Learning exchange on water, sanitation and hygiene (WASH) report / DACAAR.

Contributor(s): Material type: TextTextLanguage: English Publication details: Kabul, Afghanistan : DACAAR, ©2016.Description: 51 pages : color illustrations, color maps ; 28 cmSubject(s): LOC classification:
  • Pamphlet TD313. A3.
Contents:
Contents: Agenda—Executive summary—School WASH implementation approach—Results of WET centre 2015 KPI survey—Generator powered pumping small water supply schemes-CARE Int’l—Pipe scheme and checkdam for water supply—Experience on CLTS implementation—Gulan camp interventions challenges and the way forward for 2016—Results of assessment on sanitation scaling up in Afghanistan—GMWs network finding and recommendation for sustainability of WASH projects—Concluding remarks—Annexes.
Summary: Summary: “DACAAR is an apolitical, non-governmental, non-profit development organization that has been working to improve the lives of the Afghan people since 1984. DACAAR works in rural and pre-urban areas and aims at improving rural livelihoods through sustainable activities that engage Afghan communities to be agent of their own development process…”—(page 2).

Cover title.
“8th December, 2015”.
“WETC Water Expertise and Training Centre”—cover page.

Contents: Agenda—Executive summary—School WASH implementation approach—Results of WET centre 2015 KPI survey—Generator powered pumping small water supply schemes-CARE Int’l—Pipe scheme and checkdam for water supply—Experience on CLTS implementation—Gulan camp interventions challenges and the way forward for 2016—Results of assessment on sanitation scaling up in Afghanistan—GMWs network finding and recommendation for sustainability of WASH projects—Concluding remarks—Annexes.

Summary: “DACAAR is an apolitical, non-governmental, non-profit development organization that has been working to improve the lives of the Afghan people since 1984. DACAAR works in rural and pre-urban areas and aims at improving rural livelihoods through sustainable activities that engage Afghan communities to be agent of their own development process…”—(page 2).

English