Two case studies of rural water and sanitation development projects in Ghana

Panel Presentation: Water & Sanitation Authors: Alison Furber Institutions: University of Edinburgh

Two case studies of rural water and sanitation development projects in Ghana

Institute for Infrastructure and Envi

Abstract

Two case studies of water and sanitation projects currently being undertaken in the Eastern Region of Ghana are used to explore the theme of the conference, ‘our global future’. The role of the engineer in glconsidered, in particular with reference to the role of the a role to play in rural community development but that it is fundamentally important to ensure efengagement is maintained through all stages of development projects.

Introduction

“One of the biggest impacts that engineers can have is in increasing access to uncontaminated water and reducing exposure to the waste products our bodie

sanitation. Ensuring people have access to clean water and satisfactory waste removal systems may be one of engineering's least glamorous challenges but it is undoubtedly one

Engineers have an important role to play in helping to lift the millions of people living without access to water and sanitation facilities out of poverty. It is not enough to simply drop technologies into communitmany other dimensions to the implementation of water and sanitation systems which need to be considered. Overlooking social and cultural aspects of development interventions can lead to failed projects and wasted funds.

It has been widely acknowledged that poverty is a global problem, and that eradicating poverty will be a key component in establishing a long term sustainable future as a planet (Jowitt 2006). Engineers are used to solving the problems facing their societies, but how can they adapt to apply their problem solving skills to the problems faced by other societies with

different cultures and ways of live?

This research explores stakeholder engagement as the means by which engineers can work them find solutions to their water and sanitation needs in a way that is socially and culturally acceptable, thereby improving the likelihood of a successful and sustainable outcome to projects.

Method

The subject of stakeholder engagement has been explored throumethod of learning by doing, in which the researcher undertakes a cyclical process of planning, acting, observing and reflecting (Kemmis, sited in Hopkins, 1985). The authors carried out two water which are discussed here as case studies of the research.

During the projects a range of stakeholder engagement methods were trialled and their appropriateness and success reflected upon (Furber & Crapper, 2011b). The developed through the project, ‘Developing Intermediate Educational Material’ (DIEM) (Byars et al. 2009) was one method of engagement tested.

Two Case Studies from the Eastern Region of Ghana

Emem

Emem is a small village of about 200 people situated beside Lake Volta in the Eastern Region of Ghana. Most of the people who inhabit the village are of Ewe descent, their families having relocated from the Volta Region following flooding of the land caused by the Akosombo Dam. Most of the men are fishermen and/or farmers and the women farm and trade the fish caught by the men in their family.

Lake Volta is the main source of water for the community, previous groundwater exploration in the area havingfind accessible aquifers. Prior to the project, only one family in the village were treating their water before drinking itSanitation facilities in the village were extremely basic with only a handful of families having access to a toilet. toilets in the village were simple pit latrines with timber and mud floors over the pit with a simple structure made from local materials to provide some privacy.

Initially the goals of the project were to help the community gain access to potablethe village to sanitation facilities. As the project progressed however the scope was increased to include income generating activities such as fish and agricultural farming. This was largely in response to the needthat the community could keep the pump supplied with petrol. To ensure the long term sustainability of the project, cows were also invested in. Cows insure the system as they can be sold when investment in the system is required. It

EWB-UK National Research & Education Conference 2011

Two case studies of rural water and sanitation development projects in Ghana A. Furber & M. Crapper

Institute for Infrastructure and Environment, The University of Edinburgh

Two case studies of water and sanitation projects currently being undertaken in the Eastern Region of Ghana are used to explore the theme of the conference, ‘our global future’. The role of the engineer in global problems such as poverty is considered, in particular with reference to the role of the foreign engineer. It is concluded that foreign engineers do have a role to play in rural community development but that it is fundamentally important to ensure efengagement is maintained through all stages of development projects.

“One of the biggest impacts that engineers can have is in increasing access to uncontaminated water and reducing exposure to the waste products our bodies produce. Millions die every year in the developing world because of inadequate

sanitation. Ensuring people have access to clean water and satisfactory waste removal systems may be one of engineering's least glamorous challenges but it is undoubtedly one of its most important.”

Engineers have an important role to play in helping to lift the millions of people living without access to water and sanitation facilities out of poverty. It is not enough to simply drop technologies into communities however; there are many other dimensions to the implementation of water and sanitation systems which need to be considered. Overlooking social and cultural aspects of development interventions can lead to failed projects and wasted funds.

widely acknowledged that poverty is a global problem, and that eradicating poverty will be a key component in establishing a long term sustainable future as a planet (Jowitt 2006). Engineers are used to solving the problems facing

can they adapt to apply their problem solving skills to the problems faced by other societies with

This research explores stakeholder engagement as the means by which engineers can work withd solutions to their water and sanitation needs in a way that is socially and culturally acceptable, thereby

improving the likelihood of a successful and sustainable outcome to projects.

