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Monitoring and Post Evaluating EcoSans in Nyanza and Western provinces (Field work for Master Thesis research on Ecological Sanitation)


Last month EcoSans in rural schools (of EcoSan Promotion Project, EPP) were monitored and post evaluated in Nyanza and Western provinces in Kenya, by a Finnish master student Kirsikka and GIZ consultants Wycliffe and Moses. The purpose of this project is to do research on how these schools have been managing with operation and maintenance (O&M) of EcoSan toilets. Schools selected for this research are the ones managing well with O&M. Besides monitoring and evaluating the situation on the field, the purpose is to find out what are the main reasons for the good performance in these schools. And figure out if there are some particular issues that other schools, and also projects in the future, could learn from these well managing ones. Why are they managing so well, what factors are affecting to that? As known, one of the major challenges considering ecological sanitation is to create a sustainable operation and maintenance mechanism. How to succeed with that in schools, were challenges are e.g. the high population of toilet users and small children?

In Nyanza province altogether five schools were visited, four of them sponsored by GIZ and EcoSan promotion project: Kendu Muslim Secondary School, Kachan Primary School, Siany Mixed Secondary School and Radienia Primary School. One of the schools, Hope and Kindness, was self sponsored. All the schools were managing relatively well with their operation and maintenance. Toilets were correctly used by pupils and teachers, clean, there was no smell or flies and storing facilities were functioning. Urine and also dried and stored compost was utilized in the school farms! I was happy to see how people were dealing with ecological sanitation very positively and they consider it as a very important issue. Interviewed students were pleased to use EcoSans, as they are clean and not smelly. Idea of reusing urea and compost from the toilets as a fertilizer in the school gardens or farms was well accepted. All the pupils I talked with knew the benefits of this natural fertilizer and had accepted the reuse. 



In Western province schools were already closing for the Christmas holidays, so we managed to visit only some of them. Eldoret Educational Center was a very good example of well operating and maintaining schools! But, we also got one example of the opposite performance… Field observations and interviews in Western province will be continued in early January.

Ecological sanitation has been generally accepted very well in these schools and also in the communities around. Some of the schools had built more UDDTs after the EPP, and communities around were involved – which is one important factor. The schools are spreading the ”gospel of EcoSans” (as one head teacher put it) and some schools get visitors who just want to see and learn about ecological sanitation. Pupils would prefer this kind of toilets also in their home communities, and for sure are spreading the idea to their parents and relatives.

Now it’s time to work with the collected data and make some conclusions. I’ll get back to the topic later!

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HOPE AND KINDNESS SCHOOL

Posted by Carola Israel according to information provided by Wycliffe Osumba Ecosan Expert from Kenya (osumbawycliffe@yahoo.com). (10 February 2012)
 
Hope and Kindness is a self sponsored school located along Kendu Bay – Oyus Road in Rachuonyo South District, Homa Bay County. The school has a population of 180 children. The school is caring for orphans affected by HIV / AIDS pandemic. The school has both day and boarding facilities with some children residing in the school.

They were faced with the following problems:
l  Small piece of land
l  Smelly pit latrines
l  Breeding ground for flies and mosquitoes
l  Flooding during rainy season

The soil texture is mixed with some areas rocky and other areas having black cotton soil. The school management was looking for alternative sanitation option and they heard about ECOSAN UDDts and its advantages through awareness creation over the radio and through community awareness meetings.

The school's aim was to recover the nutrients from the units which in actual sense have a good impact on food production, nutrition and health.

They employed a Groundsman who was taking care of the UDDTs and the pit latrines which they are planning to demolish in future.

The units are clean and well maintained. The sanitary towel bin are collected and burnt in the rubbish pit. The end products are being used in the school garden.

Problem
l  Blockage of the urine pipe

Solution
l  Replacement of the waste pipe with another one of 1” diameter.

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KACHAN PRIMARY SCHOOL

Posted by Carola Israel according to information provided by Wycliffe Osumba  Ecosan Expert from Kenya (osumbawycliffe@yahoo.com). (10 February 2012)

Kachan Primary School is a public school sponsored by the government. It is situated in Lower Nyakach Division with a population of 292 pupils.

The school had experienced problems like collapsing pit latrines, smelly pit latrines, rocky soil which made digging of pit latrines extremely difficult.

