2013
Proposal for an interim WASH in School
Package for Zambia
WASH in Schools Partners in Zambia:
MESVTEE, MLGH, USAID, WaterAid,
PLAN International, SNV, UNICEF,
World Vision and GIZ
Proposal for an interim WASH in School Package for Zambia
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Contents
LIST OF ACRONYMS ....................................................................................................... 2
Executive Summary:.......................................................................................................... 3
1.
Background ................................................................................................................ 4
2.
Purpose: ..................................................................................................................... 4
3.
Key challenges to scale-up School WASH in Zambia ................................................. 5
4.
3.1.
Bottleneck Analysis of School WASH in Zambia.................................................................. 5
3.2.
Standards and Guidelines ................................................................................................... 6
3.3.
WASH Facilities, Budget, Cost and Designs ......................................................................... 7
3.4.
Number of children per toilet ............................................................................................. 7
3.5.
School WASH Monitoring and evaluation Framework ....................................................... 8
Proposal for Interim Standards ................................................................................. 9
4.1.
Leadership and Coordination of School WASH ................................................................... 9
4.2.
Sanitation Facilities; Budgets, Costs and designs................................................................ 9
4.3.
Hygiene Education, communication and Sustainability:................................................... 10
Annex 1: Proposed Minimum Standards .............................................................................................. 11
EXPECTED OUTPUTS / OUTCOMES: ........................................................................... 11
WASH Facilities (3 months timeframe): ........................................................................... 11
WASH soft approaches (12 months timeframe): .............................................................. 11
Budget ............................................................................................................................. 13
ANNEX 2: THE INCREMENTAL STANDARDS OF TANZANIA ................................................................... 14
ANNEX 3: INTERIM LATRINE DESIGN AND BOQ .................................................................................... 15
ANNEX 4: PROPOSED HYGIENE KIT FOR 200 PUPILS ............................................................................ 18
ANNEX 5: MEDIA RESOURCES ............................................................................................................... 19
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LIST OF ACRONYMS
DEBS
District Education Board Secretary
DFID
Department For International Development
GIZ
Deutsche Gesellschaftfür Internationale Zusammenarbeit
GRZ
Government of the Republic of Zambia
EMIS
Education Management Information System
EOF
Educating Our Future
HWWS
Hand Washing With Soap
MDG
Millennium Development Goals
MESVTEE
Ministry of Education, Science Vocational Training and Early education
MHM
Menstrual Hygiene Management
MoH
Ministry of Health
MLGH
Ministry of Local Government and Housing
NRWSS
National Rural Water Supply and Sanitation
NRWSSP
National Rural Water Supply and Sanitation Programme
ODF
Open Defecation Free
O&M
Operations and Maintenance
SEN
Special Education Needs
SHN
School Health and Nutrition
SLTS `
School Led Total Sanitation
SNDP
Sixth National Development Plan
SNV
Netherlands Development Organisation
UNICEF
United Nations Children’s Fund
USAID
United States Agency for International Development
WASH
Water Sanitation and Hygiene
WHO
World Health Organization
WinS
School WASH
ZMW
Zambian Kwacha Rebased
Proposal for an interim WASH in School Package for Zambia
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Executive Summary:
Programs aimed at improving water, sanitation and hygiene education at schools are
essential to improve health and learning outcomes. A number of children and Teachers,
especially girls and female teachers stay away from attending classes on the basis of poor
sanitation facilities that do not offer adequate privacy and user friendly facilities to cater for
their menstrual needs. It is also further understood that poor water and sanitation situation
contribute to the learner’s poor performance resulting from related water sanitation and
hygiene diseases.
The Water Sanitation and Hygiene in schools strategic Partners working with the Ministry of
Education Science, Vocation Training and Early Education have identified a number of
challenges that hinder the attainment of adequate access to improved sanitation and safe
water at schools at required scale.
Some of the challenges identified are: inadequate sanitation facilities, unspecified standards
and guidelines for school WASH, low priority for schools WASH in general resulting in limited
funding.
The following interventions have been proposed for MESVTEE action; appoint and
designate a School WASH focal person to support the School WASH strategic partners and
coordinate activities at National level, support the adoption of a low cost latrine design with a
pupil ratio of 50 per each cabin to facilitate sanitation coverage increments from the current
20%.
The proposed standards are for a short time frame (interim) up to 2 years, they are designed
to improve the School WASH situation and contribute to the attainment of MDGs on water
and sanitation and universal primary education, as well as address issues of gender equity
and inclusion.
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1. Background
School WASH is not only a major component of the Water and Sanitation global agenda but
is also an important factor in ensuring that boys and girls have access to adequate child
friendly water supply and sanitation facilities with hand washing including provision of
Hygiene education. The three pillars of effective School WASH programming are:



