proposal for an interim wash in school...

Proposal for an interim WASH in School Package for Zambia Page 0/19

WASH in Schools Partners in Zambia:

MESVTEE, MLGH, USAID, WaterAid,

PLAN International, SNV, UNICEF,

World Vision and GIZ

2013

Proposal for an interim WASH in School Package for Zambia

ContentsLIST OF ACRONYMS..........................................................................................................2

Executive Summary:.............................................................................................................3

1. Background...................................................................................................................4

2. Purpose:........................................................................................................................4

3. Key challenges to scale-up School WASH in Zambia...................................................5

3.1. Bottleneck Analysis of School WASH in Zambia.................................................................5

3.2. Standards and Guidelines..................................................................................................6

3.3. WASH Facilities, Budget, Cost and Designs........................................................................7

3.4. Number of children per toilet............................................................................................7

3.5. School WASH Monitoring and evaluation Framework.......................................................8

4. Proposal for Interim Standards....................................................................................9

4.1. Leadership and Coordination of School WASH..................................................................9

4.2. Sanitation Facilities; Budgets, Costs and designs...............................................................9

4.3. Hygiene Education, communication and Sustainability:..................................................10

Annex 1: Proposed Minimum Standards.............................................................................................11

EXPECTED OUTPUTS / OUTCOMES:.............................................................................11

WASH Facilities (3 months timeframe):..............................................................................11

WASH soft approaches (12 months timeframe):................................................................11

Budget................................................................................................................................13

ANNEX 2: THE INCREMENTAL STANDARDS OF TANZANIA...................................................................14

ANNEX 3: INTERIM LATRINE DESIGN AND BOQ...................................................................................15

ANNEX 4: PROPOSED HYGIENE KIT FOR 200 PUPILS............................................................................18

ANNEX 5: MEDIA RESOURCES..............................................................................................................19


LIST OF ACRONYMS

DEBS District Education Board Secretary

DFID Department For International Development

GIZ Deutsche Gesellschaftfür Internationale Zusammenarbeit

GRZ Government of the Republic of Zambia

EMIS Education Management Information System

EOF Educating Our Future

HWWS Hand Washing With Soap

MDG Millennium Development Goals

MESVTEE Ministry of Education, Science Vocational Training and Early education

MHM Menstrual Hygiene Management

MoH Ministry of Health

MLGH Ministry of Local Government and Housing

NRWSS National Rural Water Supply and Sanitation

NRWSSP National Rural Water Supply and Sanitation Programme

ODF Open Defecation Free

O & M Operations and Maintenance

SEN Special Education Needs

SHN School Health and Nutrition

SLTS ` School Led Total Sanitation

SNDP Sixth National Development Plan

SNV Netherlands Development Organisation

UNICEF United Nations Children’s Fund

USAID United States Agency for International Development

WASH Water Sanitation and Hygiene

WHO World Health Organization

WinS School WASH

ZMW Zambian Kwacha Rebased


Executive Summary:

Programs aimed at improving water, sanitation and hygiene education at schools are essential to improve health and learning outcomes. A number of children and Teachers, especially girls and female teachers stay away from attending classes on the basis of poor sanitation facilities that do not offer adequate privacy and user friendly facilities to cater for their menstrual needs. It is also further understood that poor water and sanitation situation contribute to the learner’s poor performance resulting from related water sanitation and hygiene diseases.

The Water Sanitation and Hygiene in schools strategic Partners working with the Ministry of Education Science, Vocation Training and Early Education have identified a number of challenges that hinder the attainment of adequate access to improved sanitation and safe water at schools at required scale.

Some of the challenges identified are: inadequate sanitation facilities, unspecified standards and guidelines for school WASH, low priority for schools WASH in general resulting in limited funding.

The following interventions have been proposed for MESVTEE action; appoint and designate a School WASH focal person to support the School WASH strategic partners and coordinate activities at National level, support the adoption of a low cost latrine design with a pupil ratio of 50 per each cabin to facilitate sanitation coverage increments from the current 20%.

The proposed standards are for a short time frame (interim) up to 2 years, they are designed to improve the School WASH situation and contribute to the attainment of MDGs on water and sanitation and universal primary education, as well as address issues of gender equity and inclusion.


