running water project
what we do
purpose and aims
The purpose of running water project is to address the need for increased sanitation in schools in the province of Kampong Thom, Cambodia.
By increasing sanitation for all staff and students, there is likely to be an increase in positive educational outcomes.
Improved sanitation, particularly running water in toilets and hand washing, increases the likelihood that girls at puberty will attend school more frequently.
working with the UN Sustainable Development Goals
Our aims are aligned to the United Nations Sustainable Development Goals (UN SDGs). By providing running water to toilets and hand washing basins, there is a reduction in communicable diseases that leads to greater attendance in school for students and teachers. Girls are more likely to attend school during menstruation.
‘Education…is a key to escape poverty’ (UN SDGs 2021).
United Nations Sustainable Development Goals, 2021, ‘17 Goals to transform our world’, viewed 19 June 2021, https://www.un.org/sustainabledevelopment/.
Our core interventions are centred on Water, Sanitation and Hygiene (WASH), Menstrual Health Management (MHM), and inclusive school sanitation. By improving toilet facilities and reducing student-to-toilet ratios, we create healthier, more accessible schools so students and teachers can attend and participate.
WASH programme
"Every child has the right to quality education, which includes access to drinking water, sanitation and hygiene...Children spend a significant portion of their day at school, where WASH services can impact student learning, health, and dignitiy, particularly for girls." UNICEF Data: Monitoring the situation of children and women. WASH in schools, May 2024
menstrual health mangement
"Without toilets, girls’ mobility is highly restricted during their menstrual cycle, most likely due to the stigma which often surrounds menstruation such as impurity, indignity and embarrassment...This study has shown that compared to boys, girls from grade 6 (approximately 13 years) are much more likely to drop-out of school and/or repeat a grade in poor WASH conditions, most probably due to the critical need for adequate toilet facilities during their menstrual cycle. This behaviour puts girls at risks of not completing basic education as shown in previous studies..." Agol & Harvey, 2018, Water Alternatives vol 11 issue 2, pg 284-296 https://www.water-alternatives.org/
inclusion
Alongside MHM, running water project is aiming to provide toilets that are inclusive of all people. " A study by UNESCO revealed wide disparities in enrolment. The largest gap was seen in Cambodia where the proportion of children with disabilities out of school is much higher than their peers without a disability; 1 in every 14 children without disabilities is out of school compared to 1 in every 2 children with disabilities." https://apa.sdg4education2030.org/sites/apa.sdg4education2030.org/files/2022-11/TOR_Disability%20Inclusive%20Education%20APWG.pdf
working with the education system
In 2026 teachers from more than 90 schools took part in a 2 day professional development program covering menstral health managment, first aid in schools, toilet maintenance and waste managment.
To ensure this knowledge continues to benefit school communities Pheavy, Thy and Narith visit schools to provide ongoing training and support.
the projects we do
Thy and Narith, in consultation with the school principals and community chiefs, decide the projects and the schools we work with. Projects and funding are split over new builds, renovations and ongoing maintenace. All materials and labour are sourced locally and all works are undertaken by local trades.
world food program
Many of the primary schools we have provided running water to are supported by the Word Food Programme. We plumb water to World Food Programme hand washing stations, school vegetable gardens and school kitchens for cooking student meals.
schools we've built
Kuok Nguon
The concept of funding and building a school in Cambodia formed part of the research for Susie’s PhD that investigated ways of communicating human equity across cultures. The school took two years to build from concept to completion. A local builder was employed and the co-workers lived at the site. The school had 90 students before and 230 students eighteen months after completion. It is a year 7 – 9 school and students travel primarily by push bike from up to 5 kilometres away.
Porpel
The Australians involved in the research project developed an understanding of human equity and chose to fund raise to build a second school. The site was chosen by the Australians after developing a working relationship with Narith as a translator. After reopening the school in 2012 with seven students Narith now has five teachers and seventy-two primary students
