Assessment Booklet

Mulobere-Masaka-Uganda

Site Assessment Booklet

August 2007

Engineers Without Borders

Uganda Rural Fund

Rotary

This document is not to be posted or distributed to outside parties. The intention is to facilitate data collection by

Engineers Without Borders during the assessment and site survey of August, 2007.

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Table of Contents

General Information………………………………………………………………………3

Water Supply…………………………………………………………………………….25

Sanitation……………………………………………………………………………...…30

Construction…………………………………………………………………………...…33

Energy……………………………………………………………………………………35

Other Considerations…………………………………………………………………….36

Community and Health Assessment Survey…………………………………………….37

Meetings………………………………………………………………………………..51

Mission:

EWB-USA partners with disadvantaged communities to improve the quality of life through implementation of environmentally and economically sustainable engineering projects, while developing internationally responsible engineers

Vision:

EWB-USA’s vision is of a world where all people: have access to adequate sanitation, safe drinking water, and the resources to meet their other self-identified engineering and economic development needs.

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General Information

Climate

In Central Uganda the average rainfall is 1400 mm/ year which falls in two distinct rainy seasons. The first season occurs between April and May and the second falls between

August and October. Potential evaporation from this region is in the order of magnitude of 2000 mm/year and as with other monsoonal determined climates in equatorial Africa, exceeds rainfall throughout most of the year. Air temperatures range from 17 to 30 degrees C during the day but show little seasonal variation through the year. (p. 34)

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It was found that rainfall intensity is a more important factor than rainfall volume in determining the quantity of recharge entering the groundwater system. Significant recharge does not occur unless rains amounting to more than 10 mm fall on consecutive days. (p. 43) 2

This article focuses also on the Nyabisheki catchment just east of Lake George. As in central Uganda, rainfall takes place mainly during two rainy seasons but ranges from 900 along its eastern boundary to 1100 mm/yr in the west. More than 90% of incoming rainfall is removed from the basin through evapotranspiration. Surface runoff greatly exceeds recharge during most of the years and is about 30 to 40 mm/yr. The basin is drained by well incised stream channels that slope 200 m downward from the southern boundary to the northern outlet. (p. 282)

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Geology

The main aquifer type in Uganda is weathered crystalline bedrock. The hydro geological activity is extensive although aquifers are often restricted to the upper 30 m or less. (p.

6)

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Deep weathering is the result of chemical denudation which is achieved by the movement of percolating rainfall (direct groundwater recharge) which removes chemically mobile species from the land surface in solution.

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Regolith is the progressive chemical degradation of the basement complex to a lateric soil cover. Towards the top of the regolith, an intensely weathered lateritic crust generally overlies a clay unit formed from the hydrolysis of parent rock fragments. The water table is then commonly encountered at the base of the clay unit. Below this, hydrolytic

1

Richard Taylor and Ken Howard, 1996, Journal of Hydrology

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3

Richard Taylor and Ken Howard, Jan 2000, Hydrogeology Journal

4 Robinah Kulabako May 2005

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Richard Taylor and Ken Howard, 2000, 218 Hydrogeology Journal

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processes are retarded and sand-sized fragments derived from the gneissic bedrock tend to predominate. It is this coarser regolith unit that can provide a valuable, albeit often overlooked aquifer. It has been shown that this regolith is typically over a hundred times more transmissive than the underlying bedrock, even though the latter hosts all the production wells. (p. 35-36)

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Soil moisture balance techniques showed recharge occurs only during the rainy seasons and that the annual recharge is 240 mm/year. (p. 42). This is numerically backed up at

200 mm/year. Significantly, most of this water is transmitted by the regolith rather than the underlying bedrock aquifer. (p. 45)

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The mass fraction of fine-to-medium sand increases with depth, whereas the mass fraction of medium clay decreases. This pattern is typical in the Aroca catchment, where the less weathered (coarser) materials occur with depth. The water table occurs at a similar depth (8-13 m) in all 8 piezometers. In the Nyabisheki catchment, truncated profiles commonly occur in which shallow, fine grained horizons are absent. (p. 284-5 very useful info.)

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Deep groundwater aquifers exist in the area underlying crystalline fractured bedrock at depths at least 30 m. (p. 7)

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Contamination Sources in Uganda

The known hub of ground water contamination in Uganda is Kampala, the largest city in

Uganda. Masaka is about 80 miles from Kampala, but some similar sources of contamination may be present. Since Mulobere village is in a much more rural setting than Kampala, it is unlikely that any waste is treated.

The main sources of contamination in Mulobere are likely going to be pollution of ground water from local agricultural run off and waste, as well as human waste. More specifically animal rearing, solid waste dumps and latrines are the most likely sources of such contamination. Water quality will depend on the presence of these in vicinity to the water source.

Agricultural contamination may occur from either animal rearing or waste. Livestock would be the most likely source of contamination and one way livestock may contaminate is through waste run off that may reach ground water. As cows are important to Uganda’s beef industry, dairy industry, and leather industry, they may be present around Mulobere village. As far as could be found, there are 4 beef, goat, or sheep tanneries and one fish skin tannery in Uganda. Uganda Leather and Tanning Industry was the largest company producing leather in 1987. Uganda Bata Shoe Company was the

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8 Richard Taylor and Ken Howard, Jan 2000, Hydrogeology Journal

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Robinah Kulabako May 2005

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largest shoe producer in 1989. The locations of these companies are unknown and other sources of agricultural contamination may exist. For instance, if chemicals are used on crops, they may reach ground water.

Human waste may also affect ground water contamination if latrines are placed close to ground water sources.

The largest river running through the Masaka district appears to be the Nabajuzi River.

However, the proximity of this river to Mulobere or the types of industrial sources of contamination of this river is currently unknown. Unfortunately, there is little documentation of any types of contamination or pollution, especially in the rural areas of

Uganda such as Mulobere village or even the Masaka district.

Although sources of contamination are not known, some may exist. By understanding other possible sources of contamination in Uganda, maybe it will be possible to be better prepared to deal with unknown factors at the site of Hope Integrated Academy.

A possible source of contamination may be due to pollution from vehicles on nearby roads. The location of the well may be close to the highway which runs near the school and thus heavy metals may be present in the ground water from cars and trucks, though since this is a rural area the concentration of any pollutants from vehicles will likely be very low.

One possible source of contamination might be that resulting from the creation of power.

The main sources of electricity in Uganda are hydro-electric power stations on the Nile

River. The main plant that supplies Kampala and other parts of Uganda is the Bujagali power plant. Also, known as the Owens falls power plant, this source of energy is approximately 100 miles away from the Masaka district and thus would have little affect on the water quality at the site of the school. In Uganda, many rural areas do not have electricity at all and this is likely true in Mulobere. If this is the case, locals obtain energy for cooking from stoves and fires which do lead to the release of emissions found in smoke from burning for wood.

Another possible source of contamination would be that from industry. One industry that would have definite output of pollutants would be that from cement producing plants.

The largest two of these are located in Hoima and Tororo which are each between 100 and 200 miles from the Masaka district and thus are also unlikely to be a cause of ground water contamination for the school in Mulobere.

There are many industries in Uganda and while the locations of the largest producers are not known, it was possible to find out the types and sometimes the names of some of the largest companies. One industry that is present in Uganda is the textile industry. There may be ten or more textile plants throughout Uganda though the locations of any of these are unknown. The soft drink industry may have plants that are close to Lake Victoria.

Though it is unlikely that any of these would be present in Mulobere, they may be present

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in Masaka. Mukwano Industries is Uganda's largest soap-manufacturing company and the area around it may be prone to have ground water contamination.

The sugar, flour, wheat, coffee and tobacco industries also have plants throughout

Uganda and though the locations of these are unknown, they most likely contribute to the contamination of ground water around their factories and mills. Other industries may also contribute to ground water contamination throughout Uganda and even in Masaka district.

Some other forms of land problems in Uganda that may or may not be related to ground water contamination include draining of wetlands for agricultural use; deforestation; overgrazing; soil erosion; water hyacinth infestation in Lake Victoria; widespread poaching .

Environment and Review of Hydrology Literature

One of the components for the calculation of daily recharge is surface runoff which was in the Victoria basin was found to be 3% of the total rainfall. Slightly higher fractions up to 5% were suggested for higher rainfalls. (p. 37)

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In trying to model the groundwater flow the recharge estimate was proved difficult due to shortage of river gauges and other problems such as the wide variation observed in chloride concentrations for ground waters in the regolith aquifer (mean 38 mg/l, standard deviation 35 mg/l) and bedrock aquifer ( 62 mg/l and standard deviation 88 mg/l). (p.