The subject of stakeholder engagement has been explored through ‘action research’ (Lewin, 1946). Action research is a , in which the researcher undertakes a cyclical process of planning, acting, observing and

reflecting (Kemmis, sited in Hopkins, 1985). The authors carried out two water and sanitation development projects, which are discussed here as case studies of the research.

During the projects a range of stakeholder engagement methods were trialled and their appropriateness and success reflected upon (Furber & Crapper, 2011b). The Edinburgh branch of Engineers without Borders’ demonstrations developed through the project, ‘Developing Intermediate Educational Material’ (DIEM) (Byars et al. 2009) was one

Two Case Studies from the Eastern Region of Ghana

Emem is a small village of about 200 people situated beside Lake Volta in the Eastern Region of Ghana. Most of the people who inhabit the village are of Ewe descent, their families having relocated from the Volta Region following flooding

caused by the Akosombo Dam. Most of the men are fishermen and/or farmers and the women farm and trade the fish caught by the men in their family.

Lake Volta is the main source of water for the community, previous groundwater exploration in the area havingfind accessible aquifers. Prior to the project, only one family in the village were treating their water before drinking itSanitation facilities in the village were extremely basic with only a handful of families having access to a toilet. toilets in the village were simple pit latrines with timber and mud floors over the pit with a simple structure made from

Initially the goals of the project were to help the community gain access to potable drinking water and increase access in the village to sanitation facilities. As the project progressed however the scope was increased to include income generating activities such as fish and agricultural farming. This was largely in response to the needthat the community could keep the pump supplied with petrol. To ensure the long term sustainability of the project, cows were also invested in. Cows insure the system as they can be sold when investment in the system is required. It

UK National Research & Education Conference 2011

‘Our Global Future’

4th March 2011

Two case studies of rural water and sanitation development projects in Ghana

ronment, The University of Edinburgh

Two case studies of water and sanitation projects currently being undertaken in the Eastern Region of Ghana are used to obal problems such as poverty is

engineer. It is concluded that foreign engineers do have a role to play in rural community development but that it is fundamentally important to ensure effective stakeholder

“One of the biggest impacts that engineers can have is in increasing access to uncontaminated water and reducing s produce. Millions die every year in the developing world because of inadequate

sanitation. Ensuring people have access to clean water and satisfactory waste removal systems may be one of of its most important.”

(Cairncross 2008)

Engineers have an important role to play in helping to lift the millions of people living without access to water and ies however; there are

many other dimensions to the implementation of water and sanitation systems which need to be considered. Overlooking social and cultural aspects of development interventions can lead to failed projects and wasted funds.

widely acknowledged that poverty is a global problem, and that eradicating poverty will be a key component in establishing a long term sustainable future as a planet (Jowitt 2006). Engineers are used to solving the problems facing

can they adapt to apply their problem solving skills to the problems faced by other societies with

with communities to help d solutions to their water and sanitation needs in a way that is socially and culturally acceptable, thereby

gh ‘action research’ (Lewin, 1946). Action research is a , in which the researcher undertakes a cyclical process of planning, acting, observing and

and sanitation development projects,

During the projects a range of stakeholder engagement methods were trialled and their appropriateness and success Edinburgh branch of Engineers without Borders’ demonstrations

developed through the project, ‘Developing Intermediate Educational Material’ (DIEM) (Byars et al. 2009) was one

Emem is a small village of about 200 people situated beside Lake Volta in the Eastern Region of Ghana. Most of the people who inhabit the village are of Ewe descent, their families having relocated from the Volta Region following flooding

caused by the Akosombo Dam. Most of the men are fishermen and/or farmers and the women farm and trade

Lake Volta is the main source of water for the community, previous groundwater exploration in the area having failed to find accessible aquifers. Prior to the project, only one family in the village were treating their water before drinking it. Sanitation facilities in the village were extremely basic with only a handful of families having access to a toilet. The few toilets in the village were simple pit latrines with timber and mud floors over the pit with a simple structure made from

drinking water and increase access in the village to sanitation facilities. As the project progressed however the scope was increased to include income generating activities such as fish and agricultural farming. This was largely in response to the need to raise income so that the community could keep the pump supplied with petrol. To ensure the long term sustainability of the project, cows were also invested in. Cows insure the system as they can be sold when investment in the system is required. It should

Admin

Stamp


be possible after selling a cow to buy a new cow and have profit remaining for reinvestment. Figure 1 shows the schematic of the water system constructed at Emem.

Figure 1: Schematic of the water system constructed at

Figure 2 Figure 2: Photograph of the raw water collection area at Emem, Figure 3: Photograph of the water treatment and treated water collection area at Emem during construction.

Treated water tank

Treated water

collection area

Drainage

Steps down to

treated water collection area

Water treatment:

multi filtrationsystem


be possible after selling a cow to buy a new cow and have profit remaining for reinvestment. Figure 1 shows the schematic of the water system constructed at Emem.

