Professional Documents
Culture Documents
Henock Markos
This manual of procedures is intended to be used for the schools built and/or
support my Menschen fr Menschen foundation. In the preparation of this manual,
global principle of school WaSH is consulted and adapted to the national and MfM
concept. The overall objective is to create child friendly schools with effective
integration of WaSH.
I.
II.
III.
IV.
Setting Objective...................................................................................25
Making Action Plan................................................................................ 26
School WaSH Program Regular Action Plan...............................................i
Outlines for training of teachers , PTA and community members on
i
VIP Latrine Description............................................................................. ii
Lay out of school WaSH facility...............................................................iii
Acronyms
EFA
ESDP
IRDP
MDG
MfM
Menschen fr Menschen
MfM PCO
MoE
Ministry of Education
MoH
Ministry of Health
MoWE
PTA
UNICEF
VIP
WaSH
Section I. Introduction
1.1.
Facilities provided must include provision for disabled children, with at least
one toilet cubicle for girls and one for boys modified accordingly. In terms of
design, ramps and hand rails should be provided, with more internal space for
a caregiver to assist if necessary. Disabled girls and boys should be consulted
with their able bodied peers to get the design right.
Water Supply
R. No.
Number of Students
500-600
2400
600-700
2800
700-800
3200
800-900
3600
900-1000
4000
1000-1100
4400
1100-1200
4800
1200-1300
5200
1300-1400
5600
10
1400-1500
6000
11
1500-1600
6400
Groundwater Sources
Studies show that 70% of the water supply source in Ethiopia is from ground water
source such as spring and wells. In addition, unlike roof catchment, ground water
sources do not require special treatment for water quality, means it is generally
safe to drink directly from the source because the natural filtering through the soil.
For this reasons, groundwater sources are one of the most ideal sources of water
supply for MfM schools considering their availability.
MfM operated on quite diverse topographic, climate and geomorphology areas
where the groundwater sources can also be wide range. The major groundwater
supply sources identified that are considered appropriate, financially realistic and
useful for school water supply are spring water and wells. MfM is already has
spring water, shallow wells and hand dug-wells in many rural parts of Ethiopia.
Below explanation is given on how to integrate groundwater sources for school
water supply with their benefits and constraints.
Spring Water
Springs in Ethiopia are located in large number in high rainfall areas, along the
slopes and valley bottoms of mountainous areas and escarpment of edges of
plateaus that have adequate rainfall input and vegetative land cover. Spring
water is considered as the most ideal for most of MfM because generally
considered as safe water and inexpensive in its development.
The main structural components of the spring water system include (the detail
design and construction is found in manual prepared by MoEd, MoH and MoWE
together with UNICEF):
i).
2 Detailed physical design and construction it is advised to consult the WaSH document prepared by
Ministry of Health, Education and Water and Energy in 2012 in Collaboration with UNICEF, which this
manual takes as its principal source and adapt it to context of MfM education program.
A collection chamber (storage) which is used for collecting night storage and it
is located downstream of the protective structure
Spring water is reliable water sources that can supply water in adequate quantity
and quality, if the catchment of the spring is conserved and protected. The
collection point needs to be protected properly and the necessary natural
hydraulic conditions (free flow) should be maintained for its optimal use.
Roof can be a natural collecting space for dust, leaves, blooms, insects bodies,
airborne pesticides and insecticides in areas where there are commercial
farms
The harvested water stays a while before freshwater refills the storage tank.
Due to this utilizing for water collected need go through thorough treatments
before using it for drinking.
Q=0.8 R . A
The ground reserve wire water storage system is same to roof water harvesting
system in the source of water as it is collected from roof-tops, in calculation of
water supply and risks. The basic difference is in roof water storage system
tankers is place on ground to collect water from roofs using the pipes connected
from the roof to the tanker. Whereas in ground reserve wire water storage system,
the water collected from the roof directly go to underground tanker preparing
gutter and the ditch. However, the challenges of:
Limited use for areas protracted dry period of three months due low
capacity to collect rain water, are still present in this system also.
the capital cost if affordable using correctly sized HDPE or PVC pipes
helps reduced the costs compared to Galvanized steel;
ii). the system has capacity to meet water demand from the school
iii).
