5.3 School toilets

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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
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Variations in the quality of school toilets
J-O Drangert, Linkoping university, Sweden
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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
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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
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School toilet planning - FUNCTIONS
Adequate number of toilets Use allowed all times
of the day Introduce female urinals
Criterion 1 waiting time
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
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Construction cost reduction
Girls school urinals
School toilet in historic village of Hougou
Village, China
Courtesy of Peter Morgan, Zimbawe
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School toilet design
Bird's eye view
Section
J-O Drangert, Linköping University, Sweden
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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
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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
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Where does urine and faecal matter end up?
J-O Drangert, Linkoping university, Sweden
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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
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From garden via kitchen to the pupils plates
Beans for the meal
School toilet
Preparation of school meal
Courtesy of Kitchengarden Foundation, Australia
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Example 1 Urban and rural schools in Kenya
Girls observed handwash Boys observed handwash Girls reported toilet use Boys observed toilet use Clean toilets Water for handwash in toilet No of children per tap
School has all three facilities
Water for washing hands in toilet
Number of pupils per tap
OM carried out
Perceived toilet cleanliness
Perceived privacy in toilet
Girls school absences
Source V. Njuguna et al. 2009
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Example 2 Rural schools in Colombia
Sanitary services in rural schools in Anapoima

Courtesy of Maria Ines Matiz, El Bosque
University, Colombia
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Assessing conditions in schools in Colombia
Courtesy of Maria Ines Matiz, El Bosque
University, Colombia
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Example 3 Rural and urban schools in the Ukraine
J-O Drangert, Linköping University, Sweden
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Management options
Item Conditions (OK, fair, needs) Measure to take (repair, replace) Who is responsible Cost estimate
Toilet room
Toilet floor
Pedestal or pan janitor
Water seal
Ventilation
Urine pipes janitor
Water seal H/master
Drainage pipe
Soak-away
Door and hinges H/master
Plaster on walls
Paint of urinal
J-O Drangert, Linköping University, Sweden
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Management of school sanitation facilities
Courtesy of Oliver Ives, Amanz abantu Services
Ltd, South Africa
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Population increase as a challenge
Number of additional teachers and classrooms
required to provide primary education for all
new-born
Year Popu-lation New class-rooms
0 23.0 690 1.150 - - - - - - - -
1 23.7 710 1.185 1 - - - - - - 1,000
2 24.4 732 1.220 2 1 - - - - - 3,000
3 25.1 754 1.257 3.1 2 1 - - - - 6,100
4 25.8 774 1.290 4.1 3.1 2 1 - - - 10.200
5 26.6 797 1.330 5.2 4.1 3.1 2 1 - - 15,400
6 27.4 821 1.369 6.3 5.2 4.1 3.1 2 1 - 21,700
7 28.2 846 1.410 7.3 6.3 5.2 4.1 3.1 2 1 29,000
Number of classes (000) in Standard I II
III IV V VI VII
Increase 000 in Total Newborn
J-O Drangert, Linköping University, Sweden
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Awareness raising
From Ajzen (2002)