Schematic of the water system constructed at Emem

Figure 3 Photograph of the raw water collection area at Emem, Photograph of the water treatment and treated water collection area at Emem during construction.

Raw water tap: Children’s

Raw water collection area

Drainage

Tank stand 2m highapprox

U-shaped pipe con

intake and pump to approx 4.5m depth

to accommodate changing water levels of Lake Volta

Water

transmission

from pump

to tank approx 400m

Raw water tap: Adult’s

Raw

water

storage

Pump

Water treatment:

multi filtration

Usual fluctuation

in water level



4th March 2011

be possible after selling a cow to buy a new cow and have profit remaining for reinvestment. Figure 1 shows the

Photograph of the water treatment and treated water collection area at Emem during construction.

Intake from

Lake Volta

Drainage

Tank stand 2m high

shaped pipe configuration between

intake and pump to approx 4.5m depth

to accommodate changing water levels


Baw

Baw is a small community situated in the rainforis a good fifty minute car journey along a very poorly maintained dirt track. After consultation with the community it became apparent that the main development concern of the commuunable to attend school. There had been a Government school in the village in the past but it had been difficult to retain teachers as they predominantly came from areas with better infrastructure and they lack of water and sanitation facilities. Travel costs made it unfeasible to live in Bepong and commute to Baw for work.

The school gradually fell into disrepair and closed a number of years ago. Since then most of the chave not attended school. Those few who had were forced to walk over an hour to the nearest school. Due to the risks involved in making the walk alone, the children started school much later and were older than the other children iclasses.

Whilst initially engaging with the village to help them gain access to improved water and sanitation facilities, it was clearthat education was a key priority. Therefore the authors collaborated with volunteers from the organisation ‘OriVolunteers’, the authors taking on the water and sanitation elements of the project and Original Volunteers the renovation of the school building. The school building was financed by two volunteers, Jon Gay and Poppie Jones, and the construction work was carried out by many dedicated volunteers.

Everyone worked towards ensuring that the school was sustainable by securing commitment from the Government to supply teachers and putting in a system whereby each parent would contribute a small amount perwould pay for a local teacher to work at the school continuously and fill any gaps between Government teachers. The local teacher was not a qualified teacher but he had attended school himself and funding was donated for him to takecollege course which would improve his teaching skills.

At the time of writing the work on the school building has been completed and can be seen in figure 4. Construction of the toilets at the school is ongoing; one of the more recent photographs can pit ventilated latrines, with a metal roof. There will be three cubicles, one for girls, one for boys and one for the teacheEach cubicle will have two toilet seats but only one will be in operation at annumber one, which when full can be closed off. Toilet seat two will then be used until pit two is full, by which time the matter in pit one will have composted down and the pit can be used again (see Penn,

The children and teachers stated a preference for a seat over the pit hole and so the teachers will have porcelain KVIP seats, the children’s seat will be constructed from concrete with a plastic seat and lid set in. The choice of concrete for the children’s seat was made so that small toilets can be built for the children; porcelain is only available for full size adulttoilets. A hygiene area will be built so that the children can wash their hands after using the facilities. This is likely a very simple bucket tip system (for example see Hayward, 2010) which will require water to be carried to supply the system daily.

Figure 4 Figure 4: One of the classrooms at Baw School, Figure 5: The toilets under construction at Baw.


Baw is a small community situated in the rainforest of the Eastern Region of Ghana. The nearest town is Bepong, but this is a good fifty minute car journey along a very poorly maintained dirt track. After consultation with the community it became apparent that the main development concern of the community at Baw was that most of their children were unable to attend school. There had been a Government school in the village in the past but it had been difficult to retain teachers as they predominantly came from areas with better infrastructure and they found Baw uninhabitable due to the lack of water and sanitation facilities. Travel costs made it unfeasible to live in Bepong and commute to Baw for work.

The school gradually fell into disrepair and closed a number of years ago. Since then most of the chave not attended school. Those few who had were forced to walk over an hour to the nearest school. Due to the risks involved in making the walk alone, the children started school much later and were older than the other children i

Whilst initially engaging with the village to help them gain access to improved water and sanitation facilities, it was clearthat education was a key priority. Therefore the authors collaborated with volunteers from the organisation ‘OriVolunteers’, the authors taking on the water and sanitation elements of the project and Original Volunteers the renovation of the school building. The school building was financed by two volunteers, Jon Gay and Poppie Jones, and the

k was carried out by many dedicated volunteers.

Everyone worked towards ensuring that the school was sustainable by securing commitment from the Government to supply teachers and putting in a system whereby each parent would contribute a small amount perwould pay for a local teacher to work at the school continuously and fill any gaps between Government teachers. The local teacher was not a qualified teacher but he had attended school himself and funding was donated for him to takecollege course which would improve his teaching skills.