An enabling environment that provides the foundation for at-scale programming;
Development and implementation of equitable and accessible School WASH
programming, and
Sustainability of infrastructure and behaviours which contribute to lasting outcomes
for child health and education.
Provision of adequate numbers of sanitation facilities, safe water supply, coupled with
hygiene education, play a major role in health and education outcomes for children. WASH
related health problems, such as, diarrhoea and worm infestations are reduced, resulting in
decreased absenteeism and improved learning environment for children. In addition,
improvements in sanitation facilities and availability of water at schools, increase school
attendance by post-puberty girls who would normally miss school during menstruation due to
lack of private facilities. It is also understood that the practice of open defecation is less or
even non-existence in schools that have adequate sanitation facilities.
Many School WASH actors have partnered with their respective Governments globally, not
only to help in reaching the MDGs on Universal primary education but also to ensure that
school children have access to adequate child friendly, gender inclusive water sanitation
facilities and hygiene education which can improve health and education outcomes.
In Zambia, the Government through the Ministry of Education Science Vocation Training and
Early Education (MESVTEE) works with several partners to improve school sanitation and
hygiene practices among school pupils, including USAID, WaterAid, PLAN International,
SNV, UNICEF, World Vision, GIZ and DGIS (Netherlands).
The partners are working in partnership with MESVTEE and Ministry of Local Government
and Housing (MLGH) to improve sanitation and hygiene practices in over 1,500 schools
across all districts. The activities include establishing basic baseline data and mapping to
support school WASH planning, monitoring and implementation, provision of child friendly
and gender sensitive sanitation facilities, promotion of hygienic practices and behaviours,
improved Operation and Maintenance (O&M) and support of Menstrual Hygiene
Management (MHM). The activities are aimed at attainment of universal primary education
by the year 2015 while at the same time support access to improved sanitation facilities and
reduction of WASH related health problems.
2. Purpose:
This document is intended for the following purpose;

Support advocacy efforts for Government, MESVTEE and related Ministries, to set
minimum standards for the implementation of school WASH activities with a goal of
accelerating progress towards achievement of the MDGs on water sanitation,
universal primary education and also promote gender inclusion and equity.
Proposal for an interim WASH in School Package for Zambia
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
Raise the profile of school WASH implementation through the provision of a wellcoordinated structure with Government leadership and cost effective interventions
with measurable indicators that provide for effective School WASH monitoring.
3. Key challenges to scale-up School WASH in Zambia
3.1.
Bottleneck Analysis of School WASH in Zambia
A School WASH bottleneck analysis was conducted by MESVTEE with support from
UNICEF. More than 30 participants from government and civil agencies, along with teachers
and parent representatives participated in discussions to score 27 guiding questions to
evaluate the challenges within the enabling environment, development of equitable School
WASH access, and sustaining infrastructure and behaviours.
Key challenges within each of the three pillars were identified within the categories of
budget, access, equity, operation and maintenance inputs, maintenance and use, with the
biggest challenges relating to budget, coverage and sustainability.
Based on the systems-level results, participants identified key bottlenecks to overcoming the
main challenges identified in each of the three pillars:
Enabling
1. Inadequate resources: budget and human resources;
2. WASH in general is not prioritized in Zambia; and
3. Current policies are unclear, not agreed upon, contradictory or not School WASH
specific.
Developing
1. Inadequate WASH infrastructure at schools;
2. Marginalized remote schools and students with special needs; and
3. Insufficient data on School WASH coverage and sustainability.
Sustaining
1. Centralization of resources and decisions;
2. Unavailability of spare parts and supplies; and
3. Weak planning and coordination for O&M.
The figure below gives the participant’s score in the three pillars where 1.0 is the highest
score and 0.0 the lowest. The scoring system uses a defined set of bottleneck analysis
indicators within each pillar.
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During the bottleneck analysis, Dr. Nchito from the MESVTEE facilitated a discussion to
define what “effective School WASH” means in Zambia. There is no single, clear
document that defines the objectives of School WASH interventions in Zambia, but
School WASH is referred to in the School Health and Nutrition (SHN) policy and strategic
plan 2007-2010, MESVTEE Educating our Future, and the National Rural Water Supply and
Sanitation NRWSS) programme, of which the overarching objective of School WASH can be
inferred.
These documents define effective School WASH as:

Access to appropriate and adequate well-maintained WASH facilities with clear and
defined standards for all learners including those with Special Education Needs
(SEN). (SHN Policy)

A programme that is multi-sectoral in nature and part of a wider and comprehensive
SHN programme for improving health and learning outcomes. (SHN Strategic Plan
2007-2010)

Provision of sustainable and equitable access to safe water supply and proper
sanitation to meet basic needs for improved health and poverty alleviation for
Zambia’s rural population and contribute to achievement of the MDG for water and
sanitation. And, access to sufficient and adequate functional WASH facilities whose
combined effects are additive. (NRWSS Programme)
Based on common themes of the documents that address School WASH in Zambia,
effective School WASH should therefore include:

Appropriate (child-friendly), adequate (sufficient quantity) and well-maintained WASH
facilities at schools that include consideration for children with special needs
(including girls during menstruation and students with physical disabilities).

Health and hygiene education, as part of a broader goal to improve health and
learning outcomes.
3.2.
Standards and Guidelines
Within the MESVTEE, different aspects of School WASH are under different units: WASH is
included in the School Health and Nutrition - SHN program co-curricular- software, health
and hygiene themes are incorporated into the curriculum, and construction of WASH
facilities is the responsibility of the infrastructure unit.
The Sanitation and Hygiene Component of the NRWSSP, developed by the Ministry of Local
Government and Housing provides some basic guidance on the need for WASH facilities in
schools in Zambia in terms of standards, sector responsibilities, maintenance of facilities,
financing arrangements and the various roles and responsibilities within the sector. While
these have yet to be formalized, they provide some key insights into how the sector may
move forward on various elements of School WASH.
Unfortunately, there has been limited coordination between stakeholders involved in
school WASH.
Harmonised standards and guidelines on construction designs and hygiene
education package are required to reduce variations and improve quality of school
WASH infrastructure and promotional activities implemented by various actors.
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3.3.
WASH Facilities, Budget, Cost and Designs
One other major challenge identified for scaling up School WASH in Zambia is linked to
budget constraints.
MESVTEE has limited funding for infrastructure construction and maintenance and this
resulted in low coverage of sanitation facilities, especially in schools located in the
remote rural areas. According to information computed from the data provided by
MESVTEE, at least 80% of Schools do not have adequate sanitation facilities; in terms
of water supply, data showed coverage at schools at 97%, but it is been estimated that 35%
of these water points are non- functional and this moreover includes very traditional sources
such as shallow wells and other unprotected sources.
In recent years the priority of the Government has been on building classrooms to achieve
the goal for University and Primary education and MESVTEE has managed to bring
consistent results in this area, but it has not yet been able to meet the cost of sustainable
child friendly school latrines.
In terms of design of sanitation facilities, MESVTEE has approved a standard double-hole
ventilated pit latrine (VIP) with a total cost estimated at US $2,000 - $2,500 per cabin. This
design is optimum for comfort and safety of school children and for sustainability; however,
its high cost does not allow for scaling-up of school WASH at required scale and pace,
taking into account the current financial capacities of MESVTEE and its partners.
In order to respond to the needs of thousands of school children now, a cheaper design can
be established to provide adequate sanitation facilities to schools with appropriate comfort,
security and sustainability.
Estimations of the pupils/cabin ratio in schools of Zambia
There are no systematic records of the availability of latrines in schools; the estimations below are
focused in selected districts;
3.4.

