Healthabitat: Nepal School Toilet Design Guide

Thisinformation,includingdesignandconstructiondetailsandspecifications,isdocumentedhereto serveasaguideonly.Project-specificcertifieddocumentationanddetailsmustbeobtainedbyrelevant professionalsforallprojectsinanylocation.Healthabitatacceptsnoresponsibilityforanyinformation providedinthisdocument.

Healthabitat would like to thank all of the donors, trade supporters and students who have partnered with us throughout our work in Nepal. Most importantly we would like to thank Bishnu Ji Shrestha and all of the communities we have worked with in Nepal.

We would like to thank all of the volunteers who have assisted in compiling this resource, including former Sanitation Studio students, tradespeople, and general Healthabitat supporters.

In particular: Deb & Russel Brown, Georgia Browning, Hannah Byrne, Emma Gaal, Sahibajot Kaur, Jake Kellow, Steph Palmer, Emerson Sims, Hayley Skelton, Kalyna Sparks, Tom Studholme, Courtney White, Jye Whyte and Sam Wigman.

Special thanks to Dave Donald, Heleana Genaus, Owen Kelly, Justine Playle, Karin Richards, Maria Roberts, Grant Stewart and Bobbie Bayley for their time and knowledge, and for sharing their global experiences.

We acknowledge the legacy that the late Paul Pholeros AM carries globally and, crucially, the role Australian Aboriginal and Torres Strait Islander communities have played in the development of Healthabitat and its work.

Produced by Healthabitat Sydney | Australia www.healthabitat.com | info@healthabitat.com | (02) 9973 1316

Compiled by Bobbie Bayley

Edited by Maria Roberts

This work is copyright. It may be reproduced in whole or in part for study, education, training purposes and to guide projects. It may not be reproduced for commercial usage or sale. Reproduction for purposes other than those indicated above requires permission from Healthabitat.

© Healthabitat 2022

ISBN: 978-0-6455190-0-6 (paperback)

ISBN: 978-0-6455190-2-0 (Digital version)

For further copies, please contact Healthabitat. Further e-copies can be downloaded from the Healthabitat website September 2022

INTRODUCTION

Healthabitat works with local communities to improve the health of people living in poverty by improving their living environments.

Healthabitat is an Australian-based not-for-profit company that started in 1989 working to improve the health of Aboriginal people by improving housing in Australia. As time went on it became clear that environmental health issues affect many nations and so the methodology has been applied and successfully practised worldwide, including in Nepal.

Safety and the 9 Healthy Living Practices form the framework that Healthabitat projects follow globally to create measurable improvements to health through targeted improvements in people’s living environments.

AIM OF THE GUIDE

The purpose of this guide is to put in one place all the work, lessons and thinking accumulated by Healthabitat in Nepal since 2007.

Over this period of time, the work, ideas and expertise of dozens of students, plumbers, other trades and local communities have helped to create a successful and robust toilet design. This includes aspects such as the sizing of septic systems, local adaptations for soakage trenches and the modular sizing of toilet cubicles.

WHO IS THIS GUIDE FOR?

This guide is open source and intended for:

• Healthabitat to use as a comprehensive reference document in future projects

• Nepalese or international NGOs working in schools and communities in Nepal

• International NGOs working in other countries to learn about the Healthabitat process

• Students and volunteers to understand the complex parts that make up a ‘simple’ design to improve health.

TABLE OF CONTENTS

INTRODUCTION 3

AIM OF THE GUIDE 3

WHO IS THIS GUIDE FOR? 3

TABLE OF CONTENTS 4

TIMELINE 6

01 Healthabitat & Projects Overview 9

WHO ARE HEALTHABITAT ? 11

HOW DOES THE LIVING ENVIRONMENT IMPACT HEALTH? 11 What is health hardWare & Why is it important? 11

WHAT ARE ‘HEALTHY LIVING PRACTICES’ (HLPs) ? 12

HEALTHABITAT’S METHODOLOGY 13

HEALTHABITAT PROJECTS 14

PROJECT OVERVIEW 15

02 Nepal, School Sanitation & The HLPs 17

PROJECT OVERVIEW 19

SCHOOL SANITATION & THE TARGETED HLPs 20 safety 20

hlp 1 - Washing people 20 hlp 3 - removing Waste Water 21 hlp 6 - reducing negative effects of animals, insects, and vermin 21 hlp 9 - reducing hazards that cause trauma 21

SCHOOL SANITATION - THE HEALTH STORY 22

03 Nepal Projects: Method & Process 25

KEY PEOPLE 26

PROCESS OVERVIEW 28

STAGE 1: PROJECT INITIATION 29

STAGE 2: PROJECT FEASIBILITY 30 2.1 project suitability overvieW 30

STAGE 3: DESIGN 32 3.1 design process overvieW 32 3.2 project brief 33

site analysis 34

design criteria 36

further design considerations 36

design presentations 38

tools & student involvement 39

STAGE 4: CONSTRUCTION 40 4.1 milestones 40

STAGE 5: MAINTENANCE 41

STAGE 6: REPORTING 42 6.1 milestones 42

PROJECT CASE STUDIES 43 a project story - the soakage trench saga... 43

TIMELINE of HEALTHABITAT WORKING IN NEPAL

Itbeginswith2toilets Healthabitat starts work in a small village building toilets with the community identifying key design criteria and testing these in real life with careful monitoring.

TIMELINE

Fromsinglevillage toilets to school toilet blocks

“Sanitation Studios” commence with university students, plumbers, local trades and community members collaborating on refining the design of toilets and waste systems. Here, a siting kit is rolled out at 1:1 scale.

After the careful evaluation of the first 30 or so toilets, 58 toilets and waste disposal systems are completed in one village.

‘How a Septic Tank Works’ YouTube animation story created

The Sanitation Studio produces a maintenance checklist for toilets based on community knowledge and careful monitoring.

After the earthquake in 2015, an earthquake banding system was developed to aid in the rebuilding of houses in communities to make them safer in the future. This system was adapted and used within school toilets.

School toilets continue to be constructed as part of sanitation projects, leading to over 2500 people getting access to functioning toilets, handwashing and waste disposal. A maintenance manual, toolkit and training package is developed and delivered to schools, with training, to ensure ongoing function for sanitation facilities in Nepal.

Devastating earthquake and aftershocks - All toilets survive

Sanitation Studios continue, leading to the design and construction of several more sanitation facilities for Nepalese schools.

The first school Sanitation Studio, leading to the design and construction of a new water supply and handwashing facilities, toilets and waste disposal system.

Diarrhoeal and respiratory diseases, in particular, are the major causes of illness among Indigenous children and also play a major role in malnutrition in the first three years of life.

Skin infection is one of the most common problems of Indigenous children...persistent skin infection is known to increase the risk of developing kidney disease and rheumatic fever.

All these illnesses are commonly linked to poverty.

- Housng for Health:The Guide

chapter 01

• Health Hardware: Image from ‘AP Design Guide’ explaining what ‘health hardware’ is

Healthabitat is an Australian-based not-for-profit company governed by a board of directors who draw upon the experience of a dedicated team who have worked on Healthabitat projects over many years. It is a multidisciplinary team of architects, environmental health officers, plumbers and other professionals.

They work with local communities to improve the health of people living in poverty around the world by improving the living environment.

Healthabitat has a clear methodology: Safety and the 9 Healthy Living Practices. Healthabitat projects follow this methodology globally to create measurable improvements to health through targeted improvements in the living environment.

HOW DOES THE LIVING ENVIRONMENT IMPACT HEALTH?

More buildings or toilet blocks in communities will not guarantee better health outcomes.

Poor housing conditions in places of poverty are associated with a wide range of health conditions. For example:

• Persistent scabies infections can lead to an increased risk of infection by bacteria (especially Group A streptococcus). These infections are most effectively treated by frequent washing and this will also help to reduce the consequent high rates of renal disease, rheumatic fever and rheumatic heart disease.

• In many regions, Indigenous children have high rates of trachoma and bacterial eye infections. Studies have shown regular face washing can reduce the amount of eye infection.

• Washing hands after using the toilet can significantly reduce the transmission of hepatitis.

• Waste water in the living environment can make people sick. If people come into direct contact with waste water, or if their water supply is contaminated with waste water, there is a greater risk of transmitting bacteria and viruses that cause disease. These risks are also increased if animals, vermin or insects have been in direct contact with waste water, which can pass bacteria on to people.

‘health hardware’ is the term used to describe the physical equipment needed to give people access to the healthgiving services in a house, including items such as a:

• toilet

• waste drain

• sewage system

• tap

• spout

• shower rose.

Research has shown that improving essential health hardware (electrical repairs, fixing a leaking toilet and having properly functioning sewage systems and waste treatment, sufficient hot water, and a place to wash hands and face and somewhere to wash a baby or child, etc.) can lead to improvements in health status and reduce the risk of disease and injury.

WHAT ARE ‘HEALTHY LIVING PRACTICES’ (HLPs) ?

Safety and the 9 Healthy Living Practices (HLPs) are based on bestpractice public health knowledge and apply globally.

They identify elements of the living environment that can compromise safety and/or health. The HLPs are a series of practical considerations to better inform the design and maintenance process.

Life-threatening issues have the highest priority, followed by washing people, especially children 0-5 years old.

Safety and the 9 HLPs were developed in 1989 to “stop people getting sick”. They are the key focus of every Healthabitat project, in the order shown in the diagrams on this page.

• Safety and life-threatening issues.

• HLP 1. Washing people.

