WASH in Schools Design Manual
WASH in Schools Design Manual
4 m) High ground water table | Raised floor design” Not appropriate ‘Areas prone to floods Raised floor design Raised floor design Hard rock geology Raised floor design Not suitable Unstable and low Pit wall must have slope Pit wall must have slope permeability soils and lined with dry masonry _| and lined with dry masonry | Stable soil, gravel and | Appropriate and with ‘Appropriate coarse material composting type design Dry and stable soll Composting type ‘Appropriate: Inareas where the latrines are prone to seasonal flooding, or where water table is very shallow, the solution is to build raised latrine and make the latrine pit watertight. The latrines pits need to be raised and sealed to stop the sewage mixing with the ground water and polluting ground water sources. In order to do that the pit walls could be constructed with cement plastered. In section five, the different latrine design and construction will be discussed in detailSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools 4.5.2 The “Deep Pit” Non-Composting VIP Toilet In rural areas where Jand for latrine construction is not a constraint and it is technically and finan- cially feasible, “deep pit non composting VIP toilets” can be used. ‘This section focuses on the design and construction of what is the most common and probably most useful school toilet type, the conventional VIP deep pit. I is designed to reduce two of the problems frequently encountered by traditional latrine systems, namely their smell and their insect production. A conventional VIP deep pit latrine differs from traditional latrine by a vent pipe covered with a fly screen. Wind blowing across the top of the vent pipe creates a flow of air which sucks out the foul smelling gasses from the pit. As a result fresh air is drawn in to the pit through the drop hole and the super- structure is kept free from smells. The vent pipe also has an important role to play in fly control Flies are attracted to light and if the latrine is suitable dark inside they will fly up the vent pipe to the light. They cannot escape because of the fly screen, so they are trapped at the top of the pipe until they dehydrate and die. Female flies, searching for an egg-laying site, are attracted by the odors from the vent pipe but are prevented from flying in by the fly screen at its top. Although this toilet is relatively common, so there are also associated with its design and construc- tion. Many of these are fundamental (see Section IV: What can go wrong?). Other problems con- cem detail, for example, ensuring adequate ventilation or the detailed design or finishing of the squatting plate ‘The heart of a pit latrine is its superstructure ~ the bit that’s under the ground. It is critical to get this bit right, as any mistake may be impossible or very expensiveto fix once the above ground part of the toilet, is finished. In particular, the pit has to be the right shape and size. If too small, it will fill up too quickly; if it is too big, the cost of excavation and construction will be prohibitive. le layout of school WASH Fac: WASH structure in schools: They must be safe for users to use - in terms of the structural stabil- ity; in terms of a child not being able to fall through an oversized drop hole; in terms of children not risking abuse, bullying or attack when approaching, using or leaving the facilities provided Detailed design of the toilet: It must be child friendly. Steps must be easy to climb. Door handles must be easy to reach. The toilet interior cannot be too dark. Squatting plates must be designed to accommodate a child's feet rather than those of an adult. Surfaces must be easy to clean. The drop hole must be correctly sized. Too large, it may be unsafe. Too small, cleaning will be needed after every visit. Ventilation is important to minimize any smell. Address the need of children with physical disabilities: Facilities provided must include provi- sion for disabled children, with at least one cubicle for girls and one for boys arranged accord- ingly. 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 fo get the design right.Design and Construction Manual for Wati Supply and Sanitary Facilities in Primary Schools 4.5.3 Sizing the Pit Itis important that designers, builders and the school authorities understand how the pit size is cal- culated. This is set out in Box 4.3 below. The calculation is relatively simple, and is based on a number of tried and tested assumptions. A different set of assumptions are used in the design of an alternating twin pit toilet. The basic assumptions used here are: (The toilet is designed for 100 students per toilet stand (each with its own pit under neath) — taking into account the associated use of urinals i) The toilet is designed for a minimum five year fill time (iii) The school is open for 200 days a year (iv) The pit area under each stand is set at 1.1 meters wide, 2.6 meters long (v) The average volume of excreta amounts to 25 liters per child per year, measured over the five years. This allows for (i) materials used for anal cleansing (ii) volume redue tion due to decomposition over the 5 year period and (iii) the fact that the child will also defecate at or near home, either before or after the school day (vi) The average volume of fluid entering the toilet (urine and cleaning water) is 1 liter per child per day, of which 50% evaporates or percolates through the bottom of the pit (viiyThe infiltration rate of the soil is assumed to be 25 liters per meters square 2/ (this being side wall area) per day ~ equivalent to a sandy loam soil (See section 7). Soils with more clay will need connection to a soak pit or infiltration trench Based on these assumptions the depth of the pit is calculated as shown in Box 4.3 A. Inone full year, volume of sludge = 100 students x 25 litres = 2,500 litres B. In school years, volume of sludge = 5 x 2,500 x (200/365) = 6,850 litres C. Assumed pit area of 1.2 x 2.6 meters = 3.12 m2 D. Resulting depth of sludge (D1) = 6,850 / 3.12 = 2.195 meters Liquids ‘A. Inone day, amount of liquid entering the pit is | litre per student = 100 litres. Of this, 50% is lost by evaporation and deep percolation, leaving 50 litres B, Assumed infiltration rate of soil: 25 1/ m2/ day C. Wall area need to infiltrate liquid = 2 m2 D. Additional depth of pit needed to infiltrate liquid (H2) = 4 / (1.2+1.2+2.6+2.6) D2 =0.26 meters Freeboard A. Additional safe space above solid and liquid below the slab: Minimum Freeboard (D3) =0.5 meters (given) Total Depth of Pit (D) = 2.195 + 0.26+ 0.5 = .955 (rounded up to 3m) nySE vesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools (i ‘The total pit depth “D’ required has to allow for (i) containment of accumulated solids, D1; (ii) the infiltration of liquid through side walls D2 and (iii) a reasonable free space (freeboard) beneath the toilet squatting plate, D3, 0.5 meters being used here. The total pit depth His the sum of D1, D2 and D3 (Figure 4.3 below), ‘The depth of pit needed is therefore just over 3 meters for a five year fill time. Further deepening the pit will add to the fill ime as set out in ‘Table 4.4 below, but it also adds significantly to the dif- ficulty and cost of excavation — as well as the risk of collapse to the laborers excavating the pit and the risks on contaminating shallow ground water. eee Total pit Depth (0) = DI + 02+ D3 Figure 4.3: Determining Pit Depth ‘D’ Wee eo Acie ot abil Pit Depth Fill Time 3 meters 5 years 4 meters 7.5 years 5 meters. 10 years Ground water contamination is a potential health threat if the bottom of the pit is within two meters of the ground water table. To be safe, the toilet pits should not be located with 30 meters of any water source drawing ground water (such as a hand dug well) If the soil in which the pit is being sunk has a lot of clay in it, then there may be a problem with its capacity to infiltrate liquid (urine and water for cleaning). In this situation, a 75 or 110 mm diam- eter overflow pipe should be included in the pit design, ensuring that excess liquid is drained to a soak pit or infiltration trench adjacent to the toilet.SEE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools In terms of excavation, the ‘standard pit’ should be three meters deep. The pit width is set at 3 ‘meters, enough to ensure an internal width of 2.6 meters after lining. The pit length is of course variable, determined by the number and width of the toilet stands needed, and the width of the blocks used to line it. The urine and waste water drains into a physically separate soak pit or infil- tration trench at least 5 meters away. The minimum dimensions of the excavated pit, in this case sized for a4 stand (ic. a 4 partitions or cubicle) toilet, are shown below in Figure 4.4. This infor- ‘mation is summarized in Table 4.5, which includes basic pit dimensions for 2,3, 5, and 6 stand de- signs. Fue: Mri Dimensions ‘or4stond deep pet Figure 4.4: Minimum Pit Dimensions for 4 stand deep pit toilet Table 4.5: Minimum Pit Dimensions (excavated size) for different toilet configurations, Note that space limitations normally prevent extension beyond a 6 stand design 2 stand 3 stand 4 stand 5 stand 6 stand 4.6 Composting ‘Type Alternating “Twin Pit” VIP School Toilet 4.6.1 Description ‘The previous section focused on a remarkably simple, conventional “deep pit’ technology, with provision at the back of the toilet superstructure for emptying the pits every five years or so. The problem is that in a significant minority of cases, itis not practical to sink a pit by the required 3 ‘meters or more. For example, after a meter or so of difficult excavation, one could already be strik- ing hard rock. Alteratively, a high waterSEE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools table may be encountered. And collapsing sands may also make excavating a pit a risky proposi- tion, In this case, an altering twin pit VIP latrine can be considered as an option, For Fit yeor Cubicle A uses pita Cubicle B uses pit c carte Fermanagh yt Cie Dane Second hole opened ‘Agoesto pt Bgoestopitb Mean while material in pits a,c + compos’ fr year bela beng empty. Al begring of year 3 cycle repeats. Figure 4.5: Alternating VIP Design: Basic Operation ‘The basic alternating pit toilet (figure 4.5), hardly a new idea, is based on a shallow vault to collect feces and material used for anal cleansing. ‘The latrine has two shallow pits, separated by a parti- tion with one superstructure. The Alternating twin pit VIP differs from conventional deep pit VIP in the layout of the floor of each toilet cubicle. In the alternating twin pit VIP design, each cubicle accommodates two drop holes, one over each pit and one being temporarily sealed with a 30 mm conerete tile, the other fitted with a prefabricated san plat. Only one pit is used at a time. When this one is full, the san plat is shifted to cover the second set of pits once the first set of pits is full. Vent pipes are moved at the same time. ‘The second pit is used. At this stage, the first pit contents are left to compost for a year. After a period of at least one-year, the contents, the composted material, typically a dry, crumbly soil of the first pit can be removed safely and used as a fertilizer or soil conditioner. Pathogenically it is safe from the perspective of bacteria and viruses, but precautions should still be taken to avoid direct handling just in case cysts from parasitic worms remain viable. The pit can be used again when the second pit has filled up. The altering cycle can be repeated indefinitely. The all impor- tant floor plan of a cubicle is shown in Figure 4.6 below. Alternatively, taking into account the children friendly principle, the school authorities and or Parents Teachers Association (PTA) may want to make better and more regular use of composed faecal matter and urine to support agricultural production — generating food for the community, or income for the school, or both.Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Whilst those more used to urban living may turn their noses up at this argument, it should be re called that tens of millions of rural people and thousands of farming communities across Asia depend on recycling human waste to enhance crop production — just as many farmers do in devel oped countries with larger urban populations 1.2m or 1.5m = hole fl San plat (60x60) ie Drain 1.8m Fill area A+B with Dit on weak cement mortai to same level to aid cleaning Figure 4.6; Floor Layout — Alternating Twin Pit Box 4.5: Key Principles Environmental sustainability: It should be an integral part of the design, implementation, opera- tion, and maintenance of sanitary facilities. The challenge is to promote awareness of the environ- ‘mental issues surrounding water, sanitation, and hygiene in schools, while providing incentives and tools to address them. In a learning environment, it is important to reduce the negative envi- ronmental effects and hazards to public health at the same time. Minimize smell and problems of drainage: To minimize the problem of smell and drainage from a relatively small pit, urinals should be used to the extent possible by girls as well as boys (Section 7), and care should be taken to avoid flooding the pit with water used for cleaning. Urine, waste water and grey water from hand washing is in fact channeled to a separate leach pit or infil- tration trench in this design, just as it is in the design featured in Section 3. Use of urine, waste water and composted faecal matter: It is relatively simple to modify the design of the leach pit and use the urine / water collected as a potent fertilizer. Once in operation systematic quality monitoring has to be taken place in the use of urine, waste water and composted faecal matter from toilet pits to support agricultural production for its quality before official hand- ing-over of the facility. More detail of how to do this are to be included in the next edition of this manual, together with other eco-friendly designs. The basic alternating twin pit VIP concept in a school setting is shown in Figure 4.5 45SE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools 4.6.2 Sizing the Pit Getting the dimensions of the pit right in an alternating VIP design is fundamental. Here again, the starting point is a number of rational assumptions based on global experience. These are set out below. The basic assumptions used here are: 1 The toilet is designed for 50 students per toilet stand, with two stands sharing one pit at any one time, 2. The pits are designed for a minimum 12 month fill time, 3. The school is open for 200 days a year, 4.The basic internal pit area under each stand is 1.1 meters wide, 2.6 meters long, 5. The average volume of excreta amounts to 45 liters per child per year. This allows for (i) materi- als used for anal cleansing (ii) reduced aerobic, decomposition over a limited one year period and (iii) the fact that the child will also go to the toilet at home, before or after school, 6.The average volume of fluid entering the toilet (urine and cleaning water) is 1 liter per child per day, of which half evaporates or percolates down through the bottom of the pit, 7. The infiltration rate of the soil is assumed as a minimum of 25 liters per meter squared (side wall area) per day — equivalent to a sandy loam soil. Soils with more clay will need connection to an ad- ditional soak-way or infiltration trench, Based on these assumptions, the depth of the pit can be calculated. The total pit depth required has to allow for (i) containment of accumulated solids, H11; (i) the infiltration of liquid through side walls H2 and (iii) a reasonable free space (freeboard) beneath the toilet squatting plate, H3, 0.3 meters being used. ‘The total pit depth H is the sum of H1, H2 and H3. BOX fMenente sa nenc) Solids A. Inone year, volume of accumulated sludge = 50 students x 2 x 45 1 = 4,500 1 B. Inone school year, volume = =2,5001 C. Assumed pit area of 1.2 x 2.6m D. Resulting depth of sludge =H 2500/3120 = 0.80 m Liquids ‘A. Inone day, amount of liquid entering the pit is 1 1 per child = 100 1 of which 50% is lost by evaporation and deep percolation B. Assumed infiltration rate of soil: 251/ m2 C. Wall area need to infiltrate liquid = 2 m2 D. Additional depth of pit needed to infiltrate liquid (H2) = 2 / (1.2+1.2+2.6+2.6) = H2 =0.26 m (half of this for a sandy soil or coarser materiel) Freeboard ‘A. Additional safe space above solid and liquid below the slab: Minimum Freeboard (H3) = 03m Total Depth of Pit (H) = 0.80 + 0.26+ 0.3 = 1.56mSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Notes: ‘The calculation in Box 4.6 above is based on a fairly impermeable soil with a relatively low infil- tration rate of 25 liters / meter2 / day. Ifthe soil type has a higher infiltration rate, the pit volume (depth) can be reduced. Alternatively, a drain pipe can be included in the design of the pit, falling to a separate infiltration trench. ‘The figure of 45 liters (annual accumulation rate per student) is much more than the equivalent figure of 15 liters per year used for the deep pit calculation. This is because the excreta has only one year to degrade / decompose, compared to five years or more in the deep pit design. Finally, to ensure that the pit is filled efficiently, every 3 months, the pit access cover at the back of the pit should be removed and the contents raked back. Alternating Twin Pit VIPs have a greater need to periodic maintenance as a result, although the task is relatively simple to perform. 4.7 Hand Washing Practice in Schools ‘The hands of school children get in contact with a lot of dirty substances and particularly after using the school latrines. Hand washing with soap or ash is, therefore, important for removing pathogens off their hands and protects and improves their health. In a recent review and study con- ducted on the impact of washing hands with soap on the risk of diarthea, Curtis and Caimcross, 2003 found that washing hands with soap can reduce the risk of diarrhea by 42 to 47 percent. The same study highlighted that hand washing is also important in the prevention of acute respiratory infections. Most schools in Ethiopia do not provide appropriate hand washing facilities and proper hygiene education, Where these facilities are available, they may be poorly located, or do not have sufficient water and soap or ash for hand washing.SEE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools (i SECTION V: CHILD FRIENDLY DESIGN AND CONSTRUCTION OF SANITARY. AND HYGIENE FACILITIES 5.1 VIP Latrine Design The detail design sketched of the VIP latrine is provided in the Annex. Other than the pit dimen- sions, many aspects of the design and construction are the same for both selected technology op- tions (the conventional deep pit VIP and the altering twin pit VIP latrines) ‘There are some aspects in local environments which also influence and dictate the design. These include the level of the ground water, soil type (unstable and collapsing), and rocky ground, ete In areas where the water table is very high or where there are annual floods, the latrines must be built high enough so that the floods do not make the latrine content flow out of the pits, creating very serious risks for the spread of diseases. If the soil is unstable, a masonry structure may be re: quired. If the ground is rocky, the depth could be developed above the ground. Thus the school la- trines should be designed taking into account the above design factors, 5.2 Construction Having selected the most appropriate sanitation facility design, construction will have to be orga- nized, whereby choices will have to be made about the level of involvement of the school commu- nities; school administration, school children, PTA, and other stakeholders. This basically boils down to comparing the financial means needed to pay outsiders and the opportunity costs of con- struction by students, teachers and community members. Whichever option is chosen, involve- ment of the school community in any decision to be taken is important if facilities are to be used. As sanitary facilities are an essential part of schools, their operation and maintenance should be in- cluded in the management plan. However, construction of facilities are usually not included in a school's annual plan and therefore do not appear in the budget. 52.1 Safe Excavation Digging a pit of this size can be tricky, even dangerous, precautions that should be observed and Box 5.1 below outlines some simple 5.2.2 Bottom of the Pit ‘The bottom of the pit should be sloped with a 10 - 20 cm (5-10%) fall towards its back wall. This is to help distribute excreta evenly and fill the pit efficiently. 