaluation report is prepared based on field-level
observation and secondary data review was gathered to assess impacts as well as project
performance. Data was collected through a review of project documents, key informant
interviews with project and partners’ staff, focus group discussions with beneficiaries (gov’t
schools), and direct observation of activities in selected sites in two governmental schools
Information gathered was analyzed using specific evaluation criteria including
appropriateness/relevance, efficiency, effectiveness/Impact, coherence & coordination,
connectedness/ sustainability, coverage, and cross-cutting issues.
Results: Key findings preliminary conclusions and recommendations of the evaluation were also
presented at de-briefing sessions to the project office for their comments and suggestions.
The major findings of the WASH Project evaluation are summarized below:

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The interventions considered in the School WASH Project in the Kolfe Karanio sub-city were
appropriate and had direct relevance in addressing the problems related to access to Integrated
WASH, Sanitation, and hygiene Regarding the water supply components, it was found to be a
felt need for the students. Interventions implemented under sanitation had no problem when
evaluated with the criteria appropriateness/relevance but strong follow-up is needed for proper
management of students latrines constructed in schools. The hygiene promotion performed was
good in all implemented gov’t schools (9 gov’t schools).
The total budget allocated was utilized 100% for the project implementation although it was
observed from the financial report that there were plus and minus budget utilization across the
project components. The problem with this Integrated WASH Project was its timing. The
emergency projects are time-sensitive however this project showed a delay in embarking and
took some months to complete. The organization ought to comply with its commitment to
delivering the outputs within the given time. This may require proper planning within itself
before communicating to others.
The reduction of dropouts from schools was the primary achievement of the project as the KIIs
and FGDs showed. The data on water use per school showed that in all (9 schools), the water
consumption per school was less than the UAP standards however water consumption in Kolfe
KaranioSub city qualifies for the sphere standard. The school's latrine-to-users ratio was too high
(1:113-275) to comply with the sphere (1:20) and national (1:10) standards. Water consumption
per pupil per day in schools was 1-2lt whereas the sphere standard is 3 lt and the national
standard is 3-5lt, schools to-latrine seat ratio didn’t qualify both standards. Hence, extra effort is
needed to respond to the standards.
The solid and liquid waste disposal pits were under use by schools in the city. To improve the
utilization rate, there is a need to make close follow-ups and support trained volunteers (teachers
and students) to promote good hygienic practices among schools.
The project coherence and coordination were seen at the primary gov’t schools and woreda/sub-
city level. The project had worked closely with the woreda educational bureau heads although
there was a gap in joint planning.
Water trucking could be a short-term solution and would have been better to look at other
options along with the water trucking. The provision of some hygiene promotion materials like
the provision of soaps needs to be considered the stability either in changing the behavior.

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The project tried to address the mostly WASH problems among the gov’t schools in the sub-city
and vulnerable sections of the students in schools and schools who had a problem with safe
WASH and latrines in the sub-city. However, compared to the existing problem of WASH-
related issues in the sub-city, the coverage of the project is small. This has been said by
administrators of both woredas which may require the organization to expand its area coverage
in its project implementation although there were time and budget constraints.
The project promoted the involvement of communities and the kolfe keranio sub-city educational
office during implementation. Implementation of integrated water supply, sanitation, and
hygiene at the school level was encouraging. However, it would be good to involve all
stakeholders in the project management cycle and should try to facilitate platforms that would be
used to evaluate the progress of the projects and impacts, share lessons learned, and find
solutions for the challenges in the implementation of the project.

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 Chapter One:
Overview of the Project Field Worksite
1.1. Profile of the host company

Word Vision Ethiopia began operation in Ethiopia - by shuttling from Kenya in 1971 and began
a sponsorship program with 128 children in 1973, opened an office in Addis Ababa - with 4 staff
members in 1975. Now WVE is one of Ethiopia's leading relief and development organizations;
It is a Child-focused, Community-empowering, Christian relief, Development & Advocacy
organization that works with partners in highly integrated, holistic programs including WASH,
Integrated livelihood &Nutrition, Education, Child Protection & Participation. WVE started its
involvement in A.A. in 1994 as a response to a flood in the Lideta area that affected many
households.