• HLP 2. Washing clothes and bedding.

• HLP 3. Removing waste water safely.

• HLP 4. Improving nutrition, the ability to store, prepare and cook food.

• HLP 5. Reducing the negative impacts of over-crowding.

• HLP 6. Reducing the negative effects of animals, insects and vermin.

• HLP 7. Reducing the health impacts of dust.

• HLP 8. Controlling the temperature of the living environment.

• HLP 9. Reducing hazards that cause trauma.

Healthabitat’s main program of work is called ‘Housing for Health’. The program has a clear 7 stage methodology that is followed for each project which begins and ends with the community.

Alongside the 7 stage methodology, Healthabitat uses the HLPs and certain priorities as a clear framework for every project to ensure health is being improved. These priorities include:

Local Teams & Community Engagement

• The project has to come from community groups or organisations already working with the community, as they have the greatest vested interest in improving their communities and know what the local people want and need.

• Local people bring important local expertise to a project, whilst also remaining within the community to maintain the environment when other project team members have left.

• Local people are engaged in active roles in all aspects of the work, providing training and skill sharing to train local teams.

• Local teams undertake much of the on-the-ground work.

• Image: Community team members review completed work

Partnerships with Professional Trades

• Bring highly trained people with skills and expertise to all projects

• Ensure projects are carried out to industry standards

• Play a large role in providing training and facilitating skill sharing with local community members.

• Image: A trade professional teaching skills to community members

• The late eye surgeon Professor Fred Hollows coined the phrase ‘no survey without service’, insisting that his teams make a tangible difference on day one of any project.

• Skilled local teams and professional trades are engaged to deliver a project and are integral to the success of the ‘no survey without service’ methodology, making a difference from the very beginning of each project.

• Image: Professor Fred Hollows in action

• Data is recognised as an important resource and is used to measure and compare the function rates of homes before and after the work.

• Analysis of water usage data can be a useful way to inform the size and design of systems and health hardware.

• Image: Community team member filling out Housing for Health survey sheets

HEALTHABITAT PROJECTS

Heathabitat has engaged with communities globally by applying the HLPs to improve health outcomes.

Nepal-Sanitation

Bangladesh-WaterandSanitation India - Water & Sanitation

South Africa - Sanitation

Ethiopia-ReducingTrachoma

NavajoNation-HousingforHealth NewYork-HousingforHealth Alabama-HousingforHealth

Australia-HousingforHealth

Indonesia-CommunityPlumbingChallenge PNG - Sanitation with SAGO Network

PROJECT OVERVIEW AUSTRALIA | HOUSING FOR HEALTH

• Map: Project locations in Aboriginal & Torres Strait Islander communities across Australia

Location

Housing for Health projects are located largely in indigenous communities in regional and remote areas of Australia.

Beneficiaries

• Over 59,000 people living in these houses

• Local teams trained and employed to work on project teams

Aim

The aim of the Housing for Health projects is to work with local communities to provide a healthy living environment and better health outcomes.

Partners and Donors

• Federal and state government departments

• The Fred Hollows Foundation

• Industry partners

• Individual Indigenous communities

• Volunteers working on projects

Detail

The Housing for Health program has conducted surveyfix work, research and development and maintenance on over 9,600 existing houses in 252 communities as of February 2022.

Impact

• Over 305,000 items fixed or inspected in houses

• Over 2,500 local staff trained and employed

• 40% reduction in hospitalisations from illnesses associated with the living environment

• Targeted Healthy Living Practices: The Australian projects target Safety and all 9 HLPs

• Image: Tap heights are tested on school children of all ages during construction to ensure they are suitable

chapter02

An overview of school sanitation Healthabitat projects in Nepal and improving health through targeted HLPs

PROJECT OVERVIEW

NEPAL | SCHOOL SANITATION

• Map: Project locations in communities across Nepal

Location

School sanitation projects have been located at five participating schools in the Bagmati Zone of central Nepal.

Aims

The aim of the projects is to improve sanitation to reduce gut infections, respiratory illness and improve dental health, as well as improve the structural integrity of buildings against future earthquakes to improve safety.

Better toilet facilities are also known to improve school attendance, especially for girls experiencing menstruation.

Details

The projects involve the design and building of toilet facilities with handwashing facilities, waste water treatment and water storage facilities.

Beneficiaries

• Over 1500 school students and teachers

Partners and Donors

• WorldSkills Australia

• The International Association of Plumbing and Mechanical Officials (IAPMO)

• Reece Plumbing

Impact

• Functioning toilets, waste water treatment systems and handwashing facilities

• Safer buildings for future earthquakes

• Local staff trained and employed

• Targeted Healthy Living Practices: The Nepal school sanitation projects target S, HLP1, HLP3, HLP6 & HLP9.

SCHOOL SANITATION & THE TARGETED HLPs

Healthabitat’s work in Nepal targets Safety, HLP1, HLP3, HLP6 and HLP9.

The health research that underpins the 9 HLPs tells us that a toilet is not as effective at improving health unless there is also handwashing available. Therefore, handwashing is a critical part of the toilet design.

Safety

When designing, upgrading or maintaining sanitation structures, immediate and life-threatening dangers are given the highest priority.

The design of sanitation structures in Nepal should provide earthquake-resilient walls and roofs. While it is common in Nepal to see roof sheeting held down with rocks, these structures are susceptible to collapse during high wind or earthquakes. Falling rocks can also be a danger to people.

HLP 1 - Washing People

In Nepal, many schools lack basic or well-maintained washing and toilet facilities.

Being able to use functioning washing facilities reduces the spread of diseases, including diarrhoea, respiratory disease, hepatitis and infections. These diseases can have lifelong negative effects on people.

Handwashing facilities can assist in improving dental hygiene, tooth brushing and reducing dental diseases.

Nepal, School Sanitation & The HLPs

• Images: Devastation caused by the 2015 earthquake shows the importance of structural safety

• Images: Examples of existing poor water supply, washing facilities and waste water removal at project sites

Waste water in the living environment can make people sick.

If people come into direct contact with human waste, or if their water supply is contaminated with waste, there is a greater risk of transmitting bacteria and viruses that cause diseases, specifically gut and bowel problems.

The lack of toilet facilities within schools and communities means that human waste and waste water is commonly found on the ground, which increases the risk of foot and skin infections.

Removing the waste safely requires toilet facilities that are adequately built and maintained.

HLP 6 - Reducing Negative Effects of Animals, Insects, and Vermin

People’s health can be affected by contact with animals, vermin and insects in the living environment, as they can carry a variety of diseases.

Mosquitoes and flies transmit diseases such as trachoma, malaria, Japanese encephalitis, and dengue fever.

These risks are also increased if animals, vermin or insects have been in direct contact with waste or waste water, which can pass bacteria on to people.

HLP 9 - Reducing Hazards that Cause Trauma

If sanitation facilities are poorly designed and constructed, or not well maintained, there is an increased risk that people may be injured.

Hazardous or broken materials causing cuts and abrasions, trips or falls are typical hazards and should be prevented.

Personal security is also an issue, especially for women, due to a lack of privacy within the toilet facilities, or lack of toilet facilities.

3. 2.

The Health Issue

1. Human waste and contaminated waste water create a greater risk of transmitting bacteria and viruses that cause disease.

2. Having nowhere to wash hands after using the toilet increases the transmission of hepatitis and diarrhoea.

3. Personal security is also an issue, especially for women, due to a lack of privacy within the toilet facilities, or lack of toilet facilities.

7.

The Environmental Solution

4. A secure, well-built toilet, made by local trades with a place for handwashing and teeth cleaning, can address these issues.

5. Safe collection and treatment of human waste and water takes faeces off the ground, reducing the risk of transmitting bacteria and viruses that cause disease.

The Health Outcome

6. Less faeces on the ground will lead to better gut health, less diarrhoea especially in children, and improved dental health.

7. Young women are also more empowered, leading to better, more confident and safe school attendance.

• Image: 2019 University of Newcastle Architecture Sanitation Studio with two Australian and North American IAPMO funded project plumbers - a thank you ceremony from the school before leaving

chapter03

03 Nepal Projects: Method & Process

An overview of the established method and process used for all Nepal-based school sanitation projects. A method that can be replicated in any part of the world, yet must be tailored to suit the community needs, context and site location

The key people in the project team during the design and construction phases include both local Nepali and international contributors. Each group plays a specific role in the project development, drawing on their expertise and experiences, which include:

Client

The local school that requires the project for improved healthy living practices is the client.

The client is responsible for guiding the project brief, location, requirements and ongoing maintenance. Local staff can speak the local language and liaise between the community and work teams employed.

Designers & Engineers

Designers, such as architects, collate the information collected from the project brief, client discussions and site analysis to find the best design solution.

Their goal is to problem-solve and provide a design relevant to available local materials, local techniques of construction and local building standards.

The engineer reviews the design and specifies requirements, such as size of structural members, tie down details and earthquake banding requirements.

The designer and engineer collaborate to produce a finished documentation package of the design and specifications ready for construction.

The engineer should continue to be engaged, providing site inspections throughout the project construction, similar to the role of a ‘building certifier’ in Australia.

Project Manager

Project managers are of Nepali origin and come from the local communities or central towns. They are accredited and contracted by Healthabitat to run Nepal sanitation projects.

They are responsible for all stages of the project and report at regular, specified intervals to Healthabitat on project progress.

Project managers are the most experienced members of the Healthabitat team and bring decades of knowledge to each project.