5.2.3 Lining the Pit and Partition Once the pit is excavated, the next step is to line it. ALL SCHOOL TOILET PITS MUST BE FULLY LINED REGARDLESS OF THE SOIL TYPE. This is because the toilet is designed to last ten years or more, the pit is designed to be emptied every five years or so, and the superstruc- ture itself is heavy and has to be well supported. A school toilet also has to be safe. School toilets with unlined pits are prone to collapse, risking the lives of children using it.SE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools bt) DEAE UU Excavating a three metre deep pit in any circumstances is a risky business. Above all, in un- stable soils, the sides of the pit have to be sloped towards the bottom with an angle of 40 degrees or less ~ the natural ‘angle of repose’ of the soil. This means more time and more effort. Alter- natively, shutter can be used, but this is often difficult to find or fabricate in rural areas, and complicates lining the pit. In these circumstances, it may be better to change design to an alter- nating pit toilet ~ see Section four. This features a relatively shallow pit only 1.5 meters deep. Even digging this may be dangerous if the sides collapse. It is also important that those excavating the pit wear hard hats to protect them from falling ob- Jjects, and safety glasses if they are breaking rock. In a school environment, itis also important to ensure that children do not risk falling in the pit. The construction site should be fenced off, and children should be told not to approach because of the risks involved unless the visit is su- pervised. Once the day’s work has ended, or before it has begun, a guard should be posted until all children have left the school. ‘The lining should be stone masonry, concrete hollow block (CHB) or bumt brick, depending on the materials and skills locally available, and the cost. The bottom course should be placed on 5 cm mass conerete foundation. Ensuring that successive courses remain level and that the walls are vertical is the key to a safe superstructure. If stone masonry is used, the pit wall should be 60cm thick at the bottom, tapering to 40 cm thick at the top. ‘The Lining should include partition walls, so that each toilet stand has its own pit undemeath it. ‘The individual partitions (measuring 1.2 wide by 2.6 meters long) are needed to ensure effec- tive ventilation, and help stabilize the entire structure. Partition walls are best constructed from, burn brick or CHB ~ masonry partitions would be relatively thick, reducing the pit volume. It is important to use porous or open block-work or masonry when lining the pit. This allows liquid to infiltrate the pit sides into the surrounding soil, minimizing the risk of flooding. ‘The bottom of the pit is not sealed. The top 50 cm of the lining should be fully sealed, to minimize the problems of flooding and tree roots breaking into the pit. ‘The partition walls should be fully sealed from top to bottom so that any one individual pit can be emptied. Finally, the gap between the pit sides and the lining must be carefully backfilled, ensuring that the soil is properly compacted layer by layer, to prevent voids forming which could later col- lapse. All these features are important and are shown in Figure 5.1SE vesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Extemal walsstone masonary, (CHB or Bick: eg 2020140 cm CH. Nole : 1m wide cubicle is wider than the standard 1.2m to improve ‘access for disable chicren Ensure bock fils wel ‘copmacted layer by oye Remember: porous or open block work bottom of pit Unsealed & al of 200m towards bock of pit Inter parton wai, \ eg 15120140 CHB Fol of 20cm back of pit Note al cimensions aren centimeters. Figure 5.1: Details of completed sub-structure, 4 stand deep VIP latrine 5.2.4 Toilet Superstructure 5.2.4.1 Basic Having completed the substructure, the next stage is to complete the toilet superstructure. This lies on top of the sub-structure. There are two options here, depending if the doors of the toilet cubicles are 0 open inwards or outwards. If the doors open inwards, more space is required in the cubicle to allow for itto swing open, leav- ing space for the user to enter and close the door without tripping up on the squatting plate towards the back of the cubicle. The added length adds to construction costs. The advantage of an in- swinging door is that these are much less vulnerable to wind damage. And a toilet with damaged or missing doors is unlikely to be used. ‘The alternative is to arrange the doors to open outwards, saving on space, materials and costs, but risking damage to the doors if they are not properly secured. The design is based on the in-swing- ing arrangement except the disabled which is out-swinging. 5.2.4.2 Grade Beam and Slab Design Layout ‘The increased length of floor needed is achieved by extending the reinforced concrete grade beam that covers the pit wall by 60 cm to the front of the toilet. The beam, measuring 150 mm thick, pro- vides a stable, level platform on which to lay the floor slabSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools and back panels. The toilet floor is cast on the beam. The offset to the front provides the additional area needed, and ensured that there is still room at the back of the toilet for pit emptying (Figure 5.2). There is no need to extend the grade beam over the front of the pit wall if the toilet doors are to open outwards. However, this leaves the doors vulnerable to wind damage. For this reason, the offset is recommended. A single 100 mm thick RC slab is then cast in situ on top of the forward half of the grade beam to form the toilet floor. 200 mm wide by 300 mm long drop holes should be cast in the slab, one in the centre of each toilet partition for demolishing type and a properly located twine drop holes are also casted (see figure 5.3). High quality precast san plats are later mortared over these holes. ‘These have a smaller ergonomically designed drop hole, about 150 mm in width, and 200 mm in length, with a keyhole profile. Fly Screen 140 mm PVC iS Pipe tor vert ‘Superstructure [_ offset 60 cm ee Figure 5.2: Showing Superstructure offset (doors open inwards) 260 ‘The rear 1.8 meters of the pit should be covered with 80 mm thick RC panels (ferro-cement may also be used). Fitted with handles formed from 12mm reinforcing bar, the two panels furthest from the superstructure are removed when the pit contents need leveling or the pit needs empty- ing. ‘The front-most panel is fixed in place and includes a 115mm hole for the 110mm diameter PVC vent pipe (Figure 5.2). The PVC vent pipe should protrude the lower side of the slab by about 5 to 10 cm so that warm air leaves the pit effectively. Figure 5.3 presents a ground section of the slab floor for the VIP latrine; shows each cubicle, urinal, access holes for emptying the pit, and a walking path. It offers a better visualization and understanding of the floor layout, dimensions of each components of the toilet. The one shown in Figure 5.3 is a four seat toilet with urinal for boys. wiSwuowoSuesse gels sit puE oUINE] ALA 9M} JO suoroas Jord] punossy :¢°¢ amEy a ztoz CEN 5100129 Asoung ur sonsoe, Arenmes pue Arddng 1M, 107 jenweyy uonsnnsuo: pue usisoSE vesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools (i 5.2.4.3 Walls, Partitions and Doors The standard toilet cubicles have a floor area of 1.2 meters (width) by 1.6 meters (length) if the doors are to open inwards, and 1.2 meters by 1.2 meters if the doors are to open outwards. This is, sufficient for able-bodied children to maneuver. ‘The door opening accommodates a standard door 205em x 70cm, and is completed with a 10 em thick timber or RC lintel. Outward opening doors reduce the floor area of the toilet compartments, and so reduces the quan- tity of materials need to complete the superstructure. However, outward opening doors are much, more vulnerable to wind damage, and so the inward opening option is preferred. In our design, the first cubicle is 1.5 meters wide, allowing more room for manoeuvre for a dis- abled child, if necessary accompanied by a care giver. At 90 ems, the door is wider as well for the same reasons. Exterior walls and partitioning can be timber, masonry, burnt brick, stabilized compressed soil brick or conerete hollow block (CHB). The latter come in two sizes; 20x20x40 em, and 15 x 20 x 40 cm. Itis recommended that the smaller size is used for both exterior walls and partitions. 150 x 150: mm RC columns on each comer of the superstructure are desirable for stability, but are not essential. Wire ties in the back wall (every second course) are needed to secure the vent pipe. ‘The roof, the front sloping down the back, is supported by the block work, and intemal timber trusses over each partition wall. Details are provided below. Timber or RC intel Beam over door Vent pipe protrudes ‘above roo ine Ventiation ‘above doors Handrail for handicap Access Door Knob 40mm ventilation gop Note door knob/ lock at 70cm above floor for folet A and D and 1.0m forthe other tet rooms (C,Detc.) Figure 5.4: Superstructure Walls and DoorsSEE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools As already mentioned, doors are an important component of most school toilets, essential to guar- antee privacy and security for the user. Treated timber is preferred to steel. A standard 205mm x 70 mm door is recommended, with two or more hinges. The standard door frame measures 210cms high, resulting in a 40 mm air gap underneath the door for ventilation. The end cubicle should include a wider door, 90 em rather than 70 cm wide (Figure 5.4), providing more room for a disabled user and caregiver 5.2.4.4 Privacy Wall A privacy wall, 1.5 meters high is placed 1.4 meters in front of the toilet partitions. The privacy wall in the gir!’s toilet block is closed at the end of the structure. This provides more security for girls using the urinal, and more privacy for washing (Figure 5.5). The design of the wall can be ‘made open block, saving blocks, affording limited visibility and making the exterior of the toilet more welcoming. The design and the height of the wall, needs to be finalized with the participa- tion of students. 5.2.4.5 Roof and Vent Pipe The roof, sloping down from front to back, is covered with galvanized Corrugated Iron Sheet (CIS). A minimum 32 gauge Corrugated Iron Sheet (CIS) is recommended. Seasoned eucalyptus ‘wood is recommended for the timber frame (see Figure 5.6), which is fastened to the top of the partition walls with 4 mm tie bar. The roof is supported on block-work at each end of the toilet block and over the lintel. ‘Three courses of block work extend from the lintel to the top of the frame above the door, raising the roofline by 70 em. A 40 cm high, 80 cm wide gap provides additional ventilation and ensures that the toilet partitions are not too dark to discourage their use. The venti- lation gap may be completed with a 40 mm square chicken mesh to keep birds out. Figure 5.5: Privacy WallDesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Cover =C32 CIS Recommended Roof Truss Wire mesh 40 mm2 Partition wall 50x70 mm Zigba roof purlin Eucalyptus pole of 8 mm diameter : Detail of Roof Truss Figure 5 ‘The 110 mm diameter 4 meter long PVC vent pipe ~ one for each partition - is critical to the op- eration of the toilet. A dark colored or black- painted pipe is preferred, the heating effect enhanc: ing the updraft. ‘The pipe should be secured with wire ties to the back wall and grouted in place AL mm galvanized wire mesh is secured at the top of the 4 m pipe to trap flies in the pit. ‘The top 50 ems of the pipe should protrude above the roof line to the maximize ventilation effect (Figure 5.7) mm mesh wire vent pipe ~ 4 0.5m PVC 110mm 7 vent pine secured aE Satie [provides 0.5 m Clearance above roof line Paint Pipe Black Cubicle to enhance ventilation Effect pit Figure 5.7: Detail of Vent PipeSEE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools 5.2.4.6 Interior and Squatting Plate Many decent schoo! toilets are used less, if not abandoned, because insufficient thought has gone into the interior of each partition. ‘The most important aspect is the floor, and the squatting plate with foot rests. Often these seem to be designed for use by an adult rather than a child, and are next to impossible to clean without using many liters of precious water. Itis STRONGLY recommended (the first and only time this adjective is used in this manual) that the squatting plate used is precast using conerete