Through community mobilization and awareness creation, the community learnt more about ECOSAN UDDTs double chamber concept and accepted the technology. The school committee and the community developed interest and accepted the technology.

Before the actual implementation, training was conducted to both community, school committee, teachers and pupils at different levels. There was discussion with the beneficiaries on design and costing of the units which was 4 doors for girls and 2 doors for boys.
A memorandum of understanding was then signed and the school provided sand, ballast, murram, unskilled labour, water, round poles, shuttering timber and curing for their contribution as per the the memorandum of understanding. The EPP gave the rest of the materials plus skilled labour.

Roles and responsibilities in ownership and stainability was discussed before the actual implementation.

Post-construction training was conducted conducted to the students and teachers on the usage, maintenance, monitoring and repair.

The units were found to be clean and well maintained.

Current problems
l  Blockage of the urine pipe
Monitoring of the units becomes difficult because the pupils were eager to use them

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SIANY SECONDARY SCHOOL

Posted by Carola Israel according to information provided by Wycliffe Osumba Ecosan Expert from Kenya (osumbawycliffe@yahoo.com). (10 February 2012)

This is a government sponsored school located in Nyabondo, Upper Nyakach Division. It is a mixed secondary school with girls and boys. Majority of the people here are Christians. They practice small scale farming, small businesses and brick making as economic activities.

The school is strategically located to serve the children from the community around. They have a  feeding programme serving all the learners with lunch and breakfast.

The school has a population of 262 students, 10 teachers and 5 other staff members.

The UDDTs constructed were 4 doors; 2 doors for girls, 1 for boys and 1 for teachers. They are all in use and well maintained. They like UDDTs concept even though they few.

Reasons why they constructed the UDDTs
l  Collapsing pit latrines every year
l  Waterlogging of pit latrines during rainy seasons
l  Smelly pit latrines
l  Recovery of the nutrients
l  Permanent construction

Maintenance / Service
l  The school has employed a groundsman who is doing the maintenance every day and repair whenever there is need.
l  Sanitary towels are being burnt after collection from the bin
l  End product is being used in planting of tree seedlings
l  Orientation is being done to new staff and students on the usage of the UDDTs

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KENDU MUSLIM SECONDARY SCHOOL

Posted by Carola Israel according to information provided by Wycliffe Osumba Ecosan Expert from Kenya (osumbawycliffe@yahoo.com) (10 February 2012)

Kendu Muslim Secondary School is a government sponsored school located in Kendu Bay Town near Lake Victoria. The soil is mainly black cotton soil making the area unsuitable for digging of pit latrines.

Most of the people living here are Muslims and Christians. Their income levels are low owing to the prevailing poor economic condition thus poverty levels are very high.

The school is strategically located to serve the children from the community who are both Muslims and Christians. Even though it is a day school, they have a lunch programme serving all the learners.

Before the introduction of the UDDTs, the students were served by 4 pit latrines (2 for boys and 2 for girls). The condition of the pit latrines was poor with very pungent smell. They were also flooded during the rainy season thus providing a breeding ground for mosquitoes transmitting malaria.

Problems they were facing before the UDDTs
l  Collapsing of the pit latrines during rainy seasons
l  Flooding of the pit latrines during rainy seasons
l  Foul smell emanating from the pit latrines
l  Breeding ground for mosquitoes and flies
l  Inadequate water supply for basic hygiene

All the above were causing the environment not to be healthy

Before the construction, there was discussion with the beneficiaries on design and costing of the units which was 2 doors for girls and 2 doors for boys. Thereafter, training was conducted for teachers, board members, community members and students. The training was on Ecological Sanitation Concepts with other options. This was done by the EPP site manager.

A memorandum of understanding was then signed and the school provided sand, ballast, murram, unskilled labour, water, round poles, shuttering timber and curing for their contribution as per the the memorandum of understanding. The EPP gave the rest of the materials plus skilled labour.

The school was also responsible for maintenance, repair, cleaning and the use of the end product in the school farm.

The School Management Committee chose the UDDT chambers because of its advantages and demanded it because of its ling term investment.

Post-construction training was conducted conducted to the students and teachers on the usage, maintenance and repair.

Problems realized during the visits
l  Few units to accommodate the school population
l  Disposal of the sanitary towels because there was no changing room and some myths behind it.
l  Hand washing facility was not installed near the units due to insecurity.

Solution
l  Update training was conducted to both students and teachers to fill the missing gaps.

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