• A local school group in their new toilet block

• University architecture students collating ideas

• Nepali Project Manager and dentist, Bishnu, addresses the local community about a project

Trade Experts

International trade volunteers are supported by organisations that have a broad charter aimed at using trade skills to improve living conditions and assist the training of people in developing countries.

Trade experts range from plumbers, carpenters, engineers and architects to environmental health officers.

The organisations that have supported Healthabitat projects include IAPMO (International Association of Plumbing and Mechanical Officials), World Skills and Reece Plumbing.

Environmental Health Workers

International health workers assist with solutions for a sanitary environment. The outcome should meet the standard list of the healthy living practices and be easily maintained in this condition.

Alongside this are dental camps that are part of the Teeth and Toilets (TT) program, providing critical dental care for villages in addition to teaching young people about the importance of oral health.

Local Teams

The local team are responsible for building all elements. Throughout this process they work in collaboration with the project manager and international trade experts, learning new skills and techniques.

The local team carries out all the site works and builds the required structures to the required design and specifications.

They may also be responsible for maintaining the structures at project completion, working on other projects nearby and educating others.

• Trained builders constructing the roof for a project and local labourers excavating the soakage trenches for septic tanks

• IAPMO Australia plumber Grant teaches local plumber and workers new methods

• A young school child washes their hands in the finished handwashing station

Healthabitat utilises a staged methodology, inspired by their Housing for Health projects in Australia. Beginning and ending with direct community involvement, the process follows these 6 stages:

Projects are initiated when organisations already working on the ground or community leaders, groups or members seek help from Healthabitat to assist with building projects, health issues, workshops or other initiatives. Projects can be instigated through word-of-mouth or through community contacts where other projects have already taken place.

STAGE 2: PROJECT FEASIBILITY

After accepting the school’s invitation, the second step in the project’s development is establishing its drivers, needs and requirements. The careful planning of each project is fundamental to its success.

The school and local community are involved throughout the process to help negotiate with different groups and improve access to the preferred project site. Engaging locals from the start of the project ensures that local knowledge of place, infrastructure services (power, water and waste), construction methods and final users are a crucial part of the project’s development.

2.1 Project Suitability Overview

Although a community group or organisation may want a project delivered in a certain way or expect a certain outcome, the project or process may not always be suitable or feasible.

The early consultation period will determine which aspects of the project are suitable or unsuitable. This stage must determine the following:

02 - PROJECT FEASIBILITY/ PROJECT SUITABILITY CHECKLIST

Project Initiation/Feasibility:

What are the key project expectations and do these align with the HLPs?

Whatdoestheschoolexpecttobeapart/notapartoftheproject?

e.g.Doestheschoolwantyoutobuildatoiletwithnosecurewatersupply?Ordoestheschoolwantthe toilet to have no roof?

Where is the project funding coming from?

Whatistheexpectedcostofalltheprojectstagesandcontractor? Whatisthesourceoffunding?

Isthefundingalreadysecuredwithnostringsortimeframesattached?

Iffundingiscomingfromoutsideofthecommunity,whatwilltheschoolcontribute?Theremustbelocal investment,whichcouldbein-kindsupportsuchaslabour,materials,maintenancefunding.

Are there travel requirements or access restrictions?

Isthereanairfarecostassociatedwithreachingthecommunity?Ifso,howmuchisit?

Isit4WDroadaccessonlyforpeopleandmaterials?

Are there seasonal access restrictions such as the monsoon season?

What are the private vs. community needs and benefits?

Althoughthisisaschooltoilet,willthecommunityuseitalso?

Do the government, NGOs or the school have future development plans or are they already doing work?

AreotherNGOsdoingsimilarorthesameprojectintheareaalready?Ifso,whatistheirprojectdifference andsimilarities-canyoucollaborateorjoinresources?

Design & Construction:

Who is the project management team and the licence or insurance holder?

Whowillbetheon-the-groundprojectmanagementteamforallphasesincludingconstructioninspections and defects?

Whatifsomebodygetshurtduringtheproject?Aretheyinsured?

Who will be the construction team?

Are there local workers/labour available?

Aretherelocaltradestodothework-plumbers,electricians,engineers,inspectors?

Ifnotlocal,whoaretheyandwheredotheyhavetotravelfrom?

After the Project is Over:

Who will pay for and carry out the maintenance?

Whowillbetrainedasthededicatedmaintenancemanagerandcarryoutmaintenanceregularly?

Whowillrestockandsupervisethetoolkitsandtraining?

Who will carry out a defects inspection at project completion?

Istheremoneyinthebudgettofixanydefectsorpoorlyconstructedaspects?

NOTE: SeeFeasibilitydocumentsintheAppendixforreference/use

Sample page from the ‘Water supply and sanitation feasibility study’ document

STAGE 3: DESIGN

After official project initiation and feasibility studies, the project team commences detailed planning and design with stakeholders, students and staff. The process overview below explains the common path of design development. This section provides information and resources that show how to carry out this process effectively.

3.1 Design Process Overview

03 - DESIGN CHECKLIST:

Project Brief - Finalised and agreed on by all stakeholders

Havetherebeendiscussionswiththeclient,schoolcommittee,parents,studentsandstaff?

Areinclusions,exclusionsandexpectationsnotedintheprojectbrief?

Projecttimelineandalldesignandconstructionphasesaredocumentedincludinginspections

Site Analysis - Completed and documented

Siteobservations,futureplansandsitequalitiesareunderstoodandcaptured

Prosandconsofthelocationandpossiblesiteshavebeenunderstoodandcaptured

Thesehavebeenreviewedwithstakeholdersforconfirmationsandinput

Sketch Design - Options are developed by understanding the brief and site

Minimumoftwoplanninganddesignoptionsaredevelopedusinghandsketches,siteplans,building plans,elevationsandsectionsandscalemodelstocommunicateideas

Presentedtostakeholdersforapprovalandselectionofmostappropriatesolution

Design Development and Detailed Design

Theselecteddesignisdevelopedanddetailedtoapointwhereitissufficienttoengageexternal consultantsandcompleteconstructiondocumentation

Presentedtostakeholdersforfinalapproval

Construction Documentation, External Consultants Engaged and Planning Approval

Externalconsultantsareengaged,suchasanengineer,toconfirmdesignanddetailspecifications

Constructionpackageisdevelopedwithconsultantcollaboration

Submittedtoauthoritiesforplanningorconstructionpermissionandapproval

Projectisbegunandcarriedoutaccordingtoprojecttimeline

NOTE: Theprojectmanagermustbeavailableatallstagesoftheprojecttotroubleshootanyunforeseenissues orquestionsandengageanyconsultantsasrequired,especiallythroughouttheconstructionphase.

3.2 Project Brief

The project brief outlines the project requirements, inclusions and exclusions. There is often a lengthy process involving the client and stakeholders to clarify and document what their wants and expectations for the project are. • Example of stakeholder discussions informing project brief development

Site Analysis

‘Site analysis’ is carried out before any design commences. It is a focused study of the site’s characteristics and local context as it exists now. It also considers any other future plans or development proposals in the area.

All findings, observations, pros and cons must be documented in one place, in the form of sketches, diagrams, site plans, models and photographs, to inform the next design stage.

How a site analysis is executed and captured varies between professionals; there is no wrong or right way, yet a thorough site analysis is critical for ensuring a successful project with a long future.

The dot points below outline basic questions that will inform any site analysis.

The Location (Zoomed out)

• What is the climate? Does it snow or have hot summers? Do you need to capture or block cooling breezes?

• What is the seasonal weather? Are there monsoon downpours restricting access/travel? Does the rain come from the west in the summer? Is there a possibility of earthquakes or landslips?

• In the local culture are there gender requirements or restrictions?

• Are there local traditions that must be considered throughout design and construction?

• What are the local or state building requirements and available materials?

The Site (Zoomed in)

• What are the favourable and unfavourable orientations?

• Is the site made of fill or unstable ground?

• What is the proximity to the main school area? What other buildings are close to it?

• Is the site located to allow passive supervision from teachers?

• Where does water come from and drain to, on and around the site?

• Where are the people, car and machinery site access, exit and travel routes?

• Is there enough space for water storage, a toilet and handwashing block, soakage trenches and septic tank away from play areas?

The Future

• Does the school or community have plans for any future construction or student number expansion?

• Does the government have development plans?

• Do any other local or international NGOs have plans or projects proposed?

•

Architecture students carrying out site analysis: tracking path of water supply, interviewing female students, documenting what local materials are available, siting drawing from the ‘Draft Construction Manual’

• Example of plans made for a site analysis

3.4 Design Criteria

With every project, Healthabitat aims to maximise their health impact and so the target HLPs are always the key design criteria.

TARGETED HEALTHY LIVING PRACTICES

S 1 3 6 9

Footprints and

Hand Basin (2 taps) Hand Basin (3 taps)

Hand Basin (2 taps) Hand Basin (3 taps)

• Targeted Healthy Living Practices: The Nepal school sanitation projects target S, HLP1, HLP3, HLP6 & HLP9.

Hand Basin (2 taps) Hand Basin (3 taps)

Hand Basin (2 taps) Hand Basin (3 taps)

3.5 Further Design

Hand Basin (2 taps) Hand Basin (3 taps)

Hand Basin (2 taps) Hand Basin (3 taps)

Considerations

Modular Design

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys 1200

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

Without Urinal Girls / Teacher

Without Urinal Girls / Teacher

Low Maintenance

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys 1200 2100 3650 450

/ Teacher / Boys

/ Teacher / Boys

Toilet Footprints and Sizes

Hand Basin (2 taps) Hand Basin (3 taps)

Further to Safety, HLP1, HLP3, HLP6 and HLP9, other important considerations must be made in the design and placement of the toilet and handwashing block. These are focused on the local context, the site and future plans and are critical for ensuring a successful project for the place with a long future.