According to the baseline data collected by UNICEF, the current ratio of children per cabin
is on average 113 children/cabin in Milenge District (Luapula), 130 children/cabin in
Mpongwe District (Copperbelt); and 111 children per cabin in Sinazongwe (Southern)

The mapping exercise performed by SNV in Northern Province (December 2012)
revealed that the actual ratio is around 97 girls/cabin 107 boys/cabin on average.
Number of children per toilet
According to current standards, one double VIP latrine is provided for a classroom of 40
pupils which puts the ratio at 20:1 per cabin for both boys and girls. The ratio
computed from the annual school census provided by the MESVTEE standards unit is 30:1
for boys and 31:1 for girls, while the SHN guidelines give a ratio of 40:1 for boys and 1:25 for
girls.
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In another study commissioned by UNICEF and conducted by the University of Zambia in
2011 on the perceptions of school children on sanitation facilities, the MESVTEE was quoted
as having provided advice on latrine ratios as 25:1 for girls and 50:1 for boys.
If latrine ratios are as low as 20:1, this has an impact on the number of facilities that need to
be provided at each school, given the low sanitation coverage; low ratios are much more
costly as it means that more than 10 facilities should be provided at each school at a
minimum cost of US$4,000 to $5,000 based on the double VIP.
Before the government and its partners have the financial capacity to reach a large
number of schools with this standard, an interim objective would be to divide by two
the current ratio of number of children / cabin, bringing it from 100:1 to 50:1 on
average.
Such incremental approach has successfully been used in Tanzania under the leadership of
the government; see ANNEX 2 for more details
Moreover, the international experience shows that, in countries in a similar economic
development bracket as Zambia, a ratio of 50 children per cabin is a reasonable interim
target;
See the table hereafter for more details which compiles available data on school WASH
Country
India
Institution responsible for school
WASH Standards
Ministry of Rural development, Dept of
drinking water supply
Sri Lanka
Ministry of Education
SudanKhartoum
Ministry of Water Resources and
Irrigation – Government of Southern
Sudan
Mali
Ministry of Education
Nepal
Ministry of Education
Pakistan
Ministry of Education
3.5.
Latrine Ratio (children per
cabin)
80:1 for latrine
40:3 urinal
Boys: 100 + 1 urinal
Girls 50:1
Boys 50:1
Girls 30:1
Boys: 70:1
Girls 70:1
100:1 – 150:1 for both boys
and girls
Boys: 50:1
Girls: 40:1
School WASH Monitoring and evaluation Framework
During the 2012 bottleneck analysis workshop, non-availability of data on School WASH was
identified as one of the major bottlenecks to proper WinS planning, implementation and
monitoring.
The Education Management Information system (EMIS) that is maintained by the
MESVTEE has limited source of data on key indicators for measuring School WASH
deliverables especially on types of WASH facilities, functionality and hygiene behaviours.
Due to lack of adequate data, it is been difficult to set indicators for monitoring and
evaluating impacts of school WASH programmes.
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4. Proposal for Interim Standards
The Government of Zambia through Ministry of Education (MESVTEE) has been pursuing
collective action to improve infrastructure. The Government’s aspirations of Education and
MDGs were incorporated in the vision 2030 which was operationalized through the fifth and
the current Sixth National Development Plan (SNDP).Ministry of Education Policy on
Educating Our Future (EOF) recognises the fact that good health and nutrition is an
essential pre-requisite for effective learning. The School Health Nutrition (SHN) policy is an
elaboration of the chapter on educational areas of special concern contained in the
Ministries’ policy on School personal and environment health. The general objective of SHN
policy is to improve and provide equitable services in learning institutions, through integrated
health and nutrition interventions, in collaboration with the community and other partners.
In 2007 the Ministry of Local Government and Housing launched the National Rural Water
Supply and Sanitation Programme (2006-2015). Later the Sanitation and Hygiene
Component was developed in order to assist achieve the Millennium Development Goal
(MDG) of halving the number of people without access to adequate sanitation by 2015 and
to achieve universal sanitation coverage by 2030 as is the goal set in Zambia’s Vision 2030
(GRZ, 2009). These documents have sections that specifically address school sanitation and
hygiene promotion though implementation is still lagging behind.
In view of the Government’s commitment to providing equitable services in learning
institutions and achieving the MDGs on WASH and universal primary education, the
following propositions are recommended.
4.1.