2.2.5
The school can afford to pay for the water it uses, or the water supplier
agrees to cross subsidize this cost from water sales to private users.
Water Carting (from home drinking and river for hygiene & sanitation)
When there is severe water shortage water carting can be recommended. Here
the technology may be as simple as a donkey cart fitted with two 200 liters water
drums. The water catering could be considered for meeting the sanitary water
needs. The main issues are in fact financial and institutional, relating to the
management of the local water filling point, how a school is expected to pay for
the water provided. How to ensure water safety when it comes from a remote
supply is also an issue if the water is used for drinking.
One variation on this theme, already mentioned, is to agree with parents that
older children bring a limited quantity of water to school each day, some of this
going into hand washing containers. One challenge may be to ensure that all
additional
concept on
Disinfection: Particularly for well water sources and storage facilities, they
must disinfected immediately following their construction or repair to
neutralize any contamination from equipment, material, or surface drainage
introduced during construction. The disinfection process shall comply with all
Federal regulation.
ii).
Water Quality Testing: The water supply for schools should be free of
pollutions. Thus, water quality tests have to be made during the drilling,
construction and later on a regular basis as per the requirement stipulated in
Federal Water Quality guidelines. The result of the water quality should be
documented and kept within MfM offices and the relevant sectors.
iii).
Section III.
In this section dealings with sanitary facilities, namely the latrine and hand-wash
facilities, will be discussed. This detail construction design and specification will
not be discussed in this part. MfM personnel or those working with MfM in
construction of sanitary facilities should consult the manual developed by MoEd
for school WaSH.
3.1.
In almost all schools constructed by MfM VIP type latrine is constructed. In areas
where water is scarce the VIP is very suitable to operate and maintain cleanliness
since it uses relatively little water and certainly they do not depend on regular
water supply. These conditions make VIP technology suitable to almost all
conditions of rural areas. This type latrine is recommended because it is relatively
simple to design, build and maintain. For this reason, MfM will prefers to use VIP
technology for schools built in the rural areas adapting to certain local situations.
Such local situations include:
3.3.
Number of Stands
Number in this case refers to the number of toilet stands (toilet cubicles) or pitholes that are needed. The current Government norm is that applies to primary
schools in Ethiopia is one stand for every 100 girls and one stand for every 150
boys, with physically separate facilities for girls and boys (Sanitation protocol,
MoH, 2005). In other African countries, design ratios of 1:50 1:100 are common,
but these standards are not always met due to resource constraints. This is also
the case in much of rural Ethiopia, where the on the ground average is one stand
per 200 students or more4.
In determining the number and location of toilet stands needed, MfM
and government education office authorities should take into account
the projected population of the school, with a recommended planning
horizon of 3-5 years. Most primary schools in Ethiopia start off relatively small
with 250-300 students, and develop over time to around 600-750 students.
The following table indicates the number of toilet stands required for schools of
different sizes. It is based on a 1:100 toilet stand - student ratio, with both girl and
boys having access to appropriate urinals. The minimum number of stands for
both boys and girls is two, ensuring a degree of emergency capacity.
One important point is that the toilets provided are used by students and staff
alike, with no separate facilities for teachers. This is not just a cost-saving
measure. Teaching staff have an important role play in encouraging the proper use
of school toilets and ensuring their upkeep. Having separate facilities for staff may
undermine this responsibility5.
No. of Boys
No. of Girls
4 UNICEF stated By Using appropriately designed latrines the number of toilets stands needed by
one third or more, which also needed to be given consideration.
Up to 100
Up to 100
100-200
100-200
200-300
200-300
300-400
300-400
400- 500
400- 500
500-600
500-600
600-700
600-700
700-800
700-800
These figures show the minimum number of toilet stands required. If resources
allow, adopting a 1:50 toilet stand / student ratio is preferred, reducing pressure
on toilets, increasing their fill up time, and making their upkeep easier to manage.
Location
Many schools were visited during the preparation of this manual. A common
problem encountered concerned the location of school toilet blocks in relation to
the classroom and boundary wall. The relative location of boys and girls toilets
(basically, the distance between them) is also very important.