1. Background

School WASH is not only a major component of the Water and Sanitation global agenda but is also an important factor in ensuring that boys and girls have access to adequate child friendly water supply and sanitation facilities with hand washing including provision of Hygiene education. The three pillars of effective School WASH programming are:

An enabling environment that provides the foundation for at-scale programming; Development and implementation of equitable and accessible School WASH

programming, and Sustainability of infrastructure and behaviours which contribute to lasting outcomes

for child health and education.

Provision of adequate numbers of sanitation facilities, safe water supply, coupled with hygiene education, play a major role in health and education outcomes for children. WASH related health problems, such as, diarrhoea and worm infestations are reduced, resulting in decreased absenteeism and improved learning environment for children. In addition, improvements in sanitation facilities and availability of water at schools, increase school attendance by post-puberty girls who would normally miss school during menstruation due to lack of private facilities. It is also understood that the practice of open defecation is less or even non-existence in schools that have adequate sanitation facilities.

Many School WASH actors have partnered with their respective Governments globally, not only to help in reaching the MDGs on Universal primary education but also to ensure that school children have access to adequate child friendly, gender inclusive water sanitation facilities and hygiene education which can improve health and education outcomes.

In Zambia, the Government through the Ministry of Education Science Vocation Training and Early Education (MESVTEE) works with several partners to improve school sanitation and hygiene practices among school pupils, including USAID, WaterAid, PLAN International, SNV, UNICEF, World Vision, GIZ and DGIS (Netherlands).

The partners are working in partnership with MESVTEE and Ministry of Local Government and Housing (MLGH) to improve sanitation and hygiene practices in over 1,500 schools across all districts. The activities include establishing basic baseline data and mapping to support school WASH planning, monitoring and implementation, provision of child friendly and gender sensitive sanitation facilities, promotion of hygienic practices and behaviours, improved Operation and Maintenance (O&M) and support of Menstrual Hygiene Management (MHM). The activities are aimed at attainment of universal primary education by the year 2015 while at the same time support access to improved sanitation facilities and reduction of WASH related health problems.

2. Purpose:

This document is intended for the following purpose;

Support advocacy efforts for Government, MESVTEE and related Ministries, to set minimum standards for the implementation of school WASH activities with a goal of


accelerating progress towards achievement of the MDGs on water sanitation, universal primary education and also promote gender inclusion and equity.

Raise the profile of school WASH implementation through the provision of a well-coordinated structure with Government leadership and cost effective interventions with measurable indicators that provide for effective School WASH monitoring.

3. Key challenges to scale-up School WASH in Zambia

3.1. Bottleneck Analysis of School WASH in Zambia

A School WASH bottleneck analysis was conducted by MESVTEE with support from UNICEF. More than 30 participants from government and civil agencies, along with teachers and parent representatives participated in discussions to score 27 guiding questions to evaluate the challenges within the enabling environment, development of equitable School WASH access, and sustaining infrastructure and behaviours.

Key challenges within each of the three pillars were identified within the categories of budget, access, equity, operation and maintenance inputs, maintenance and use, with the biggest challenges relating to budget, coverage and sustainability.

Based on the systems-level results, participants identified key bottlenecks to overcoming the main challenges identified in each of the three pillars:

Enabling

1. Inadequate resources: budget and human resources;

2. WASH in general is not prioritized in Zambia; and

3. Current policies are unclear, not agreed upon, contradictory or not School WASH specific.

Developing

1. Inadequate WASH infrastructure at schools;

2. Marginalized remote schools and students with special needs; and

3. Insufficient data on School WASH coverage and sustainability.

Sustaining

1. Centralization of resources and decisions;

2. Unavailability of spare parts and supplies; and

3. Weak planning and coordination for O&M.

The figure below gives the participant’s score in the three pillars where 1.0 is the highest score and 0.0 the lowest. The scoring system uses a defined set of bottleneck analysis


indicators within each pillar.

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During the bottleneck analysis, Dr. Nchito from the MESVTEE facilitated a discussion to define what “effective School WASH” means in Zambia. There is no single, clear document that defines the objectives of School WASH interventions in Zambia, but School WASH is referred to in the School Health and Nutrition (SHN) policy and strategic plan 2007-2010, MESVTEE Educating our Future, and the National Rural Water Supply and Sanitation NRWSS) programme, of which the overarching objective of School WASH can be inferred.