4.2.

Leadership and Coordination of School WASH
With the multiplicity of roles and responsibilities across Ministries, Ministry of
Education should take up the coordination role as documented in the NRWSS.
To aid this proposition, it is recommended that a fully functional unit / structure is
established within MESVTEE to plan and provide policy directives for the
implementation of school WASH with a designated focal point.
MESVTEE should provide a platform for stakeholder coordination meetings by
establishing technical committees at Central, provincial and district levels.
Harmonise, document and disseminate a minimum package of standards and
guidelines that should be used in the interim to scale up school WASH
implementation and provide guidance to all partners. (see detailed description of
the proposed interim package in ANNEX 1)
Sanitation Facilities; Budgets, Costs and designs
Government (MESVTEE) to provide a low cost child friendly latrine design which
should allow for National wide scale-up to reach most of the schools especially in
rural areas. Facilities should ideally have child friendly features of water and facilities
for hand washing, cater for the needs of children with disabilities, gender segregated
and able to meet the hygienic needs of girls in menstrual age. Interim standard ratio
to be considered at 50:1 per cabin for both boys and girls to allow for easy increase
of the sanitation coverage, both the design and ratio standards can be reviewed
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
4.3.



periodically to cater for adjustments. (see detailed description of the proposed
interim design of the latrine and hand washing station in ANNEX 3)
New schools should be built complete with sanitation facilities and water points so
that priority by partners supporting the Government is focused on bridging the
sanitation gap at existing schools.
Hygiene Education, communication and Sustainability:
Establish baseline data for school WASH, develop and agree on a set of indicators to
be incorporated in the EMIS for monitoring and evaluation of School WASH.
Integration of hygiene promotion in teachers training curricula, emphasis should be
placed on implementing and communicating hygiene education as a life skill based
on interactive / participatory approaches that are learner centred and emphasise
practice and behavioural change as opposed to teaching hygiene education as a
science.
Build the capacity of districts, zones and institutions by training in appropriate School
WASH strategies and frameworks, development and distribution of child friendly
communication and training materials that support sustainable behaviours;
communication materials and tools to be provided in form of hygiene kits (see
detailed description of the proposed hygiene kit content in ANNEX 4)
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Annex 1: Proposed Minimum Standards
EXPECTED OUTPUTS / OUTCOMES:
Outputs /
Outcomes
Output indicators
Observations
Interim School
WASH
Standards**
established.
 Number of schools reaching School WASH
interim standards
 Database of schools at
district, provincial and
national levels
Call to Action high level meeting (HLM) on
school WASH to launch school WASH
mapping data, discuss coherent plan of action
etc.
 M&E of School Hygiene is monitored as part
of the Standard Officers’ routine inspections
Advocacy and
capacity building
 Availability of a school WASH working group
at central level with quarterly meeting
(+minutes)
 School WASH interim standard ratified
 Integration of hygiene promotion in teachers
training curricula
 3 categories of schools:
Clean / in progress / not
reached the clean status
 Official certifications of
schools reaching the clean
status
 Trained teachers, Environmental Technicians
and Zonal Coordinators
WASH Facilities (3 months timeframe):
 One water point
 child friendly latrine blocks separated by sex:
- 50 children/cabin max
-
each latrine block equipped with hand-washing station allowing for multiple
children to wash their hands simultaneously
at least one latrine (for boys and for girls) per school equipped with bars for
access by handicapped persons)
A hygiene kit (including communication supports; see detailed description in annex).
Setting up handwashing stations with soap using Kalingalinga 30lt buckets on a
stand or other acceptable alternative.
-