At the time of writing the work on the school building has been completed and can be seen in figure 4. Construction of the toilets at the school is ongoing; one of the more recent photographs can be seen in figure 5. The toilets will be dual pit ventilated latrines, with a metal roof. There will be three cubicles, one for girls, one for boys and one for the teacheEach cubicle will have two toilet seats but only one will be in operation at any time. The first seat will be used to fill pit number one, which when full can be closed off. Toilet seat two will then be used until pit two is full, by which time the matter in pit one will have composted down and the pit can be used again (see Penn, 2008).

The children and teachers stated a preference for a seat over the pit hole and so the teachers will have porcelain KVIP seats, the children’s seat will be constructed from concrete with a plastic seat and lid set in. The choice of concrete for

children’s seat was made so that small toilets can be built for the children; porcelain is only available for full size adulttoilets. A hygiene area will be built so that the children can wash their hands after using the facilities. This is likely a very simple bucket tip system (for example see Hayward, 2010) which will require water to be carried to supply the

Figure 5 One of the classrooms at Baw School, The toilets under construction at Baw.



4th March 2011

est of the Eastern Region of Ghana. The nearest town is Bepong, but this is a good fifty minute car journey along a very poorly maintained dirt track. After consultation with the community it

nity at Baw was that most of their children were unable to attend school. There had been a Government school in the village in the past but it had been difficult to retain

found Baw uninhabitable due to the lack of water and sanitation facilities. Travel costs made it unfeasible to live in Bepong and commute to Baw for work.

The school gradually fell into disrepair and closed a number of years ago. Since then most of the children in the village have not attended school. Those few who had were forced to walk over an hour to the nearest school. Due to the risks involved in making the walk alone, the children started school much later and were older than the other children in their

Whilst initially engaging with the village to help them gain access to improved water and sanitation facilities, it was clear that education was a key priority. Therefore the authors collaborated with volunteers from the organisation ‘Original Volunteers’, the authors taking on the water and sanitation elements of the project and Original Volunteers the renovation of the school building. The school building was financed by two volunteers, Jon Gay and Poppie Jones, and the

Everyone worked towards ensuring that the school was sustainable by securing commitment from the Government to supply teachers and putting in a system whereby each parent would contribute a small amount per child per term. This would pay for a local teacher to work at the school continuously and fill any gaps between Government teachers. The local teacher was not a qualified teacher but he had attended school himself and funding was donated for him to take a

At the time of writing the work on the school building has been completed and can be seen in figure 4. Construction of be seen in figure 5. The toilets will be dual

pit ventilated latrines, with a metal roof. There will be three cubicles, one for girls, one for boys and one for the teachers. y time. The first seat will be used to fill pit

number one, which when full can be closed off. Toilet seat two will then be used until pit two is full, by which time the

The children and teachers stated a preference for a seat over the pit hole and so the teachers will have porcelain KVIP seats, the children’s seat will be constructed from concrete with a plastic seat and lid set in. The choice of concrete for

children’s seat was made so that small toilets can be built for the children; porcelain is only available for full size adult toilets. A hygiene area will be built so that the children can wash their hands after using the facilities. This is likely to be a very simple bucket tip system (for example see Hayward, 2010) which will require water to be carried to supply the


Results

Several results have been drawn from the work already undertaken.

The role of culture in water and sanitation projects has been explored through a case study of Emem and it was found that culture played an important part but not in the way that hypothesised that stakeholder engagement would uncover cultural issues which would form design parameters for the project. This hypothesis arose from a review of the literature, for example the desctheir ancestors to take up residence in natural habits after they die (meyer 1999). Water dwelling ancestors can be offended by the presence of manmade materials in the water. This could have been important at Emem asconsisted of a pump drawing water from Lake Volta, which is inhabited by a spirit.

In actual fact however, this turned out not to be a concern of the people of Emem. Cultural factors did have a big impact however as differing Western and local concepts of time and space caused a variety of issues during the project.

Stakeholder engagement was found to be critically important to effective water and sanitation projects (Furber & Crapper, 2011b). Lessons were learnt during the project at Baw whenengagement, leading to long project delays and damage to researcher/community relations. Of the stakeholder engagement methods trialled, DIEM material was found to be particularly effective. The demonstrgripped the communities and successfully raised awareness of the science and engineering principles upon which their systems were design.

During the projects several health and safety incidents highlighted the importance of giving and safety when working in developing communities. In particular the ethical issues that arose when accidents occurred that were unrelated to the project but those involved were uninsured and turned to the authors for finanhospital fees (Furber et al, 2011c).

Discussion

This section relates the research carried out to the theme of the conference, ‘Our Global Future’. Poverty is now widely accepted to be a global issue and a lack of water and sanitation facilfrom rising out of poverty (Jowitt, 2006). There are a number of problems which arise when the challenges of rural community development in developing countries however.

