Child-Friendly Hygiene and Sanitation Facilities in Schools

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PROVIDE LOWEST-COST SOLUTIONS WITH NO COMPROMISE ON QUALITY Materials and durability While there is a wide range of materials of varying costs that can be used for hygiene and sanitation facilities, good quality facilities demand the highest possible standards, should be durable and must be able to withstand frequent use and cleaning. Surfaces that will come into contact with faeces or urine must be impermeable and easy to clean. This is particularly true in situations where soap and simple cleaning supplies are not readily available. Moulds can be used to make smooth-shaped surfaces and corners (the moulds can be used for serial production of slabs, seats, etc.). To facilitate cleaning of slabs, provisions can be made in the slabs to drain water used for cleaning. 17
CHILD-FRIENDLY HYGIENE AND SANITATION-FACILITIES IN SCHOOLS... 4. Have operation and maintenance plans. A well-designed hygiene and sanitation facility will lose its effect if it is not properly looked after. A good operation and maintenance plan will not only indicate who is responsible for cleaning, maintenance and the costs involved, it will also ensure involvement of children, teachers, parents and the community in the continuous process of monitoring and improving hygiene practices at school. What constitutes a good operation and maintenance plan? Assessment of successful school sanitation programmes has shown that the overall situation in the school and the condition of its hygiene and sanitation facilities are closely linked, rather than merely being the result of the economic situation of the community. When students, teachers, parents and the community are proud of their school and the other school facilities are well maintained and clean, a well thought out operation and maintenance plan involving all stakeholders has a better chance of being accepted and contributing to the overall situation. Lessons learned from those experiences show that a good operation and maintenance plan: • Is developed and agreed upon before the facilities are completed. It is important to start thinking about operation and maintenance at an early stage. School management, teachers, parents and students should be made aware of the maintenance implications during the design phase, such as the availability and affordability of spare parts and cleaning supplies needed for the chosen solution and how their regular supply can be arranged. • Defines responsibilities and monitoring. The division of responsibilities among the different stakeholders should be clear and complete, covering all the necessary activities from filling up water containers for hand washing and keeping the surroundings tidy, to purchasing spare parts and supplies and supervising maintenance activities. Allocation of one toilet for each class or a few classes helps to improve the use, cleanliness and maintenance because the responsibility is with a small clearly defined group. If the teacher has to use the same toilet as well, she or he will have an additional motivation to keep it clean (although this might not be appropriate if the toilet is designed at child-size). A, preferably already existing, committee representing students, teachers, parents and the community can be responsible for the final coordination. The plan also defines monitoring and actions in the event of non-compliance. • Is non-discriminatory towards sex, age, caste, nationality, religion, ethnic group and social class. All responsibilities should be shared and not determined by any of the factors mentioned. In many schools 18
Page 1 and 2: Child-Friendly Hygiene and Sanitati
Page 4 and 5: Child-Friendly Hygiene and Sanitati
Page 6 and 7: Tabel of Contens Acknowledgments Wh
Page 8 and 9: What you will find in this booklet
Page 10 and 11: Ten points towards child-friendly h
Page 12 and 13: ARE ‘INTERACTIVE’ SPACES THAT S
Page 14 and 15: ARE ‘INTERACTIVE’ SPACES THAT S
Page 16 and 17: ARE DESIGNED WITH INVOLVEMENT OF CH
Page 20 and 21: HAVE APPROPRIATE DIMENSIONS AND FEA
Page 22 and 23: HAVE APPROPRIATE DIMENSIONS AND FEA
Page 24 and 25: ADDRESS THE SPECIAL GENDER-RELATED
Page 26 and 27: the soil, or stored underground in
Page 28 and 29: DO NOT HARM THE ENVIRONMENT 27
Page 30 and 31: ENCOURAGE HYGIENIC BEHAVIOUR Anal c
Page 32 and 33: 9. Offer enough capacity and minima
Page 34 and 35: CHOOSE WELL CONSIDERED LOCATIONS a
Page 36 and 37: REFERENCES UNICEF Guideline Series.
Page 38 and 39: ANNEX 1 Empowering all stakeholders
Page 40 and 41: ANNEX 1 Organising and designing th
Page 42 and 43: Annex 2: Sample set-up for the deve
Page 44 and 45: ANNEX 2 43
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Child-Friendly Hygiene and Sanitation Facilities in Schools

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