Getting the location right is very important factor in ensuring that toilets are used.
In line with the principles listed earlier, girls and boy students must be consulted.
This consultation should be undertaken separately, the girl group led by a woman,
the boys group led by a male (here it makes sense to enlist the help of teachers).
Factors to consider in locating toilet blocks are set out in the following table.
Inevitably, with all these factors to consider, the location of school toilets is going
to be a compromise. This reinforces the necessity of consultation, with school girls
and boys and their teachers. Drilling a test hole with an auger (or digging a test pit
if this is not available) to see what lies underneath the surface can save
5 MfM does not construct schools for school population less than 400, but for
reason of giving complete estimation is presented in the table. Teachers and
school staff will not have separate latrine building, but can lock and use on
stand/partition for each gender.
Chec
k
The normal wind direction it is best if the toilets vent pipes are down- wind
of the classrooms
The distance from the toilet block to the class between 30 and 50 meters if
possible. More than 50 meters may be too far for a small child in a desperate
hurry, and in terms of toilet management and upkeep, its best to keep the
toilet nearer rather than far from the classroom
The distance to the boundary wall if the toilet is placed on the boundary,
there may be a risk of students extending their trip to the toilet to a trip
outside the school. Equally, girls in particular may feel insecure here its
best to get their opinion
The need to empty toilet pits when they are full. If the sludge or compost is
to be picked up by a tractor-trailer, then there needs to be enough space for
vehicle access.
The distance between the boys and girls toilets. Again, this is best fixed
with consultation. 15 meters or more may be needed to secure the privacy
and security needed by girls. It is also important to get the relative
orientation of girls and boys toilets blocks right see below
Drainage ensuring that rain water does not flood the pit
Location: the hand washing facility should be located very close to the latrine
so that children see it in front as they leave.
ii.
iii.
iv.
Access: Hand-washing facilities are located within one and half meters
distance from the latrine and it is near and readily available and accessible
for school children using the latrines.
Latrines for boys (left) and girls (right) showing Hand Washing Stands
Section IV.
Waste Management
One of the key issues of WaSH program that need to be addressed in school is on
how to deal with wastes. MfM handover schools with their WaSH facilities, but as
the visits on those handover schools shows the poor waste management is a
problem in many school. A clear waste management system is also an important
component that schools need to prepare for to achieve WaSH friendly schools.
Thus, establishing procedures in dealing with waste management for school to be
handed-over to government is important.
4.1.
Waste water or black water refers to water discharged from toilets and
urinals. This may contain very high levels of pathogens and it smells pretty
bad as well.
Grey water is untreated waste water that has not come into contact with high
concentrations of fecal contaminants. In this case, grey water refers to water
from hand washing stands, which may be slightly, but not highly
contaminated.
The way we manage waste water and grey water is very important. If left to
pool on the ground, it may present a health risk not least by providing
mosquitoes with a breeding ground, or attracting domestic animals into the
school compound. Water combines with soil to make mud, which may be fun
for some but this can also put off users from entering the toilet or washing
their hands.
The option described in this manual is one solution. Infiltrate water back into
the ground. This may work in terms of reducing the health risk. But it is also
wasting a valuable resource. If properly handled, grey water can be reused to
for cleaning toilets and urinals, or for watering trees and plants - which can be
sold by the school to augment its budget. Waste water can also be used in
this way, although it needs more careful handling.
The information above provides insight on the type of Assuming the decision is
made to dispose of waste water rather than reuse it, the following information
must be considered.
Soil Type
4.3.
>50
33
Sandy loam
25
10
Expansive clay
<10
Garbage-Solid Wastes
Garbage are solid wastes which can be paper, organic or of other nature. It is
observed in many school setting the common types are paper, yard waste and
plastics. These solid wastes are produced both by students or school community
which includes teachers and from the offices. The nature of solid wastes
compared to water waste is easier to manage and dispose. The main issue in solid
wastes it to have spots to collect the garbage and timely disposal. Key points that
need to be addressed in solid wastes management include:
The spots to place garbage bins in school compound must be areas where
children and school staff reach and possible areas where there are high
solid wastes are produced. For example of such areas can be where
students stay in breaks, in latrines, etc.