As foreigners engineers must take care not to undermine the right of the host community to selfright to “freely determine their political status and freely pursue their economic, social and cultural development” (UN, 2007 Article 3). It cannot be assumed that the development goals the engineer perceives (or assumes) the community hold necessarily match the true priorities of the community. Thorough stakeholder engagement is required to ensure the engineer is helping pull development in the

The projects undertaken at Emem and Baw both demonstrate the broad view that engineers must take of both their role and the scope of the project if development interventions are to truly make an impact on the lives

are the intended beneficiaries. At Emem it was necessary to increase the scope of the project to include income generating activities and project extras such as “cow insurance”. Without the income generating activities it may not have been possible to keep the water pump supplied with petrol. Without the cows it would be likely that the water system would only run for the life time of the pump, or until another part of the system breaks or wears out and needs investment.

At Baw education was the key development priority of the community, water and sanitation provision was a secondary requirement arising out of the need to provide adequate living conditions to retain teachers at the school. It became necessary to work in collaboration with other volunteers in the area to ensure the project genuinely met the needs of the village.

Perhaps it would be better for local engineers to undertake the development of infrastructure in their own countries?

In developing countries there are only five engineers for every ten thousand people, in some African countries there is less than one. It is estimated that two and a half million new engineers would be required in Suband sanitation facility access is to reach everyone (Uare not enough local engineers to undertake the work, support will be needed from abroad. Even if there were enough engineers in developing countries, those engineers could be as foreiThere is no guarantee that an engineer with the same nationality as the rural community will share the same culture, values and perspective on life.

At Emem and Baw the authors found that they did have a rowas different from that traditionally taken by a Western engineer working in his/her own country. To ensure that the community had the knowledge and understanding that would allow them to maintaimore time was spent engaging with the community and discussing and explaining technology options. The role involved being more advisor and consultant to the local community, who ultimately needed to be the ones to makchoices.


Several results have been drawn from the work already undertaken.

The role of culture in water and sanitation projects has been explored through a case study of Emem and it was found that culture played an important part but not in the way that was hypothesised (Furber & Crapper, 2011a). It had been hypothesised that stakeholder engagement would uncover cultural issues which would form design parameters for the project. This hypothesis arose from a review of the literature, for example the description of the way Ewe people belief their ancestors to take up residence in natural habits after they die (meyer 1999). Water dwelling ancestors can be offended by the presence of manmade materials in the water. This could have been important at Emem asconsisted of a pump drawing water from Lake Volta, which is inhabited by a spirit.

In actual fact however, this turned out not to be a concern of the people of Emem. Cultural factors did have a big impact concepts of time and space caused a variety of issues during the project.

Stakeholder engagement was found to be critically important to effective water and sanitation projects (Furber & Crapper, 2011b). Lessons were learnt during the project at Baw when a key social factor was missed during stakeholder engagement, leading to long project delays and damage to researcher/community relations. Of the stakeholder engagement methods trialled, DIEM material was found to be particularly effective. The demonstrgripped the communities and successfully raised awareness of the science and engineering principles upon which their

During the projects several health and safety incidents highlighted the importance of giving special consideration to health and safety when working in developing communities. In particular the ethical issues that arose when accidents occurred that were unrelated to the project but those involved were uninsured and turned to the authors for finan

This section relates the research carried out to the theme of the conference, ‘Our Global Future’. Poverty is now widely accepted to be a global issue and a lack of water and sanitation facilities form a key barrier that prevents communities from rising out of poverty (Jowitt, 2006). There are a number of problems which arise when Westernthe challenges of rural community development in developing countries however.

eigners engineers must take care not to undermine the right of the host community to selfright to “freely determine their political status and freely pursue their economic, social and cultural development” (UN,

nnot be assumed that the development goals the engineer perceives (or assumes) the community hold necessarily match the true priorities of the community. Thorough stakeholder engagement is required to ensure the engineer is helping pull development in the same direction to that of the community.

The projects undertaken at Emem and Baw both demonstrate the broad view that engineers must take of both their role and the scope of the project if development interventions are to truly make an impact on the lives

are the intended beneficiaries. At Emem it was necessary to increase the scope of the project to include income generating activities and project extras such as “cow insurance”. Without the income generating activities it may not

been possible to keep the water pump supplied with petrol. Without the cows it would be likely that the water system would only run for the life time of the pump, or until another part of the system breaks or wears out and needs

ion was the key development priority of the community, water and sanitation provision was a secondary requirement arising out of the need to provide adequate living conditions to retain teachers at the school. It became

with other volunteers in the area to ensure the project genuinely met the needs of the

Perhaps it would be better for local engineers to undertake the development of infrastructure in their own

ve engineers for every ten thousand people, in some African countries there is less than one. It is estimated that two and a half million new engineers would be required in Suband sanitation facility access is to reach everyone (UNESCO, 2010). Based on these statistics it is clear to see that there are not enough local engineers to undertake the work, support will be needed from abroad. Even if there were enough engineers in developing countries, those engineers could be as foreign to the rural community as a Western engineer. There is no guarantee that an engineer with the same nationality as the rural community will share the same culture,