1.2.Project title & summary of the project

Kolfe Area Program
In 1998 WVE started its Area Development Program at the Lideta sub-city for 3 phases from
1998-2013 followed by 2014-15 phase-out work, Similar interventions started in the Gulele sub-
city in 2003 – 2019 and the Kolfe Keraniyo sub-city in 2008 and UK, South Korea & Hong
Kong WV Offices support these three Aps (area programs)

Following the completion of the 4 years (2014 – 2018) Urban program; an agreement was signed
with AA City Government partners; and Kolfe AP implementation continued in the Keranio
sub-city.

 Implementation period: started in 2008 & will continue through 2021-2024

 Operational area: Kolfe Keranio Sub-city: Woreda 01,09,10,11 & 12 (Woreda 11 & 12 are
under Arada sub city currently)

 Support office: WV Hong Kong

 Target population: 138, 520

 Budget fy’21-24: Planned budget: 2,800,000 (Varies annually based on sponsors status)

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 WVE worked with Urban families, communities, government, and partners to ensure that
children enjoy good health, access quality education, are protected, participate & experience
a happier lifestyle…

 Integrated Livelihood and nutrition security

 Water supply, sanitation and hygiene
 Quality education enhancement
 Maternal Newborn and Child Health
 Child development
 Emergency response and recovery
 All programs were implemented to address the strategic and basic needs of children while
supporting and building the capacity of families and communities.

Spatial Distribution of Addis Ababa World Vision program area

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1.3. Problem Statement & Justification

 Evaluation and assessment of the internship program are of great importance for the future
 Development and assurance of the quality of its graduates. In addition, such evaluation
can assist the institutions in determining the extent to which the programs are achieving
their stated goals and Objectives. Therefore, this study seeks to evaluate the internship
offered to students of the MSc.
 It focuses on the views of the interns and supervisors on the objectives of the internship,
the quality of its content, and the implementation process itself.
1.4.Objective of the project

They are contributing to the Sustained Well-being of Children, especially the most Vulnerable
Children and HIV affected within their Families and communities, and an increase in Primary
School Children Who Can Read .2025”

 InIncrease IWASH governance to ensure sustainability

 Improve access and utilization to improved sanitation facilities
 Improve access to safe and sustainable drinking water at schools.
 Improve Hygiene practices WASH governance to ensure sustainability
 Enhanced literacy environment for children aged 7-9 years
 Enhanced early learning and readiness of children 3- 6 years in target Communities
 Conducive school environment created for primary school children(7-14 ages) water
4. Improve Hygiene Practices

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 Chapter two:

Description of duties and accomplishments

2.1.1 Major Objective

During this project fieldwork, we conducted evaluation data from governmental primary schools
based on the organization's needs by using institutional tools on implemented programs in the
Kolfe Karanio project area and to get experiences from the institute on how to evaluate
implemented projects to understand whether the program is in good ways or not. Integrated
Water, Sanitation, and Hygiene (IWASH). Integrated Livelihoods & Nutrition Security (ILaNS),
Start Early Education for Children (SEE4C), Integrated Water, Child Protection and
Participation (CPP) Community Engagement and Sponsorship Plan (CESP)
2.1.2. Specific objectives

The specific objective of this project fieldwork is to get a better understanding of how to design
and develop Monitoring and evaluation tools depending upon organizational needs and how to
collect data through data collection techniques/tools like qualitative instruments, viz. desk
review, in-depth interviews of key informants, focus group discussions, case studies and field
observation were used to collect information on:

 Integrated Water, Sanitation, and Hygiene (IWASH).

 Start Early Education for Children (SEE4C),
 Child Protection and Participation (CPP)
2.2. Major accomplishments

 I-WASH ( Integrated Water, Sanitation, and Hygiene).

The Wash project was planned to be implemented from 1st, started in 2008 & will continue
through 2021-2024
Under the above objectives, the project planned to accomplish the following activities in the
Kolfe keranio sub-city in seven primary schools and two secondary schools in different woredas.
Construct 70 rooms for KG students, Rehabilitation of 6 communal and institutional water
points

Water trucking for water shortage affected schools and the community

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Purchase and installation of Roto water tankers

Strengthening of water management committees, including the provision of equipment, tools

and spare parts

Training of students and teachers on hygiene volunteers on improved hygiene and sanitation
practices, and follow-up of volunteers' hygiene promotion activities

Rehabilitation of 9 institutional sanitation facilities (mainly in schools and health centers).