The solid garbage collected from the classrooms and compound need to be
disposed through in-cremation in already prepared excavated spots in
isolated part of the compound.
Instruct and teach children and school community to throw solid wastes in
garbage basket and cans.
Section V.
System
Being aware WaSH facilities are integral part of schools and education, MfM
invested a great deal in latrines and water supplies in each school it involved. But
what is observed is that after hand-over ceremonies are made between Woreda
education offices and MfM, the operational and maintenance responsibilities of
schools community, Woreda and community is neglected. This gives a point of
attention that operational and maintenance responsibility of community and
school management should be included in project or management plan and dealt
with prior and after hand-over.
5.1.
Frequen
cy
Manpower
Assignment/Responsible body
Daily
1.
2.
Adequate and safe water
supply for children and
school
Daily
Regularl
y
as
deemed
necessar
y
Regularl
y
as
deemed
necessar
y
Daily
Repair
and
maintain
water supply system,
latrine slab, seat, vent
pipe and fly screen or
any part of the latrine
superstructure
ASAP
As per
the plan
School
supports
Regularl
y as
3.
4.
5.
6.
Hired contractor or trained school
community member.
7.
8.
community
and
sustain
6 Depending on the magnitude of repair MfM can support the school in the
maintenance with the duration retention periods and if MfM project still
operational in the area.
deemed
necessar
y
Monitoring requires regular reports indicating what has been observed and actions
taken on the facilities, and these reports have to be shared among the school
administration, PTA and partners, Woreda Sector offices on a regular basis. MfM
should also support Kebele education & training board, community, PTA and
school administration to conduct these monitoring activities and elicit
improvement.
5.3.
Farming, gardening, animal husbandry etc., from the available land for
income generation activities
Section VI.
Community and other stakeholders must be involved from the start to assist
them incorporate the school facilities into their overall responsibility. This will
later help to assure employment of cleaners by community and contribution
for maintenances.
Any sort of planning for school hygiene and sanitation improvements need to
be done by involving the community and parents together with other the
parties involved.
To obtain commitment and consensus from the entire community, the school
parents associations and committee should regularly report their findings
and decisions to the community as a whole.
As much as possible the PTA should equally represent men and women,
social classes and other diversities to ensure a balanced view.
6.3.
7 Health departs in MfM IRDPs are conducting community linked health promotion
activities. The issue of home-community link can be addressed in this process.
Ability to act as a role model and have good contacts in the community,
Willingness to allocate some time for taking school sanitation and hygiene
activities after school hours or break-times.
Care should also be taken that male as well as female teachers get involved
in SSH.
However, teachers may not be able to put their knowledge and commitment to
effective use if the curriculum does not allow for hygiene education, or if school
administration or Woreda do not respond to requests for assistance in the
provision water and sanitation facilities. Training of teachers should therefore
Ensuring children are healthy and able to learn is an essential part of child-friendly
schools. In relation to WaSH also teaching children how to prevent diarrheal
diseases and other waterborne and sanitation related illnesses is part of it. The
widespread adoption of safe hygiene practices through an interactive, childcentered, participatory approach builds life skills and empowers school children to
make good choices. In operation of WaSH program in schools supported by MfM,
the following components need to be addressed to achieve change in behavior
among children regarding sanitation and hygiene and promotion WaSH objectives.
7.1.
Attitudes
Practices
Safe use of
toilets and
urinals: Diarrhea
and worm
infections are two
main health
concerns that
affect people on a
large scale and
can be improved
through
appropriate toilet
and urinal use.
Exposed excreta
are the leading
cause of spreading
diseases and
making people
sick.
Behaviors can lead
to worm
infections.
Children recognize
the importance of
safe use of toilets
and urinals,
including the safe
disposal of faces
and hygienic anal
cleansing followed
by washing hands
with soap.
Children practice
the safe use of
toilets and urinals,
including the safe
disposal of faces
and hygienic anal
cleansing followed
by washing hands
with soap.
