5.3 School toilets
Learning objective: to get acquainted with the special management and construction needs of school toilets
Can schools inspire good hygiene and promote ecological sanitation ?
Variations in the quality of school toilets
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Hygienic conditions for pupils and school staff
Water ”tap” for washing hands using 0.1 litre per hand wash Courtesy of Maria Ines Matiz, Colombia and Subburaman, Scope,
India
Incinerator for sanitary pads
Siting: indoors or in the yard ?
Today Tomorrow
Class
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Class
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toiletstoilets
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TOILETS OUTSIDE INSIDE TOILETS
Impact on individual
Impact on environ-ment
- No hand washing
- Soiled shoes or feet
- May choose not to use toilet (due to cold, dirt, flies etc.)
- Groundwater pollution
- Excreta stay in the ground
- Loss of nutrients
- Hand washing
- Clean shoes
- Attractive for girls
- No groundwater contamination
- Productive use possible
- Some smell when emptying
School toilet planning - FUNCTIONS
Criterion 1: waiting time
Criterion 2: Access to water
Criterion 3: No disease spread
Criterion X: cleanliness
Adequate number of toilets
Use allowed all times of the day
Introduce female urinals
Enough time to eat
Complement existing source
Pupils bring along water
Hand washing before eating
Clean floors
Monitoring
J-O Drangert, Linkoping university, Sweden
Construction & cost reduction
School toilet in historic village
of Hougou Village, China
Courtesy of Peter Morgan, Zimbawe
Girls’ school urinals
School toilet design
J-O Drangert, Linköping University, Sweden
Bird's eye view: Section
Smell of urine in the toilet room
J-O Drangert, Linkoping University, Sweden
Urine pipes and tanks in inspection chamber under the toilet floor
Inspection chamber
cubicle cubicle
Urine tank
Girls´ school toilet
Courtesy of Scope, India and Naning Adiwoso, Indonesia
Girls´ urinals in a Musiri school, India with a water storage for washing
Girls´ school toilet, Indonesia with natural light and ventilation
Where does urine and faecal matter end up?
J-O Drangert, Linkoping university, Sweden
School gardens and production of food
Soil from organic compost,Colombia
Plant trials in Zimbabwe with only water (left) and also urine (right) given to canola, spinach and maize
Courtesy of Peter Morgan, Zimbabwe and Maria Ines Matiz, Colombia
Urine fertilised plants in Brazil
Courtesy Ana Claudia Braga
From garden via kitchen to the pupils’ plates
Courtesy of Kitchengarden Foundation, Australia
Beans for the meal
Preparation of school meal
School toilet
Example 1: Urban and rural schools in KenyaGirls´
observed handwash
Boys´ observed handwash
Girls reported toilet use
Boys observed toilet use
Clean toilets
Water for handwash
in toilet
No of children per tap
School has all three facilities
Water for washing hands in toilet
Number of pupils per tap
O&M carried out
Perceived toilet cleanliness
Perceived privacy in toilet
Girls´ school absences Source: V. Njuguna et al. 2009
Example 2: Rural schools in Colombia
TABLE #9
Name Nº students toilets wash bowls soap towel El Cabral 15 4 yes yes yesEl Copial 18 6 yes no noEl Consuelo 48 4 yes no noEl HiguerónLas Mercedes 48 5 yes yes noSanta Lucía 15 4 yes yes yesSan Antonio 160 9 yes no noLa Guasima 18 3 yes no no Lutaima 22 2 yes yes yesLa Palmichera 18 4 yes yes yesEl RosarioSanta Ana 34 2 yes no noAndalucía 18 2 yes no noCalichanaLa Esmeralda 19 1 yes no noLa EsperanzaGolconda 28 2 no no noPanamá 39 2 yes no noPatio Bonito 150 5 yes no no
Sanitary services in rural schools in Anapoima Sanitary services in rural schools in Anapoima
Courtesy of Maria Ines Matiz, El Bosque University, Colombia
TABLE#16
Name Entry Inside Exit
El BejucalGuacamayaGuacana Nueva Charcolargo El NaranjalNaranjalitoPantanosEscuela Salcedo Nueva rural La VegaCachimbuloLa OrquetaPalmar Esc. Nva. rural MesetaPaloquemadoSan Antonio
Assessing conditions in schools in ColombiaAssessing conditions in schools in Colombia
Daily aqueduct service
Aqueduct Service, every 3
daysAqueduct service every 2 days. No service. Depend on rain fall and water
truck.
Filters or boil
Nothing Open field
Sewer and septic hole
Courtesy of Maria Ines Matiz, El Bosque University, Colombia
J-O Drangert, Linköping University, Sweden
Example 3: Rural and urban schools in the Ukraine
Management options
Item Conditions (OK, fair, needs)
Measure to take (repair, replace)
Who is responsible
Cost estimate
Toilet room:
Toilet floor
Pedestal or pan janitor
Water seal
Ventilation
Urine pipes janitor
Water seal H/master
Drainage pipe
Soak-away
Door and hinges H/master
Plaster on walls
Paint of urinal
J-O Drangert, Linköping University, Sweden
Management of school sanitation facilities
Courtesy of Oliver Ives, ‘Amanz’ abantu Services Ltd, South Africa
Population increase as a challenge
J-O Drangert, Linköping University, Sweden
Year Popu-lation
New class-rooms
0 23.0 690 1.150 - - - - - - - -
1 23.7 710 1.185 1 - - - - - - 1,000
2 24.4 732 1.220 2 1 - - - - - 3,000
3 25.1 754 1.257 3.1 2 1 - - - - 6,100
4 25.8 774 1.290 4.1 3.1 2 1 - - - 10.200
5 26.6 797 1.330 5.2 4.1 3.1 2 1 - - 15,400
6 27.4 821 1.369 6.3 5.2 4.1 3.1 2 1 - 21,700
7 28.2 846 1.410 7.3 6.3 5.2 4.1 3.1 2 1 29,000
Increase 000´ in
Total Newborn
Number of classes (000´) in Standard
I II III IV V VI VII
Number of additional teachers and classrooms required to provide primary education for all new-born
Awareness raising
From Ajzen (2002)
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