Increased access to sustainable and clean water supply for poor, vulnerable communities and
children
Increased access to improved sanitation for poor, vulnerable communities and children
Improved knowledge in hygiene promotion and behavior change practices for poor
vulnerable communities and school children
Capacity to repair and maintain WASH systems increased in target communities
Construction of VIP latrine and MHM(Menstrual Hygiene Management )
Organizing campaigns and awareness-raising activities on hygiene & sanitation

 SEE4C(Start Early Education for Children)

 Enhanced literacy environment for children aged 7-9 years
 Enhanced early learning and readiness of children 3- 6 years in target communities
 Conducive school environment created for primary school children (7-14 ages)
 Unlock Literacy training for grade 1-4 teachers
 ECD (Pre-school) and School renovation

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  CPP (Child Protection and Participation)
 Improve prevention of children from all forms of violence by transforming attitudes,
behavior, and norms harmful to boys and girls.
 Strengthen response mechanism to child protection issues through improving services and
support for most vulnerable children and families as well as empowering boys and girls
 Improve restoration for boys and girls survivors of violence, abuse, and exploitation by
strengthening the case management system and access to essential support
 Awareness creation on Child Protection
 Establish and strengthen the Child Protection Committee
 Celebrating events and international days
 Birth registration

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  CESP(Community Engagement and Sponsorship in the Program)
Community & families create a caring and protective environment for children
Children are becoming agents of change in their community and with sponsors
Improved community and partner engagement in planning, implementation, monitoring,
and sustaining sponsorship operations
Communities demonstrate knowledge of entitlements and standards and Citizens and
State (service providers/government officials) act on service improvements
Services improved and Community feedback used in sub-national and national
advocacy activities/events/documents
Children enjoy positive relationships with peers, parents/caregivers, faith leaders, and
community members
 Child participation
 APR CC…
 Accountability
 Peacebuilding

Urban Program in addition to Ssponsorship based programs Constructed G+4 Auto mechanics
training center at Lideta sub-city, supported by KIA-KOICA:
Workshop equipped with required tools & materials as per national standard, Library,
Classrooms, Auditorium & Office; that train economically disadvantaged youths on automotive
vehicle servicing & poor women in leather, Spinning, and Weaving who secure jobs

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 2.2.1. Description of activities participated/ tasks solved

During our internship, we focused on project evaluation, participated in various activities, and
solved several tasks. Here is a description of some of the key tasks and activities we were
involved in:

 Data Collection: We assisted in collecting relevant data for project evaluation. This involved
researching and gathering information from multiple sources, such as project documents,
reports, and databases. We ensured data accuracy and completeness by verifying the
information collected.

 Data Analysis: We conducted data analysis using statistical software and tools. we
organized and cleaned the collected data, performed descriptive statistics, and applied
appropriate analytical techniques to extract valuable insights. This analysis helped in
assessing project performance and identifying areas for improvement.

 Evaluation framework development: We contributed to developing an evaluation framework

tailored to the specific project. This involved studying project objectives, reviewing relevant
literature, and collaborating with the evaluation team to define evaluation criteria and
indicators. We also assisted in creating evaluation questionnaires or surveys.

 Survey Design and implementation: we participated in designing surveys or questionnaires

to gather feedback and opinions from various stakeholders involved in the project. We
collaborated with the team to develop clear and concise questions, ensuring they aligned
with the evaluation objectives. We also assisted in implementing and administering surveys,
including data collection and management.

 Report writing: we contributed to the preparation of the evaluation reports. This involved
synthesizing and interpreting the data collected during the evaluation process. We
collaborated with the team to structure the report, analyze findings, and present
recommendations. We also ensured that the report adhered to the required format and
included visual aids such as charts or graphs to enhance understanding.

 Stakeholders Engagement: we participated in meetings and discussions with project

stakeholders, including project Managers, team members, and beneficiaries. We assisted in

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 documenting their perspectives, concerns, and feedback regarding the project’s effectiveness
and impact. These interactions helped in gaining valuable insights and validating evaluation
findings.

 Quality Assurance: we supported the quality assurance process by reviewing evaluation

methodologies, data collection instruments, and analysis techniques. We conducted quality
checks on data and reports to ensure accuracy, consistency, and adherence to established
standards.

 Continuous learning: Throughout the internship, we actively engaged in learning

opportunities related to project evaluation. We attended training sessions, orientation,
workshops, and seminars to enhance our knowledge of evaluation methodologies, data
analysis techniques, and reporting practices. We also contributed to knowledge sharing
within the team by sharing relevant information or resources for capacity building.