Depending on age,
children maintain
and operate
school toilets and
urinals.
Personal
hygiene: Many
diseases can be
attributed to poor
personal hygiene.
Personal hygiene
impacts diseases.
Children
understand
appropriate
personal
hygiene: washing
hands
with soap (see
separate
point), wearing
shoes or slippers,
cutting nails,
brushing teeth,
combing hair and
the regular
washing of body
and hair.
At all times,
children wash
hands with soap,
wear shoes or
slippers, cut nails,
brush teeth, comb
hair and regularly
wash the body and
hair.
Hand washing
with soap:
Hand washing at
critical moments
reduces the risk of
diarrheal diseases
by 42-48 per cent
and significantly
Children
understand
the importance of
hand washing with
soap after toilet
use, before and
after eating,
before preparing
reduces the
incidence of acute
respiratory
diseases.
cleaning babies.
Menstrual blood is
not dirty,
unhygienic or
unclean. It is
simply blood and
tissue sloughed
from the lining of
the uterus. The
odor during
menstruation is
caused by bad
hygiene of the
genitals.
The symptoms of
bladder and
kidney infections
must be
recognized and
treated.
Waste
management
and water
drainage:
Appropriate
handling of
solid waste and
stagnant
water helps in pest
control
and limits
breeding
mosquitoes and
flies
Children link
collection and
treatment of solid
waste with overall
health risks. They
understand the
relationship
between standing
water and insect
breeding.
Solid waste is
collected
and treated;
standing water is
drained.
Water
treatment,
handling and
storage:
Through testing
and treatment,
water can be
made safe from
fecal or chemical
contamination.
Where possible,
communities
should collect
water from a safe
source and store it
safely.
If the source is not
safe, water must
be treated through
boiling, filtering,
solar or chemical
disinfection.
Communities
understand
the necessity of
treating
unsafe water
through
boiling, filtering,
solar or chemical
disinfection
Food hygiene:
Eating healthy
food is essential
for the well-being
and survival of
each human
being. Eating
contaminated
food (also known
as food
poisoning) can be
a significant
source of diarrheal
diseases.
Other important points which provide guidance in delivery of WaSH education for
children are:
The life skills approach focuses on changing childrens hygiene behavior and
the hygiene behavior of their families and wider community with a view to
improving their quality of life.
7.2.
The other important approach which used to implement WaSH education especially
in countries where sanitation and hygiene education is not a separate subject is to
develop or adapt teaching aids or IEC materials. In addition, experience has also
shown that for bringing about changes in behavior traditional classroom teaching is
not effective and alternative ways of bringing about the necessary changes will
have to be found. For this reason MfM should encourage in schools built for child
centered teaching means such as use of teaching aids and IEC materials need to be
effectively used. The following points need to be given attention and used as a
guide in preparation of teaching aids and IEC materials on WaSH: Focused information- and action-oriented messages must be discussed
with school community, government education and health offices in the
preparation of teaching aids and IEC materials. These key messages
includes; prevention of diarrhea disease and worm infections, use a
latrine regularly and keep it clean, wash hands with soap before
feeding brothers and sisters or eating and after defecation, cover your
food, etc.
Teaching aid and IEC material has to be practical and make the link between
knowledge, attitude and behavior.
The message in the materials should make use of local communication
methods and also the message need to be relevant, simple and
understandable in the local context and locally acceptable
Children can spread messages they have learned from teachers, health worker
and other sources or they can act like teachers and promoters. In operating school
WaSH children have special advantages and special roles in spreading health
messages to others, because children often like to spend more time with each
other than with adults. Thus, it will be very valuable to organize a club of WaSH in
each schools supported by MfM for children where children can share messages
and learn from each other and eventually practice WaSH principles.
The main objective of establishing a WASH Club is to offer school children
opportunities to raise their awareness about and develop skills related to water,
hygiene, and sanitation through fun and practical activities. The WASH Club can
support them in changing conditions in their schools as well as in becoming
agents of change in hygiene and sanitation in their families and communities.
Some examples where children should do within the club include:
Work with MfM, Woreda Health and Education offices to promote WaSH at
community level.
ii.
iii.
ii.