Hand Basin (2 taps) Hand Basin (3 taps)

Hand Basin (2 taps) Hand Basin (3 taps)

Hand Basin (2 taps) Hand Basin (3 taps)

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

Hand Basin (2 taps) Hand Basin (3 taps)

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

An understanding of modular design is important to aid the design process when considering toilet configurations for different-sized spaces and for different numbers of students and teachers.

Hand Basin (2 taps) Hand Basin (3 taps)

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys 1200 2100 3650 450 850 1400

• Modules have been well thought through and tested to determine the best sized toilet and handwashing. Site-specific considerations are still encouraged.

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

4.8m/16’ 2m/6’6” 2m/6’6” 3.8m/12’8” 8.4m/28’

• Modules provide an easy understanding of space requirements when considering siting, layout and design.

6m/20’

• If the school expands they could simply add another toilet or handwashing module.

3.3m/11’ 2.6m/8’8” 3.5m/11’8”

The facilities endure very high use, often becoming the only working public toilet and handwashing service in town. Resources are often not available to consistently fix or repair items. Low maintenance design ensures long-term, high-intensity use.

• Low maintenance toilets are fitted with durable health hardware which can easily be cleaned.

• All tools and materials specified are durable and low maintenance.

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys 1200 2100 3650 450 850 1400 2100

CLIFF FACE

Replaceable & Easily Repairable Materials & Fittings

When items do fail, it is important that they can be easily repaired or replaced to ensure the toilet and handwashing facilities can continue to be used. They must be able to be sourced locally, quickly and easily.

• All items are installed to ensure they can be unscrewed or opened to allow replacement.

• All tools and materials specified are durable and locally available.

• All replaceable items such as taps are locally available, with spares stocked in the maintenance toolbox.

• Healthabitat’s illustrated Maintenance Checklist (see Appendix) encourages the community to ensure all plumbing is maintained and repair jobs are identified and documented.

3.6 Design Presentations

Presenting design ideas and development at every stage to the client and stakeholders is crucial for project confidence and success.

This gives an opportunity for design feedback and input from the people who use and will use the proposal most and who know the location and site the best. Such presentations are always most effective when done in person to enable design troubleshooting and resolutions to be brainstormed as the discussions are occurring.

• Design documents from a sketch design presentation by architecture students with Healthabitat

3.7 Tools & Student Involvement

‘Tools’ are the outcome of designers, healthworkers and trade experts working together to produce a series of clear simplified methods over the many years of the projects.

These are processes that have been developed to solve common problems that occur in projects and can be used for the project at hand and for all future projects.

The examples listed below were produced by Australian university students in architecture, engineering, construction management, psychology, ecology and design as part of an ongoing Healthabitat Sanitation Studio since 2013. They are examples of how students can be involved in such projects.

This opportunity has exposed students to the challenges of their industry in foreign contexts and has allowed many Nepalese communities to benefit from the energy, innovation and inspiring design thinking and problem-solving qualities that students possess.

Septic Tank Siting Kit (2013)

This kit consists of three (3) items, to be used in conjunction with each other to assist with communication amongst the villagers:

• Part 1 - Flip charts: Diagrams on pocket-sized cards to discuss the key siting issues.

• Part 2 - Model: A scaled prototype as a small portable model to show the location of all the parts, above and below ground.

• Part 3 - Template: Full-scale shapes to place on the ground and set out each item in preparation for construction.

Mud Test (2015)

Dust and mud being tracked into the toilet areas will mask harmful human waste. Over time, as mud washes down toilet pans and into the septic tank, it reduces the capacity of the system.

Students carried out tests with different ground surfaces (brick and rocks of different sizes) to see which removed mud and dirt from shoes the most effectively.

Results were documented and now inform the design and placement of the path and entry to the toilet block.

Earthquake Banding (2016)

A construction manual was produced which graphically communicates the steps of construction through the stages of design, foundations, earthquake banding, walls and roof.

It provides engineered details and relevant easy-to-check points to ensure that each item is addressed.

Overall, the document is collated in a way that sums up previous tested methods and allows for easy reproduction.

•

•

Document extract: Start of wall construction

• Septic Tank Kit: Template positioned for discussion

Mud Test: Circulation across surfaces

After the design phase is complete, it’s time to start on site. Using the site-specific design, developed ‘tools’ and lessons from the expert trades, the key milestones below are followed.

Essential trades, with the support of trained and untrained community members, complete the construction of the project.

4.1 Milestones

Key construction milestones include:

• sourcing materials: ordering and delivery of materials for building the structure and fittings

• preparing the site: marking out the site, excavation and earthworks

• services: installation of services below and above ground as required

• foundations: construction of footings to support the building as designed and specified

• structure: construction of walls, roof and doors as designed and specified

• fixtures, fittings & finishes: installation of health hardware, hooks, shelves and surface finishes as specified.

• Overview of a construction site for a new toilet block (left), and an example of a completed toilet block (right)

• Examples of Stage 4: Construction project milestones

5: MAINTENANCE

Without maintenance at all stages of the health hardware ‘chain’ (as discussed in Chapter 01), things will fail.

Maintenance plans, checklists and ongoing funding for the life of the project are essential tools that provide information on taking care of the essential design features. These improve the chances of the project’s long-term success and also ensure the best possible chance of improving the health of its users.

For maintenance to be carried out efficiently and successfully, the following items need to be in place:

05 - MAINTENANCE CHECKLIST:

Ongoing Maintenance Funding - Allocated from day one of feasibility

Fundingforthetrainingandsalaryofadedicatedmaintenancemanager

Fundingfortoolkitrestocking

Fundingforurgentandplannedmaintenancework

Training a Maintenance Manager - Providing the knowledge to carry out maintenance

Theprojectmanagertrainsadedicated,ontheground,maintenancemanagertooverseeregular inspections

Themaintenancemanagermusthavetheknowledge,skillsandtoolstocarryoutrepairsand maintenance

Theymaybeateacherfromtheschool,aparentoratradespersonfromthecommunity

Maintenance Checklist - A system to follow and use to keep records of maintenance work

Anestablishedprocessforinspections,testingandsurveyingitemswithrequiredtimeframes

Ensuresthatfaultsarepreventedordetectedearlyandeffectsoffailurecanbereduced

Isaformaldocumenttoreviewanduseasaresourceforfutureplannedmaintenanceandtoolkit restocking

Hasbeenestablishedasaprioritylist,focusingattentionandfunding

Toolkit & Restocking Checklist - Providing the tools and basic parts (e.g. taps, hooks) to carry out maintenance

Theprojectmanagerattheendofconstructionwilldeliverafullystockedtoolkitandchecklistsand providecompetencytrainingtoundertakemaintenance

Thechecklistincludesallitemsandtoolsrequiredforregularrepairs,maintenanceandreplacementof hardware

Thesemustberestockedregularly

Cleaning Checklist - Cleaning also helps maintain parts of the project

Regularcleaningisimportanttomaintainthetoilet

Forexample,removingdirtbuild-upincubiclesbeforeitgetsflusheddownthetoiletpanreducesdirt build-upinthesepticsystemthatcouldminimiseitscapacity

NOTE: The2019SanitationStudiodevelopedandtestedthesetoolswithexistingprojectcommunities.With feedback,thetoolsareconstantlybeingrevisedtoincreasecommunication,efficiencyandsuccessonthe ground

Reporting on project successes, failures and ideas for improvement in all phases is important, and it is also important to document this information. It is then important to feed this information back to the organisation carrying out the works program to help inform future projects.

The project manager on the ground is the point of contact for all community feedback and reporting.

6.1 Milestones

Key reporting milestones include:

• Throughout construction: work progress and photo reports

• End of construction: final report

• After construction: defects reporting, community feedback and maintenance successes and failures.

PROJECT CASE STUDIES

Using the details of two past projects in Nepalese schools, the different process stages, as explained in this chapter, can be understood.

These examples show that every project is unique, has unique issues, and that each process stage looks different for every project, yet is based on the same principles.

A Project Story - The soakage trench saga...

The usual way... On projects, Healthabitat had used 100mm polypipe for soakage trenches. They would drill big holes along its length and wrap the pipes in geotech fabric before backfilling with gravel to bury it.

On this particular project an international plumber suggested some changes...

A new way... So, instead of the usual method of drilling holes the plumbers used a thin hack saw to cut thin slits in the polypipe. The pipes were then laid in the trench with geotech fabric laid on top, rather than wrapping the pipes. The trench was backfilled as usual and the toilets and handwashing stations began being used.

The Issue... Some time after its completion, the Project Manager was contacted by the school as the septic tank started backflowing through the toilet block.

The Project Manager visited the school as soon as possible with a plumber, digging up different parts of the system to try to find the source of the issue. There was sewage everywhere!

Digging up the soakage trench, they realised the weight of the dirt on the 100mm polypipe made the pipe compress, closing the sawn slits. This stopped any treated waste water from the septic tank seeping out and soaking into the ground. Instead it filled up the septic tank quickly and backflowed sewage through the toilet block.

The Lessons...

• Every new project changed to specifying and installing rigid 100mm PVC pipes for soakage trenches (rather than softer polypipe), drilling big holes and wrapping in geotech fabric.