38)

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In a study, pumping tests and packer testing at a total of 27 bore wells drawing water exclusively from bedrock fractures reveals a median transmissivity of 4 m 2 /day. The zone of fracturing, based on packer-testing, extends approximately 40 m below the bedrock surface and so suggests an average hydraulic conductivity piezometer tests and grain size analyses discloses a hydraulic conductivity of around 10 m/day. (p. 39) 12

The Aroca catchment is within the Victoria basin if central Uganda where Kampala falls climatologically. Here the estimated recharge, based on soil moisture balance approach supported by stable isotope data and groundwater flow modeling is about 200 mm/year and is more dependant in heavy rainfall. Infiltration of precipitation at the soil surface is the principal source of groundwater in the area. The regolith aquifer does not act independently but is hydraulically connected to the basement aquifer. (p. 6-7) 13

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13 Robinah Kulabako May 2005

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Many of the important functions of soils such as buffering, filtering, transport of pollutants occur in the unsaturated (vadose) zone. Hence soil hydraulic characteristics in this zone are crucial input data fir modeling water and solute movement in this zone. (p.

13)

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It is estimated that each person generates about 2.5 kg of nitrogen and 0.4 kg of phosphorous per year in Uganda based on the national statistics of food supply. (p. 30)

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The estimated enterobacteria content based on the diet for the Ugandan population which is largely based on carbohydrates is on the average 10

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cfu per gram of human excreta.

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The average daily body waste generation is estimated to fall within the range of 1400-

1450 gram per person. This data will help us design the pit latrines. (p. 30).

Biodegradable waste is largely food peelings from bananas, cassava and potatoes. Other organic solid wastes are wood chips, food waste, banana leaves and waste from bird rearing. (p. 30,36) 17

Community waste pick up does not always function do to lack of supplies (bins, wheel barrows, protection wear etc.). (p. 30)

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In Kampala researchers have used the per capita wastewater generation of 12 liters per capita. Considering no wastewater enters sewers, the per capita wastewater generation rate is taken as 80% if the water consumption. Daily per capita water consumption rate used is 14 liters (water consumption in informal settlements is on the region of 12-15 liters/person/day.) (p. 30)

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In monitoring well water level variations the levels were found to vary significantly from flooding to -1.2m below ground. Flooding was mostly found during short term rains.

Conclusions were made that a there is quick recharge and highly pervious subsurface materials. This contributes toward driving surface contaminants into shallow ground waters in the area and dilution of most pollutant concentrations. (p. 33)

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While monitoring spring discharges, the discharge ranged from 1.22 to 1.48 m 3 /hr and did not vary significantly with season. This implies that the spring has two recharge mechanisms – regional base flow that sustains and high yields throughout the dry seasons and seasonal interflow during the rains. However, the low positive correlation between the discharge and short rains suggests that the spring is primarily fed by regional base

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Robinah Kulabako, May 2005

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20 Robinah Kulabako, May 2005

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flow from a high storage regolith aquifer. This has implications that the contaminant entry into the spring has a wider watershed than the wells. (p. 34)

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The subsurface soil characterization in Kampala comes to say that the area has largely 3 distinct layers. The bottom layer is made up of stiff silts, which are impervious (vertical permeability apprx= 1-3 x 10 -7 m/s). The fill material in the top two layers contains mostly clayey silty sands with polyethylene paper, rusty metal, stones, brick fragments, rugs, and decaying organic matter and is pervious (vertical permeability approx. = 10

-3 to

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-5

m/s). The bottom layer contains mostly fine-grained soils passing the 0.075 mm sieve. (P. 39) How will this vary in a rural setting?

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The shallow water table and hence limited but porous vadose zone (1 m) implies the groundwater is very vulnerable to contamination. The rapid recharge following short rains is indicative of a highly permeable vadose zone. This zone extends over the top and part of the second layer, which have a medium to high permeability. The third layer has a very low permeability which also explains the constant saturation conditions of this zone.

The presence of the impervious bottom layer therefore (with deeper groundwater occurring at least 30 m) suggests that this is not only a retards pollutants but also groundwater recharge into the deep aquifers. (p. 45)

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In springs, not having any suggestion of mixing between “new” and “old” waters shows that the spring is primarily fed by regional base flow. High nitrate to chloride ratios in the spring discharge are >1 implying that contamination of fecal origin while the absence if a direct correlation between the nitrate and chloride concentrations during the dry and wet seasons suggests that multiple sources of contamination exist for both species. So protection measures for the spring should target the potential pollutant sources located within the wider spring catchment and not only the adjacent areas. (p. 46)

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Language

Shaking hands in Buganda/Uganda is a common practice for both men and women. It is appropriate to shake hands when being introduced to somebody, when visiting somebody in their house, or when you haven't seen somebody for a while. Hugging is also common for both men and women. It is appropriate to hug if you haven't seen a friend for a while.

Kissing in public is frowned upon.

Good morning ...................Wasuze otya nno? (literally 'how was your night?')

Good afternoon..................Osiibye otya nno? (literally, 'how was your day?')

Good evening.................... Osiibye otya nno?

[The one asked responds with "Bulungi" (i.e. 'fine') and repeats the inquiry]

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23 Robinah Kulabako, May 2005

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Hi? (informal) ..............................................Ki kati?

How are you?...............................................Oli otya?

I am OK.......................................................Gyendi

Have a nice day............................................Siiba bulungi

Good night....................................................Sula bulungi (on retiring)

Farewell (to one person)...............................Weeraba

Farewell (to several people).......................... Mweraba

Welcome (to one person)..............................Tukusanyukidde

Welcome (to several people).........................Tubasanyukidde

See you later.................................................Tunaalabagana

Please............................................................Mwattu

Please shut the door.......................................Mwattu ggalawo oluggi

Please clean my room.....................................Mwattu longoosa ekisenge kyange

Please come in................................................Mwattu yingira

Please sit down...............................................Mwattu tuula wansi

Thank you......................................................Weebale

You are welcome........................................... Kale

Excuse me (to get attention)............................Owange

Pardon? (What did you say?)..........................Wangi? / Ogambye ki?

I'm sorry (apology)..........................................Nsonyiwa

What is your name....................Erinnya lyo ggwe ani?

My name is...............................Erinnya lyange nze....

Sir.............................................Ssebo

Madam......................................Nnyabo

Mr.............................................Mwami

Mrs............................................Mukyala

How old are you?.................................Olina emyaka emeka?

I am...............................................Nina......

Where are you from?.................Ova ludda wa?

I am from...........................................Nva....

USA............................................Amerika

American......................................Mumerika

What is your occupation?................Okola mulimu ki?

I am a/an.........................................Ndi....

Engineer......................................Yinginiya

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Student.........................................Muyizi

Do you speak English?............................Omanyi olungereza?

Yes, I do................................................Weewawo

No, I do not............................................Nedda

I can only speak a little Luganda...............Oluganda mmanyi lutonotono

Does any one here speak english?............Wano waliwo amanyi olungereza?

Do you understand?.................................Otegeera?

I understand.............................................Ntegeera

I don't understand....................................Sitegeera

How do you say "...." in Luganda?.. ........Mu Luganda ogamba otya nti "...."?

What does this mean?..............................Kino kitegeeza ki?

Please speak slowly!................................Mwattu yogera mpolampola

Write that word down for me...................Ekigambo ekyo kimpandiikire

Please repeat it........................................Mwattu kiddemu

Please translate for me.............................Mwattu nzivuunulira

Where is the "___"? ................ "___" eri ludda wa?

Bus station......................Baasi paaka

Bus stop.........................Siteegi ya baasi

Taxi park........................Paaka ya takisi

Train station....................

Airport............................Ekisaawe ky'ennyonyi

How much does it cost ?...................Kigula ssente mmeka?

Won't you take less?.........................Tosalako?

How about "___" shillings?................Ate siringi "___" ?

That's too much money......................Ezo ssente ziyitiridde

Let me give you "___"........................Ka nkuwe "___"

I only have "___" shillings ................. Ninawo siringi "___" zokka

Here is "___" shillings.........................Siringi "___" ziizino

How about my change?......................Ate kyengi wange?

Help!..................................... Munnyambe!

It's an emergency!...................Kizibu kya mbagirawo

There's been an accident!........Waguddewo akabenje

Call a doctor!..........................Yita omusawo

Call an ambulance!..................Yita ambyulensi

I've been robbed!....................Banzibye

Stop!......................................Yimirira!

Go away!...............................Genda eri!

I'll get the police!.....................Kampite poliisi/abasirikale!

Watch out!.............................Wegendereze

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Thief!......................................Omubbi!

Fire!........................................Omuliro!

Agriculture

In Uganda, the economy is largely supported by agriculture, especially by coffee. Coffee is Uganda’s largest export, making up about 80% of the total exports for the country.

Several factors responsible for variations in agriculture throughout the country include elevation, climate, traditions, superstition, and socioeconomic place of agriculture in each household and community. Small variations in temperature allow year round cultivation in the Southern part of the country. The growing seasons may very more the farther North one travels.

Agriculture accounts for around 40% of the country’s GDP, is responsible for about 95% of the country’s export earnings, and employs approximately 83 % of the country’s labor.

Crops make up 84% of the country’s annual GDP due to agriculture, while animal products make up 13%, fisheries 1%, and forestry 2%.