and an off the shelf, high quality san plat mould (designed for domestic use) with integrated footrests. The san plat does not have to be larger than 60 x 60 cm, and should drain into the drop hole. It is possible to achieve a very smooth, easy to clean finish with such a mould and the right aggregate. ‘The san plat is cemented over the rectangular drop hole cast into the conerete slab. The gap be- ‘tween the san plat and back wall of the toilet cubicle is then filled with cement mortar, the surface being benched to drain into the san plat's key-hole, and given a polished finish. ‘This helps clean- ing. If the budget allows, the interior walls of the cubicle should be plastered up to a height of one meter. The floor can then be finished with a polished cement screed, draining towards the toilet entrance (Figure 5.8), Son plat fl ore with « weak ‘coment mortar to cid leaning cm x 60cm sonplat precast high quoliy integra fo! ress Positioned and maintained overrectonquer cophoe WRC slob Figure 5.8: Interior and Squatting Plate (door opens inwards) 5.3 Improved Latrine Design for schools in Pastoralist Areas In certain communities such as the pastoralists, covering human feces is not only for sanitation purposes but seeing it with the naked eyes creates bad feelings. Therefore, the latrine design pre- sented in the earlier section is adapted to avoid seeing the feces down through the hole directlySEE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools and an improved latrine design is given in figure 5.9 that can be used in schools in these areas. ‘The pipe hose at the hole of the toilet diverts the feces to the pit. To meet this design requirement, the front pit wall of the earlier design will move backward and align itself exactly under the back wall (superstructure) of the VIP latrine. Inall pastoralist areas, people use some amount of water for cleaning purposes after using latrines and it is possible this water could be used to flush the solid waste through a 71 to 75 em inclined PVC pipe (as shown in figure 5.9 below). Fly Screen Vent Pipe 110mm pve vent pipe ‘Access for dislodging the pis Figure 5.9 VIP Latrine design for schools in pastoralist areas 5.4 Urinals 5.4.1 The Basics If well designed and cared for, urinals save both time and money, by reducing the pressure on toilet stands. If they are poorly designed and are not cared for, urinals can turn into the smelliest part of the toilet. This section describes the design and construction of urinals for girls and boys. In both cases the urinal is part of the ‘standard’ toilet superstructure described in section 5, with a physically separate soakage pit 5.4.2 Girls and Boys Urinal ‘The dimensions of the girl's urinal are 3.05 meters long by 1.2 meters wide. With a urinal trough on one (long) side, the sloping floor design with precast footrests can accommodate up to five girls at a time. The boys ‘trough and pipe” design is also 3.05 meters long by 1.5 meters wide, but the trough is on three sides and the urinal can therefore accommodate up to 9 boys at a time.Urine is collected with the water used to clean the urinals and piped to a separate soak away. This can be a separate pit or a trench if the infiltration rate of the soil is lower than about 25 V/m2/day. ‘Wastewater from the hand-washing stand (see next section) drains into the same pit. ‘The basic de- signs are shown in Figure 5.10 for girls and Figure 5.11 for boys. Detailed designs are presented in Annex B. Fig 5.10: Girls Urinal Fig 5.11: Boys Urinal5.4.3 Roof and Privacy Wall for Urinals If the available finance allows, roof and privacy wall for urinals could be constructed. Based on pilot sites visited, the need for roofing is less significant, and its service is not worth the money.SE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools ‘The privacy wall for girls could be constructed using a hanging wall (20 cm above the floor ex- tending up to 1.30 m and it should be fixed to one side of the wall. The privacy wall could be con- structed from wood (play wood) or sheet metal fixed with a screw on the wall. For a five seat urinal, four hanging walls are needed to provide privacy for each girl using the urinal. The urinal for boys does not need privacy walls. Detail dimensions of the urinal for boys and girls are pre~ sented in Annex B. 5.5 Hand Washing Facilities 5.5.1 The Basics After using the toilet or urinal, students should wash their hands to avoid the possibility of getting sick (or making others sick) by faecal - oral contamination. Global lessons learnt and best prac- tice shows that it is absolutely critical to provide hand-washing facilities - water and soap — at the toilet itself. Furthermore, separate and relatively private facilities are needed by adult girls, who may have to use these facilities to wash sanitary cloths if they happen to be having a period (menstruating). Box 8: Appropriate hand washing 1 Location: The hand washing facility should be located very close to the latrine as shown in figure 5.13 below so that children see it in front as they leave. 2.Standard Dimensions: A concrete structure with varying heights is constructed to keep plastic barrels for carrying water for hand washing. The dimensions vary to suite to the heights of school children, For small children the height of hand washing facility will be 50 cm height while for older children between age 9 and 15 years will use a 70 cm height of hand washing facility. 3.Materials: A plastic [barrel] container with taps installed on itis used. Soap or ash is also kept as hand washing agents and hygienic materials. 4.Access: Hand washing facilities are located within one and half meters distance from the la- rine and it is near and readily available and accessible for school children using the latrines. 5.5.2 Location, Size and Type ‘The design included in this manual positions the hand washing facility against the inside privacy wall of the girls’ and boys’ toilet blocks. The hand washing stands are there in front of users when they come out of the toilet. Each facility is made up of a minimum of two stands (four are pre- ferred), each comprising of a 100 liter plastic drum and tap, drain and soap cage. ‘The taps are at different heights similar to the one shown in drinking fountain in sub section 3.8 to suit students of different ages. For girls, the privacy wall offers additional designed requirements for hand- washing. The drums could be filled by a water pipe from an elevated tank. If piped water supply is not available, they will need to be filled manually, and steps (elevated ground) are also provided to fa- cilitate this. aSE vesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools (i Grey water can be collected by a drain and piped to the soak-away ~ the same as the one used by the urinals (see sub section 5.4). Alternatively, it can be reused as a valuable resource, for ex- ample, to water a vegetable garden (see Box 6.1 in next section). Fig 5.13 Latrines for boys (right) and girls showing hand-washing standsBN Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools s |ON VI: WASTE WATER MANAGEMENT 6.0 Concept ‘The concept of waste water management has been mentioned in the preceding sections and here this important subject receives the attention it deserves. The source of waste water is from excess water from water supply sources, drinking water fountains and hand washing facilities at the toilet. If these waste waters are not properly managed, the excess water will make a pond at those waste water sources. The stagnant water breeds and attracts flies and mosquitoes that carry dis- case Whilst disposing of waste water efficiently and safely is important, we are also wasting a valuable resource. So, before deciding on how to dispose of waste water, one should first consider if and how it could be reused more productively (Box 6.1). 6.1 Waste Water or Grey Water is a Valuable Resource BST) 4 Waste Water, Grey Water, or a Valuable Resource’ Waste water or ‘black water’ refers to water discharged from toilets and urinals. This may con- tain 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 faecal contaminants. In this case, grey water refers to water from hand washing stands, which may_ be slightly, but not highly contaminated. Management of 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 attract- ing 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 hhands. Infiltration of water back into the ground is may work in terms of reducing the health risk. But itis 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 concept of grey water reuse and recycling will be described in more detail in a second, volume of the School WASH Guideline. This will also include the use of urine as an incredibly potent fertilizer, a broader range of composting toilets. 6.2 Dispose of or Reuse Waste Water Assuming the decision is made to dispose of waste water rather than reuse it, the following infor- mation must be considered ‘The total volume of urine and waste water (from hand-washing stands, from rainwater and from, cleaning the urinal may exceed 800 liters a day for a four stand sanitation block, designed to meet the needs of 400 students. aBN ese and Construction Manual for Water Supply and Sanitary Facilites in Primary Schoots ‘The following box takes on h the basic design of an infiltration trench. In this case, a trench is being used to drain liquid into the ground. Liquid drains through the sidewalls of the trench rather than the bottom, which rapidly silts up. The key factor that determines the length of the trench is the soils infiltration rate (I, here measure in liters per meter squared), which varies enormously depending on the type of soil. The more clay there is in the soil, the less liquid it can handle and the lower the value of infiltration, Infiltration rates for different soil types are tabulated in table 6.1 below. Table 6.1: Infiltration Properties of Different Soil Types PEN Htter rw STrSS aA Eva) Coarse to mediium sand Tine sand, Toamy som Porous silt clay 6.3 A Soak Away Peete ees Soil infiltration rate: Estimated by inspection of soil type: 50 liters / metre2 / day Volume of liquid (urine, grey water, waste water combined) in liters / day to be drained: 2 liters per student per day: 800 liters Side area of infiltration trench required = 800 / 50 = 16 m2 ‘Wall area of trench = 8 m2 (for each side) Depth of trench = 1.2 m (with 7Sems infiltration zone) Length of trench needed = 8 / 0.75 = 11.5 meters Note that the end walls of the trench have not been included in determining its infiltration capac- ity. The area involved is relatively small as the trench need only be 60-75 em wide. The bottom of the trench will soon silt up, reducing its infiltration capacity as well. In this case, the top 45 em of the 1.2 meter deep trench lie above the pipe leading from the urinal, leaving a 75 cm deep infiltration zone (see Figure 6.1 below). If more infiltration area is needed, two or more parallel trenches may be built, spaced two meters apart. ‘The resulting design is shown below in Figure 6.1. A soak away based on a pit