• This demonstrated the importance of having a present and contactable project manager on the ground to carry out regular visits, troubleshoot any issues and pass this feedback on for future projects.

• It is important to try new ways of doing things and new products, but start at a small scale, trialling for a specified time and closely monitoring and then approving, before rolling out at large scale across all projects.

A higher secondary school which accommodates 600 school students and is located in a mountainous village was severely damaged in the 2015 earthquake. The details of the project stages on this project included:

Stage 3: Design

In February 2015 a 10 day design workshop was undertaken at the school.

The project team included the local project manager, Worldskills Foundation-supported plumbers, a local engineer, local Nepali construction team, local Nepali dental team, Australian university students and staff and Healthabitat staff.

The team’s brief involved many aspects, including:

• Testing methods to reduce mud in the sanitation block due to past project feedback. The team developed the Mud Test tool which informed the specification of the brick and rock path.

• Carrying out a site analysis, site studies and design briefings to design a new toilet and handwashing facility along with upgrading the existing facilities.

• Designing tooth brushing facilities at the school and commencing dental health initiatives.

• Formally developing an Australian university course for the Sanitation Studio.

Stage 4: Construction

All construction work was done by trained locals and members from the school as well as trained international plumbers.

The project was built in 2 stages:

• 1st stage = the girls’ toilet (including toilet cubicles, handwashing, temporary tooth brushing area, waste water treatment and disposal system) and upgrading of the existing boys’ toilet, which had been buried during a mud slide in the wet season. This included remedial works.

• 2nd stage = additional works to the existing boys’ toilet including main drainage line set out, excavation for drainage pipework and effluent line and construction of the septic tank and soakage trench.

Stage 5: Maintenance

The school teachers, management committee and locals were encouraged to be involved in the construction process so they would be familiar with how the building works. These project members were then the dedicated members trained by the project manager in how to carry out maintenance checks and do basic repair work on all the health hardware.

The school was given basic tools and maintenance checklists to assist in the ongoing maintenance.

• Architecture students carried out mud tests and design work and the dental team carried out dental workshops

SECONDARY SCHOOL | 2017/18

A village near Melamchi was devastated by the 2015 earthquake.

The two toilets that survived at the school were, prior to the earthquake, unsatisfactory for clean handwashing and the safe removal of waste. The situation was exacerbated as the remaining two toilets had to cater to the 627 students enrolled at the school. The Head of School noted that students were suffering from additional obstacles and requested help and support.

Details of the stages on this project included:

Stage 1 & 2: Initiation & Feasibility

In October 2017 Healthabitat completed a feasibility study for the design and construction of new toilet blocks at the school and in January 2018 received a formal invitation from the school to commence the design process.

At the time, Healthabitat was unaware that two other organisations, ‘Mondo’ and ‘HELP,’ had secured funding to rebuild the school, including provision for a set of toilet blocks.

In May 2018, Healthabitat, HELP and Mondo met and agreed on a plan to work together to design and construct new toilet facilities for the staff and students of the secondary school to complement the construction of the school being funded by Mondo.

Stage 5: Maintenance

Specialist teams were brought on site to work and to train local builders/trades in the skills needed to install and maintain the plumbing, fixtures, septic tank and soakage trench.

Staff were trained in the maintenance process, cleaning routines and skills and tools required to carry out the work.

Stage 6: Reporting

Throughout construction the project manager completed work progress and photo reports to detail and report back to Healthabitat, Mondo and HELP on the stage and development of the project.

At the completion of the project, a final report was formulated, with maintenance reporting and community feedback sessions undertaken.

• Architecture students, following in-depth site analysis, produced design and construction documents, including those shown here: a site plan and 3D rendering of the Senior School toilet block

• Under construction 2018/19: secondary school sanitation and handwashing project nears completion in February 2019. Note Septic tank in front of the toilet block

04 Design & Construction

2286mm [7'-6"]

THE OVERALL TOILET DESIGN

The Healthabitat sanitation block design utilises key design features in every project. These key features are linked to the priority of the HLPs and are proven to improve the health of its users.

Each design will vary in shape, size, aspect and details as a response to the specific conditions of each project site. For example, due to the size of a school there might be more toilets and handwashing facilities, or in a school for young children, the tap and sink height might be lowered. 6261mm [20'-612"]

2286mm [7'-6"]

water tank brick paving verandah of new HELP classroom block

SCHOOL scale: 1:100@A4 A02 date: 22.08.18 issue: SK

6261mm [20'-612"]

water tank brick paving verandah of new HELP classroom block

5766mm [18'-11"]

5766mm [18'-11"]

2059mm [6'-9"] CL P P P P septic tank soakage trenches

SCHOOL scale: 1:100@A4 A02 date: 22.08.18 issue: SK

1250mm [4'-1"]

1250mm [4'-1"]

1250mm [4'-1"] 1250mm [4'-1"] 3900mm [12'-9 1 2 "]

1250mm [4'-1"] 1250mm [4'-1"] 3900mm [12'-9 1 2 "]

new HELP classroom block

new HELP classroom block

2059mm [6'-9"] CL P P P P septic tank soakage trenches

1250mm [4'-1"] 4800mm [15'-9"] 2400mm [7'-1012"]

1500mm [4'-11"] 1809mm [5'-11"]

1500mm [4'-11"] 1809mm [5'-11"]

1250mm [4'-1"] 4800mm [15'-9"] 2400mm [7'-1012"]

• Sanitation block design - plan: Due to plans for a new classroom and the location of existing buildings in this project, the toilet block, septic tank and soakage trenches were located around it, as shown

TOILET NUMBERS, SIZES & CONFIGURATIONS

Area requirements are dependent on the nature of the program: toilets/handwashing only, teeth only, or toilet/ handwashing plus teeth.

Simple tables outlining student-to-toilet ratio and area diagrams have helped Healthabitat in their feasibility studies and initial conversations to calculate facilities, footprint and cost requirements.

Toilet Numbers

School Population

Toilet Sizes and Areas

Toilet Sizes and Areas

How many boys are at the school?: ...............................................

School Population

How many boys are at the school?: ............................................... How many girls are at the school?: ................................................ How many t eachers are at the school?: ..........................................

How many girls are at the school?: ................................................

How many t eachers are at the school?: ..........................................

Number of toilets and handwashing points

Circle appropriate field based on total number of people using the school’s toilets

Number of toilets and handwashing points

Toilets and hand washing points

Circle appropriate field based on total number of people using the school’s toilets

Number of people using facilities

Number of people using facilities

Toilets required for school (1 toilet per 60 people)

Toilets and hand washing points

Girls Boys* Teachers Hand basins 100 3 1 1 1 2 200 3 1 1 1 2 300 5 2 2 1 2 400 7 3 3 1 4 500 8 3 3 2 4 600 10 4 4 2 4 700 12 5 5 2 6 800 14 6 6 2 6 900 15 6 6 3 8 1000 17 7 7 3 8 *1 of the male toilets will be a urinal, unless the total number of male toilets is less than 2

Toilets required for school (1 toilet per 60 people)

of B Divisional breakdown oy vs girl toilets depends on the ratio of boys:girls at the school hool with 600 people and a ratio of boys:girls = 3:1 toilet allocation for student For example, in a sc s = 6:2 (boys:girls)

Note*

Divisional breakdown of boy-girl toilets is dependent on the ratio of boys to girls at school. For example in a school of 600 people;

Girls Boys* Teachers Hand basins 100 3 1 1 1 2 200 3 1 1 1 2 300 5 2 2 1 2 400 7 3 3 1 4 500 8 3 3 2 4 600 10 4 4 2 4 700 12 5 5 2 6 800 14 6 6 2 6 900 15 6 6 3 8 1000 17 7 7 3 8 *1 of the male toilets will be a urinal, unless the total number of male toilets is less than 2

Ratio of boy: girl = 3:1 Toilet allocation for students would be = 6:2 (boy: girl) Areas

Note* Divisional breakdown of boy-girl toilets is dependent on the ratio of boys to girls at school. For example in a school of 600 people; Ratio of boy: girl = 3:1 Toilet allocation for students would be = 6:2 (boy: girl) Areas

of B Divisional breakdown oy vs girl toilets depends on the ratio of boys:girls at the school hool with 600 people and a ratio of boys:girls = 3:1 toilet allocation for student For example, in a sc s = 6:2 (boys:girls)

Toilet Sizes & Footprint

Notes:

• Excerpt from feasibility study document • Excerpt from feasibility study document

Notes:

The average size of a toilet cubicle, including slab and handwashing points, is 5.2m²

The average size of a toilet cubicle, including slab and handwashing points, is 5.2m²

To calculate approximate area of new toilet blocks, multiply number of toilets (found above) by 5.2m²

To calculate approximate area of new toilet blocks, multiply number of toilets (found above) by 5.2m²

For example, a school with 800 students will need 14 toilets. These will occupy an approximate area of 72.8m² including slab and handwashing points

For example, a school with 800 students will need 14 toilets. These will occupy an approximate area of 72.8m² including slab and handwashing points

Hand Basin (2 taps) Hand Basin (3 taps)

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

Hand Basin (2 taps) Hand Basin (3 taps)

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

Hand Basin (2 taps) Hand Basin (3 taps)

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

1. STONE FOUNDATIONS, DOUBLE BRICK CONSTRUCTION & EARTHQUAKE BANDING

Earthquake banding was introduced into Healthabitat’s sanitation projects as a result of the Nepal earthquake in April 2015. The earthquake killed 9,000, injured nearly 22,000 and made hundreds of thousands homeless due to building loss and damage.