At Emem and Baw the authors found that they did have a role to play in rural community development but that the role was different from that traditionally taken by a Western engineer working in his/her own country. To ensure that the community had the knowledge and understanding that would allow them to maintain their systems in the long term much more time was spent engaging with the community and discussing and explaining technology options. The role involved being more advisor and consultant to the local community, who ultimately needed to be the ones to mak



4th March 2011

The role of culture in water and sanitation projects has been explored through a case study of Emem and it was found was hypothesised (Furber & Crapper, 2011a). It had been

hypothesised that stakeholder engagement would uncover cultural issues which would form design parameters for the ription of the way Ewe people belief

their ancestors to take up residence in natural habits after they die (meyer 1999). Water dwelling ancestors can be offended by the presence of manmade materials in the water. This could have been important at Emem as the system

In actual fact however, this turned out not to be a concern of the people of Emem. Cultural factors did have a big impact concepts of time and space caused a variety of issues during the project.

Stakeholder engagement was found to be critically important to effective water and sanitation projects (Furber & Crapper, a key social factor was missed during stakeholder

engagement, leading to long project delays and damage to researcher/community relations. Of the stakeholder engagement methods trialled, DIEM material was found to be particularly effective. The demonstrations and experiments gripped the communities and successfully raised awareness of the science and engineering principles upon which their

special consideration to health and safety when working in developing communities. In particular the ethical issues that arose when accidents occurred that were unrelated to the project but those involved were uninsured and turned to the authors for financial help with

This section relates the research carried out to the theme of the conference, ‘Our Global Future’. Poverty is now widely ities form a key barrier that prevents communities

Western engineers take on

eigners engineers must take care not to undermine the right of the host community to self-determination, their right to “freely determine their political status and freely pursue their economic, social and cultural development” (UN,

nnot be assumed that the development goals the engineer perceives (or assumes) the community hold necessarily match the true priorities of the community. Thorough stakeholder engagement is required to ensure the

The projects undertaken at Emem and Baw both demonstrate the broad view that engineers must take of both their role and the scope of the project if development interventions are to truly make an impact on the lives of communities who

are the intended beneficiaries. At Emem it was necessary to increase the scope of the project to include income generating activities and project extras such as “cow insurance”. Without the income generating activities it may not

been possible to keep the water pump supplied with petrol. Without the cows it would be likely that the water system would only run for the life time of the pump, or until another part of the system breaks or wears out and needs

ion was the key development priority of the community, water and sanitation provision was a secondary requirement arising out of the need to provide adequate living conditions to retain teachers at the school. It became

with other volunteers in the area to ensure the project genuinely met the needs of the

Perhaps it would be better for local engineers to undertake the development of infrastructure in their own

ve engineers for every ten thousand people, in some African countries there is less than one. It is estimated that two and a half million new engineers would be required in Sub-Saharan Africa if water

NESCO, 2010). Based on these statistics it is clear to see that there are not enough local engineers to undertake the work, support will be needed from abroad. Even if there were enough

gn to the rural community as a Western engineer. There is no guarantee that an engineer with the same nationality as the rural community will share the same culture,

le to play in rural community development but that the role was different from that traditionally taken by a Western engineer working in his/her own country. To ensure that the

n their systems in the long term much more time was spent engaging with the community and discussing and explaining technology options. The role involved being more advisor and consultant to the local community, who ultimately needed to be the ones to make the design


With the increased scope of the projects the authors also found their role as engineer took on a broader perspective. At Emem, author Furber was involved in financial planning, fish net construction, cow purchasing. At Baw it was nto look at Local Government policy regarding the provision of teachers to remote rural locations and to organise a system by which the community would contribute to the salary of a member of the community who was better educated to teach the children in the absence of Government staff.

Looking at the broader picture of community development when engaging in infrastructure development projects can quickly increase the complexity of the problem at hand. Systems thinking becomes important to ensure tinterrelation of issues has been explored and as a way to manage the resultant complexity. It is important to consider the way that the project integrates with the context in which it is situated, for example by looking at interactions with environmental, political and social systems, to ensure the long term sustainability of the project. Engineering educators need to ensure that the future generation of engineers have the appropriate skills to be able to do this (Jowitt 2004).

Conclusion

Engineers have a vital role to play in ‘our global future’, not least through their efforts to help the worlds rural poor gain access to improved sources of water and improved sanitation facilities. As many of the engineers involved in this pursuit are by necessity foreign engineers, it is fundamentally important to ensure effective stakeholder engagement is maintained through all stages of development projects. It is in this way that local culture and way of life can be incorporated as important design consider

The role of the engineer in rural development projects is different from that of typical projects in the developed world. AtEmem and Baw it was necessary for the role of the engineer toconcerns of the communities.