takes up less space, but is significantly deeper than a trench (and potentially more difficult to construct) Using the same design parameters, a circular pit 1.2 meters in diameter would need to be dug to a depth of 4.7 meters to provide an infiltration area of 16 meters2, allowing for the same 45 em deep freeboard. In practice, two pits each 2.4 meters deep may be easier to excavate BSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools While there is a need to use gray water for multiple use, an underground cistern (circular of square) may be considered to provide storage facility and use. Ground level eee "Ta ae ae au a} ab iad ORE RE NO | Se Ih Drain pipe PVC Noe os a vrs 5 | fac ANT ANT ANT ANTI M7 80mmd Drilled Or Sa \ Lae slotted within \ trench, on 5% L ~ slope (fall) Polythlene Side area for membrane infiltration= 2xIxh Figure 6.1: Soak away 6.4 Multiple use of waste water in schools Most schools encounter water shortages for use in WASH facilities and for environmental uses such as planting trees while gray water in schools is left to waste. Waste water or gray water has not been widely recognized as a beneficial resource, and the practice is less known and imple- mented as it should. So why look for or pay for processed drinking water for use for gardening, greening schools or flush or clean school toilets? Waste water use for multiple purposes is one less costly and readily available option, and waste water system must be included as one aspect of the waste management plan in schools. Waste water from drinking fountain and hand washing facilities should be diverted and stored for use in gardening and greening the environment and cleaning and flushing toilets. Safely harnessing ‘wastewater and subjecting it to low level treatment for food production can offer significant ben- efits in terms educating school children on gardening and providing additional money to the school ‘The biggest challenge to these multiple use ideas is the fear of "germs" and related health impacts and it may be imperative and essential to subject gray water under low level treatment before use for crop production and reuse for cleaning and flushing toilets in schools.’The implementations of this project need the close support of the woreda health and water offices. All waste water from drinking fountains, hand washing facilities and urinals should be collected in underground storage facility at a location away from class rooms, water supply sources and from children playing ground so that it does not create nuisance and health problems to the school communitySE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools SECTION VII: GREEN TECHNOLOGIES FOR WATER PUMPING IN SCHOOLS 7.1 Introduction Climate change is no longer a distant threat to Ethiopia. World wide it has now become daily news and arguably the greatest threat and challenge of our times. For the last five decades, Ethio- pia has experienced devastating environmental, social and economic impacts of climate change such as drought, water and power shortages, crop failure and severe food shortages and recently flooding. School children need to learn and understand more about climate change; what causes climate change, and how to cope with its impacts and adaptation and mitigation measures to take against the eminent threat of climate change: Recognizing the enormous challenge of climate change, Ethiopia has prepared a green technology development strategy up to 2050, and the strategy has been presented and endorsed by a global climate change panel in Durban, South Africa in 2011. Itis almost a one generation strategic plan which outlines and promotes on the use of Renewable Energy Technology (RET), as alternative power sources with no carbon emission and little damage to the environment. School children have a role to play in the implementation of this strategic plan since they are the future generation that is most affected by the ongoing and upcoming climate change and its impacts. They can also be agents of change for propelling climate change adaption and implementation of the strategy within their own communities. What are the available green technologies that schools can demonstrate to school children while receiving services and at the same time adapting to the eminent climate change of the future? ‘There are some schools that use diesel pumps for pumping deep well water, and the continued use of diesel in the future is increasingly becoming a concern because of its high carbon emission, the fuel it uses is imported and increasingly becoming expensive, less available and accessible in most remote areas where itis badly needed. The ever increasing cost of fuel and the difficulty in securing a sustainable supply of fuel, oil and maintenance services for diesel power make it diffi cult to rely on. There is enormous evidence that supports the idea that water facilities that use diesel power are less sustainable. Solar and wind pumps are receiving increasing attention in using them for water pumping in Ethiopia To supply water for many of the schools with populations between 800 and 1500, designed water supply system particularly motorized shallow and deep well sources require power strong enough to pump water to a suitable storage location uphill from where gravity flow can provide a rela- tively cheaper water supply service. Renewable energy sources such as solar Photo voltaic, PV) and wind pumps are now a days an important source of energy for water pumping. They are envi- ronmentally friendly and cost effective over a long term basis. The following section of the manual presents a brief introduction on such renewable technology options. For more detail de- signs and construction, an experienced hydraulic, mechanical and electrical engineers may have to be consulted. Reference materials are available in several books and websites.SEE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools 7.2 Solar (PV) pumps for water pumping ‘The Solar (PV) pump system (frigure 7.1) components include the panels, support structure, elec- tronic parts for regulation, cables, pipes and the pump itself. The pump is submersible type and it should be designed and installed according to local situations. Solar radiation data are required for design of the solar (PV pumping) system. Meteorological data on sunshine hours and irradiance are needed for designing photo voltaic (PV) system as a source of power for running submersible pumps. In areas where local meteorological data are not available for use, NASA data could be used using GPS reading for the site Figure 7.1 A PY Module for water pumping Figure 7.2. Components of Wind Pump: 1-blade (rotor), 73 Windmills for Water Pumping oe 3. Rod (transmission), 4. Supply pipe, 5 — pump, A wind pump (windmill) for water pumping consists of a rotor, power transmission to a pump, safety system and a tower (see figure 7.2) Rotor:- The rotor is the essential part of windmill, a prime mover for producing both the mechani- cal and electrical power. It converts the power of the wind into useful mechanical shaft power in the case of suction pump or electrical for the use of submersible pump. ‘The number of blades can be 4, 6,8, or 18, mostly supported by spokes only. These rotors operate at higher tip speeds. The rotor is fixed to a steel shaft by means of a hub plate. The shaft is supported by sleeve bearings (receiving oil from the gear oil bath), or by roller bearings (lubricated by grease or by oil). Rotors of water pumping windmills range from 15 to 8 m diameter. Power Transmission:- An essential part of a windmill transmission is some kind of eccentric device that transforms the rotating movement of the rotor into a reciprocating movement of the pump rod. Water Pump:- The majority of water pumping windmills is equipped with single-acting piston pumps. When the piston moves down, the foot valve closes and water passes through the open piston valve. On the upward stroke the valve in the piston closes, the foot valve opens, and water is pumped to a desired elevation or elevated site where the storage facility is located. Water from the storage tank flows by gravity to the drinking fountain, toilet, hand washing facilities and water supply stands, etc.SE vesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools (i SECTION VIII: MANAGEMENT AND SUSTAINABILITY OF SCHOOL WASH FACILITIES 8.1 Introduction As water supply and sanitation facilities are an essential part of the schools, their operation and maintenance should be included in the management plan. But it is often overlooked first at the planning stage, and secondly this oversight has often led to serious problems, both during the ex- cecution phase and during the operation and maintenance phase. In particular, the management of a system after its inauguration does not always receive due attention and itis in this area that the concept of sustainability comes under the greatest pressure, Assumptions made and activities un- dertaken during the planning phase must be examined for long-term implications, and measures mut be taken to ensure that the sustainability of the school WASH facilities and the system they constitute is not compromised. Cleanliness in the area of the water and sanitary facilities in school is an important factor in the management and overall introduction of new and improved facilities in schools. Ifthe surrounding area is not kept clean and free of animals, debris, waste and stagnant water, the water and sanitation facilities could have the very undesirable effect of providing an ideal site for breeding vectors and transmission of disease. In this respect, the ability of the school ‘community to manage the system and ensure regular cleaning of the water and sanitation facilities is vital. However little emphasis and attention is given to the upkeep, maintenance and manage- ment of sanitation facilities. Figure 8.1 Examples of filthy sanitary facilities ‘The photograph above shows a typical situation in many schools which could contribute to the spread of disease or illness among school children. Many of the latrines in schools are poorly managed and hence small children prefer open defecation in areas outside of existing latrines and in the nearby bushes.BN Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools 8.2 Management of School WASH Facilities Whilst investing a great deal in the provision of WASH facilities in schools, it makes sense to invest in ensuring their proper use, upkeep and sustainability. Many aspects relating to manage- ment have indeed been mentioned in the preceding nine sections of this manual. Some key prin- ciples are reiterated below. These are merely a summary of the issues involved. Proper Design and Construction is key to improved management of the school WASH facilities. Poorly designed and constructed WASH facilities require frequent repair and maintenance and. hence they are expensive. Institutionalizing Management: assignment of personnel and their roles and responsibilities for the management of school WASH facilities must be agreed upon and should be established and