PROBLEM - Many buildings failed in the earthquake due to:

• landslips as a result of the earthquake which damaged buildings that were sited on fill on a sloping site

• no steel reinforcing or structural components for tensile stability in walls and foundations

• stone wall gable ends, unreinforced and not tied into the roof or wall structure - in many cases these fell into the building causing injury and death

• placing the roof on top of the walls without tying this into the structure

• little to no use of traditional timber construction due to material shortage and excessive cost. Traditional building techniques often withstood earthquakes due to construction techniques.

SOLUTION - Concrete earthquake banding with the introduction of steel reinforcing is now used, as well as locally available building materials (traditional stone with mud mortar and now double brick). This increases the tensile strength of the building’s walls so that it remains intact in the event of an earthquake, increasing safety for people. There are four key areas of the construction that increase earthquake resilience. Shown through extracts from the ‘Draft Construction Manual’ produced in the 2016 Sanitation Studio, these include:

Excavation and Stone Foundations

Plinth (bottom) Earthquake Band - Steel and Concrete Middle Earthquake Band - Steel and Concrete Roof (Top) Earthquake band - Steel and Concrete

Excavation

•

• accurate set out measurements and footing depths

• types, sizes, cleanliness and quality of stone

• stone laying - staggered joints (common bond pattern).

P.C.C (1:3:6) 300mm

Foundations (continued) 230 GL GL 580

Soling Compacted Earth F2 F2 F2 FOOTING PLAN

Stone layouts should have through stones with the placement of vertical steel at corners of the building junctions and at window and door openings. 150 150 115 350 115

TYPICAL FOOTING SECTION (Outer Wall)

TYPICAL FOOTING SECTION (Inner Wall) Stone footing 650 650

ENTRASPACE TECHNICAL CONSULTANT ANAMNAGAR, KATHMANDU Tel: 977-1-4252094 Email:etcconsultation@gmail.com SUBMITTED BY: SUBMITTED TO: PROJECT NAME: SHREE BHOTENAMLANG SECONDARY SCHOOL DESIGN OF TOILET BLOCK

OK? THROUGH STONES - TO TIE THE WALL TOGETHER Typical Footing Section (Outer Wall) (nottoscale) Typical Footing Section (Inner Wall) (nottoscale) • At corners + junctions Install 4” Ø PVC pipe into stone foundation formwork, 1’6” deep with 3/8” steel Remove PVC pipe, infill with concrete to correct ratio as shown 400

• Project photos: Stone and brick wall building with earthquake bands 56 NSTDG - 04 Design & Construction

The first concrete band includes a horizontal steel ladder that sits on top of the stonework, followed by a band of concrete on top.

ROOF - STEEL

Bend down vertical steel Bend down all vertical steel, tie into horizontal ladder

Install roof ties Tie steel strapping to horizontal steel ladder along exterior walls Space ties to rafter widths at18” centres Stand vertical, install final capping concrete band around the roof ties to all walls as per previous steps

PROBLEM - Historically, roof structures in Nepal were made of local hardwood timber. As timber over time has become scarce and more expensive, roof structures have been made of materials that are less strong, durable and safe, with roof sheeting often held down by heavy objects. This is very dangerous and problematic when earthquakes occur, as the roof collapses, damaging property and injuring people.

SOLUTION - The toilet block design uses a steel roof truss system fabricated and welded on site to design and engineering specifications. Roof sheeting screw fixed to the steel structure provides a strong, durable and safe structure to cover the toilet cubicles and handwashing area to ensure the facilities can be utilised in all weather with less chance of collapse and injury during future earthquakes.

2.1 Steel Framed Roof Construction

2. STEEL FRAMED ROOF CONSTRUCTION & STEEL ROOF SHEETING a

Steel Roof Truss to Toilet Cubicles

• Roof structure is directed away from rain and wind, allowing sun into the structure (i.e. roof slopes down towards wind/rain).

• Generous overhang around all sides allows allweather protection in toilets and handwashing areas.

• All design and fabrication is to engineer’s specifications, with engineer inspection upon completion of frame.

Specifications: Continuous fillet weld to all rectangular ollow sections (RHS) members RHS ends capped Mono roof truss fixed down into top of wall to engineer’s specifications All steel structure is painted

Skillion Roof to Handwashing Area

• Sloping the roof in the opposite direction to high level roof ensures water doesn’t fall off roof in one direction.

Specifications: Weld roof into top plate on top of the toilet wall to connect the roof trusses Structure finishes 4”/100mm before end of roof sheeting

•

Truss structure section. detail drawing (example only)

• Roof framing detailed plan (by engineer): Showing tie down and structural member requirements

2.2 Steel Roof Sheeting

• LYSAGHT Installation Lap & Screw Specifications

a

Steel Roof Sheeting

• Strong

• Durable & easy to source in Nepalcommon construction material

• Generous overhang for wet season and all weather

Specifications: Minimum 600mm overhang to all sides

Roof sheeting extends 4”/100mm past steel roof structure 0.42mm gauge steel roof sheet Sheet lap detail as per manufacturers specification (including to clear roof sheeting)

b

Clear Polycarbonate Roof Sheeting

• Provides natural light into the toilet

• Helps cubicles dry out

Specifications:

-Clearpolycarbonatesheeting Placed over toilet cubicles As per above

c

Screw Fixing

• Mechanical ‘HiHi’ fixings to ensure the roof sheeting is secure through all weather and safe in the event of an earthquake

Specifications:

Screw fix using galvanised self drilling metal roofing screws (HiHi or similar)

Screw spacing as per LYSAGHT

3. SECURE & RELIABLE WATER SUPPLY

(TO TOILET BLOCK)

PROBLEM - The water supply to a village is often from a far away source, with many informal connections. People often make alterations and connections to the supply line which can affect or disconnect other connections. This does not guarantee a good quality or consistent supply.

SOLUTION - A secure, reliable and independent water supply with approximately 3 days’ supply of water should be ensured in case the supply is cut. This allows people to continue to use the toilets, wash their hands and flush away waste safely without affecting people’s health and allows 3 days for the supply to be fixed. This often requires the project plumbers to tap into an existing town supply and establish a durable and independent supply line that can run above and below the ground, using gravity to feed the water pressure to the block.

Water Supply and Waste Treatment

Source

Where is the water coming from? Cistern, stream, mains?

Distance

How far between source and school?

Condition

What condition is the pipe in? What material is it made from?

• Secured supply: In this example, project plumbers made an independent supply line from the village supply to a water tank on top of the school roof with durable fittings

Tank

Is there an existing tank(s)?

If yes, how many? How many litres? What material? Where is it located?

Flow Rate

How long does it take to fill a 10L bucket?

Water What is the water quality?

Toilet Flush Hand Wash

Access to water

Toilet unblocked

Close to toilet Access to soap

2 min

Teeth Brush

2min brushing Teacher supervision

• Water Supply Criteria: This document maps the criteria to be considered when securing an independent supply to the block. This was established by a student Sanitation Studio in 2015

See Appendix for Water Tank resources 3.1 Water Tank Sizes

Number of people using facilities

Hand washing (1 litre per person)

Toilet dip flush (3 litre per person)

Tooth Brushing @30% (2 litres per person)

Total volume used (litres)

Septic tanks required

Septic tank footprint metres)

So trench length (metres) 100 100 300 60 460 1 2.2*1.5 2.3 200 200 600 120 920 1 2.4*1.5 4.6 300 300 900 180 1380 2 1.3*1.5 6.9 400 400 1200 240 1840 2 1.4*1.5 9.2 500 500 1500 300 2300 2 1.6*1.5 11.5 600 600 1800 360 2760 2 1.7*1.5 13.8 700 700 2100 420 3220 2 1.8*1.5 16.1 800 800 2400 480 3680 2 1.9*1.5 18.4 900 900 2700 540 4140 2 2.0*1.5 20.7 1000 1000 3000 600 4600 2 2.1*1.5 23

Number of People includes teachers and all students Tooth brushing data reflects taps running continuously for 3 minutes

3.2 Water Pressure

PROBLEM - Low water pressure making the cubicle taps and handwashing unusable.

2.1m/7’ 2.4m/8’

2800 Litres 300 - 600mm 100mm

Earth fill Sand fill Fall outlet from septic tank Level pipe in ground

3200 Litres 6200 Litres

Soakage Trench Detail Soakage Trenches 1.2 m 1.2 m1.2 m x

Soakage Trenches 1.2 m Minimum width of each trench cell is 1.2m/4’ Length of soakage trench can vary as shown by the variable x

Geotextile fabric as casing around pipe

/ 15’4” / 23’ / 30’8” / 38’4” / 46’ / 53’8” / 61’4” / 69’ / 76’8” ��aka�� T��n�� ��n����a���ns

Tank �n���n� an� ����s Septic Tank Sizes 1.2 m 1.2 m x

2.3m/7’8” 1.5m/5’ 1.5m/5’ 1.5m/5’ 1.2m/4’ 1.2m/4’ 1.2m/4’ • Project photo showing the installation of a water tank next to the sanitation block to secure a water supply 1metreheight=9.81Hectopascals,idealhouseholdtappressureis150kPa

>1.2 m x

Perforated Pipe

Minimum distance between trench and surrounding objects is 600mm/2’

4. PLUMBING DESIGN

PROBLEM - Historically, Nepal has poor sanitation design, specifically in removing and treating waste water, which can negatively affect health, particularly in children as discussed in Chapters 01 & 02. If one aspect of the plumbing system fails, it can affect the entire system and make the whole building unusable.