Agricultural crops include cotton, tea, tobacco, corn, coffee, beans, groundnuts, soybeans, sesame seeds, maize, bananas, cassava, sweet potatoes, beef, goat meat, milk, poultry, flowers and a variety of other fruit and fruit products. Of these, the most important cash crops include coffee, cotton, sugar, and tea.

Of the 12.8 million livestock in Uganda, 42% are cattle, 7.6% are sheep, 46% are goats, and 4% are pigs.

Other forms of industry besides agriculture include coffee processing, soft drinks factories, metal works, and cotton ginning.

In the Masaka District, agriculture is also the largest economic activity. The most prevalent food crops include bananas, pineapples, and tomatoes. The most prevalent cash crops include coffee and cotton. Other industries include cattle and fishing. Fishing is a large industry due to Lake Victoria which is not far from Masaka district. Also, some crops grown mostly for food in this area are millet and Matooke.

Economics

In Uganda, the economy is largely supported by agriculture which will be discussed below. Other than agriculture, industry and services are the other sectors which compose the majority of the nation’s economy. In fact, agriculture makes up about 40% of the

GDP, industry about 20%, and services about 40%. Also, Uganda is rich in natural resources, especially in fertile soils, sizeable rainfall, and mineral deposits including cobalt and copper.

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Since 1986 the government has been working to improve their economy. With help form some foreign countries and international agencies. Uganda’s economy has become more stabilized in recent years. Policy changes have lessened inflation to 7.9% and have boosted earnings through production and exports. The economic growth rate is around

6%. Several other factors have affected the stabilization of the economy. Some of these include currency reform, raised prices on export crops, raised prices on petroleum production, and better civil service wages. Although government corruption has threatened the growth of the economy, it is remained strong. In addition to internal improvements, the government of Uganda has also received financial assistance. In 2000,

Uganda received nearly $2 billion in debt relief from foreign agencies.

The currency used in Uganda is the Ugandan shilling, abbreviated UGX. Currently the currency exchange rate between the Ugandan shilling and the U.S. dollar is 1700

Ugandan shillings per US dollar.

In recent years, around 40% of the population of Uganda fell below the poverty line, which is $1 per day. Also, approximately 12.09 million people are employed. Of the

12.09 million people, the labor force breaks down in 83% in agriculture, 5% in industry, and 13% in services.

Agricultural products can be found below. Industries include sugar, brewing, tobacco, cotton textiles, and cement. The growth rate of the industry is approximately 5%.

Uganda’s major export partners include Kenya, Switzerland, Netherlands, UK, and South

Africa. The major imports include capital equipment, vehicles, petroleum, medical supplies, and cereals. Uganda’s major import partners include Kenya, India, South

Africa, Japan, UK, UAE, US, and China.

Uganda produces about 2 billion kWh of electricity per year and exports about 174 million kWh of this. Only about 3% of Uganda’s population has access to electricity and this lack of electricity has been a significant factor as to the slow economic growth in

Uganda. Also, Uganda produces very little oil and consumes approximately 9,000 barrels per day.

Energy Sources

Transportation

Development Initiatives

Uganda has had a stable government incorporating representative democracy since 1986.

The government has achieved notable success in its campaign to reduce the spread of

AIDS. The government receives a large amount of aid from the international community to try to develop the country’s economy at a pace faster than population growth, to measure conditions for planning purposes, and to fund a variety of improvements in services. One common thrust is empowering women to fully contribute and to overcome

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the patriarchal bias found commonly among African cultures. Progress toward the UN’s

Millennial goals is another major common thread. USAID heavily supports many

Ugandan government and private foundation programs. Micro-enterprise lenders and other large international aid and development agencies are plentiful and active in the country, though not reaching the area served by URF-USA to any great extent. Support for overcoming diseases like malaria, tuberculosis and HIV/AIDS is strong. Aid agencies also work in northern Uganda with civilian victims and refugees from the disastrous civil war that is now winding down there.

However, for all the projects and initiatives one finds through researching development in

Uganda, not much improvement in services or aid has found its way to URF-USA’s core service area so far, apart from doing away with school fees for the primary grades. It is a big country, and so many problems are being tackled at once as relatively localized, small scale efforts. URF-USA will create the potential, anchored by the physical presence and communication capabilities of the school, to find and link the government and international aid programs authorized for Masaka District to function in our service area, and to link area families with services headquartered in Kampala.

Health

Nitrate concentration above 50 mg/l is known to cause methaemoglobinaemia especially in infants less than 3 months of age while levels up to 300 mg/l are associated with gastric cancer. (p. 46)

The calculated low bacteria die-off rates corresponding to a travel time (through the soil profile) of 23 days suggests a significant risk of shallow groundwater from microcobial contamination with potential to trigger outbreaks of water borne diseases. To ensure very low risk to microbial contamination calculate 50 days travel time in the vadose region when there is significant groundwater flow. WHO guidelines require pollutant sources to be located at least 4 m from a water source. (p. 47-48)

For decades it has been recognized that the health care system and well being of Uganda and its people has been in a terrible state. Even with much work that has been completed and much aid given, Uganda still has very poor health indicators, even when compared to other African countries. Uganda’s difficulties to maintain its people’s health has resulted from several factors. Uganda has been challenged by poor sanitation and unclean drinking water. Additionally, a poor health care system, the cost of care, and the distance of rural communities from health care have led to further difficulties in changing the health status of the country. These problems have led to the presence of many diseases including cholera, dysentery, tuberculosis, malaria, schistosomiasis, typhus, HIV/AIDS, yellow fever, bilharzia, trypanosomiasis (sleeping sickness), and leprosy.

For all volunteers traveling to Uganda, the most important health issues to be aware of are the following diseases, which are present for the reasons stated. First, food and water borne diseases include bacterial diarrhea, hepatitis A, and typhoid fever. Second, vector

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borne diseases include malaria and African trypanosomiasis (sleeping sickness). Finally, a water contact disease is schistosomiasis.

In 2000, 50% of the population had access to safe drinking water and 75% had adequate sanitation. As of 1999, it was estimated that there were fewer than 0.05 physicians per

1,000 people, and 0.9 hospital beds. As of 1999 total health care expenditure was estimated at 5.9% of GDP.

Normally, much of Uganda’s population is malnourished as the per capita calorie intake for many Ugandans is below minimum nutritional standards. To make things worse,

AIDS has further weakened already weak food production levels as well as nutrition of many families and communities affected by AIDS. The Masaka district is no exception.

This situation of low food production has resulted from the reliance of farming on human labor which AIDS has affected negatively.

In recent decades Masaka has been a district of Uganda devastated by AIDS/HIV. Many

NGO’s have been working in the Masaka district due to the outbreak of the virus there.

Most notably, World Vision International and Save the Children have been greatly helpful in the area, constructing schools and paying for children to attend school.

In Uganda, 75% of life years lost due to premature death were due to ten preventable diseases. An approximate breakdown is as follows: prenatal and maternal conditions accounted for 20%, malaria for 15.4% acute lower respiratory tract infections (10.5%),

AIDS 9.1%, and diarrhea 8.4%. 38% of under fives are stunted and 25% are underweight.

Some important health facts about Uganda are found below:

Indicator Figures

Life expectancy at birth

Infant mortality rate

Probability of death before 5 years

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97

14.3%

Under-five mortality rate

Total fertility rate

Contraceptive use

Population Growth Rate

147

6.9

15%

2.7%

Maternal Mortality rate

Illiteracy rate

506

Males 36.8%

Females 52.7%

UNDP Human development ranking 158

HIV/AIDS is definitely a huge problem in Uganda. The disease first hit Uganda hard in the early 1980’s and continued to grow through the 1990’s. Currently about 2.4 million people in the country are HIV positive while about 0.9 million have the full blown disease. Government has a high political commitment to the control of the disease. In

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order to help the AIDS epidemic, the ministry of agriculture, animal industry and fisheries (MAAIF) has initiated an AIDS control program. The objective of this program is to educate, promote nutrition, and to reduce poverty by better equipping Ugandans with the ability to cope with AIDS. Masaka is not a district included in this program. In the last decade there has been a huge decline in HIV/AIDS in Uganda, but it is nonetheless a very present issue.

Approximately 50% of families in Uganda have access to health care of some form. This low percentage of the population receiving care can be blamed on poor infrastructure as well as the fact that the majority of Ugandans live in rural areas.

Government Hospitals

There are in three categories; namely national referral, regional referral and district/rural hospitals. Among the government hospitals, these are those which are institutional.

National referral hospitals :-These are Mulago and Butabika, both in Kampala district.

They are also teaching hospitals.

Regional referral hospitals :-These have specialists in limited fields. . They are Arua,

Gulu, Hoima, Jinja, Kabale, Kabarole, Masaka, Mbale, Mbarara and Soroti. They are teaching hospitals and resource centers to the regions they are situated in.