These documents define effective School WASH as:

Access to appropriate and adequate well-maintained WASH facilities with clear and defined standards for all learners including those with Special Education Needs (SEN). (SHN Policy)

A programme that is multi-sectoral in nature and part of a wider and comprehensive SHN programme for improving health and learning outcomes. (SHN Strategic Plan 2007-2010)

Provision of sustainable and equitable access to safe water supply and proper sanitation to meet basic needs for improved health and poverty alleviation for Zambia’s rural population and contribute to achievement of the MDG for water and sanitation. And, access to sufficient and adequate functional WASH facilities whose combined effects are additive. (NRWSS Programme)

Based on common themes of the documents that address School WASH in Zambia, effective School WASH should therefore include:

Appropriate (child-friendly), adequate (sufficient quantity) and well-maintained WASH facilities at schools that include consideration for children with special needs (including girls during menstruation and students with physical disabilities).

Health and hygiene education, as part of a broader goal to improve health and learning outcomes.

3.2. Standards and Guidelines

Within the MESVTEE, different aspects of School WASH are under different units: WASH is included in the School Health and Nutrition - SHN program co-curricular- software, health and hygiene themes are incorporated into the curriculum, and construction of WASH facilities is the responsibility of the infrastructure unit.

The Sanitation and Hygiene Component of the NRWSSP, developed by the Ministry of Local Government and Housing provides some basic guidance on the need for WASH facilities in schools in Zambia in terms of standards, sector responsibilities, maintenance of facilities,


financing arrangements and the various roles and responsibilities within the sector. While these have yet to be formalized, they provide some key insights into how the sector may move forward on various elements of School WASH.

Unfortunately, there has been limited coordination between stakeholders involved in school WASH.

Harmonised standards and guidelines on construction designs and hygiene education package are required to reduce variations and improve quality of school WASH infrastructure and promotional activities implemented by various actors.

3.3. WASH Facilities, Budget, Cost and Designs

One other major challenge identified for scaling up School WASH in Zambia is linked to budget constraints.

MESVTEE has limited funding for infrastructure construction and maintenance and this resulted in low coverage of sanitation facilities, especially in schools located in the remote rural areas. According to information computed from the data provided by MESVTEE, at least 80% of Schools do not have adequate sanitation facilities; in terms of water supply, data showed coverage at schools at 97%, but it is been estimated that 35% of these water points are non- functional and this moreover includes very traditional sources such as shallow wells and other unprotected sources.

In recent years the priority of the Government has been on building classrooms to achieve the goal for University and Primary education and MESVTEE has managed to bring consistent results in this area, but it has not yet been able to meet the cost of sustainable child friendly school latrines.

In terms of design of sanitation facilities, MESVTEE has approved a standard double-hole ventilated pit latrine (VIP) with a total cost estimated at US $2,000 - $2,500 per cabin. This design is optimum for comfort and safety of school children and for sustainability; however, its high cost does not allow for scaling-up of school WASH at required scale and pace, taking into account the current financial capacities of MESVTEE and its partners.

In order to respond to the needs of thousands of school children now, a cheaper design can be established to provide adequate sanitation facilities to schools with appropriate comfort, security and sustainability.


3.4. Number of children per toilet

According to current standards, one double VIP latrine is provided for a classroom of 40 pupils which puts the ratio at 20:1 per cabin for both boys and girls. The ratio computed from the annual school census provided by the MESVTEE standards unit is 30:1 for boys and 31:1 for girls, while the SHN guidelines give a ratio of 40:1 for boys and 1:25 for girls.

In another study commissioned by UNICEF and conducted by the University of Zambia in 2011 on the perceptions of school children on sanitation facilities, the MESVTEE was quoted as having provided advice on latrine ratios as 25:1 for girls and 50:1 for boys.

If latrine ratios are as low as 20:1, this has an impact on the number of facilities that need to be provided at each school, given the low sanitation coverage; low ratios are much more costly as it means that more than 10 facilities should be provided at each school at a minimum cost of US$4,000 to $5,000 based on the double VIP.

Before the government and its partners have the financial capacity to reach a large number of schools with this standard, an interim objective would be to divide by two the current ratio of number of children / cabin, bringing it from 100:1 to 50:1 on average.