SOLUTION - Well-designed and constructed plumbing helps to reduce the spread of infectious diseases and remove harmful waste water from the environment where people live and play. Healthabitat aims to design and construct robust plumbing systems that can be easily assembled, maintained and fixed by local tradespeople. Standard fittings and fixtures that are easily available and have been robustly tested to ensure their quality and durability should be

l

Toilet & Handwashing Facility

4.1 Pipe Laying (general)

PVC (drainage) pipes

• 100mm poly pipe is used as it does not compress under the weight of gravel

• Rigid PVC pipes carry all waste water away from the toilets and handwashing to be treated

• Correct fall to pipes ensures waste water easily drains away from the building

Specifications

100 Ø rigid PVC pipe

Use 45° ‘Y’ connections only (no 90° elbows) as they are less susceptible to blocking Connections are always installed in the direction of travel of waste

Lay rigid PVC pipe in excavated trenches from toilet to septic tank and from handwashing to septic tank with minimum 1° fall

Extend pipe into septic tank

Connect with PVC cement/glue

Cover pipes

• All pipes are re-covered with soil (remove rocks) with adequate cover to protect from damage from cars, animals and people

4.2 To Water Tank

Orientation and stability

• Check orientation and stability of the tank on its stand for safety and easy access

• Concrete footings should be designed to support the stand and prevent it from blowing away in high winds

Specifications

PVC water tank (capacity depending on people)

To be higher than tap heights to ensure adequate pressure via gravity feeding

From supply to tank

• An independent line with durable fittings should be created from the source

Specifications

Install poly pipe supply line minimum 300mm underground

Install galvanised (GI) pipe supply line above ground; secure with saddles to sturdy substrate

Water fill point

• Insert water fill point connection at top of tank

Specifications

Install float valve to automatically fill tank

Enough height is required to gravity feed water outlet points, minimum 3m above ground

4.3 From Water Tank to Taps

Supply pipes

• Install from tank to tap Specifications

Install poly pipe supply line underground minimum 300mm Install galvanised (GI) pipe supply line above ground; secure with saddles to sturdy substrate

g h i

Isolation valve

• An accessible tap to turn off all supply to the toilet block for maintenance and emergencies Specifications

Install gate or ball valve along the supply line at the water tank or toilet block to restrict water flow to all taps

Install at accessible height but out of reach of young children

Secure pipes

• Fix pipes to wall to ensure stability Specifications

Saddles to all GI pipe to stop water hammer Masonry anchors and screws to saddles for stability in brick walls

External and internal taps

• Install bibcock brass taps (1/2”) for handwashing and dip flushing toilets inside cubicles

Specifications

Bibcock brass tap (1/2”), thread tape used GI pipe with GI 1/2” socket to connect to bibcock tap

4.4 From Toilet to Septic Tank

Squat toilet pan to waste line

• The squat toilet pan is the most widely used toilet in Nepal

• Connect toilet pan to ceramic ‘P’ trap which connects to waste pipe underneath rear wall of toilet cubicle

• Connect ceramic ‘P’ trap to PVC waste pipe and drainage line

• Ensure all falls are correct for waste to flow easily to the septic tank

Specifications

Excavate underneath footing to rear cubicle wall, enough for waste pipe Locate ceramic ‘P’ trap underneath footing to rear wall of toilet cubicle, at correct height for pan

Use 2 part epoxy joining compound to join ‘P’ trap together and PVC pipe to the ‘P’ trap Secure in place using hard render Pan to be laid flat and level on top of ‘P’ trap at correct height for hard render to finish flush with the top of it 100 Ø PVC waste pipe with 90° elbow

See Section 8: Cubicle Design for process pictures

Inspection points

• Easily accessed inspection points allow for blockages to be cleared and maintenance to be carried out

• Inspection points should be constructed at the start of handwashing waste line and to each toilet waste line

Specifications

Install a 90° elbow with screwable inspection cap at the start of each toilet waste line as it exits underneath rear wall to cubicle

Construct protected inspection pit around the elbow when recovering excavation Install a cover to each pit for protection

• Inspection point at the handwashing basin allows for easy inspection and fixing of blockages

T-piece

• Install to the end of drainage pipe, to the inside of the septic only (inlet and outlet)

Specifications 100 Ø PVC pipe

Render around T-piece inlet position to create seal and help keep pipe stable

Install vertical pipe to the bottom of the T-piece into the septic tank, 1 foot long (300mm)

See Section 6: Waste Disposal System for reference

• Left: Drainage plumbing with inspection openings and ‘Y’ ‘T’ connections to prevent blocking

• Right: Toilet inspection opening pit. A lid is made to cover the pit and protect from dirt, vermin and weather and ensure it does not become overgrown

5. TOOTH, HAND & FACE WASHING

PROBLEM - The ability to wash your hands and face, especially for children, is crucial for preventing and decreasing the transmission of diseases, including diarrhoeal diseases and infections.

SOLUTION - To install hand basins that remove and treat waste water safely, are secure and that work effectively. Dental camps alongside Healthabitat projects have been a part of the Teeth and Toilets (TT) program, training young people in the importance of oral health.

5.1 Basin Design

Wash basin

• Adequate size for use by many children at one time

• Ensure the quick removal of water without splashing onto children or the ground

Specifications: Projects use: 28” high, 12”-14” deep, 5ft long

Wall mounted stop valve

• An important and accessible feature to easily shut off the water supply to the toilet block in an emergency or for repair work

Specifications: Gate valve 1/2” used for stop valve (or ball valve), installed at height out of reach of children Secured to wall using GI pipe saddles

GI pipe secured

• Secured to reduce risk of damage and water hammer

Specifications: Secured along entire length to top of brick wall with GI pipe saddles

Bibcock taps from GI pipe

• Multiple water outlets to allow multiple users at one time

• Various height taps for younger and older children and adults to wash hands, face and toothbrushing

Specifications: Bibcock brass tap (1/2”), thread tape used GI pipe with GI 1/2” socket to connect to Bibcock tap Tap heights for various height/aged children Spacing between taps min 21”

Hard render lining

• Same hard render to sink as to toilet floor and cubicle walls, for easy cleaning

Specifications:

Mix ratio = 2 portions cement: 1 portion sand Hard rendered lining to trough area and upstand around the trough base and sides See Section 8: Cubicle Design, for coving details

Soap storage

• Location in the basin design to keep soap near the wash basin to encourage use

Specifications: Hard rendered shelf at reachable height for young and old children

Condition

See Healthabitat YouTube for ‘How a Septic Tank Works’ resource

6. WASTE DISPOSAL SYSTEM

What condition is the pipe in?

What material is it made from?

Tank

Is there an existing tank(s)?

If yes, how many? How many litres?

What material?

Where is it located?

PROBLEM - Current sanitation systems used for removing and treating waste water in Nepal are poor. There is a community demand for a clean and safe system that does not fill up as quickly as drop (dry) toilets. Once drop toilets are full, they are abandoned and quickly fall into disrepair or contaminate living environments.

Water

Flow Rate

How long does it take to fill a 10L bucket?

6.1 Septic Tank

What is the water quality?

SOLUTION - Healthabitat incorporated an on-site septic tank to treat waste water and soakage trenches to dispose of treated waste below ground. This self-sufficient waste disposal system requires little maintenance, with occasional pumping of sludge build-up out of the septic tank approximately every 10 years.

Toilet Flush

Hand Wash Teeth Brush

A septic tank is an airtight underground waste treatment system. The size depends on how many people will use the facility (toilets and handwashing) and the amount of waste water that is produced.

Close to toilet Access to soap

Access to water Toilet unblocked 2min brushing Teacher supervision

Waste water drains from the handwashing drains and toilets via gravity to the septic tank. The septic tank holds this waste for long enough (minimum of 3 days) to allow solids such as faeces to settle down to the bottom, forming a sludge, while the oil and grease floats to the top to form a hard scum layer of bacteria, treating the liquid. The design of the inlet and outlet prevents the scum from leaving the tank and only lets the treated liquid waste water (effluent) exit the tank and drain into the soakage trench.

Waste water Treatment Soakage Trench

2 min

Waste water moves from the first chamber into the secondafter3daysand utilises a combination of aerobic and anaerobic bacteria to treat the waste water. It then drains into the soakagetrench.