District/rural hospitals :-These are manned by general doctors. They comprise all the government hospitals not mentioned above.

Non-Government Hospitals :-

Some of these hospitals have specialists, like Nsambya, Rubaga, Mengo (Kampla district), Lacor (Gulu district), and Matany (Moroto district)

Ministry of Health , PO Box 8, Entebbe Tel: +256 42 20201

Uganda Medical Council , PO Box 16115, Wandegeya, Kampala

Uganda Medical Association , Plot 8, Katonga Road P.O. Box 2243, Kampala Tel. +256

41 236 539 Fax. 41 532 591

The national referral hospitals (both government run) are:

Mulago Hospital: PO Box 7051,

Kampala, Uganda (1500 beds) (Tel: +256 41-541 250/533 560 Fax: 41 532 591).

Butabika Hospital, PO Box 7017, Kampala, Uganda (850 beds).

Masaka Hospital , PO Box 18, Masaka, Uganda Fax (in local Post Office) 481 20514.

Aspects in History

1.

Political

2.

Development

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Logistical Support

Transportation and housing will be arranged by Uganda Rural Fund.

Cell Phone:

Detailed Overview of Uganda Rural Fund USA, Inc. (URF-USA) and Hope Integrated

Academy.

URF-USA is a grass roots, all-volunteer organization -- Board, Officers, committee members and other helpers – with almost no overhead costs incurred in the United States.

It pays project-related stipends as needed and contracts for services in Uganda. Ugandan

Field Representatives and Board members also volunteer in these capacities, but their significant expenses are reimbursed. All funds received go toward Ugandan project expenses, with American volunteers paying their own miscellaneous expenses.

Fundraising is done in the USA. The Ugandan contribution is property (the donated land for the school), participation in planning, oversight of building and local financial control, but not raising substantial amounts of money. When the school opens, it will have recruited paid, full time staff with appropriate experience and qualifications, reporting to unpaid URF-USA officials.

URF-USA was formed in early 2005 and received federal 501c3 status effective

December, 2005. (A copy of the 501c3 letter is Attachment B). The organization is incorporated in Massachusetts, the home state of its President, the Rev. Michael Lillpopp, who is a priest at Blessed Sacrament Parish in the Diocese of Springfield, Massachusetts.

Most of the volunteers live in Minnesota and were recruited there by URF-USA’s Vice

President, Br. John Mary Lugemwa, OSB. Many are college students at St. John’s

University and the College of Saint Benedict (brother and sister campuses). So far, 23 students from the colleges have volunteered on site in Uganda. A dozen more will volunteer for the summer of 2007. A few students at other institutions have also applied and been approved for volunteer work in Uganda. On the campuses, over 200 students have volunteered at some time, mainly for fundraising events, and there is a core group of about 25 student supporters. The colleges are supportive, and recently designated administrators to facilitate the travel of students to volunteer on site in Uganda.

At the College of William and Mary in Virginia, a student club has held fundraisers for

URF-USA both in 2005-2006 and the current academic year. Other groups at Bethel

University in Minnesota and Stony Brook in NY have fundraised to support the school project. At Villanova University in Pennsylvania student supporters right now are seeking a faculty mentor to form an official club with the specific purpose of supporting

URF-USA. Another group is in process of being at some campus in Canada. Br. John

Mary Lugemwa has also inspired a steady stream of adult supporters, a number of whom are at varying stages of enlisting aid from their congregations, fraternal orders and other organizations. He is the recipient of two awards that have publicized the work for rural

Uganda in the press, and is a speaker at various campuses in Minnesota.

16

URF-USA is a secular organization with no sectarian requirement whatsoever of its members. However, both its leadership and most supporting volunteers are motivated to serve by Christian teachings. Uganda is very predominantly Christian: 79.6% of the country and 77.4% of the population of Masaka District. Catholics are the largest denomination, 58.1% of the District’s population. The panel of Ugandan Field

Representatives and Board members of URF-USA are personally committed Catholics, inspired to serve by faith and the Catholic teaching on social justice. Hope Integrated

Academy will operate as a nondenominational vocational school, welcoming students of all faiths and backgrounds.

Peter Francis Luswata, a Board member and the administrator of financial affairs for

URF-USA in Uganda, was a founding member of URF-USA, together with Br. John

Mary Lugemwa, OSB and the Rev. Michael Lillpopp. Peter Francis, based in Kampala, works for an American aid agency as a project supervisor. Adrian Ssemukasa, who oversees project work at the site for Hope Integrated Academy, lives and works near the school. These are the top level leaders working together with Br. John Mary, who is the primary leader for developing Hope Integrated Academy. Br. John Mary, age 27, is currently both a student and undergoing formation training for the priesthood in the Order of St. Benedict. His leadership abilities have been recognized by two awards from organizations unaffiliated with the college and an expanding circle of interested supporters, as well as by press coverage, some of which is reproduced in Attachment C.

John Mary and Peter Francis, who are brothers, grew up in a family in URF-USA’s primary service area, a rural section of Masaka District, located southwest of Uganda’s capital, Kampala.

The web site for URF-USA is www.ugandaruralcommunitysupport.org

. It holds information for many projects besides the school, although Hope Integrated Academy is the main focus of the organization’s work at this time. The organizational mission includes a much broader range of problem identification and intention to provide aid than the young organization can yet address. There is also a substantial photo gallery mounted at the website, worth visiting. Some of the website information about Hope Integrated

Academy is outdated and does not reflect the more recent decision to open the school in its first years solely as a nonresidential vocational school.

Plans and Progress in Building Hope Integrated Academy (HIA)

The land for HIA, about 3.5 acres, was donated by a strong local supporter, Mrs. Jane

Francis Nakiboneka. An architect was hired in 2005 to draw plans for the classroom building, envisioned at that time as the first of three stages of building. The classroom building consists of ten classrooms in a row, with four administrative offices in front of them across a covered walkway. It is being constructed as two equal wings joined together, but looks like a single long, one story building.

The original vision for Hope Integrated Academy was of a boarding school to provide an excellent primary education and a supportive living situation for 300 AIDS orphans who did not have any relatives able and willing to take them in. Saturation of capacity to

17

support orphans is becoming a big problem, and such children face both a grim present and a future with no good path open. The second phase was planned to be the construction of housing for the children and resident caretakers and teachers. A third phase was planned to build a health clinic serving both the school and the surrounding area (which has no Clinic nearby); a library serving both the school and teachers at surrounding schools (none of which have libraries) and a computer center for both classroom instruction and serving as an evening and weekend Internet Café for area residents (who have no current access to computers).

In the future, all of this may be realized. The library, health clinic and computer center will be built when funding for them is secured, independent of creating housing for a boarding school. They will each contribute missing and much-needed capabilities to the area. For the near future, however, the vision has been modified to be more practically achievable. HIA will open in its initial years as a vocational school serving the

“commutable” area, with just the classroom building built. A small library and a computer classroom will be housed in the classroom building. There is no existing vocational school accessible to residents of the “commutable” area.

Vocational schools in Uganda usually draw young men and women, 14 and up, who have not completed elementary school and want to learn a trade. HIA will reach out not only to this age group, but also to adults (primarily women) who want to supplement or replace their farming work with a trade or small business. The school will also teach agriculture, improved methods to make both crop and animal farming more profitable and secure. Management of a small business, self-employment or a micro-enterprise will be integrated into the curriculum of every certificated vocational course, including agriculture courses. A non-certificated “Saturday School” program to teach adult literacy

(reading, writing, and literacy) is also planned if the survey (described below) confirms demand for it.

URF-USA has conducted many fund raising activities to support building the classroom building and has received small and medium sized donations from American supporters.

There is not yet an identified major funder, so the construction has progressed slowly. At the present time, the frame and walls are built and the contracted builders are putting on the roof of one wing. The step after roofing will be the doors and windows, then the electrical wiring, and finally the floors.

In parallel, a survey has been designed and will soon be launched that will sample roughly 500 households around the “commutable” area, to determine the level of demand for the ten vocational courses which HIA could offer when it first opens, to find whether half-day or full day studies will work best for most prospective students, to understand prospective students’ literacy level with respect to use of text books, and similar practical questions that will guide detailed development of a business plan for equipping and operating the school. The survey will also publicize HIA’s advent throughout the whole area from which we want to draw students, and sample the interest level at the most distant points, where whether the family possesses a bicycle or other transportation may be the decisive factor determining interest.

18

A prospective, experienced, administrator of vocational training has been lined up, and budget work is under way with his help as to expected costs, but the budgeting depends on the results of the survey to progress further.

URF-USA plans to pay for permanent course equipment by getting grants for it as startup expenses. Since equipping vocational training programs is expensive, we expect to begin with a subset of courses for which there is the most interest, and build up the course offerings gradually. The ongoing costs of operation will be raised by charging tuition at the rate needed to break even. Tuition will be calculated after the survey questions are analyzed and the decisions hinging on survey results are made. We think that third party scholarship aid for tuition from a charity that operates a tuition scholarship program in

Uganda will be available to students who are either AIDS orphans or adults supporting

AIDS orphans in their households. Whether and under what circumstances to offer tuition scholarships from the school itself has not been decided.