Overall, our internship on project evaluation provided us with hands-on experience in

conducting evaluations, analyzing data, and preparing evaluation reports. It allowed you to
develop skills in research, data analysis, stakeholder engagement, and report writing, while
also deepening our understanding of project evaluation principles and practices.

2.3 Major Challenges Faced

 Companies – main challenges are their policies, secrecy, and lack of time for selecting
suitable interns and challenges from host organizations due to organizational rules and
regulations on Internships students must fulfill their requirements, which takes time to
complete a Medical certificate from Governmental facilities and letters/certificates of free
from any crime from Federal police.
 Second, we arranged our program to be in the Kolfe Keranio WV branch office, but by
chance, we can’t get an expert in M&E due to expert turnover during the internship
period, due project phase-out period.
 The time for the internship is not continent/not enough for a better understanding of what
we theoretically learned in school.

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 Chapter three

Review of related literature

3.1 Effectiveness of WASH Programme in Schools

WASH initials stand for Water, Sanitation, and Hygiene, aiming to provide unbiased and
accessible water and sanitation. Therefore, the Worldwide Communities effort on Water,
Sanitation, and Hygiene (WASH) is to implement multiple infrastructure projects, foster
community participation, leverage the private sector, and engage citizens in altering their
behaviors for the better to make progress in this area. Working with local governments and
communities is highly encouraged to address the full life-cycle costs and risks connected with
water and sanitation cases and water quality monitoring (Christian, & Bartram, 2012). Campbell
et al. (2014) show that extensive, affordable, good-quality, safe drinking water, sanitation, and
hygiene are essential to human well-being. Safe WASH helps promote health and contributes to
overall well-being, academic success, school attendance, and the general health of a community.
Drinking untreated water or groundwater pollution impacts health via diarrhea, cholera, and
other water-borne diseases (Clasen & Smith, 2019).

3.2 The Role of Educational Sectors Towards WASH Programs and Practice in Schools

The availability of safe, reliable water, sanitation, and hygiene is a key precondition to ensuring a
safe school environment that promotes equal opportunities for high-quality education and
healthy child development (Ying, & Sovacool, 2021). To create healthy and WASH-friendly
schools, common problems, such as toilets and taps, need to be addressed beyond the provision
of adequate WASH infrastructure. Operation and maintenance, education, and persistent taboos,
such as toiletries and menstrual hygiene, must be addressed. This provides practical assistance
for school staff, pupils, and the entire school community on how to discourse common WASH
problems and improve how to handle them. It also helps schools strengthen health education and
implement a school-wide policy that promotes the well-being of students and school staff (Wash
& Rader, 2015). Furthermore, educational sectors should actively participate in the program and
school practices through various interventions. These interventions include: Collecting evidence to
promote improved WASH facilities and practices in schools through a study aimed at determining
the benefits to children and their impact on education.

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3.3 The Knowledge of Students on WASH Practices

The Knowledge, Attitudes, and Practices Survey (KAPS) is a quantitative scheme that provides
contact to quantifiable and qualitative information and discloses misinterpretations that can
hinder implementation activities and hence pose barriers to behavioral change (Du Monde,
2011).Poor hygienic practices and health conditions significantly increase the burden of
infectious illnesses in developing countries, Therefore, good hygiene, sanitation, and water
management practices should be encouraged among students to transmit hygiene knowledge to
their families and communities (Bartram et al., 2009).

To achieve good school hygiene, all water facilities and latrines must function properly and be
used for defecation and urination by all students and teaching staff (Jamieson, & Saunders,
2020). Latrines need proper and timely maintenance and daily cleaning. This usually calls for
small investments and efforts to significantly impact the school environment's convenience,
comfort, cleanliness, and risk of disease. Most school toilets and water systems are poorly
maintained due to the absence of a functionality and maintenance framework, including clear
guidelines for the role of stakeholders (Piper et al., 2017). There is ample scientific evidence and
worldwide experience to show that WASH reduces hygiene-related diseases considerably in
schools, increases student participation, improves the learning environment, and contributes to
dignity and equality between men and women. However, national governments and relevant
ministries recognize WASH's usefulness in schools (Boubacar & Tohon, 2014). Therefore,
ensuring the availability of proper sanitation at schools has great prospects for improving well-
being and education, contributing to inclusion and equivalence. Nevertheless, the delivery of
WASH intervention at school does not guarantee good results due to adaptability factors.