WASH soft approaches (12 months timeframe):



Establish baseline data for school Hygiene and sanitation knowledge, practices and
facilities
Training of district EHTs, Zone Education Coordinators and Teachers as School
WASH ToTs, District Planning Officers…
Promotion of safe hygiene practices including handwashing with soap (HWWS),
environmental sanitation, proper use and management of toilets and safe water
practices:
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-
-
-

Daily HWWS exercise for all school children (twice/day): at morning and
afternoon breaks (once per each stream)
All food retailers/canteen staff trained on hygiene promotion and compulsory
HWWS before preparing meals + request to children to wash their hands before
eating.
During breaks (morning, noon, afternoon), one pupil is appointed in front of each
latrine block to ensure it is properly used and kept clean (a boy for boys blocks / a
girl for girls block) and that children wash their hands with soap.
Litter collection and disposal bins
- Painting of picture messages on classroom and toilet walls (talking walls).
- Use of anal cleansing materials for latrines – papers
MHM support for girls:
Researching the lived experiences of adolescent girls and surrounding
communities on how menses affect their opportunities to learn.
- Ensuring that inclusive designs that take into account the needs of adolescent
girls are constructed in each school e.g. wash rooms and incinerators
- Education/sensitization of both the school population and surrounding
communities around the importance of MHM is done to remove the taboo tag
attached to it so that information can get to all
- Provide schools with knowledge about support to provision of MHM materials to
the girls that have been proven to work in other areas or areas within the country.
- Strengthen and ensuring that the SHN Coordinators and/or Assistant SHN
Coordinators in the school act as the focal point person in whom the girl children
can confide in for their MHM issues. Ideally these should be female teachers for
ease of open communication with the girls.
Formation of School WASH clubs involving pupils, teachers and community links.
Meets once/month (minutes available). The priority of the WASH Club is to
undertake outreach activities to peers and the community and ensure that
soap, anal cleansing material and latrine disinfection items are available
throughout the year in sufficient quantity. School WASH clubs should be linked to
School Health and Nutrition (SHN) activities and selection of focal point teachers by
each school.
Availability in the school of a monthly/weekly timetable stating the specific hygiene
and sanitation activities to be implemented and who is responsible for it;
Once per month, each pupil have a specific hygiene promotion homework for the
week-end and reports on it on the Monday (+ written documentation)
Once per month: one Sanitation and Hygiene event happen in the school: triggering
CLTS, HWWS demonstration, garbage disposal campaign etc
Use of SLTS (two models – school to community, community to schools) as a way to
promote school leadership, extension of ODF programming to communities that form
the ‘catchment’ of a school
-





SLTS as a way to raise the general level of coverage of school WASH to support
school action planning for sanitation and hygiene and to support advocacy efforts to
increase government funding/prioritization of School WASH and supporting schools
to increase access to WASH through basic guidance on development of facilities.
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Budget
The standard costs detailed below are equivalent to a unit cost per school children of 100 ZMW / 20
USD for both sanitation and hygiene component.
Size of School
Budget Allocation in USD
Total budget in
USD *
Hardware
Software
< 350 children
5,500
1,500
7,000
> 350 children
5,500 – 7,500
1,500 – 2,500
7,000 – 10,000
*The cost does not include water supply facilities
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ANNEX 2: THE INCREMENTAL STANDARDS OF TANZANIA
The incremental standards of Tanzania
When reflecting and clarifying on the required latrine and urinal ratio, it would be
worth considering a phased approach, both in terms of the numbers of pupils per
cabin and standard or cost of the technology.
Tanzania has the following propositions for latrine ratios and technological
options.