Acknowledgements

The authors would like to extend thanks to the Chief, Elders and villagers of Emem and Baw and Original Volunteers Ghana for their assistance with the conduct of this research. We are also grateful to the many people who contributed to the funding of the Emem Water Supply and Sanitation Project. The research was conducted with the aid of funds from The Royal Society of Edinburgh, Engineers without BordersScotland for which we also offer our thanks.

References

� Byars, P. Woodrow, M. & Antizar-Ladislao, B. (2009) Integrated method in international development for water solutions using the rights-based approach. Water Science and Technology. 60(10):2713

� Cairncross, S. (2008). Water and waste: Engineering solutions that work. Engineering Change, Towards a sustainable future in the developing world. P. Guthrie, C. Juma and H. Sillem, Royal Academy o

� Furber, A. & Crapper, M. (2011a) Culture in Rural Water and Sanitation Projects: a Case Study. 35International Conference, Loughborough, UK. The future of water, sanitation and hygiene: Innovation, Adaptation and Engagement in a Changing World.

� Furber, A. & Crapper, M. (2011b) Report Number AF/MC/2011/03 Institute of Infrastructure and Environment Stakeholder Engagement in Water and Sanitation Projects in Developing Countries.

� Furber, A., Duncan, S. & Crapper, M. (2011c) RepEnvironment - Health and Safety in Rural Water and Sanitation Development Projects.

� Hayward, A. (2010) Tippy Taps: Handwashing Made Easy. Uganda Village Project. 05/01/10. Accessed 09/02/11. http://ugandavillageproject.blogspot.com/2010/01/tippy

� Hopkins, D. (1985) A teacher’s guide to classroom research. Philadelphia: Open University Press.� Jowitt, P.W. (2004) Systems & Sustainability: Sustainable Development, Civil En

Civil Engineer. Proceedings of the Institution of Civil Engineers, Engineering Sustainability, Vol 157, ES2, pp79� Jowitt, P. W. (2006). 6th Brunel International Lecture. Engineering Civilisation from the Shadows, Inst

Engineers. � Lewin, K. (1946) Action Research and Minority Problems. Journal of Social Issues 2: 34� Meyer, B. and International African Institute. 1999. Translating the Devil: religion and modernity among the Ewe in

Ghana, Edinburgh University Press for the International African Institute, Edinburgh.� Penn, C. (2008) WaterAid Technology notes. P39.� UN (2007) United Nations Declaration on the Rights of Indigenous Peoples. Adopted by General Assembly Resolution

61/295 on 13th Sept 2007. � UNESCO (2010) United Nations Educational, Scientific and Cultural Organisation Report Engineering: Issues,

Challenges and Opportunities for Development.


With the increased scope of the projects the authors also found their role as engineer took on a broader perspective. At Emem, author Furber was involved in financial planning, fish net construction, cow purchasing. At Baw it was nto look at Local Government policy regarding the provision of teachers to remote rural locations and to organise a system by which the community would contribute to the salary of a member of the community who was better educated to teach

ren in the absence of Government staff.

Looking at the broader picture of community development when engaging in infrastructure development projects can quickly increase the complexity of the problem at hand. Systems thinking becomes important to ensure tinterrelation of issues has been explored and as a way to manage the resultant complexity. It is important to consider the way that the project integrates with the context in which it is situated, for example by looking at interactions with

nmental, political and social systems, to ensure the long term sustainability of the project. Engineering educators need to ensure that the future generation of engineers have the appropriate skills to be able to do this (Jowitt 2004).

rs have a vital role to play in ‘our global future’, not least through their efforts to help the worlds rural poor gain access to improved sources of water and improved sanitation facilities. As many of the engineers involved in this pursuit

ity foreign engineers, it is fundamentally important to ensure effective stakeholder engagement is maintained through all stages of development projects. It is in this way that local culture and way of life can be incorporated as important design considerations, giving projects the best chance of long term sustainability.

The role of the engineer in rural development projects is different from that of typical projects in the developed world. AtEmem and Baw it was necessary for the role of the engineer to be broadened, reflecting the broad range of development

The authors would like to extend thanks to the Chief, Elders and villagers of Emem and Baw and Original Volunteers onduct of this research. We are also grateful to the many people who contributed to

the funding of the Emem Water Supply and Sanitation Project. The research was conducted with the aid of funds from The Royal Society of Edinburgh, Engineers without Borders UK - Research and The Carnegie Fund for the Universities of Scotland for which we also offer our thanks.