Such incremental approach has successfully been used in Tanzania under the leadership of the government; see ANNEX 2 for more details

Moreover, the international experience shows that, in countries in a similar economic development bracket as Zambia, a ratio of 50 children per cabin is a reasonable interim target;

See the table hereafter for more details which compiles available data on school WASH

Country Institution responsible for school WASH Standards

Latrine Ratio (children per cabin)

India Ministry of Rural development, Dept of drinking water supply

80:1 for latrine40:3 urinal

Sri Lanka Ministry of Education Boys: 100 + 1 urinalGirls 50:1

Sudan-Khartoum

Ministry of Water Resources and Irrigation – Government of Southern

Boys 50:1Girls 30:1


Estimations of the pupils/cabin ratio in schools of Zambia

There are no systematic records of the availability of latrines in schools; the estimations below are focused in selected districts;

According to the baseline data collected by UNICEF, the current ratio of children per cabin is on average 113 children/cabin in Milenge District (Luapula), 130 children/cabin in Mpongwe District (Copperbelt); and 111 children per cabin in Sinazongwe (Southern)

The mapping exercise performed by SNV in Northern Province (December 2012) revealed that the actual ratio is around 97 girls/cabin 107 boys/cabin on average.

Sudan

Mali Ministry of Education Boys: 70:1Girls 70:1

Nepal Ministry of Education 100:1 – 150:1 for both boys and girls

Pakistan Ministry of Education Boys: 50:1Girls: 40:1

3.5. School WASH Monitoring and evaluation Framework

During the 2012 bottleneck analysis workshop, non-availability of data on School WASH was identified as one of the major bottlenecks to proper WinS planning, implementation and monitoring.

The Education Management Information system (EMIS) that is maintained by the MESVTEE has limited source of data on key indicators for measuring School WASH deliverables especially on types of WASH facilities, functionality and hygiene behaviours. Due to lack of adequate data, it is been difficult to set indicators for monitoring and evaluating impacts of school WASH programmes.

4. Proposal for Interim Standards

The Government of Zambia through Ministry of Education (MESVTEE) has been pursuing collective action to improve infrastructure. The Government’s aspirations of Education and MDGs were incorporated in the vision 2030 which was operationalized through the fifth and the current Sixth National Development Plan (SNDP).Ministry of Education Policy on Educating Our Future (EOF) recognises the fact that good health and nutrition is an essential pre-requisite for effective learning. The School Health Nutrition (SHN) policy is an elaboration of the chapter on educational areas of special concern contained in the Ministries’ policy on School personal and environment health. The general objective of SHN policy is to improve and provide equitable services in learning institutions, through integrated health and nutrition interventions, in collaboration with the community and other partners.

In 2007 the Ministry of Local Government and Housing launched the National Rural Water Supply and Sanitation Programme (2006-2015). Later the Sanitation and Hygiene Component was developed in order to assist achieve the Millennium Development Goal (MDG) of halving the number of people without access to adequate sanitation by 2015 and to achieve universal sanitation coverage by 2030 as is the goal set in Zambia’s Vision 2030 (GRZ, 2009). These documents have sections that specifically address school sanitation and hygiene promotion though implementation is still lagging behind.

In view of the Government’s commitment to providing equitable services in learning institutions and achieving the MDGs on WASH and universal primary education, the following propositions are recommended.

4.1. Leadership and Coordination of School WASH

With the multiplicity of roles and responsibilities across Ministries, Ministry of Education should take up the coordination role as documented in the NRWSS. To aid this proposition, it is recommended that a fully functional unit / structure is


established within MESVTEE to plan and provide policy directives for the implementation of school WASH with a designated focal point.

MESVTEE should provide a platform for stakeholder coordination meetings by establishing technical committees at Central, provincial and district levels.

Harmonise, document and disseminate a minimum package of standards and guidelines that should be used in the interim to scale up school WASH implementation and provide guidance to all partners. (see detailed description of the proposed interim package in ANNEX 1)

4.2. Sanitation Facilities; Budgets, Costs and designs

Government (MESVTEE) to provide a low cost child friendly latrine design which should allow for National wide scale-up to reach most of the schools especially in rural areas. Facilities should ideally have child friendly features of water and facilities for hand washing, cater for the needs of children with disabilities, gender segregated and able to meet the hygienic needs of girls in menstrual age. Interim standard ratio to be considered at 50:1 per cabin for both boys and girls to allow for easy increase of the sanitation coverage, both the design and ratio standards can be reviewed periodically to cater for adjustments. (see detailed description of the proposed interim design of the latrine and hand washing station in ANNEX 3)

New schools should be built complete with sanitation facilities and water points so that priority by partners supporting the Government is focused on bridging the sanitation gap at existing schools.

