5.3 School toilets

1. 5.3 School toilets Can schools inspire good hygiene and promote ecological sanitation ? Learning objective: to get acquainted with the special management and construction needs of school toilets

2. Variations in the quality of school toilets J-O Drangert, Linkoping university, Sweden

3. Hygienic conditions for pupils and school staff Incinerator for sanitary pads Water ”tap” for washing hands using 0.1 litre per hand wash Courtesy of Maria Ines Matiz, Colombia and Subburaman, Scope, India

4. Siting: indoors or in the yard ? Class rooms Class rooms toilets toilets Tomorrow Today TOILETS OUTSIDE INSIDE TOILETS J-O Drangert, Linkoping university, Sweden 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

5. Adequate number of toilets Use allowed all times of the day Introduce female urinals Criterion 1: waiting time School toilet planning - FUNCTIONS Enough time to eat Complement existing source Pupils bring along water Criterion 2: Access to water Hand washing before eating Clean floors Monitoring Criterion 3: No disease spread Criterion X: cleanliness J-O Drangert, Linkoping university, Sweden

6. Construction & cost reduction Girls’ school urinals School toilet in historic village of Hougou Village, China Courtesy of Peter Morgan, Zimbawe

7. Bird's eye view: Section School toilet design J-O Drangert, Linkoping university, Sweden

8. Smell of urine in the toilet room Urine pipes and tanks in inspection chamber under the toilet floor cubicle cubicle Inspection chamber Urine tank J-O Drangert, Linkoping university, Sweden

9. Girls´ school toilet Girls´ urinals in a Musiri school, India with a water storage for washing Girls´ school toilet, Indonesia with natural light and ventilation Courtesy of Scope, India and Naning Adiwoso, Indonesia

10. Where does urine and faecal matter end up? J-O Drangert, Linkoping university, Sweden

11. 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 Urine fertilised plants in Brazil Courtesy Ana Claudia Braga Courtesy of Peter Morgan, Zimbabwe and Maria Ines Matiz, Colombia

12. From garden via kitchen to the pupils’ plates Beans for the meal School toilet Preparation of school meal Courtesy of Kitchengarden Foundation, Australia

13. Example 1: Urban and rural schools in Kenya Source: V. Njuguna et al. 2009

14. TABLE #9 Name Nºstudents toilets wash bowlssoap towel El Cabral 15 4 yes yes yes El Copial 18 6 yesno no El Consuelo 48 4 yesno no El Higuerón Las Mercedes 48 5 yes yes no Santa Lucía 15 4 yes yes yes San Antonio 160 9 yes no no La Guasima 18 3 yes no no Lutaima 22 2 yes yes yes La Palmichera 18 4 yes yes yes El Rosario Santa Ana 34 2 yes no no Andalucía 18 2 yes no no Calichana La Esmeralda 19 1 yes no no La Esperanza Golconda 28 2 no no no Panamá 39 2 yes no no Patio Bonito 150 5 yes no no Example 2: Rural schools in Colombia Sanitary services in rural schools in Anapoima Courtesy of Maria Ines Matiz, El Bosque University, Colombia

15. TABLE#16 Name Entry Inside Exit El Bejucal Guacamaya Guacana Nueva Charcolargo El Naranjal Naranjalito Pantanos Escuela Salcedo Nueva rural La Vega Cachimbulo La Orqueta Palmar Esc. Nva. rural Meseta Paloquemado San Antonio Daily aqueduct service Sewer and septic hole Aqueduct Service, every 3 days Filters or boil Aqueduct service every 2 days. No service. Depend on rain fall and water truck. Nothing Open field Assessing conditions in schools in Colombia Courtesy of Maria Ines Matiz, El Bosque University, Colombia

16. Example 3: Rural and urban schools in the Ukraine J-O Drangert, Linkoping university, Sweden

17. Management options J-O Drangert, Linkoping university, Sweden

18. Management of school sanitation facilities Courtesy of Oliver Ives, ‘Amanz’ abantu Services Ltd, South Africa

19. Population increase as a challenge Number of additional teachers and classrooms required to provide primary education for all new-born Number of classes (000´) in Standard I II III IV V VI VII Increase 000´ in Total Newborn J-O Drangert, Linkoping university, Sweden

20. Awareness raising From Ajzen (2002)