Latrines for girls – 1 to 60 up to 2010; 1 to 40 for 2015 and then 1:20 for
the long term.
Latrine and urinals (equal numbers of each) for boys 1 to 150 to 2010; 1
to 100 to 2015 and 1 to 50 for the longer term
In terms of construction standards, Tanzania is aiming at concrete latrines
which can be emptied in the longer term (septic tank), but has adopted an interim
model with partially lined pits with mud block superstructures and cleanable
concrete slabs as an interim measure.
AAThe incremental standards of Tanzania
When reflecting and clarifying on the required latrine and urinal ratio, it would be worth considering a
phased approach, both in terms of the numbers of pupils per cabin and standard or cost of the ology.
Tanzania has the following propositions for
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ANNEX 3: INTERIM LATRINE DESIGN AND BOQ
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Proposed BoQ for Integrated Double School VIP latrine
S/N
Description
Unit
Quantity
Rate
Amount
1
Anti-termite, emulsified concentrate, 50 litre container
Nr
1
40,000
40,000
2
Coarse aggregates (crushed stones)
Tone
2
110,000
220,000
3
Fine aggregates (coarse sands)
Tone
3
110,000
330,000
4
DN900mm perforated concrete rings
Nr
12
105,000
1,260,000
5
Hollow concrete blocks (400x150x150mm)
Nr
400
3,500
1,400,000
6
Clay brick (250x150x150mm)-optional with item 5
Nr
1200
1,200
-
7
50 kg Portland Cement
Nr
13
70,000
910,000
8
8'' Brickforce wire
Roll
3
25,000
75,000
9
T10mm Reinforcement Bar (Beam under rear wall)
Nr
1
50,000
50,000
10
R8mm Reinforcement Bars (Ditto)
Nr
1
65,000
65,000
11
257 Concrete wire mesh
m^2
25
25,000
625,000
12
8" Damp proof course
Roll
1
20,000
20,000
13
Timber formwork for slab concrete
Lumpsum
1
450,000
450,000
14
150x50mm SW Wall plate/rafters
Nr
2
60,000
120,000
15
4" Wire nails
Kg
3
10,000
30,000
16
5" Wire nails
Kg
3
10,000
30,000
17
18
19
20
21
22
23
2-3mm Soft biding wire
8ft Corrugated Iron roofing sheets
Roofing nails
Wood preservative, 5 litre container
PVA paint, 5 litres container
Gloss paint 5 litres container
Thinners 5 litres container
Kg
Nr
Kg
Nr
Nr
Nr
Nr
5
6
1
1
1
1
1
20,000
45,000
15,000
30,000
90,000
130,000
50,000
100,000
270,000
15,000
30,000
90,000
130,000
50,000
24
Painting brushes
Lumpsum
1
75,000
75,000
25
PVC Vent pipes with 4" wall clamps
Nr
2
55,000
110,000
26
PVC Storage tank and protection
Nr
1
150,000
150,000
27
Block/brick work stair case for tank
Lumpsum
1
100,000
100,000
28
29
30
DN25mm HDPE poly pipe with clamps
HDPE Poly pipe connecting accessories
DN13mm Gate Valve
m
Lumpsum
Nr
15
1
2
4,000
120,000
50,000
60,000
120,000
100,000
31
32
33
34
Transportation and Handling
Sub Total
Contingency 5%
Labour (Community Based)
Lumpsum
1
350,000
350,000
7,375,000
1,700,000
35
36
Total
GRAND TOTAL
9,075,000
36.1
(a) Option-1: Labour, local masons lump sum @ K1,700,000.00
9,075,000
USD
36.2
(b) Option-2: Small Scale Contractors @ K3,500,000, labour fee
10,875,000
USD
Proposal for an interim WASH in School Package for Zambia
1,712.26
2,051.89
Page 16/19
Some indications about the design:



Depending on the shapes of bricks available locally, thickness of walls can be 120 to
200 mm
Smooth finish plastering in the cabin: for internal walls – 100 cm height + cabin floor
ensuring that the slopes allow for flowing of water towards the drop-hole
The Hand Washing Station is equipped with one tap for individual hand washing + a
distribution ramp allowing 15 children to wash their hands simultaneously (long PE
pipe with small holes every 40 cm; see pictures below, source = Fit for School)
Handwashing facility:
Below is a picture of the completed model of the handwashing facility; there is yet no such model in Zambia and children are
still using the less sustainable model commonly known as the ‘tippy tap’
Hand washing at a tippy tap at the school in Lufwanyama district
Proposal for an interim WASH in School Package for Zambia
completed model
Page 17/17
ANNEX 4: PROPOSED HYGIENE KIT FOR 200 PUPILS
Item
Description
Quantity
Who provides ?
Communication materials
Various posters, leaflets,
brochures
Flashcards booklet
Flashcards (i.e. WASH for
school children in
emergencies edition for
Africa – UNICEF)
1
Implementing partners
WASH Teacher’s Guide
School WASH in
emergencies Guidebook for
Teachers – UNICEF
1
Implementing partners
School Hygiene and
Sanitation Training manual
Manual
1
MESVTEE / Implementing
partners
Hygiene promotion games
(i.e. WASH Snakes and
ladders board with dice)
Board with 6 dice
2
Implementing partners
WinS Monitoring guide /
Tools including guidelines
and standards
Printed materials
1
MESVTEE / Implementing
partners
Point of use water filter
Tulip water filter, ceramic
filter element, manufactured
by basic water needs, India
2
UNICEF
1 each
School / community /
Implementing partners
1 each
School, MESVTEE
Implementing partners /
MESVETEE (initial stock
to be renewed by school
clubs)
Implementing partners /
School / MESVTEE
Implementing partners
Hoe
Outdoor broom
Environmental cleaning kit
Rake
wheel barrow
Shovel
axe
Hard broom
Toilet cleaning kit
Disinfectant
20 lt Water container
Protective Gloves
Soap for handwashing
800gms Bars
2boxes of
20 bars
each
Stationery
Crayons, pair of scissors,
pencils with sharpeners, flip
charts cello tape
various
Packaging for stationery
and communication
materials
Double handle calico bag
width 360mm height
410mm, colour dark blue
printed WASH in School
1
Proposal for an interim WASH in School Package for Zambia
Page 18/17
ANNEX 5: MEDIA RESOURCES
The Role of Sanitation in Girl Child Education - A Documentary Film by HEEALS
http://www.internationalpeaceandconflict.org/video/the-role-of-sanitation-in-girl-child-education-adocumentary-fi-3#.URCAKB01mSo
Minister speaking at national TV for construction of Girls’ toilets.
http://www.ndtv.com/micro/supportmyschool/voices.aspx?id=263922&pg=1&title=Thank_you_Sachin,
_Ash__Shashi_Tharoor
Can you imagine schools without toilets?
www.worldwewant2015.org/node/302084
How can School WASH contribute to the improvement of the quality of education for female
students and teachers?
www.worldwewant2015.org/node/302085
What can you do to ensure access to WASH for All Schools?
www.worldwewant2015.org/node/302087
Whose responsibility is it to provide and sustain WASH for All Schools?
http://www.worldwewant2015.org/node/302086
MHM (menstrual Hygiene Management) in American Schools_Walt Disney the Story of
Menstruation
http://www.youtube.com/watch?feature=player_embedded&v=eLhld_PI2zg#!
All pictures in this document are provided by UNICEF, Zambia.
Proposal for an interim WASH in School Package for Zambia
Page 19/19