4.3. Hygiene Education, communication and Sustainability:

Establish baseline data for school WASH, develop and agree on a set of indicators to be incorporated in the EMIS for monitoring and evaluation of School WASH.

Integration of hygiene promotion in teachers training curricula, emphasis should be placed on implementing and communicating hygiene education as a life skill based on interactive / participatory approaches that are learner centred and emphasise practice and behavioural change as opposed to teaching hygiene education as a science.

Build the capacity of districts, zones and institutions by training in appropriate School WASH strategies and frameworks, development and distribution of child friendly communication and training materials that support sustainable behaviours; communication materials and tools to be provided in form of hygiene kits (see detailed description of the proposed hygiene kit content in ANNEX 4)


Annex 1: Proposed Minimum Standards

EXPECTED OUTPUTS / OUTCOMES:

Outputs / Outcomes Output indicators Observations

Interim School WASH Standards** established.

Number of schools reaching School WASH interim standards

Database of schools at district, provincial and national levels

Advocacy and capacity building

Call to Action high level meeting (HLM) on school WASH to launch school WASH mapping data, discuss coherent plan of action etc.

M&E of School Hygiene is monitored as part of the Standard Officers’ routine inspections

Availability of a school WASH working group at central level with quarterly meeting (+minutes)

School WASH interim standard ratified

Integration of hygiene promotion in teachers training curricula

Trained teachers, Environmental Technicians and Zonal Coordinators

3 categories of schools: Clean / in progress / not reached the clean status

Official certifications of schools reaching the clean status

WASH Facilities (3 months timeframe):

One water point child friendly latrine blocks separated by sex:

- 50 children/cabin max - each latrine block equipped with hand-washing station allowing for multiple

children to wash their hands simultaneously- at least one latrine (for boys and for girls) per school equipped with bars for

access by handicapped persons) A hygiene kit (including communication supports; see detailed description in annex). Setting up handwashing stations with soap using Kalingalinga 30lt buckets on a

stand or other acceptable alternative.

WASH soft approaches (12 months timeframe):

Establish baseline data for school Hygiene and sanitation knowledge, practices and facilities

Training of district EHTs, Zone Education Coordinators and Teachers as School WASH ToTs, District Planning Officers…

Promotion of safe hygiene practices including handwashing with soap (HWWS), environmental sanitation, proper use and management of toilets and safe water practices:


- Daily HWWS exercise for all school children (twice/day): at morning and afternoon breaks (once per each stream)

- All food retailers/canteen staff trained on hygiene promotion and compulsory HWWS before preparing meals + request to children to wash their hands before eating.

- During breaks (morning, noon, afternoon), one pupil is appointed in front of each latrine block to ensure it is properly used and kept clean (a boy for boys blocks / a girl for girls block) and that children wash their hands with soap.

- Litter collection and disposal bins- Painting of picture messages on classroom and toilet walls (talking walls).- Use of anal cleansing materials for latrines – papers

MHM support for girls:- Researching the lived experiences of adolescent girls and surrounding

communities on how menses affect their opportunities to learn. - Ensuring that inclusive designs that take into account the needs of adolescent

girls are constructed in each school e.g. wash rooms and incinerators- Education/sensitization of both the school population and surrounding

communities around the importance of MHM is done to remove the taboo tag attached to it so that information can get to all

- Provide schools with knowledge about support to provision of MHM materials to the girls that have been proven to work in other areas or areas within the country.

- Strengthen and ensuring that the SHN Coordinators and/or Assistant SHN Coordinators in the school act as the focal point person in whom the girl children can confide in for their MHM issues. Ideally these should be female teachers for ease of open communication with the girls.

Formation of School WASH clubs involving pupils, teachers and community links. Meets once/month (minutes available). The priority of the WASH Club is to undertake outreach activities to peers and the community and ensure that soap, anal cleansing material and latrine disinfection items are available throughout the year in sufficient quantity. School WASH clubs should be linked to School Health and Nutrition (SHN) activities and selection of focal point teachers by each school.