Ladislao, B. (2009) Integrated method in international development for water sed approach. Water Science and Technology. 60(10):2713-20

Cairncross, S. (2008). Water and waste: Engineering solutions that work. Engineering Change, Towards a sustainable future in the developing world. P. Guthrie, C. Juma and H. Sillem, Royal Academy of Engineering: 21

Furber, A. & Crapper, M. (2011a) Culture in Rural Water and Sanitation Projects: a Case Study. 35International Conference, Loughborough, UK. The future of water, sanitation and hygiene: Innovation, Adaptation

n a Changing World. Furber, A. & Crapper, M. (2011b) Report Number AF/MC/2011/03 Institute of Infrastructure and Environment Stakeholder Engagement in Water and Sanitation Projects in Developing Countries. Furber, A., Duncan, S. & Crapper, M. (2011c) Report Number AF/MC/2011/04 Institute of Infrastructure and

Health and Safety in Rural Water and Sanitation Development Projects. Hayward, A. (2010) Tippy Taps: Handwashing Made Easy. Uganda Village Project. 05/01/10. Accessed 09/02/11.

gandavillageproject.blogspot.com/2010/01/tippy-taps-handwashing-made-easy.htmlHopkins, D. (1985) A teacher’s guide to classroom research. Philadelphia: Open University Press.Jowitt, P.W. (2004) Systems & Sustainability: Sustainable Development, Civil Engineering and the formation of the Civil Engineer. Proceedings of the Institution of Civil Engineers, Engineering Sustainability, Vol 157, ES2, pp79Jowitt, P. W. (2006). 6th Brunel International Lecture. Engineering Civilisation from the Shadows, Inst

Lewin, K. (1946) Action Research and Minority Problems. Journal of Social Issues 2: 34-46.Meyer, B. and International African Institute. 1999. Translating the Devil: religion and modernity among the Ewe in

ersity Press for the International African Institute, Edinburgh. Penn, C. (2008) WaterAid Technology notes. P39. UN (2007) United Nations Declaration on the Rights of Indigenous Peoples. Adopted by General Assembly Resolution

CO (2010) United Nations Educational, Scientific and Cultural Organisation Report Engineering: Issues, Challenges and Opportunities for Development.



4th March 2011

With the increased scope of the projects the authors also found their role as engineer took on a broader perspective. At Emem, author Furber was involved in financial planning, fish net construction, cow purchasing. At Baw it was necessary to look at Local Government policy regarding the provision of teachers to remote rural locations and to organise a system by which the community would contribute to the salary of a member of the community who was better educated to teach

Looking at the broader picture of community development when engaging in infrastructure development projects can quickly increase the complexity of the problem at hand. Systems thinking becomes important to ensure that the interrelation of issues has been explored and as a way to manage the resultant complexity. It is important to consider the way that the project integrates with the context in which it is situated, for example by looking at interactions with

nmental, political and social systems, to ensure the long term sustainability of the project. Engineering educators need to ensure that the future generation of engineers have the appropriate skills to be able to do this (Jowitt 2004).

rs have a vital role to play in ‘our global future’, not least through their efforts to help the worlds rural poor gain access to improved sources of water and improved sanitation facilities. As many of the engineers involved in this pursuit

ity foreign engineers, it is fundamentally important to ensure effective stakeholder engagement is maintained through all stages of development projects. It is in this way that local culture and way of life can be

ations, giving projects the best chance of long term sustainability.

The role of the engineer in rural development projects is different from that of typical projects in the developed world. At be broadened, reflecting the broad range of development

The authors would like to extend thanks to the Chief, Elders and villagers of Emem and Baw and Original Volunteers onduct of this research. We are also grateful to the many people who contributed to

the funding of the Emem Water Supply and Sanitation Project. The research was conducted with the aid of funds from The Research and The Carnegie Fund for the Universities of

Ladislao, B. (2009) Integrated method in international development for water 20

Cairncross, S. (2008). Water and waste: Engineering solutions that work. Engineering Change, Towards a sustainable f Engineering: 21-24.

Furber, A. & Crapper, M. (2011a) Culture in Rural Water and Sanitation Projects: a Case Study. 35th WEDC International Conference, Loughborough, UK. The future of water, sanitation and hygiene: Innovation, Adaptation

Furber, A. & Crapper, M. (2011b) Report Number AF/MC/2011/03 Institute of Infrastructure and Environment -

ort Number AF/MC/2011/04 Institute of Infrastructure and

Hayward, A. (2010) Tippy Taps: Handwashing Made Easy. Uganda Village Project. 05/01/10. Accessed 09/02/11. easy.html

Hopkins, D. (1985) A teacher’s guide to classroom research. Philadelphia: Open University Press. gineering and the formation of the

Civil Engineer. Proceedings of the Institution of Civil Engineers, Engineering Sustainability, Vol 157, ES2, pp79-88. Jowitt, P. W. (2006). 6th Brunel International Lecture. Engineering Civilisation from the Shadows, Institution of Civil

46. Meyer, B. and International African Institute. 1999. Translating the Devil: religion and modernity among the Ewe in

UN (2007) United Nations Declaration on the Rights of Indigenous Peoples. Adopted by General Assembly Resolution

CO (2010) United Nations Educational, Scientific and Cultural Organisation Report Engineering: Issues,

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Two case studies of rural water and sanitation development projects in Ghana

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