must be part of the school administration. Participation is vital in the management of sanitation facilities in schools ~ involving school chil- dren both boy and girl students, teachers, the school principal / head teacher, school administra- tion and PTA. Ensuring the participation of students to play an active role in the planning and. upkeep of facilities is extremely important Contributions in terms of cash, materials, labor, time and decision making from the local com- munity and their representatives can engender a sense of ownership and shared responsibility for the maintenance of the facilities established Oversight during construction is important to ensure that the facilities are correctly built ~in the right place, using the right materials. School management should extend to ensuring that students understand how to use sanitation fa- cilities — avoiding the unintentional soiling of toilet compartments and unnecessary waste of water, for example. Responsibilities for daily and weekly cleaning should be agreed. This may involve organizing students to clean toilets according to a roster, supervised by a teacher Maintenance extends to organizing the safe emptying of a full latrine pit and the safe disposal or use of the waste material; and ensuring that infrastructure and/or systems are in place to bring ad- equate quantities of water into the school. Preventative maintenance reduces the risk of break- down. A system to ensure regular checking and maintenance needs to be established, probably in- volving a contracted worker who needs to receive an adequate financial incentive ‘To ensure facilities are fully utilized and hygiene practices respected, a system needs to be estab- lished to pay for cleaners, cleaning materials, spare parts and soap (even water). This needs to be agreed at the outset with all parentsSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools 8.2.1 Technology choice, operation and maintenance The provision of uninterrupted water supply, and sustained and adequate sanitation services are key requirements for a healthy education program in schools. It is important to note that such re- quirements are taken into account during the design and construction phases. As far as possible facilities selected should be durable, easy to operate and repair and maintain without specialist ills. Hence technology selection should take account of local capacities for maintenance and ing and maintenance service to the water and sanitation facilities provide the de- sired healthy environment for schools. Badly maintained water supply and sanitation facilities often cause an even bigger health risk for school children, Stagnant water around tap stands and in blocked drainage channels attracts rodents and it forms a breeding place for mosquitoes and other disease causing vectors. Water supply sources, water lifting devices and power systems and taps may require regular services using local capacities to ensure uninterrupted and long term ser- vice to schools. Therefore, there is a strong need for a regular servicing of the different elements in the water supply and sanitation facilities in schools. Drinking fountains, taps, toilets rooms and urinals need to be regularly cleaned with water. If there is power source used for water pumping, it should as well be serviced regularly; malfunc- tioning parts should be replaced, oil and greasing of parts need to be done on a regular basis before a major breakdown occurs. Responsibilities for operation and maintenance should be clearly defined and appropriate skills provided. 8.2.2 Monitoring School WASH facilities Monitoring is key to ensure the proper and continuous functioning of water and sanitation facili- ties in schools. Table 8.1 below presents the monitoring requirements of WASH fa schools. Activities Frequency Manpower assignments Regular cleaning of the latrines, Daily Cleaners or school children (above urinals, hand washing facilities and 9 yrs of age) with guidance and drinking fountains close supervision by teachers. Inspect the water supply system and _| Dally Cleaners/ Administrator, sanitary facilities (latrine, urinal and students/Teachers hand washing) for any matfunction, | Every six Professional Engineer’ contraclor crack, damage, etc. that may occur | months during use. Repair and maintain water supply Immediately as | Hired contractor, trained school system, latrine slab, seat, vent pipe —_| reported ‘community member, and fly screen or any part of the latrine Trained teachers & students superstructure ‘When twine pitis full, open the second | When full Tocal mason hole and switch to other pit Empty pit (for composting type) ‘One year after | Contracted or hired labor or local the pit is sealed _| municipal serviceSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Every month the floor of the latrine slabs have to be checked for eracks and the vent pipe and fly screen are properly functioning. Fly screens must be inspected and when needed replaced to ensure their effective use. Rainwater should drain away from the latrines. For deep and conven- tional pit and when their content of the pits reach the level of 0.5 m below the slab, a new pit has to be dug and the old pit should be abandoned. In composting type, the pits are emptied as per the scheduled period. 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. 8.2.3 Roles and Responsibilities of the stakeholders in the management of school WASH facilities School Children + Participate in the design process, * ‘They should comply with procedures for use and care, + Observe appropriate hygiene measures and practices in school, Teachers + Monitor the state and use of facilities, + Organize the care and maintenance of facilities, + Motivate school children to adopt appropriate behavioral changes, + Provide hygiene education School Directors or head teachers + Organize different occasions for water, sanitation and hygiene at school level; for instance a hand washing day, environmental day to clean the school, ete. + Create enabling environment for teachers and staffs to achieve and maintain certain targets set for each school year Parent Teachers Associations (PTAs) + Monitor regularly the conditions of the facilities and conduct discussion with school adminis trations + Advocate locally for improvement in the management and financing of the facilities; ensure WASH get its share of the allocated budget for school facilities, + Support and ensure school facilities receive adequate maintenance services. School Children Families + Encourage children to comply with procedures for use and care of WASH facilities in schools and at home, + Support or participate actively in Parent Teacher Associations, + Contribute to the financing of school WASH facilities and servicing Sector Offices at woreda level * ‘The sector offices should provide guidance on environmental health aspect, repair and main tenance, * Staffs should conduct regular monitoring on the conditions of the facilities on a regular basis, Woreda and Kebele Officials + Ensure schools are provided with resources such as land, funding and security.SE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools 8.2.4 Financing School WASH Program Finance is a critical input in the construction, operation and maintenance of water supply and sanitation facilities. Contributions from govemment, donors, and private individuals or local community are major sources for funding the school WASH facilities. The government allocates funds for school facilities, but itis very small for up-keeping WASH fa Schools may have to develop their own fund raising strategy. One approach could be having a fee (in the range between 1 to 10 Birr) per child for registration. Other options could be to generate more funding through starting small schemes for generating additional income such as gardening using the excess water from water supply, or grey water from a hand-washing stand. Proceeds from the sales of products such as grasses (hey), vegetables, etc. could be a source of additional funding. This will have multi pronged benefits to the school and the community: (i) secure cash income, (ii) works as a demonstration for school children on modern gardening and crop produe- tion technique, (iii) contribute to access to food security by making additional food available for sale to local communities, and (iv) the funds raised can pay towards the upkeep of the water supply, for buying soap for hand washing facilities, and buying detergents for cleaning latrines, urinals and other WASH facilities in schools. 8.2.5 Participation and Coordination at local level Managing the WASH facilities at the local level requires the engagement of all the stakeholders and requires effective coordination at the local level. School administration, school community (teachers and students) and PTA, and the local government and non-governmental organizations (NGOs) operating in the area could participate. The different clubs such as health (sanitation) and environment clubs in schools can play a very positive role in creating awareness about the impor: tance of water, sanitation and hygiene, and they can play active role in the management of school WASH facilities. The school administration and teachers should take the responsibility in coordi- nating the efforts of the different clubs in promoting water, sanitation and hygiene at school level. At the national level and regional level, the relevant government and non-governmental agencies such as the MoWE, MoH, MoE and international non governments organizations and multilateral organizations such as the WHO and UNICEF can play major role in promoting the capacity build- ing of school management to improve water and sanitation services for schools in the country.SE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools 8.2.6 Integrated management of WASH facilities Integrating water supply sanitation and hygiene (WASH) in the management of the School WASH facilities is crucially needed in order to have long term services and create synergy in terms of impacting hygiene and behavioral change among school children, It is also useful in conserving, protecting and managing water for different uses. Another principle in IWRM is the efficient use of water resources. School children should be taught through demonstration and participation that catchment areas serve as principal source to clean water and need to be protected and conserved and the school children should participate and be leaders in the effort to conserve, protect, reclaim and rehabilitate the catchments within their environment. School teachers should be their model in promoting these principlesSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools ANNEXESSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Annex A: DETAILED DESIGNS FOR WATER SUPPLY Annex A1: Design and Construction of Hand-Dug Wells“wopUNDe| 8108.0 08 dre poy WeOW00 Aq eUIEIOP 1210.0 ho} paq iy usH¥0 04 WOH U5 PoyOHDOND 9qO YdOP UOC “om yoo 9480 U0 $1101 panodt oq UAL” BusN U0 BON wu yorro feunp muRiy ws OPO Us vedoeD/ e402; 991 OK OTE Z “woyoubo| om pun oat Ao|L0s VOKO RIP My 8 UO{D4>9%k O/H ST1am avHay (vores Ago 20 0} ueto w9 BLO (vormer kn} Aow jo pe oro UU UD 404 2X Lvviaa - ‘puna jo dos xz 0 ys ; Fo vommquvgecaetete Tar lé te = “1h } fies ang eer ‘SKOM YjOQ WOE" ee ® paoods s10q uUZIG Warp weouRTOTUsTO «10015 Creag v1 0 nog ome pe nse 2 my ona porSunsoarey soem doyooy Jo uononnsuoy pue uBlsaq :¢y xouUY zhoz SN «00195 ro ongoeg mans po Addn 0405 eave vononnse pow ocSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools 2012 ‘Annex A2: Design and Construction of Spring Development Annex A2 Figure 1 Perspective views of spring water protection —Compacted cay sil Venton Siimum sfc | Manhole /woterlevel 4 - A eer Impervious satu 4d Orymmasonay Wall prinage pipe J Drainage Pipe _-Dicinage ditch OutietPpespayonuysuos pue pouurd sSumpying axrmensturwupe pur woos ssejo Sunsixa uo paseg pouruuaap St 1! AoUIS Aroq] UOAIT are SUOISHOUHIP ON :O10N Supsoarey soem doyooy Jo uononnsuo; pue udlsaq :¢y xouUY. zoe SEN «<0 rung w smyoes Genes po fans ma 2 rom won ewSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Annex B: DETAILED DESIGNS FOR VIP LATRINES(210 80d) sug NOLLWASTS Sails 1337 ri se or shog JO} 400|q SuULJe7 Jeg JNo4:7q XouLY "i lt z1oz SEE |< 02s rung w smyoes Geswes po fans ma 2s Row won ew TT(102 e604) sKog 40} yoojg euuneT Jeg sNo4:zg xoUUY zt0z SE 042s rs some Aree pe dns rey 20 envy vononasucc por «8NOLLWATS 3aIs 1437 ye a aun ve 5 u nod us w ment ‘aea} - Pong dou Supa 0; sy ou sg won oe ‘One wise su Jooy obi w89, ears Sul Joo eanen wees “ ‘ue UopooMn “800 $1 — (240 | @6ed) SUID) JO} yoo|g SUL}eT Jeg 4No+:zg xeUUY Nyid YOO14 aNnowS hoz sjooyos Around ur sonioe, Kreyueg pue Aiddng soem 404 enueyy uonoM)suO;) pur uSisoq es(210z 060g) sig 404 OO} SUJET Jes JNO4:7q Xeuuy z10z P| 212075 ro ose ony poe des soe ny pur voronne) pu‘sendy jooy [eUdbig wo9gs + Seni J00H Jeonien WORD | Sung wopoom SxZ-|- 48409 S19 26-9 © BurBporsp 20} ssoooy ‘OAd WMS ‘Uaeng Ald (Z40 | e6eq) siayoea] JO} yoolg euLje7 }eeg OML:eg XoUUY NOLLVA3TS 3GIS AHO g1 zioz sjooyag Azeug uy sonyyioe4 Areyueg pue djddng 12,044 405 jenuey UononsueD pue uS}soq een(Z 40 Z eed) suayore| JO} 8 NOILO3S yoojg euuye7 Jeeg OM Eg Xeuuy NOILWA313 30Is 1437 0025 C0 Ry Arenues pue Aiddng Joreys 405 jenueyy wonsnsuoD pur uaisoq enSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools ANNEX C: BILL OF QUANTITIES Annex C1: FOR DESIGNED WATER SUPPLYid Saag 7G mOGT 006 0s a3e16 71a 7moqIa OS 8 oer | saw ofa 3a WU OTT JO Ad Said umOp 19} EAE NO [ETS 3 Boa1d/aa Tain) 0paUUOD oF sade TPIOH ORNS 09 w/e Wo EE aS £6 w/a Ww Op aus oor whe wo 05 925 $aUid UMOp 105 jeuaTeW JOO) | TTS ¢ aoa1d 718 {ean} opaUUD or 2501678 TepIOH RAD Oe w/a WD EE O25 10} NAD or wae TW OF 82510} RNS 7) wae > 05 22/510} 1ONAD TAN 10} jeeyeU JOIs0y | TTS eee 7] wn Teueyews pue 10qe|10}3509 | a oxST 05 uw) Goor aBiey) 5J001 woos Sse * ZIXL ob uD Suna] JOo1 9215 wn|pIUA WoL ‘SXOT ee wD 3001 OF WOH } Said umop 105 suorsuswia | ZT a 3001 WOOs SSE 1840p a [Stxerxsrxerxexe [29 wD TOSTAUNp PrepURIS SIy ASN | andia [PT — ul umoys se) suoisuauuip 81ND | (Slo BFF gz) 51D 50 AUeMD [TT T 2 " woIsuaung | 32s wun Suojsuauig uonannsueD | __v ‘SWISS BURSORIEH TOIEM GOYOON [OOUDS ‘awsuog Bunsenie} J81e/(\ do] JOY [OOUDS 10) SONNUEND JO ING | O1EL 1.0 xeUUY Zio CE | 5100u9s ewig ur sonoe Caeyues pur Aiddng so1em 105 enue uononnsue, pue usisoqDesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Item Description Unit | Qty | Rate [ Total 1_| Spring Eye a | Site clearing m | 25 b | Excavation for foundation’ m [5 | Concrete work for foundation below masonry work | _m* | 0.54 (when necessary) | Spring Box masonry work m [5 @ | Three coat plastering for the capping structure from | _m? | 2.84 inside. T | Filling the spring box with stones andrrivergravel_| m° | 5 @| Casting concrete on top of the spring eye m | 6 h | Pointing the masonry walls of spring capping m | 1.05 structure from outside | Preparing the manhole with cover andfixingthe [each] 1 necessary plumbing works | Fencing the spring eye (Smx5m)and preparing | each| 7 flood protection ditches ‘Sub = Total 1! 2_| 2m collection chamber | Site Gearing m | 25 | Excavation for foundation m | 4 | Excavation of trench for pipe laying i | Foundation masonry works m [4 d| Hard core filling m | 24 | 5 cm thick lean concrete above the hardcore m [7.36 | Water tight basement, 10 om thick concrete work _|_m° | 05 Q| Construction of collection chamber 1” 50cm thick | m?> | 5 masonry walls | Applying three coats plastering to the collection m | 6 chamber from inside i Casting of 12 cm thick reinforced concrete slabto | m | 06 cover the collection chamber J | Pointing the collection chamber masonry walls from | m= | 7.08 outside k | Preparing manhole with cover and fixing all feach| 7 plumbing works including the connection pipe from the spring eye. T| Fencing around the collection chamber (8m X6m). | each| 1 Constructing necessary steps and drainage works ‘Sub — Total IllSE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools ae La rm ‘Construction of tap stand with 5 tap in each side’ HEI Ga Secon a rll ‘The number of stand depends on the school population, see design on the number of taps per hun- dred school childrenBN ese and Construction Manual for Water Supply and Sanitary Facilites in Primary Schoots Site preparation (land clearing, surface runoff diversio 3) (meee Wall lining above the walrtable-(@-12 meta SE TE NC 00 SS (AMT ET) es | Beton Annex C3: Table 1 Bill of quantities for a Hand Dug Well This isa special situation where itis needed and appropriate. Bricks could as well be used instead of masonry if the material and skill is locally available. The diameter of the well should be larger than the concrete casing,BN ese and Construction Manual for Water Supply and Sanitary Facilites in Primary Schoots Annex C3: Table 1 Bill of eee eee eee ee ) ae = Well cover slab (4.05 m diameter) Eee Aes MONT a = ine men sty a Sub — Total V a a (em eS — fence [Operation and maintenance training | a [ror J aQuantity of material for HDW (average depth 15m) Pesca unit | Quantity 1 | Perforated Concrete cylinder (1:4). No of Cylinders=4 1.1 | Cement ena zy pra cd m? Ey 2 | Blind Concrete cylinder (1:2:4). No of cylinders = 26 Pee ese Ea 26 2.2 | sand ci ce} 2.3 | Aggregate m ER 3 | Concrete ring seal (1:2:4) (20x15 cm. around the cylinder Ere Reno: Pn FT 3.2 | Sand ci 0.05 EES cd m oe EARS seeker eae 4.1 | Cement Foo 6 Era) fi 13 5 | Lean Concrete 5.1 | Cement faa B bea cur ci ry 5.3 | Aggregate ci PEF 6 | Cover Slab (1.6*1.6*0.15m) (1:2:4) 6.1 | Cement B me ey Geneon A 7 | Manhole cover (0.6*0.6*0.1m) (1:2:4) 7.1 | Cement Ena ra ERE ca bs ER m? ey acces ce EB A enecuencn 9.1 | 18mm ra Oe Era ecu ra CF 93 | Soft wire kg rTType of equipment and tools aty ite ferme. ey Dewatering pump Nylon Rope 10 mm diameter (100m roll) steel cable 12 mm diameter (50m roll) Bees Shovel Roo ed oe en ee oD Lite 10 ay V=to=i-9 ay Mattock as Cea Ls ue} BS(ste ua Claas rv Masson Hammer 15 Bow Saw 16 cw yi, Plumb Bob ee Siac 19 Tape meter - 50m 20 ates 21 Adjustable wrench yyy Eis Macuili9 2 Cylinder Mould - 150/130 pat Cylinder Mould - 120/100 ee ree ee ne ee ee rd de re ne eee ry yey Rr ea ere enn Vann Ei)SE Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Annex D: BILL OF QUANTITIES FOR DESIGNED VIP LATRINESDesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Annex D1: Table 1 - A 2 seat latrine for teachers Dea |. Latrine Block - 2 seat latrine block ere emmteme tag kiens {clear off the site to remove top soil to an average depth eee Sree ert nr (eects eas reentry laack fill under hard core & around masonry with selected ee aes ee ed jn layers not exceeding 20 cm thick until it attains PMU ksok us een ne teeter ones fcc nc eet ee eee oes ieee aera eens [Total to summary eres eee toe eu eaae) [concrete, under masonry foundation wall cad ice Reece turn arene! Te incoutereu tn rt hencnaens eeteere ries ecco Feet ern Tiitutatenecrl aecin nieDesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Annex D: BILL OF QUANTITIES FOR DESIGNED VIP LATRINES Peary ee nee Erg Raceenc es Ecc) Di SRS eae ace ea Se ene eer eck Cece) ces eae eee eee OCS Sea Sear a cay cen) cea ened ER Ne MOET round level bedded in cement mortar (1:4) in full joints. ions’ ecient Renee iat One (Ferenc nee e ease ceeneranris ierikee edse. ae ee od od 1 [Reinforced concrete, C-25, 360 kg cement/m3 of concrete Coens fale Pk cd fi Pd ees Bete ae co 38 De ecues mi 28 Taree La) ry rtDesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Annex D1: Table 1 - A 2 seat latrine for teachers (continue...) Description eos Ue EEE jood and painted two coats of anti termite solution and {hall be tight fixed with top tie beam with 6mm diameter plain bar. een ee eee eerie nen ee cnc [50x70mm zigha roof purlin feet (eens (sree ee er eae Sener ee eee eee) PEE eka eee ee ee a) ete mace tee ee eae eras kimilar, door stoppers and other necessary accessories for the work. All according to doors schedule and as specified completing| eee esa (ea ieee (eee eee nee Mneeee renee keer iene eee ply three coats of plastering to beam & columns surface Wee eee ee eed rement sand screed with 0.1 aggregate mix, price includes chiseling of floor. stone riprap foot path in front and around the latrine fener ier Rene ned eee eee eee eee eee eet nina taa cee Meee Rae nee eet upply and install a 200 lit fiber plastic ground water tank Men eee ene et [in position and complete the system with all its necessary Een ee eae fener! orionDesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Annex D2: Table 2: A Four seat latrine for Girls pra ta) eras A. Sub-Structure eee end Tie eeu eae eee an fete Bulk excavation to reduce level excavation to ordinary soil een kien Sete eal Pea eee nee eaten! Jraterial from outside & well ram in layers not exceeding Giada eee anne ats ane Bueteeteee nec eerie h distance not exceeding 1km from the site. Eeuned eee eee eee sem neler fonsolidated and blinded with crushed stone ieee anes Reems fom thick lean concrete class C-5 , 150 kg cement / m3 foncrete, under masonry foundation wall Pte Reinforced concrete, C-25, 360 kg cementim3 of concrete (Eiieeme kisi neers Ineasured separatel Dineeetecal Mebane nea eee Mintketenessn caer ne nuek tea mse! deteeetenkeieseneee re rekerend femmes Maries DRC ESE) Meteo meer amen Bteel reinforcement according to drawing cut, bend Mebeeedades eam eaten ene een bending & placing in position & tying wires. CinBN ese and Construction Manual for Water Supply and Sanitary Facilites in Primary Schoots Annex D2: Table 2: A Four seat latrine for Girls (continue...) Tere cence tn = a Seterreeneree nee BLES eee eee freee ait nt sand mortar 1:3 both side on es SS | [cere Mn een es M ; lease sos Sine een ial Sree 1 | (Sm Sete Tere ee coe a Mereme ae eens en eee Pewee enn sr po aAnnex D A 0 f Unit | Total Te) Daa Unit] Qty. | Price | price 5 IRoof Work 3.1__|Roof cover in G32 CIS Nailed to 5x7om battens as m? | 16.85 eis materi 3.2 _|Supply and fix G-32 galvanized sheet metal gutter and Pinna Bymemement eee aay) Debrecen ee ia wee) ig Vent Pipe Saeko veka fa mY Total to summary 