It is uncertain at which of Uganda’s three school trimesters in 2007 or early 2008 construction of the building and all other preparations will be completed and Hope

Integrated Academy will open, depending mainly on enlisting financial support from sources who have expressed preliminary interest and/or new sources, and on fundraising productivity. It is more certain that by July the roof will be finished, and work should begin on the windows and doors. The rainy season begins in September. Getting the windows and doors finished before it begins will protect the interior.

Profile of Hope Integrated Academy’s (HIA’s) Service Area: Statistics

The vocational program will serve about half the area of each of two Sub-Counties, named Lwengo and Kyazanga, which have a combined population of 96,500. Roughly

50,000 people live in the school’s “commutable” service area. The donated land sits, very fortunately, on a main, paved east-west road, but is about 45 kilometers (27 miles) distant from the nearest big town, which is the District capital, also named Masaka. The service area is totally rural. The school site had been a field of farm land.

(The percentages cited below are derived from raw numbers in the many statistical tables published by Ugandan Bureau of Statistics, or UBOS, within its web site, www.ubos.org

.

These tables are based on the 2002 census.)

Masaka is socially peaceful, but sicker and poorer than most other Districts by several measures. For example, 19.2% of all children in Masaka District (85,905 of 448,200) are classified as orphans, meaning in Ugandan definition that one or both parents have died. For the country as a whole, 13.1% (1,796,343 children) are orphans. The

HIV/AIDS pandemic is a huge economic and social burden throughout Uganda. In the

Central Region, 11.9% of households reported having at least one death in the household in the past 12 months, and the rate was even higher, 14.6%, in Masaka. Most orphans live with their surviving parent or go to live with relatives: frequently their grandparents, uncles or aunts, sometimes more distant kin.

19

The burden of caring for a dying parent often impoverishes and destabilizes family units who live by subsistence farming. In addition, because very few who are infected with

HIV/AIDS know their status before they become quite overtly ill, the surviving spouse is likely also to be infected. Many AIDS orphans therefore become the primary caretaker for the surviving parent when he or she overtly sickens, and of necessity may become family breadwinners while still children. In the school’s service area there is not yet much government or charitable assistance for families affected by the HIV/AIDS infection of a family member. Operating as a vocational school, HIA will both provide skills training to members of such families and seek, as a priority, to connect available support programs with the area, acting as the community’s representative. In later years,

URF-USA hopes to operate a boarding school at HIA for young, stranded AIDS orphans who have no relatives able to care for them, in parallel with continuing the vocational program.

The composite rate of disabilities for Masaka District is 3.9%, higher than the 3.1% rate for the Central Region as a whole. The economic growth rate of Masaka District

(measured from 1991 to 2002) was the second lowest of any of the 56 Districts, only

0.9%. For Uganda as a whole it was 3.3%. Uganda’s economic growth rate was lower than its population growth rate, and Masaka District’s economic growth rate was much lower than its population growth, meaning per capita income declined over the decade.

The population of Masaka District is somewhat less mobile and more homogeneous than in the country as a whole: 87.7% of Masaka District residents were born in the District, compared nationally to 84.3% of residents born in the District where they now reside.

The Baganda tribe, by far the largest tribe in Uganda, predominates heavily in Masaka

District and its language, Luganda, is the common language of both the District and the whole Central region. Unlike the Northern region, devastated by a regional war that is just now getting over with, there is little tension in Masaka District among the majority or between its members and members of minority tribes. The population of rural areas like

URF-USA’s primary service region is considerably less mobile than urban populations drawn to the cities in hope of finding work. Neighborly relations that go back a long time help support the acute needs of distressed families for the basics of life, such as neighbors giving food to a household with no food from its garden to feed the children. But given the lack of transportation and communication, reduced mobility also reduces the introduction of improved methods and awareness of the need for them.

The distribution of household “main source of livelihood” for rural Uganda is as follows: subsistence farming - 77.1%; employment income - 9.6%; business enterprise - 4.2%; cottage industry - 0.2%; property income - 0.7%; family support – 6.0%; organizational support - 0.6%; “other” - 1.6%. Average family size is 4.4 people. Ugandans have many more children than do families in developed economies. Children under 5 years of age are 18.6% of the population; those under 15 years are 49.3% of the total population

(24,433,132 people at the 2002 census).

20

The term “subsistence level” fails to convey the realities of rural poverty and low technology in Uganda to Americans. Concrete examples taken from census indicators convey some of the picture. Slightly more than half of rural households do not have regular access to any source of information (mail, telephone, television, radio or print media) other than word of mouth. Most of the rest, 47.6% of all rural households, have access only to radio. Electricity is the source of lighting for only 2.6% of rural households. The predominant fuel for lighting in the rural areas of Uganda is paraffin candles (81.5%). The source of drinking water for 42.4% of rural households is an open

(= unclean) water source, spreading diseases that will be preventable when access to clean water becomes the norm (a government priority, but a huge undertaking progressing slowly.) The source of household water is 1 km (.6 miles) or more distant for

25.1% of rural households. The nearest health facility is more than 5 km (3 miles) away for 31% of rural households. A minority of rural households, 38.1%, own any means of transportation. That transportation consists of a bicycle for 35.7% of rural households.

Walking is the primary means of transportation, carrying whatever must be transported.

The social index, “everyone has a pair of shoes” is only true for 37.4% of rural households. The status of 79.2% of rural homes is classified as “temporary” by the type of construction, predominantly mud and pole walls, thatched or iron sheeted roofs, and rammed earth floors. Predominantly, sanitation (the latrine) is similarly unimproved, even entirely lacking in 19.1% of rural households.

Clearly, families need an alternative to dependence on subsistence farming, either more advanced and profitable farming methods or entry into self-employment or small scale entrepreneurship. These are the opportunities for self-improvement and quality of life improvement that the vocational education programs of Hope Integrated Academy will facilitate.

School fees have only been abolished for public elementary schools in recent years. The profile for literacy has changed accordingly. For the rural population aged 10 to 14, the literacy rate is 71.3%, with no appreciable difference between male and female literacy rates in the age group. For all older age groups, male literacy is substantially higher than female, and the literacy rate declines for each older age range, for example down to

58.8% male and 32.8% female in the 45 to 59 year old range.

It is still the case that the peak years of school attendance are ages 10 to 14, and the majority of rural children do not complete elementary school. Many are economically active before age 15, but a substantial fraction of children are neither counted as economically active (including active as unpaid household workers) nor attend school.

The result of less than a grade school education is poor prospects for any work other than subsistence agriculture, in the context of a fast growing population that puts pressure on the land, and with deteriorating quality of the soil that brings new pests and crop failures and lower yields. Per capita income is falling as the population booms and as AIDS kills primarily people in their peak work years.

The vocational school is directly addressed to the problem of entrapment in low skills.

The economy yields only a tiny number of wage-earning jobs, employing 4.4% of

21

economically active individuals in the workforce, with intense competition for those jobs.

Salaried jobs are concentrated in the urban areas, inaccessible to the rural population we serve. High rates of unemployment and underemployment result. As a practical matter, to rise above the subsistence level, almost every Ugandan who lacks a specialty skill or higher education must become self-employed at some trade, engage in a supplemental cottage industry, or farm using the better methods developed at Uganda’s Makerere

University and by USAID and other international grantees. For example, bananas are the main plant crop in our service area, and the crop is under pressure from several agricultural factors. There is a concise booklet, web mounted, produced by a USAID grantee for Uganda, on the best methods of banana cultivation – unfortunately, written in

English, which only better educated Ugandans can read, and with the rural areas that need the information entirely lacking a communication infrastructure to receive it.

Part of our plan is to facilitate application for micro-enterprise loans for vocational course graduates from one or more of the international lenders, who mostly are headquartered in

Kampala. The vocational courses themselves can disseminate some of the useful new methods and physical resources, such as seed that grows better in the soil and climate and how to keep a banana garden healthy and productive.