Availability in the school of a monthly/weekly timetable stating the specific hygiene and sanitation activities to be implemented and who is responsible for it;

Once per month, each pupil have a specific hygiene promotion homework for the week-end and reports on it on the Monday (+ written documentation)

Once per month: one Sanitation and Hygiene event happen in the school: triggering CLTS, HWWS demonstration, garbage disposal campaign etc

Use of SLTS (two models – school to community, community to schools) as a way to promote school leadership, extension of ODF programming to communities that form the ‘catchment’ of a school SLTS as a way to raise the general level of coverage of school WASH to support school action planning for sanitation and hygiene and to support advocacy efforts to increase government funding/prioritization of School WASH and supporting schools to increase access to WASH through basic guidance on development of facilities.


Budget

The standard costs detailed below are equivalent to a unit cost per school children of 100 ZMW / 20 USD for both sanitation and hygiene component.

Size of School Budget Allocation in USD Total budget in USD *

Hardware Software

< 350 children 5,500 1,500 7,000

> 350 children 5,500 – 7,500 1,500 – 2,500 7,000 – 10,000

*The cost does not include water supply facilities


ANNEX 2: THE INCREMENTAL STANDARDS OF TANZANIA

AAThe incremental standards of Tanzania

When reflecting and clarifying on the required latrine and urinal ratio, it would be worth considering a phased approach, both in terms of the numbers of pupils per cabin and standard or cost of the ology.

Tanzania has the following propositions for


The incremental standards of Tanzania

When reflecting and clarifying on the required latrine and urinal ratio, it would be worth considering a phased approach, both in terms of the numbers of pupils per cabin and standard or cost of the technology.

Tanzania has the following propositions for latrine ratios and technological options.

Latrines for girls – 1 to 60 up to 2010; 1 to 40 for 2015 and then 1:20 for the long term.

Latrine and urinals (equal numbers of each) for boys 1 to 150 to 2010; 1 to 100 to 2015 and 1 to 50 for the longer term

In terms of construction standards, Tanzania is aiming at concrete latrines which can be emptied in the longer term (septic tank), but has adopted an interim model with partially lined pits with mud block superstructures and cleanable concrete slabs as an interim measure.

ANNEX 3: INTERIM LATRINE DESIGN AND BOQ


Proposed BoQ for Integrated Double School VIP latrine

S/N Description Unit Quantity Rate Amount1 Anti-termite, emulsified concentrate, 50 litre container Nr 1 40,000 40,000

2 Coarse aggregates (crushed stones) Tone 2 110,000 220,000

3 Fine aggregates (coarse sands) Tone 3 110,000 330,000

4 DN900mm perforated concrete rings Nr 12 105,000 1,260,000

5 Hollow concrete blocks (400x150x150mm) Nr 400 3,500 1,400,000

6 Clay brick (250x150x150mm)-optional with item 5 Nr 1200 1,200 -

7 50 kg Portland Cement Nr 13 70,000 910,000

8 8'' Brickforce wire Roll 3 25,000 75,000

9 T10mm Reinforcement Bar (Beam under rear wall) Nr 1 50,000 50,000

10 R8mm Reinforcement Bars (Ditto) Nr 1 65,000 65,000

11 257 Concrete wire mesh m^2 25 25,000 625,000

12 8" Damp proof course Roll 1 20,000 20,000

13 Timber formwork for slab concrete Lumpsum 1 450,000 450,000

14 150x50mm SW Wall plate/rafters Nr 2 60,000 120,000

15 4" Wire nails Kg 3 10,000 30,000

16 5" Wire nails Kg 3 10,000 30,00017 2-3mm Soft biding wire Kg 5 20,000 100,00018 8ft Corrugated Iron roofing sheets Nr 6 45,000 270,00019 Roofing nails Kg 1 15,000 15,00020 Wood preservative, 5 litre container Nr 1 30,000 30,00021 PVA paint, 5 litres container Nr 1 90,000 90,00022 Gloss paint 5 litres container Nr 1 130,000 130,00023 Thinners 5 litres container Nr 1 50,000 50,000

