安全干净的饮用水对儿童健康成长有重要影响，饮水卫生及健康素养关乎儿童一生的成长与发展。我国农村地区仍存在饮水安全得不到保障、安全饮用水短缺、水质硬、味道差、饮用水有害物质超标等问题，农村地区中小学校没有条件为学生提供安全饮用水，这在一定程度上影响学龄儿童的健康。Y基金会自2012年发起的一项全国性儿童饮水安全项目，主要提供三方面服务：净水设备安装、儿童水杯发放和水与卫生健康课程，旨在实现“让每一位乡村儿童都能享有足量、安全和负担得起的饮用水”的目标，并通过宣传健康饮水的知识，改善学龄儿童健康饮水行为，促进小学生养成健康的饮水习惯。

为客观地分析项目取得的效果，本次评估运用目的性抽样方法分别抽取项目学校6所，非项目学校8所，以农村小学3-6年级学生为研究对象。采用问卷调查法和实地观察法收集数据资料，通过与非项目学校相比较，分析项目学校学生在“净水计划”项目开展后在饮水量、饮水知识和饮水行为方面的差异，以评估“净水计划”项目是否提升了学生健康饮水知识水平，是否改善了饮水行为，是否增加了学生的饮水量，以及项目校学生对“净水计划”项目的体验与评价。

评估结果发现：（1）项目体验：项目校学生对“净水计划”项目服务的满意度较高，愿意到净水机器上接水，喜欢“净水计划”的饮水杯，喜欢水与卫生健康课程。（2）饮水卫生知识：项目校学生与非项目学校学生关于饮水健康知识相关问题的正确率没有显著性差异。（3）饮水行为：与非项目学校学生相比，项目学校学生更不会在口渴时才喝水（OR=0.741,95 CI%:0.610-0.899）（4）学生日均饮水量普遍偏低，但项目校学生的日均饮水量显著高于非项目校学生的饮水量（β=389.629,p<0.001）。

评估发现“净水计划”项目的问题：（1）净水设备管理与维护不到位，影响了可持续使用；（2）饮水杯设计不足；（3）水与卫生健康课程难以有效开展。

根据存在的问题，对“净水计划”项目可持续发展提出可行性建议：（1）加强净水设备的管理与维护；（2）改进饮水杯设计；（3）多渠道开展水与卫生健康课程的递送。

Safe and clean drinking water has an important impact on children's healthy growth, and drinking water hygiene and health literacy are related to the growth and development of children throughout their lives. In rural areas of China, there are still problems such as lack of safe drinking water, shortage of safe drinking water, hard water, poor taste and excessive harmful substances in drinking water, etc. Primary and secondary schools in rural areas are not equipped to provide safe drinking water for students, which affects the health of school-age children to a certain extent. It aims to achieve the goal of "providing every child in rural areas with access to adequate, safe and affordable drinking water", and to improve school-age children's healthy drinking behavior and promote healthy drinking habits through the dissemination of knowledge about healthy drinking water.

In order to objectively analyze the effectiveness of the project, six project schools and eight non-project schools were selected for this evaluation using purposive sampling, and students in grades 3-6 in rural elementary school were used as the study population. A questionnaire survey and field observations were used to collect data and analyze the differences in water consumption, drinking knowledge and drinking behavior of students in the project schools compared to non-project schools to assess whether the "Water Purification Program" has To assess whether the program has improved students' knowledge of healthy drinking, improved drinking behavior, increased students' water consumption, and students' experience and evaluation of the program.

The evaluation found that: (1) Program experience: Students in the program schools were more satisfied with the Water Purification Program services, were willing to receive water from the water purification machines, liked the Water Purification Program drinking cups, and enjoyed the water and sanitation lessons. (2) Drinking water hygiene knowledge: There was no significant difference in the correct rate of questions related to drinking water health knowledge between students in the project schools and students in the non-project schools. (3) Drinking behavior: Project school students were less likely to drink when they were thirsty compared to non-project school students (OR=0.741,95 CI%:0.610-0.899). (4) Students' average daily water intake was generally low, but project school students' average daily water intake was significantly higher than that of non-project school students (β=389.629,p<0.001).

The evaluation found the following problems with the Water Purification Program: (1) inadequate management and maintenance of water purification equipment, which affects sustainable use; (2) inadequate design of drinking cups; and (3) difficulty in effectively implementing the water and sanitation curriculum.

Based on the existing problems, we propose feasible suggestions for the sustainable development of the "Water Purification Program": (1) strengthen the management and maintenance of water purification equipment; (2) improve the design of drinking cups; (3) carry out the delivery of water and sanitation courses through multiple channels.