Rotary

US Embassy

Plot 1577 Ggaba Road

P.O. Box 7007

Kampala, Uganda

Tel: (041) 25-97-91 /2/3/5

KampalaUSCitizen@state.gov

https://travelregistration.state.gov/ibrs/

Emergency

(041) 259-791 /2/3/5

(041) 233-231 /230507

(041) 345422 at any time

Walk in Hours

M – Th 7:30 AM – 4:30 PM

F 7:30 AM – 12:30 PM

Office in Washington

(1) (202)647-5225

22

Canadian Embassy: IPS Building, Parliament Road, Kampala (Tel.: 256-41-258-141,

735-768; Fax: 256-41-349-484; E-mail: canada.consulate@utlonline.co.ug

)

UK Embassy: 10/12 Parliament Avenue, PO Box 7070, Kampala (Tel.: 256-78-312000;

Fax: 256-41-257304; E-mail: bhcinfo@starcom.co.ug; Web: www.britain.or.ug

)

Emergency

Ross Altman

607 Solomon Ave.

Clifton Park, NY 12065

(904)687-8254

Jeremiah Jazdzewski

3404 Holmes Ave. S Apt. 2

Minneapolis, MN 55408

(218)343-0875

Andy Kinel

1001 Paige Ct.

Newton Falls, OH 44444

(303)307-8644

Matt Hansen

Emergency Contact: Kristi Hansen

14913 Hillside Trail

Savage, MN 55378

Kevin Huselid

Emergency Contact: Virginia Evjen

405 Julii Sr. SE

Willmar, MN 56201

(320)282-8310

Excavation Plans



Kitovu Missionary Hospital, 55 min away



Mulago Hospital, Masaka 45 min away



Mhirizi Clinic, 14 min away



Seek assistance from consulate if political unrest or major medical emergency



Contact local police



URF local legal contact

23

Agenda

1.

Give advice on how to use the guide with the time line given. Organized in this manner to tie in ideas in most organized manner

2.

Give itinerary

August 11, Saturday

Arrive, Embassy check in, travel to Mulobere

August 12, Sunday

Prep for Site Survey, Community Meeting

August 13, Monday

Site Survey

August 14, Tuesday

Visit Peace Corps and Africare in Ntungamo

August 15, Wednesday

Site Survey, Hardware shops in Masaka, Rotary Meeting

August 16, Thursday

Site Survey

August 17, Friday

Meet Mr. Kabirizi in Kampala

August 18-19, Saturday and Sunday

Visit Hardware and Industrial Shops in Kampala

August 20, Monday Team Departs

August 20 -28

Kevin visits clinics, Peace Corps country director, helps with construction of

Hope Integrated Academy

24

Water Supply

Watershed Analysis and Background

Water Needs and Desires of Community

Current Available Water

1.

Water Quality Testing

2.

Supply and Distribution

3.

Water Treatment

WELL

Project/Location:

GPS ID:

Longitude

Latitude

Elevation

GENERAL CONDITIONS

Depth to Groundwater

(high/low if seasonal)

Depth to Top of Sediments

Depth of Sediments in Well

Diameter of Well deg deg

(ft or m?)

(ft or m?)

(ft or m?)

(ft or m?)

(ft or m?) min min

Nitrite

Date: sec Notes: sec

WATER QUALITY pH

Alkalinity

Chlorides

NH3

Nitrate

Units

Copper mg/L Lead mg/L Mercury mg/L Arsenic mg/L Hardness mg/L

Coliform

Bacteria

SOIL PROFILE: Describe Soil/Rock Subsurface

USE:

How Many People Use the Well?

Does the Well Go Dry/When?

What is Proximity of Livestock?

Well Priority (high/med/low)?

Can the aquifer support this use?

Who will monitor the aquifer?

Can the wellhead be protected?

NOTES:

25

Units mg/L mg/L mg/L mg/L mg/L

MPN

ADDITIONAL NOTES:

SURFACE WATER


GPS ID:

Longitude

Latitude

Elevation

deg

deg

(ft or m?)

min

min

WATER QUALITY pH

Alkalinity

Chlorides

Units

Copper mg/L mg/L

Lead

Mercury

NH3

Nitrate mg/L mg/L

Arsenic

Hardness

Nitrite

Pollutants:

VOCs mg/L

Coliform

Bacteria

TPH

µg/L Pesticides

MAP:


MPN mg/L

µg/L sec Notes: sec

Notes:

Date:

26

RIVERS/STREAMS

Project/Location: Date:

Name of Water Body:

GPS ID:

Longitude

Latitude

Elevation deg deg

(ft or m?) min min sec Notes: sec

RIVER/STREAM:

Width

Depth

Velocity

Flow Rate

WATER QUALITY m m m/s m 3 /s

Sketch Cross Section of River/Stream: pH

Alkalinity

Chlorides

Units

Copper mg/L mg/L

Lead

Mercury

NH3

Nitrate

Nitrite mg/L mg/L mg/L

Arsenic

Hardness

Coliform

Bacteria


Notes:

27

MAP:

Permeability of soils

TOPOGRAPHY/GEOLOGY

Project Location:

GPS ID:

Longitude

Latitude

Elevation

Geology: deg deg

(ft or m?) min min


Maps or Reference:

General Notes on Terrain & Vegetation:

28

Map:

Water Tower Design

Need to find the target water pressure at the outlet of the tower to know how high the tower will be. This depends on where the children will receive the water relative to the tower. (Height and volume of tank will be the design considerations.)

What is the demand per capita?

Can this demand be alleviated by other means such as water treatment or rain water harvesting?

What weight will the reinforced concrete base have to sustain? How can we measure the strength of the concrete that is mixed on site or if it is on top of the school how can we measure the strength of the school’s support structure?

What pumps are available and used locally?



Power requirements



Ratings curves, efficiency

29

Sanitation

Questions for School and Community

Existing Sanitation:

(1)

(2)

(3)

(4)

(5)

(6)

(7)

What are current wastewater sources?

What are existing systems for collecting biosolids/waste in the area? (i.e. shallow pit toilets, composting toilets, urine diverting toilets)

What methods are currently used in any to compost biosolids?

What is the common waste disposal system used in existing bathroom structures?

Is water currently reused for crop irrigation? (black water)

Is grey water currently used for sanitation uses? (water from washing or other uses availability for use in sanitation)

What are the alternative systems used in the area for sanitation/water distribution?

Are ash or leaves available as a current waste product in the area that could be (8)

(9) used for composting?

Approximately what percentage of the children have used latrines or some type of sanitation system on a regular basis?

(10) What are the percentages of each type of sanitation system currently used? (i.e. flush toilets, pit latrines (indoor vs. outdoor), neighboring fields, other).

(11) Describe the degree of cleanliness of the existing sanitation systems overall.

(12) What happens to current pit toilets when they become full? Are they simply filled in and the structure is moved to a new location?

(13) How deep are existing pit toilets in the area?

Building/Materials:

(14)

What are common building materials used in existing bathroom structures?

(15) What type of labor is available for construction of a structure? a.

Are the following materials available: concrete, wood for forms, sand for sand filters, mortar and bricks for a seepage pit or vault, piping to convey wastewater to treatment system, labor and equipment?

(16) What are material costs for materials used in sanitation systems in the area?

Miscellaneous Sanitation:

(17) Are there any existing taboos or fears related to use of bathrooms?

(18) Do there need to be separate men’s and women’s bathrooms?

(19)

Will there be competition for the use of the bathrooms between villagers and school children?

(20) What are projected waste quantities generated? a.

Volume/mass of feces/urine b.

Volume/mass of materials for anal cleansing

(21) How many people will be using the sanitation system?

(22) Are there any fears about using Urine as fertilizer and composted biosolids in gardens?

30

(23) Does the school plan on constructing a garden where composted biosolids could be used? If not would they consider creating one and do they have room to create one if nutrient enriched soil was available from composting?

Other Questions:

(24)

Is there any current piping or underground concerns? (i.e. wires underground, gas lines)

(25) What are the most common insects or bugs in the area, are there many flies or maggots around?

(26) Is there are a communal landfill in the area?

(27) What is the feedback from the community on the project, overall, water supply, and sanitation?

(28) What is the political structure of the local villages?

(29) Need a health survey of the area? ( see EWB-Duke assessment)

(30) What means are available for hand washing and how many people usually wash their hands after going to the bathroom?

(31) What types of personal hygiene are currently practiced in the area or by the children?

(32) What is the average rainfall?

(33)

What percentages of the populations’ homes, or other shelters or structures, have rain water catchement systems and what are they comprised of?

(34) Where are the catchement systems located usually?

Questions we need to answer through assessment of area

(35) Are current pit toilets in the area interfering and contaminating the water table?

(36) What are soil conditions? Will they be conducive to pit latrines, septic systems?

(37) How much pipe will be needed to convey wastewater from the source to the treatment system?

(38) How much pipe will be needed to transport clean water near the sanitation structure for washing hands?

(39) Will the sanitation system conflict with the water distribution system?

(40)

Where are possible locations for the sanitation system and well at the school?

(locate on map or with GPS)

(41) Where is the best location for bathrooms? Why?

(42) How much room is available for sanitations structures?

(43) Will sanitation system be connected to the school or separate?


(45) What is the depth to the ground water table in the area?

31

LATRINE


GPS ID:

Longitude

Latitude

Elevation

GENERAL CONDITIONS

deg

deg

(ft or m?)

Diameter of Latrine

Depth to Top of Waste

Depth of Latrine

Percolation Rate of Soil?

SOIL PROFILE:

Describe Soil/Rock Subsurface: min min

(ft or m?)

(ft or m?)

(ft or m?) min/in


USE:

How Many People Use the Latrine?

What is the Level of Waste in Latrine?

Do Women/Men/Children Use Latrine?