3.4 Teacher’s Participation in Wash Program and Public Health Practices

According to the participants of the 2014 WASH School Teacher Education Workshop in
Nyanza, WASH teaching in schools is characterized by: Improved contact time between teacher
and pupil. Teachers and students spend more time teaching and learning pedagogical processes
due to the reduced incidence of diarrheal diseases. Improves the attendance of pupils with the
intervention of WASH is improving .

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Therefore, various intervention models positively impacted the WASH school by clarifying and
expanding parent, pupil, and teacher responsibilities. Furthermore, many models could be tested
in the future to improve WASH programs nationally. Parents and teachers support recruiting
volunteers to monitor the WASH conditions at school and act as a connection between the school
and parents. There is evidence that such programs improved the responsiveness of schools and
parents to WASH needs. And yet training a small group of students to supervise the monitoring
of WASH daily appeared to be an effective strategy to improve latrine conditions among
teachers and students and reduce the workload for teachers (Chatterley, Linden & Javernick,
2013).

3.5 Poor Supply of Water for Latrine Use

Poor sanitation continues to be a global problem leading to more than 846,000 deaths annually as
a global disease burden. Although the world population has gained access to advanced sanitation
in recent years, additional people, especially in rural communities, are still struggling to provide
access to better sanitation. Yet, appropriate water management continues to be a problem for
most septic tank toilets. Even though septic system treatment is less efficient, poor maintenance
and operation add to the problem. Based on the previous studies on latrine qualities and toilet use
sanitation, it can be identified that most schools have poor hygiene latrines that have long been
used. The conditions of the latrines are wanting, and they are prone to waterborne diseases like
cholera and typhoid. Therefore, this study will determine why most of the school latrines are
poorly managed, why they lack hand-washing facilities, why they don’t meet the standard
threshold, and why the latrine-student ratio does not tally.

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 Chapter four

Work done and lessons learned

4.1 Brief description of tasks undertaken

During our internship, we focused on project evaluations, and we undertook various tasks to
contribute to the evaluation process. Here is a brief description of the tasks we performed:

1. Data Collection: we assisted in collecting data for the evaluation process. This included
gathering project documents, reports, and data from various sources using FGD, KII, and
observation. We also conduct interviews with project stakeholders to gather their
perspectives and insights. we ensured the collected data was accurate, relevant, and
aligned with the evaluation objectives.

2. Data Analysis: We participated in analyzing the collected data using statistical software
and tools. we cleaned and organized the data, performed descriptive analysis, and applied
appropriate statistical techniques to derive meaningful conclusions. The data analysis
helped in assessing project performance and identifying key findings.

3. Evaluation Framework Development: we contribute to developing evaluation

frameworks. This involved collaborating with the evaluation team to define evaluation
criteria, indicators, and Methodologies. We helped in designing evaluation frameworks
that aligned with the project’s goals and objectives.

4. Reporting: We assisted in preparing evaluation reports. This included synthesizing the

findings from data analysis, interpreting the results, and documenting recommendations.
We collaborated with the team to structure the report and present the information clearly
and concisely.

5. Quality assurance: we supported the quality assurance process by reviewing evaluation

methodology, data collection instruments, and analysis techniques. We conducted quality
checks to ensure the accuracy, consistency, and reliability of the evaluation process and
results.

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 6. Team collaboration: we actively collaborated with the evaluation team, participating in
team meetings, discussions, and brainstorming sessions. we shared insights, contributed
ideas, and provided support to other team members when needed.

7. Continuous learning: Throughout the internship, we engaged in continuous learning to

enhance my knowledge and skills in project evaluations. We also actively sought
feedback from coworkers to improve my performance.

These tasks provided us with valuable hands-on experience in conducting project evaluations,
collecting and analyzing data, and preparing evaluation reports. They allowed us to develop
skills in research, data analysis, reporting, and teamwork, and also we developed our project
evaluation principles and practices.

4.2 Lessons Learned Tasks undertaken

Lessons Learnt
 Implementation-driven programs are not as effective as well-integrated service-delivery-
oriented programs

 Separation of the implementation of hardware and software components of the program

reduces the effectiveness of the package

 Adequate decentralization and preparation of school principals and teachers are necessary to
maximize the impact of the school WASH program.