Mobilize the school community to conduct clean up, tree planting, and other
beautifying activities
Inspect water points, latrines, and hand washing stands so that they are
kept clean, safe, and attractive
Organize fundraising programs to raise money to construct facilities, buy
soap, maintain facilities, etc.
Arrange outreach program and work with communities on that includes
clean up campaigns, latrine construction, rehabilitation of community water
sources and other locally important WASH improvement activities
8.3.
The process of setting of objectives is needed to be done with all the parties
involved: PTA, Woreda education and health office, Kebele office, teachers and
other concerned.
Objectives need to be Specific, Measurable, Applicable, Realistic and Timebound (SMART). They have to take into account the available or expected
budget and manpower.
Should budget and manpower not be available, the action plan has to include
activities geared towards obtaining them.
Other point of crucial importance is the setting of a time frame and the
allocation of responsibilities.
MfM should prepare action together with community and stakeholders the
community during the inception of the project. This will be most likely when
MfM plan to construct new school in the area. However, afterwards the school
and community need to regularly update their annual action planes.
II.
III.
During implantation stage, which is largely refers the period when school is
constructed
IV.
Annex I.
role of MfM
Identify key
stakeholders
Conduct the
assessment
Conduct participatory
assessment of hygiene
and sanitation in
schools
Participate in
the assessment,
mobilize
community,
Participate in the
assessment, mobilize
community,
In the inception of
school planning
for two to three
days
Participate in the
assessment,
mobilize
community,
Participate in the
assessment, mobilize
community,
In the inception of
school planning
for two to three
days
S.
No
1.
2.
3.
role of Kebele
Education &
training board,
Education
office and
school
leadership
Time Frame
In the inception
phase
S.
No
Activity
role of MfM
role of School
role of community
Conduct survey
assessments,
Initiate and lead
the process,
ensure
involvement of key
stakeholders
Participate in the
assessment,
mobilize
community,
Participate in the
assessment, mobilize
community,
In the inception of
school planning
for two to three
days
3.
Conduct
assessments,
Initiate and lead
the process,
ensure
involvement of key
stakeholders
Participate in the
assessment,
mobilize
community,
Participate in the
assessment, mobilize
community,
In the inception of
school planning
for two to three
days
4.
Participate in the
assessment,
mobilize
community,
Participate in the
assessment, mobilize
community,
In the inception of
school planning
for two to three
days
5.
Decide on School
income means
Participate in the
assessment,
Participate in the
assessment, mobilize
In the inception of
school planning
1.
2.
6.
ensure
involvement of key
stakeholders
mobilize
community,
community,
Participate in the
assessment,
mobilize
community,
Participate in the
assessment, mobilize
community,
In the inception of
school planning
for two to three
days
Activity
role of MfM
role of School
role of community
1.
Organize Community
WaSH committee
Participate in the
assessment,
mobilize
community,
Participate in the
assessment, mobilize
community,
In the inception of
school planning
for two to three
days
2.
Organize and
provide training
Participate and
provide suitable
condition for
training, and
conduct follow up
provide training
Recruit students
3.
Establish students
Follow up after
4.
5.
WaSH club
and follow-ups
after trainings
Construction of
schools and WaSH
facilities
Construct as per
the design
Monitoring activities
Monitoring
activities as
prescribed in the
manual
and follow-ups
after training
Participate
trainings
Participate
Monitoring
activities as
prescribed in the
manual
Monitoring activities
as prescribed in the
manual
Activity
role of MfM
role of School
role of community
Conduct monitoring
and supervision
Monitoring
activities as
prescribed in the
manual
Monitoring activities
as prescribed in the
manual
1.
Monitoring
activities as
prescribed in the
manual
2.
Follow-ups and
capacity building
Follow up and
train to fill gaps
the process of
school
construction
In the
construction
phase
Annex II.
Why are clean drinking water, using latrines, and washing hands important?
School ignition: Walk about (identify where children defecate, what water they
drink, what toilet and hand washing facilities exist)
Overview of three key practices and simple techniques (tippy taps, SODIS)
Annex III.