24 Painting brushes Lumpsum 1 75,000 75,000

25 PVC Vent pipes with 4" wall clamps Nr 2 55,000 110,00026 PVC Storage tank and protection Nr 1 150,000 150,00027 Block/brick work stair case for tank Lumpsum 1 100,000 100,00028 DN25mm HDPE poly pipe with clamps m 15 4,000 60,00029 HDPE Poly pipe connecting accessories Lumpsum 1 120,000 120,00030 DN13mm Gate Valve Nr 2 50,000 100,00031 Transportation and Handling Lumpsum 1 350,000 350,00032 Sub Total 7,375,00033 Contingency 5% -34 Labour (Community Based) 1,700,00035 Total 9,075,00036 GRAND TOTAL36.1 (a) Option-1: Labour, local masons lump sum @ K1,700,000.00 9,075,000

USD 1,712.26

36.2 (b) Option-2: Small Scale Contractors @ K3,500,000, labour fee 10,875,000

USD 2,051.89


Some indications about the design:

Depending on the shapes of bricks available locally, thickness of walls can be 120 to 200 mm

Smooth finish plastering in the cabin: for internal walls – 100 cm height + cabin floor ensuring that the slopes allow for flowing of water towards the drop-hole

The Hand Washing Station is equipped with one tap for individual hand washing + a distribution ramp allowing 15 children to wash their hands simultaneously (long PE pipe with small holes every 40 cm; see pictures below, source = Fit for School)

Handwashing facility:

Below is a picture of the completed model of the handwashing facility; there is yet no such model in Zambia and children are still using the less sustainable model commonly known as the ‘tippy tap’

Hand washing at a tippy tap at the school in Lufwanyama district completed model

ANNEX 4: PROPOSED HYGIENE KIT FOR 200 PUPILS

Item Description Quantity Who provides ?


Communication materials Various posters, leaflets, brochures Implementing partners

Flashcards booklet

Flashcards (i.e. WASH for school children in emergencies edition for Africa – UNICEF)

1 Implementing partners

WASH Teacher’s GuideSchool WASH in emergencies Guidebook for Teachers – UNICEF

1 Implementing partners

School Hygiene and Sanitation Training manual Manual 1 MESVTEE / Implementing

partners

Hygiene promotion games (i.e. WASH Snakes and ladders board with dice)

Board with 6 dice 2 Implementing partners

WinS Monitoring guide / Tools including guidelines and standards

Printed materials 1 MESVTEE / Implementing partners

Point of use water filterTulip water filter, ceramic filter element, manufactured by basic water needs, India

2 UNICEF

Environmental cleaning kit

Hoe

1 each School / community / Implementing partners

Outdoor broom

Rake

wheel barrow

Shovel

axe

Toilet cleaning kit

Hard broom

1 each School, MESVTEEDisinfectant

20 lt Water container

Protective Gloves

Soap for handwashing 800gms Bars2boxes of 20 bars each

Implementing partners / MESVETEE (initial stock to be renewed by school clubs)

StationeryCrayons, pair of scissors, pencils with sharpeners, flip charts cello tape

various Implementing partners / School / MESVTEE

Packaging for stationery and communication materials

Double handle calico bag width 360mm height 410mm, colour dark blue printed WASH in School

1


ANNEX 5: MEDIA RESOURCES

The Role of Sanitation in Girl Child Education - A Documentary Film by HEEALS

http://www.internationalpeaceandconflict.org/video/the-role-of-sanitation-in-girl-child-education-a-documentary-fi-3#.URCAKB01mSo

Minister speaking at national TV for construction of Girls’ toilets.

http://www.ndtv.com/micro/supportmyschool/voices.aspx?id=263922&pg=1&title=Thank_you_Sachin,_Ash__Shashi_Tharoor

Can you imagine schools without toilets?

www.worldwewant2015.org/node/302084

How can School WASH contribute to the improvement of the quality of education for female students and teachers?


What can you do to ensure access to WASH for All Schools?


Whose responsibility is it to provide and sustain WASH for All Schools? http://www.worldwewant2015.org/node/302086

MHM (menstrual Hygiene Management) in American Schools_Walt Disney the Story of Menstruation

http://www.youtube.com/watch?feature=player_embedded&v=eLhld_PI2zg#!

All pictures in this document are provided by UNICEF, Zambia.


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