4.2.1. Description of knowledge learned and skills developed

Despite differences in internships through World Vision partners, we have learned
major lessons as depicted in the :

 How to Conductive supportive supervision from partner and woreda educational bureau

 Competency in required soft skills, like drawings tables and charts..et

 Using M&E tools to distinguish the strengths and the weaknesses of the projects
implemented

 Academic Knowledge and Technical skills

 Team Building and Engagement of stakeholders

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  Developing team spirit

 Development of M&E tools

 Collection of data and organizations

 Report writing…etc

4.2.2. Experiences acquired and impacts on a career plan

Internship experience is regarded as an important factor that contributes to the overall

competency of students as future employees, entrepreneurs, and experts in their respective fields.
learn some practical things: We can learn how to work, See how a business works, and learn
more than the university taught, Gained knowledge. It was good to see how things are in
companies. It was a good chance to put the theory into practice. we worked in School WASH at
the WV Ethiopia and we can get some good practical experiences- Got good practical
experiences which can be used in the future. we gained lots of technical knowledge, did a job
rotation, and learned other procedures & techniques, found new interests, time during the
internship helped them know what to do after university studies. we have gained a great deal of
new knowledge and experience, which we apply at work and while communicating with co-
workers in doing real work we reviewed everything that we had studied and knew what we
needed to study more, learned work systems,e.g., how to prioritize, solve problems, technical
equipment that we had never studied in the classroom, logical thinking, and most importantly,
realizing for ourself what we can and want to do for work, including self-development.
we appreciated the internship – gained a new perspective on my future and learned a lot.
In class, it was all theory, no practice. This will have a positive impact on our future careers.
Students can learn a lot from other people. The positive aspects were the practical skills,
teamwork, language, and communication.

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 Chapter Five:
Conclusion and Recommendation
5.1 Conclusion

There is good evidence to suggest that WASH can affect school absenteeism through several
mechanisms. There is suggestive evidence as to the effect of WASH interventions on school
absenteeism. While further rigorous trials are required to explore the various mechanisms
through which WASH can affect school absenteeism and to seek to effectively quantify these
effects, there is nonetheless already a clear human rights mandate for the WASH and education
sectors to work together to provide appropriate WASH in schools. Having the knowledge,
facilities, and supplies to manage menstruation safely, from a health point of view for schoolgirls
and women.
While more experimental research is undoubtedly needed for a greater understanding of the
characteristics and magnitude of the health and psychosocial impacts associated with poor
MHM, enough is known at present to warrant increased attention to this issue by the WASH and
education sectors, as well as the by none profits organizations sector. In essence, few would
contest that a girl or woman without access to water, soap, and a toilet, whether at home, school,
or work, will face great difficulties in managing her menstrual hygiene effectively and with
dignity. Furthermore, we know what is required to enable safe, dignified management of
menstrual hygiene: WV can support through capacity building(software and hardware) buildings
MHM rooms, toilet rooms, KG and Primary schools, Laibrary for both schools, knowledge,
materials, and facilities. Better understanding of the precise impacts of this problem. It is
common to find gaps between what students learn in classrooms
and the reality in the field. Internships help fill these gaps and contribute to their future
employability. The overall impact of the internships on participating students was
positive. They highly appreciated the many things they gained during their internships:
new skills, practical knowledge, ability to adapt to different working environments, time
management and decision-making skills, intercultural communication skills, improved
language skills, and interpersonal relationships. We recommend continuing and enhancing this
cooperation between the academic and professional sectors. Students should be aware of the
kind of work they will do during the internship and you need to be well informed before starting
your internship.

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5.2 Recommendation

Provide a more effective and focused objective for school WASH programming, such as
the reduction of water-borne disease incidence or of girl drop-outs due to poor WASH,
than merely ensuring that every school has adequate WASH facilities.

Have more decentralized school WASH operations and involve local stakeholders in
planning, designing and construction of school WASH facilities and provide budgetary
and technical assistance to strengthen their ability to carry out Operation and maintenance
(O&M).

Have specialized WASH training for teachers and principals as part of the curricula of all
regular induction training, teacher training programs, and refresher training, focusing on
the critical importance of WASH practices (to break the fecal-oral chain of infection) and
the special and innovative techniques necessary (and possible) to make WASH trainings
interesting, relevant and therefore useful and effective for school children of different ages.
Build a cadre of good-quality professional WASH trainers – to train teachers on how to
train children properly.