Distance/Direction to Well?

Well Priority (high/med/low)?

Wind Direction? Who will smell it?

ADDITIONAL NOTES:

NOTES:

32

Construction

Materials Availability

Construction

Project Location:

GPS ID:

Longitude

Latitude

Elevation

Tool

Shovel

Hammer

Wheelbarrow

Screen

Wire

Trowels

Buckets

Pick

Screw Drivers

Saws

Cost / Unit

/

/

/

/

/

/

/

/

/

/

/

/

/

/

/

/

/ deg deg

(ft or m?) min min

Transportation Cost / Day or Distance

Jeep /

Pickup Tuck

3t truck

/

/

5t truck

Porter

Access Road

/

/ type, condition

Map/Directions:

Material

Cement

Lime

Sand

Gravel

Rock

Screen

Wire

Metal Roofing

Reinforcing Bars

Wood

Paint

Nails

Screws

Bolts

Glass

Labor

Unskilled Laborer

Skilled Laborer

Technician

Engineer

Other


Cost / Unit

/

/

/

/

/

/

/

/

/

/

/

/

/

/

/

/

/

Cost/Day

/

/

/

/

/

33

Labor and Community

Bridges and Buildings

Hope Integrated Academy

1.

Structure and Strength of Materials

2.

Construction Schedule and architects plans for additions

Equipment

Well: sand, gravel, cement or bentonite, wood boards for platform for pump, galvanized steel pipe to resist corrosion

Pipeline and distribution: High Density Polyethylene pipe, couplings for underground, galvanized steel piping, valves and couplings for above ground

Water Tower: Polytank (large plastic tank), steel bars for support in concrete and depending on design possibly to hold up tank and reinforce concrete. Some sort of a sealant will need to go on the tank to make it water tight.

Latrines: Depending on the soils permeability we made need to bring clay from another source. Ply wood, nails for roof, door and siding, rebar, cement bags, gravel and sand,

PVC pipe for vent, doors, hinges, padlocks, paint, paint brushes, blocks and mortar.

Hand Washing Facilities: Galvanized steel sinks, spigots and concrete base. These should be at the school and the latrines.

Solid Waste Disposal: Shovels and wheel barrels

Compost Pile: Metal stakes, chicken wire, shovels, pitch forks and wheel barrels

34

Energy

Solar

Biomass

1. Solar a. what equipment will be powered b. how many cloudy days c. what equipment is available locally d. what is the average temperature e. solar panels i. where will the solar panels be placed

 can the panels be roof mounted or will some sort of ground mount be needed

 what materials are available for this

 for roofs: can the roof support a worker’s weight, what reinforcement will be needed for the roof so that the panels can be mounted

 is there any shading (even a very small amount of shading can severely reduce the panel’s output – make sure to read about this)

 if there is shading, can the obstruction be removed (i.e. cut down the tree), is yes, who will do this ii. how will the panels be secured; is theft or vandalism a problem iii. distance from the panels to the batteries or grid tie iv. how will the power be routed to the batteries, converters, loads f. batteries i. where will the batteries be stored

 what ventilation is available (the build up of hydrogen gas is a hazard)

 how will they be secured against damage and theft ii. how will the batteries be disposed; batteries contain undesirable materials such as lead and cadmium that would be harmful if they leaked into water supplies iii. how many days of backup are needed iv. what batteries are available locally for replacement; at what cost: batteries are going to be the main maintenance cost for the system, and it has to be affordable for the community or the system will simply stop working when the batteries fail in 3-5 years. g. grid connected i. who is the AC electrician who will connect this system to the grid ii. what is the demarcation point going to be iii. what type of metering is available h. who will be in charge of maintenance

35

i. is distilled water available for the batteries

Other Considerations

Economic Sustainability

Clinical Support and Training

Training of Staff

Water Supply Vocational Program

School Board Functions and Communication

36

Community and Health Assessment Survey

Instructions:

The interviewer will need to determine the geopolitical and population boundaries of the

“community” the EWB project will serve and then repeatedly refer to those boundaries when conducting the interviews.

You should be completing the entire attached survey with 4-8 individuals in the community (see required vs. specific project questions). There may be different ideas from different people about what is an illness and its cause so information from a cross section of the community will be more valuable.

Your sources of information should include one or two individuals from each of the following groups of people. Both genders should be represented and at least 1/3 to 1/2 of the individuals should live within the community your project will serve. If there is more than one ethnic group that will benefit from your project try to include people from each group.

1) Village leaders (ask around to find out who are considered leaders, both formal and informal)

Some examples include: the village headman or elder, president of the women’s club,

2) local government official.

Health care providers such as: clinic doctor or nurse, health aide, local midwife, traditional healer or Health Ministry official.

3)

4)

Educators such as: health educator, school teacher, headmaster or professor.

Employee of a non-governmental organization working in the area, for example: a Peace

Corps volunteer, missionary or employee of a national non-governmental agency.

5) Your own observations

Ask each individual all of the required questions (indicated with **, italics and in blue) and as many of the other questions as you are able to get information about based on time and willingness to respond. Some of the ‘extra’ questions will be more appropriate for your project than others. The Health Metrics representative will assist you, if needed, in deciding which of the extra questions are important.

37

Date of survey____________ Location (home, health clinic, community house….)

_______________

Source of Information (name and role in community)________________________________________

Section One: Regional Demographics

**How many people will benefit from this project?

_________________________________________

For the entire community:

**Number of families:

_________________________________________________________

**Number of adult men (16 years or older):

________________________________________

**Number of adult women (16 years or older):

_____________________________________

**Number of children ages < 1 year _________ 1-4 years _________ 5-15 years

________

**Number of elders greater than 50 years

__________________________________________

**What ethnic groups or tribes live in the area that will be served by the project and the approximate size of each group

__________________________________________________

________________________________________________________________________

____

________________________________________________________________________

____

What is the average age that women start to have children

_____________________________

Average number of children per woman of childbearing age.

___________________________

Number of disabled persons in the community (mental and physical)_____________________

38

Section 2: Community Illness / Injury Information

**What are the 5 most important illnesses/injuries affecting people in the community?

1. Illness or

injury___________________________________________________________________

Estimate the number/percentage of children ________ younger adults_________ older adults_______ w/ this problem every year.

Is this illness/injury gender specific? If so, does it affect more men or women?

_____________

What do people think is the cause of this illnesses/injury or condition in the community?

_____

________________________________________________________________________

____

How is it treated? By whom? Where?

_____________________________________________

2. Illness or

injury___________________________________________________________________



_____________


_____

________________________________________________________________________

____


_____________________________________________

3. Illness or

injury___________________________________________________________________



_____________


_____

________________________________________________________________________

____


_____________________________________________

39

4. Illness or

injury___________________________________________________________________



_____________


_____

________________________________________________________________________

____


_____________________________________________

5. Illness or

injury___________________________________________________________________



_____________


_____

________________________________________________________________________

____


_____________________________________________

**Is there a difference between the overall health of women and the health of men?

_______________

**If yes, what?

_______________________________________________________________

Is malaria considered a problem in the community?

_________________________________________

What is done to prevent malaria?

________________________________________________________

What is done to treat malaria?

__________________________________________________________

Is HIV/AIDS considered a problem in the community?

_______________________________________

40

Is testing for HIV/AIDS available? _________ If so, where?

__________________________________

Is tuberculosis (TB) considered a problem in the community?

_________________________________

Where do most of those with TB go for treatment?

_________________________________________

If so, where is treatment or medication available?

__________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________

41

Section 3: Morbidity / Mortality Information

**What is the average life span of women? ____________________ men?

______________________

**Total number of births in the community each year

_______________________________________

**Total number of deaths in the community each year

______________________________________

**Number of children less than 1 year old that die each year

_________________________________

**Most common causes of death : #1_________________

#2_________________

#3_________________

#4_________________

#5_________________

**Are there certain diseases that always occur at specific times of the year? Explain.

_____________

______________________________________________________________________________

_____

Number of children from 1 to 5 years old that die each year

__________________________________

Number of women who die during childbirth each year

______________________________________

Section 4: Daily living information

Water

**Where do people get water (streams, springs, household taps, community taps, rainwater, wells)?

For drinking:

_________________________________________________________________

For cooking:

_________________________________________________________________

For bathing:

_________________________________________________________________

For hand-washing:

____________________________________________________________

For animals:

_________________________________________________________________

For irrigation:

________________________________________________________________

42

**On average, how far do people have to travel to get to their drinking water source?

_____________

**Is there enough water during all times of the year? If not, during which season(s) is there not enough?

___________________________________________________________________________

If wells are used, how many are there?

___________________________________________________

Where are the water sources located?

____________________________________________________

What are the methods of water purification used in the area?

__________________________________

Food

**Describe a typical meal.

____________________________________________________________

______________________________________________________________________________

_____

**Is there enough food for everyone during all times of the year?

_____________________________

**Is malnutrition a problem? ____________________________ What are the problems?

__________

______________________________________________________________________________

_____

Where and how do people get food? What ways are used to acquire food (e.g. grazing, hunting, farming, brought into local market from outside the community, etc.)?