5 lemeen sais CMe oe) [Melyates /ood and painted two coats of anti termite solution and [shall be tight fixed with top tie beam with 6mm diameter nes 5.1 [Diameter 8om eucalyptus upper and lower chord mi | 17.82 PPM needa tek nie eather ene ental a PE Sumer ened fm 27 Total to summary a eee ee) Jail metal doors are manufactured from locally produced reece wee nen eee eee ne ae sete eeimeee Penenekecee ene nme ces Uiieine Mee ca eee ees em mene eas MPR ee eee seciee RM ennai No PPM ieee red I Ce Pears ed a Total to summary a @eseunr euro 7.1 [Pointing to all internal and External HCB wall surfaces m? | 93.37 ith cement sand mortar 1:2 7.2 Apply three coats of plastering to beam & columns surface | m’ | 38.14 7.3 Average thickness of Sm roughened cement sand screed ith 0.1 aggregate mix, price includes chiseling of floor__[ m* | 34.48Annex D2: Table 2: A Four 0 Unit | Total s.r pec unit] Qty. | price! price 7.4\Stone riprap foot path in front and around the latrine m? | 24.86 Total to summary (Uaioe A. Sub-Structure Miser ates Rice eee eee ea aE) lof 30 cm Peete eee met ene 470 lhot exceeding 1.5m Pee cae eam ecm aes ee) 2.54 ranular borrowed material from out side & well ram in layers lhot exceeding 20 cm thick until it attains a minimum of Eee aac eae eee Ieee CE eee) iRise! Er) Reece nee oneak eer Peed ee ene nee em een PEA ieee neem eens ee Total to summary eed PRI ned eens te teem ee ene hie 438 ieee canes ene Yar ene 2.2|Reinforced conorete, C-25, 360 kg cement/m3 of concrete Meme Mee enema eestor essere igemeeeteenl 0.35 ERG eeca ieee nee mend lor equivalent. Siaemee elec 3.50 2.4[Steel reinforcement according to drawing cut, bend [&. placed in position, unit price shall include cutting, lbending & placing in position & tying wires. [exena) ree Ertan) (em EEN) ieeeAnnex D trin n her oe [Stone masonry 3.1 [500mm thick trachytic or equivalent stone masonry m? | 1.85 eee nee mee ne 3.2 [Urinal trough masonn m3 | 07 ieee Eee) (eed 1.4 Reinforced concrete, C-25, 360 kg cementim3 of concrete filled in to form work and vibrated around reinforcement Ineasured separately. fa) in elevation columns ii EXT 1.2 [Provide cut and fix in position sawn zigba form work or lequivalent. fa) to elevation columns fie eee} 4.3 [Steel reinforcement according to drawing cut, bend & Pen eae nee ee ee ea Peete Yon aT Seen [em Eee Total to summary AE eee eke el PANS eoc em eke eae ee m? | 42.53 Siemens ease ieee fa Shere 3.1 [Apply three coats of plastering to intemal wall surface ae 3.2 [Pointing to Internal and External HCB wall surfaces m? | 20.04 fuente meee 3.3 [Apply three coats of plastering to beam & columns surface | _m? | 5.90 RRS ge scdaeM ine neo uy m? | 3.22 3.5 [Supply and made an average thickness of Scm roughened [cement sand screed with 0.1 aggregate mix, price Includes|_m? | 8.38 Teenie PeekernrBN ese and Construction Manual for Water Supply and Sanitary Facilites in Primary Schoots Annex D2: Table 2: A Four seat latrine for Girls (continue ...) Ce Berea a ply three coats of approved type oil paint to internal Pee ee ee coer an Meehan fater trough masonry work | Manes ee eee ee ene eee en ee Meee eres ree em ens eee eee Pee eee ee enka ence (a eer ere eter cere an SenerD tr Bo A Sa unit] ay, | Unit] Tota Pease Pees [ener ae es 4.4 [Gear off the site to remove top soll to an average depth av etre Ae eee eel 48.00 teem lend 1.3 [Over 1.5m not exceeding 3.0 m m® | 45.60 1.4 [Back fill under hard core & around masonry with selected _|_m? | 5.26 Pease een heme eee keine! jn layers not exceeding 20 om thick until it attains fa minimum of 95 % proctor density. 1.5 [Cart away surplus excavated material & deposit at, rey) a distance not exceeding 1km from the site a ued eee ee ee Byn lconsolidated & blinded with crushed stone Renee nis Ceci 2.1 [Som thick lean concrete class C-5 150 kg cement / m3 APA ieee wt mes cnmeee enelD Pnremuesonn 2.2 [Reinforced concrete, C-25, 360 kg cementim3 of concrete (income keen meemen! meee) cea 291 2.3 {in 15 om thick RC ground floor slab class C-20 with ene nme eee eae Bay 2.4 [Provide cut and fix in position sawn zigba formwork Yereeteent PYerce ee m | 21.08 ¢) for ground slab m? | 31.48 [support poles of 8mm diameter & 3m length fee 2.5 [Steel reinforcement according to drawing cut, bend PSE eee eee ene Meee hbending & placing in position & tying wires. Beinn rerAnnex D2: Tab A Four Bo ntin ™ Cr oa De aty. | pee | price Deu em Ene) ) © 12mm. rm Ey ieee rd ig tenant 3.1_ [500mm thick trachytic or equivalent stone masonry below | m° | 33.59 eee karte nies 3.2_| The top 50 cm masonry bedded with cement mortar (1:3) | m3 | _5 Total to summary EPA eer hese dae eel m | 31.2 Class C" bedded in cement sand mortar 1:3 both side Eeasrccu ieee rs Eee a eed 1.4_| Reinforced concrete, C-25, 360 kg cementim3 of concrete filed in to form work and vibrated around reinforcement ETE In elevation columns Ed Moser m | 060 1.2 [Provide cut and fix in position sawn zigba formwork or etre eee m | 1472 ieee! m | 12.08 1.3 [Steel reinforcement according to drawing cut, bend & Perens eee ee ae ene al fleenneeei Pron roar Biase! Kg | 107.63, Total to summary A Coeseaiee ere els 2.1 _20X20x40cm HCB Wall "class C" bedded in cement 30.70 lsand mortar 1:3 both side left for plastering 2.2. |15x20x40cm HCB Wall "class C" bedded in cement m | 19.97 nae ee ee el Total to summaryPrey Unit] Qty. ty fai cre ified eran emerson ce keeeut re cues m? | 16.85 ena iees Seen itee een eee mee utter and down pipe leMteierene eeesnens Pete een oes ay la) PVC vent pipe » 110 mm ieee ears NRG eee at Pemaene ne ee eee een Seieetrenee hme ele eak neni ence Pn 54 Penrose seen emer mi_| 17.82 Py ene eacenete ate en tiene hr ene nea mi | 8.28 Ha eae nen en mi | 24.6 feereetane eens [Mineo ease cence te nee ae tee) ILTZ seiko steel profile frames. All works should be cut land assembled to sizes and shapes of the door schedule eau need ene enamine Citas esto need een ae eas sd renee ee eae enemies [NPR eereeee eee see Ch eee Maeroee resent No| 4 62 Ieeeier eer eem crea oon No | 3 63 etait i Total to summary [Plastering and Pointing al Sinko nein keene eke ences m | 93.37 ith cement sand mortar 4:2 7 Apply three coats of plastering to beam & columns surface m | 38.14 73 Seneca er eens iene [Cement sand screed with 0.1 aggregate mix, price jincludes chiseling of floor. m? | 34.48Design and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Annex D2: Table 3 - A Four seat latrine for Boys (continue) Dey [Stone riprap foot path in front and around the latrine ieee ue Tread eso} eee tek eee ceric ees etre [Bulk excavation to reduce level excavation to ordinary soil Peer helen [Back fill under hard core & around masonry with selected ete ne ene ene eee keene eet eee nee ened eee ae eka ces ene eee ee kris Pees kan mae l25cm thick basaltic or equivalent stone hardcore, well rolled, ee ieee ats erences ERM ee OL A een emaee mee eke SWnreauesoas [Reinforced concrete, C-25, 360 kg cementim3 of concrete (eink ee eee nena feeetee eerie ieee Serene keane ene ae mts lor equivalent. Piewetereen Selene tee cae a a) Pen ems ene eee nee eee a ne es la) © 6mmDesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools Annex c: Table 3 - A Four seat latrine for Boys (continue) De Pence 500mm thick trachytic or equivalent stone masonry below ound level bedded in cement mortar (1:4) in full joints. Ween ieee B. Super-Structure een ts Reinforced concrete, C-25, 360 kg cement/ms of concrete Peers Meet nerenens eesti Werte Mane Sereeneuknses ene ae ements [etre ) to elevation columns Celene kere eae Pee eee een eM placing in position. tern exe Total to summary ena eee nee pete ee Mee eee meee aesiea sand mortar 1:3 both side left for plastering Total to summary Finishing work Mace nsec kesh ee ices Pehl eae ene rsemens sk eetices Mieueneen nares Meter ads eeei kel uk tetanic Plastering urinal trough SiMe ener ast meunet iene {Cement sand soreed with 0.1 aggregate mix, price Includes hiseling of floor. Total to summaDesign and Construction Manual for Water Supply and Sanitary Facilities in Primary Schools 2012 Annex D2: Table 3 - A Four seat latrine for Boys (continue) iy lastered wall surface H=1000 freer neers) eae ern nerd 00: eaten Eee aaron 1 irreAbbott, Stephen P. 2005. Hand dug well: Choice of Technology and Construction Manual. Cairneross, Sandy, and Richard Feachem, 1999. Environmental Health Engineering in the tropics: An introductory text. Second Edition. Curtis, V., and Caimeross, S (2003). Bffect of washing hands with soap on diarrhoea risk in the community: A systematic review. The Lancet, 3(5): 275-281. Density of materials. http/: WWW. SI metric.co.uk FDRE. Ministry of Health. 2005. National Hygiene and “on-site” Sanitation Protocol. Ghosh S, Sengupta P G, Mondal $ K, Banu M K, Gupta D N and Sircar B K, 1997, Risk behav- ioural practices of rural mothers as determinant of childhood dairrhoea, Journal of Communicable Diseases, 1: 7-14. Ghosh S, Sengupta P G, Mondal $ K, Banu M K, Gupta D N and Sircar B K, 1997, Risk behav- ioural practices of rural mothers as determinant of childhood dairrhoea, Journal of Communicable Diseases, 1: 7-14. Gotaas, B. H. 1956. Sanitary Disposal and Reclamation of Organic Wastes, World Health Organi- zation. Hoque B A and Briend A, 1991, A comparison of local hand washing agents in Bangladesh, Jour- nal of Tropical Medicine and Hygiene, 94: 61-64. Hoque B A, Mahalanabis D, Alam M J and Islam M 8, 1995, Post-defecation handwashing in Bangladesh: practice and efficiency perspectives, Public Health, 109: 15-24 Khan MU, 1982, Interruption of shigellosis by hand washing, Transactions of the Royal Society of Tropical Medicine and Hygiene, 762): 164-8 Moorijman, A. Caroline Van den Berg, Lene Odum ? ‘Toolkit on Hygiene Sanitation and Water in Schools. Publication of UNICEF and Water and Sanitation Program of the World Bank.MoWE, 2006. Rural Water Supply and Sanitation Manual. August 2006 MoWR, 1999. Guidelines for Water Quality. Unofficial Publication of the Ministry of Water Re- sources. Addis Abeba, Ethiopia Reed, B.; Shaw, R. (2008). Sanitation for primary schools in Africa, Loughborough, UK, Water, Engineering and Development Centre, Loughborough University of Technology, WEDC Four seat latrine for Boys (continue) Save the Children-USA, March 2009, Improving water and sanitation in schools and communi ties: Successes and lessons leamed from Nasirnagar, Bangladesh UNICEF -Lilongwe, MW; Malawi. Government -MW (2005). School water sanitation and hy- giene education : a manual for planning, construction and supervision of facilities. Lilongwe, Malawi, UNICEF UNICI , 2002, School Sanitation and Hygiene Education-India: IRC Technical Pater Series 39. UNICEF, IRC International Water and Sanitation Centre, 1998: A manual on school sanitation and hygiene. WHO. 2005. Water, Sanitation and Hygiene. CD-ROM World Health Organization, (1993), Guidelines for Drinking Water Quality, 2nd ed., Vol. 3~ Sur- veillance of Community Supplies Source: MWRI, 2009. A manual for field staff and practitioners. produced by the Government of Sudan in partnership with UNICEF April 2009.SS ea Ue)