Make greater efforts to recruit and train women teachers since having more women
teachers to impart school WASH training - and MHM instructions to girls – is key to
effective MHM and school WASH. Look for innovative solutions – such as training local
women in MHM and ensuring that every school with girls has a designated set of local
women who have been mandated and trained to provide MHM training.

Increase MHM interventions e.g., awareness-generating activities like classes and

seminars; informative materials like books and pamphlets; and facilities like sanitary
napkins, incinerators dustbins, etc.

Involve religious leaders such as local to lead the community effort on improving school
WASH facilities may be a useful option.

Use social and individual incentives such as devising small competitions within districts
and provinces for innovative WASH training, or for schools whose boys and girls have
performed well in WASH-related activities, or for the cleanest toilets, or for teachers voted
as Sanitation Ambassadors.

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References
1. Binders, J.F., Baguley, T., Crook, C. and Miller, F. 2015. The academic value of
internships: Benefits across disciplines and student backgrounds. Contemporary
Educational Psychology 41, 73-82
2. Callanan, G. and Benzing, C. 2004. Assessing the role of internships in the career-oriented
employment of graduating college students. Education and Training 46 (2), 82-89
3. Franco, M., Silva, R. and Rodrigues, M. 2019. Partnerships between higher education
institutions and firms: The role of students’ curricular internships. Industry and Higher Education
33 (3), 172-185
Wikijob. 2019. What is an Internship?
https://www.wikijob.co.uk/content/internships/advice/what-internship Accessed
on 15 August 2019
4. United Nations. A new global partnership: Eradicate poverty and transform economies
through sustainable development. Available online:
http://www.un.org/sg/management/pdf/HLP_P2015_ Report.pdf (accessed on 15 May 2013).

5. INEE. Minimum Standards for Education in Emergencies, Chronic Crises and Early
Reconstruction. Available online: http://www.unicef.org/violencestudy/pdf/min_standards_
education_emergencies.pdf (accessed on 23 January 2012).

6. The Sphere Project. Humanitarian charter and minimum standards in disaster. Available
online: http://www.sphereproject.org/content/view/720/200/lang,english/ (accessed on 23 June
2011).

7. UNICEF. Water, Sanitation and Hygiene for Schoolchildren in Emergencies: A guidebook for
teachers. Available online:
http://www.unicef.org/wash/files/WASH_in__Schools_in_Emergencies
Guidebook_for_teachers_.pdf (accessed on 12 May 2013).

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APPENDIX I: CHECKLIST QUALITY OF THE SANITARY LATRINE
Section a; To be filled through observation/measurement by the interviewer with consultation
with the head teacher and document review.
1. How effective was the program in providing female and male students with access to clean
toilets with privacy?
2. Are the experiences of school girls concerning the program different from those of school
boys?
3. How effective was the implementation of the program’s infrastructural and software
(capacity building) components in terms of coordination with stakeholders?
4. How efficient was the program in spending, time, management, and logistical procedures?
5. What is the protocol for the Operations &Maintenance of School WASH facilities after
construction?
6. How sustainable are program interventions in terms of the construction, maintenance, and
utilization of the WASH facilities?
7. Do you feel these activities have resulted in any change in hygiene behavior among
students in the school?
8. Do you feel the menstrual hygiene management interventions meet the actual needs of
adolescent schoolgirls?
9. Is there sufficient water for the toilets?
10. Is there a toilet or sanitary block on the school premises?
11. Are the sanitation facilities adequate for all the school boys?
12. Are the sanitation facilities adequate for all the school girls?
13. Does the school have hand washing stations?
14. Are there drinking water facilities in the school?
15. Does the school purify drinking water?
16. Is there a hand washing facility within the toilet block or outside the toilet block with water
and soap available?
17. Does the school have hand washing stations? (hygiene)
18. Have facilities for menstrual hygiene management been built in your (schools)?
19. Is there a protocol for the Operation and Maintenance (O&M) of school WASH facilities
after construction?
20. Have any activities been undertaken for Menstrual Hygiene Management for female
students?
21. What is your perception of the status of the latrines, and what can be done to improve their
status in the schools
22. Toilets are prone to sinking due to increased floods; how are you handling the problem in
your area?

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