_______________________

______________________________________________________________________________

_____

How many meals a day do people eat?

___________________________________________________

How does a child’s diet differ from an adult?

______________________________________________

How does a woman’s diet differ from a man’s?

____________________________________________

Does this change when the woman is pregnant?

____________________________________________

43

What, if any foods are considered taboo?__________________________________________________

What percentage of women breastfeed their children.________________________________________

Sanitation

**What do people use for bathroom facilities and what is the approximate percentage of each?

Flush toilet _______________ Indoors_________ Outdoors ______________

Pit latrines _______________

Neighboring fields_____________

Other, describe _______________

**How do people dispose of their garbage?

_______________________________________________

What percentage of homes have bathroom facilities (either indoors or outdoors)?

_________________

Are there community bathroom facilities? How many and where are they?

______________________

Are bathroom facilities of some sort available to all community members?

______________________

Are there community garbage dumps? If so, where are they located?

__________________________

______________________________________________________________________________

_____

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________

Section 5: Community Health Resources

**What is the nearest health facility? Is this an in-patient facility (people spend the night like in a

U.S. hospital) or outpatient only?

___________________________________________________________

**Who staffs this facility? (physician, nurse, health aide, traditional healer)

_____________________

______________________________________________________________________________

_____

44

**Does the health facility have constant, reliable electricity (24/7)?

____________________________

**How do most people get to this facility?

________________________________________________

**What types of traditional health care providers are in the community?

________________________

_____________________________How many of each type are there?

_________________________

**What percentage of children in the community is immunized?

______________________________

**What are the barriers to immunization? (cost, transportation, availability, lack of electricity, cultural taboos, other…)_______________________________________________________________

**What public health programs are functioning in the community?

____________________________

______________________________________________________________________________

_____

How far is it from the community?

______________________________________________________

Is transportation a barrier to obtaining medical treatment?

___________________________________

Is cost a barrier to obtaining medical treatment?

___________________________________________

Where do these traditional health care providers receive their training and what sort of training do they receive?

___________________________________________________________________________

______________________________________________________________________________

_____

______________________________________________________________________________

_____

Where do the children receive immunizations?

_____________________________________________

What immunizations are available for children (Measles, Mumps, Rubella, tetanus, polio, pneumovax, influenza, Hepatitis A, Hepatitis B, other_________________________________________________)

Who provides the vaccines/immunizations?

_______________________________________________

45

Do parents pay for the vaccines?

________________________________________________________

Where do people get their medications?

__________________________________________________

How do they pay for their medications?

__________________________________________________

46

Section 6: Education / Health Education

**Is there a school(s) in the community? (how man and what types, and how many students in each)

Primary

# of schools ___________________ # of students in each_______________________

Secondary


University / Technical college / Vocational


Religious


**What is the literacy rate in the region?

Percentage of those who can read___________, write ___________, sign their name only

________

**To whom does the community turn for health information / education? (family, village nurse, traditional healers, teachers, radio, TV)

__________________________________________________

______________________________________________________________________________

______________________________________________________________________________

__________

Is there a health educator in the community?

______________________________________________

If they are not the same person, do the health educators have a good relationship with the health care providers in the community?

___________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________

Section 7: Transportation / Communication

**Does public transportation go into the community?

_______________________________________

What (bus, train, trucks….)? _____________________________________________________

**How many households have, or have regular, unlimited access to: radio

_____________________________________________________________________

47

television

____________________________________________________________________ a telephone (cellular or landline)

________________________________________________ access to a newspaper

_________________________________________________________ a vehicle

____________________________________________________________________

48

Section 8: Goals of EWB Project

**How do you think this project will benefit the community?

_________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_______________

Based on above data:

**How will you measure the impact of your project?

_______________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________

**Who will measure it and how will you get the data?

_______________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_______________

49

Community Assessment Survey – EXAMPLE

Family Name:

Address:

Number of children in household:

Number of adults in household:

1.

Have you heard why we’re here?

2.

What do you think of the project?

3.

What are your main concerns regarding water?

4.

How do you think these problems should be solved?

5.

What is your primary source of water?

6.

What are the most common source of illnesses?

7.

How much water do you use for drinking, washing, cooking, and other?

8.

Who collects the water and how? How much does it cost?

9.

Where are the latrines, especially in relation to the water sources?

10.

Where does waste end up?

11.

What is the main source of income for your family?

12.

How much would you be willing to spend per month on clean water?

13.

Are you able to pay for your medical expenses?

14.

Do the children attend school? How often and up to what level?

50

Meetings

Rotary

Introductions

Overview of Engineers Without Border’s Mission Statement and Vision

Discuss Project Goals

Discuss Plan of Action and Expected Timeline and Budget

Rotary International Grant Application

1.

Rotary Masaka District Club’s Participation, Page 1

2.

Masaka Club Signatures, 3 People, Page 2

3.

Project Budget, Financing and Rotary Club Donations, Page 4 & 5

4.

Letter from EWB stating its responsibilities, how EWB will interact with

Rotarians and agreeing to cooperate in any financial review.

5.

Letter of endorsement from the Masaka District Club confirming that EWB is reputable and works within laws of Uganda.

Open Discussion to Rotary Club

Confirm Checklist for Application and Signatures

Uganda Directorate for Water Development

(46) What is the Depth to the ground water in the area

(47) What systems do you recommend for biosolid composting and urine diversion

(Ecosanitation systems)?

(48)

Are there any systems currently in use that can be visited?

(49) What is the cost of constructing these systems?

(50) Are there any recommendations on workers who have constructed these

Ecosanitation systems?

(51) How were these systems received in the communities where they were constructed?

(52) Where there any negative effects to using these type of systems?

(53) What would you recommendation be for construction of a sanitation system in

Rural Uganda?

(54)

Are there available people in the area or NGO’s who are knowledgeable in sanitation systems in the area? Are there any in the Masaka district?

(55) Can biosolids be used for fertilizer after composting?

(56) What are common building materials used in existing bathroom structures?

(57) What type of labor is available for construction of a structure? a.

Are the following materials available: concrete, wood for forms, sand for sand filters, mortar and bricks for a seepage pit or vault, piping to convey wastewater to treatment system, labor and equipment?

(58)

What are material costs for materials used in sanitation systems in the area?

51

Peace Corps


(60) What is the depth to the ground water in the area?

(61) Will there be competition for the use of the bathrooms between villagers and school children?

(62) Are there any existing taboos or fears related to use of bathrooms?

(63)

Do there need to be separate men’s and women’s bathrooms?

(64) Is water currently reused for crop irrigation? (black water)

(65) Is grey water currently used for sanitation uses? (water from washing or other uses availability for use in sanitation)

(66) What are the alternative systems used in the area for sanitation/water distribution?

(67) What are current wastewater sources?

(68)

Are there available people in the area or NGO’s who are knowledgeable in sanitation systems in the area? Are there any in the Masaka district?

(69)

Can biosolids be used for fertilizer after composting?

Africare

School Board

How is communication between people and parties?

How is the community represented?

What is the role of technology in the educational program.

Mulobere Community

Capture the objective of the project.

EWB will be part of a larger panel of community leaders.

Explain how newly implemented technologies will be helpful and are worth learning how to maintain and expand on them to solve community problems.

What skills are desired to be taught through vocational programs?

Which clinic is most accessible to the people in the village and which one is preferred for treatment?

What is the community’s construction experience and potential contributions?

Are there municipality, professors or volunteers living in the area?

DON’T MAKE PROMISES AND UNDER DELIVER!

52

Assessment Booklet

This document is not to be posted or distributed to outside parties. The intention is to facilitate data collection by

Engineers Without Borders during the assessment and site survey of August, 2007.

Table of Contents

Mission:

EWB-USA partners with disadvantaged communities to improve the quality of life through implementation of environmentally and economically sustainable engineering projects, while developing internationally responsible engineers

Vision:

EWB-USA’s vision is of a world where all people: have access to adequate sanitation, safe drinking water, and the resources to meet their other self-identified engineering and economic development needs.

General Information

Water Supply

Sanitation

Construction

Energy

Other Considerations

Community and Health Assessment Survey

Meetings

Related documents

Products

Support

Assessment Booklet

This document is not to be posted or distributed to outside parties. The intention is to facilitate data collection by

Engineers Without Borders during the assessment and site survey of August, 2007.

Table of Contents

Mission:

EWB-USA partners with disadvantaged communities to improve the quality of life through implementation of environmentally and economically sustainable engineering projects, while developing internationally responsible engineers

Vision:

EWB-USA’s vision is of a world where all people: have access to adequate sanitation, safe drinking water, and the resources to meet their other self-identified engineering and economic development needs.

General Information

Water Supply

Sanitation

Construction

Energy

Other Considerations

Community and Health Assessment Survey

Meetings

Related documents

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