Tank walls and base

• Built to the size and height required for the amount of waste water

• Built from reinforced concrete or bricks

Specifications: Hole is excavated and formwork built Flat and sturdy base of concrete or brick Walls are built straight, plumb and strong Inlet and outlet constructed into each end when built

Inlet

• Located where waste water from handwashing drains and toilets enter through T-piece

Specifications: PVC T-piece Render around T-piece inlet position to create seal and help keep pipe stable

Internal dividing wall

• Internal dividing wall to separate solids and liquids. Liquids flow through the wall under the top scum layer into the second chamber

Specifications: Made from same material as exterior wall, and tied into the wall using bricks or steel inside concrete 1 x hole for connecting the two chambers, 1 foot above base, 2 x bricks in height

f

Render

• Internal render to line the septic tank to prevent leaking, hard render finish layer

Specifications: Mix ratio = 1 bag cement: 5 bags sand Install render mix to line inside of septic tank 20mm minimum thickness

e f

Outlet

• Underground PVC outlet pipe connects to soakage trench Specifications: Install PVCT-piece 100mm (4”) lower than inlet height Render around T-piece inlet position to create seal and help keep pipe stable

Concrete slab lid

• Custom poured concrete lid to cover septic tank Specifications: Steel mesh encased in lid for strength Bent rod handles cast in, for lifting Minimum 100mm (4”) thick Cure for 21 days Seal join between lids with sand/cement mix after installation

° *

Number of people using facilities

Hand washing (1 litre per person)

Toilet dip flush (3 litre per person)

Tooth Brushing @30% (2 litres per person)

• Excerpt from Septic Tank Influent and Sizes: This document is a guide for

* ������ Tank �n���n� an� ����s Septic Tank Sizes Soakage Trench Detail 2800 Litres 300 - 600mm

* °

Number of People includes teachers and all students Tooth brushing data reflects taps running continuously for 3 minutes

Septic tank footprint (m/ft) Tank always 5’ wide / 7’4” / 8’ / 4’4” / 4’8” / 5’4” / 5’8” / 6’ / 6’4” / 6’8” / 7’ 2.1m/7’ 2.4m/8’ 2.3m/7’8” 1.5m/5’ 1.5m/5’ 1.5m/5’ 1.2m/4’ 1.2m/4’

Septic tank footprint (m/ft) Tank always 5’ wide water

So trench length (metres) 100 100 300 60 460 1 2.2*1.5 2.3 200 200 600 120 920 1 2.4*1.5 4.6 300 300 900 180 1380 2 1.3*1.5 6.9 400 400 1200 240 1840 2 1.4*1.5 9.2 500 500 1500 300 2300 2 1.6*1.5 11.5 600 600 1800 360 2760 2 1.7*1.5 13.8 700 700 2100 420 3220 2 1.8*1.5 16.1 800 800 2400 480 3680 2 1.9*1.5 18.4 900 900 2700 540 4140 2 2.0*1.5 20.7 1000 1000 3000 600 4600 2 2.1*1.5 23

/ 23’ / 30’8” / 38’4” / 46’ / 53’8” / 61’4” / 69’ / 76’8”

usage calculations and septic tank sizes. This was established by the 2015 Sanitation Studio (the table assumes the outlet pipe is 300mm below the top).

Septic Tank Sizes Soakage Trench Detail 2800 Litres 300 - 600mm Earth fill Geotextile fabric as casing around pipe 3200 Litres 6200 Litres 2.1m/7’ 2.4m/8’ 2.3m/7’8” 1.5m/5’ 1.5m/5’ 1.5m/5’ 1.2m/4’ 1.2m/4’ 1.2m/4’ 6.2 Septic Tank Influent & Sizes

Geotextile fabric as casing around pipe 3200 Litres 6200 Litres

6.3 Soakage Trench

1500mm [4'-11"] 1809mm [5'-11"] P

5766mm [18'-11"] 3900mm [12'-9 1 2 "]

NOTE:Lengthofsoakagetrenchandpipesneedstobelongerinpoorlydrainingsoilsuchasclay

Location

HELP classroom block

g h h cell #1 Cell #2

septic tank soakage trenches 4800mm [15'-9"] 2400mm [7'-1012"]

• Locate the soakage trench to protect the pipes (see 6.4)

Specifications: Minimum distance between trench and object or existing structure is 2m (7’)

Size of soakage trench

• Length of soakage trench can varying according to site restrictions and soil types

• Width of each soakage trench cell is calculated to ensure soil does not become over-saturated which will affect the function of the septic tank

i j

j k

Specifications Each soakage trench cell is minimum 4’ wide Excavation

• Hole for the soakage trench is dug to the size required for the amount of waste water

Specifications: Hole to be dug, depending on soil type, between 1’ and 2’ deep

Soakage pipes

• Perforated PVC pipes are wrapped in geotextile fabric to stop dirt or debris blocking the holes where water will escape

• Pipes are laid in the trenches on a 2” bed of gravel (20mm size)

Read‘TheSoakageTrenchSaga’inChapter03tosee whathappenswhenthisgoeswrong

Specifications: 100mm rigid PVC pipes are perforated with a large (20mm) drill bit to create large holes along the entire length and all sides of the pipe for water to escape

Perforated pipes are wrapped in geotextile fabric and tied in place

Pipes are connected and laid in the trenches ensuring they are level

Back fill

• The trenches are backfilled with enough gravel to cover and ensure the pipes are safe from damage

Specifications:

Fill 2” below pipe with 20mm gravel

Fill 4” above laid pipes with gravel fill

69

Septic Tank Sizes

1.2m/4’ 1.2m/4’ 1.2m/4’

k i j

Soakage Trench Detail

2800 Litres 300 - 600mm 100mm

Soakage Trench Detail

Earth fill

Sand fill

2.1m/7’ 2.4m/8’ 2.3m/7’8” 1.5m/5’ 1.5m/5’ 1.5m/5’ 1.2m/4’ 1.2m/4’ 1.2m/4’

Earth fill Sand fill Fall outlet from septic tank Level pipe in ground

3200 Litres 6200 Litres

3200 Litres 6200 Litres

Geotextile fabric as casing around pipe

Perforated Pipe

Geotextile fabric as casing around pipe

��aka�� T��n�� ��n����a���ns

Fall outlet from septic tank

2800 Litres 300 - 600mm 100mm

Level pipe in ground

6.4 Soakage Trench

��aka�� T��n�� ��n����a���ns

>1.2 m x

Configurations

Minimum width of each trench cell is 1.2m/4’

>1.2 m x

Minimum width of each trench cell is 1.2m/4’

Soakage Trenches

Soakage Trenches 1.2 m

• Extract from ‘Septic Tank Influent and Sizes’ resources to help inform feasibility studies (See Appendix)

Perforated Pipe

Soakage Trenches 1.2 m 1.2 m1.2 m x

Soakage Trenches 1.2 m

1.2 m 1.2 m1.2 m x

Length of soakage trench can vary as shown by the variable x

Length of soakage trench can vary as shown by the variable x

Minimum width of each trench cell is 1.2m/ 4” Lengthofsoakagetrenchcan varyasshownbythevariablex

1.2 m 1.2 m x

Minimum distance between trench and surrounding objects is 600mm/2’

1.2 m 1.2 m x

Minimum distance between trench and surrounding objects is 600mm/2’

Minimum distance between trenchandsurroundingobjects is 2m/ 7”

i • Soakage pipes are drilled with 20mm drill bit along entire length of PVC • PVC pipe laid in the dug trenches at the appropriate ‘fall’ to ensure water runs along pipe and leaks out (See Section 4.1: Pipe Laying)

7. STONE & BRICK FOOTPATH

PROBLEM - When mud and silt enter the toilet cubicle and get washed down the toilet, this builds up quickly in the septic tank causing the tank to fill up too quickly.

SOLUTION - To reduce the amount of mud and silt entering the toilet cubicle, Healthabitat tested a series of different paving combinations with different materials and widths to create an optimum configuration which removes as much dirt as possible from shoes.

Paths of waste and overflow, as well as paved surfaces used to assist in maintaining the cleanliness and health of the facilities

a

a

45�

Key

Stone paving

• Stones found from site are laid for removal of mud from shoes

Specifications: Minimum four steps width or 4’

Laid tight and flat to ensure no tripping hazards or loose stones

Solid Waste Liquid Waste Overflow Entry Surfaces

Brick paving

• Brick paving is laid between stone mud area and entry to facility at all points to remove dirt

Specifications: Minimum four steps width or 4’

To finish, the toilet wall render should be capped at a 45° angle. This will shed any water or dust and prevent the deterioration of the render

Laid in stretcher bond

Hard render lining

• Hard render lining with correct falls to ensure water does not pool

Specifications: Mix ratio = 2 portions cement: 1 portion sand All floors except in cubicle to have a 1”:8” (1:100) fall

7.1

Tests to Remove Mud from Shoes

• Different-sized and placed rocks and bricks were tested at how successful they were in removing mud and dirt from shoes.

• Once shoes had walked through the different arrangements of stones and bricks, they were measured to see how clean they were.

• Footprints were compared and the arrangement of stones and bricks that removed the most mud and dirt is used in the design today.

8. CUBICLE DESIGN & HARDWARE

PROBLEM - The cubicle design is one of the most crucial aspects of the toilet block. If one part of the design fails or is not adequate for its users, the whole facility can fail, as people may not feel safe or it may become unusable. Hardware is often not durable enough or is designed and installed incorrectly and so breaks from high amounts of use.

SOLUTION - A robust design is used, with durable hardware that has been trialled on projects to ensure all the critical elements are detailed and specified to improve the health of its users.

The points below outline the critical elements of the cubicle design, their considerations and their placement.

8.1 Toilet Features (inside)

At

To

a

Toilet brush attached to wall with rope

• Important for cleaning, attached to the wall to ensure it doesn’t get misplaced

Specifications: See Section 8.4: Other

b

Squat toilet pan

• The most widely used toilet pan in Nepal

Specifications: Packed up and Installed level to match the height of the sloped concrete cubicle floor surface for easier cleaning and use Ceramic P-trap See Section 8.2: Detailed Cubicle Plan

Internal tap and plastic bucket for dip flushing and floor cleaning

• Ensures private water supply to each cubicle for regular flushing

• Ensures privacy for female students for sanitary hygiene practices

• Encourages regular cleaning of cubicle

Specifications:

Bibcock brass tap (1/2”), thread tape used Tap height is 1’6” above floor

Hard render finish on floor and walls

• Ensures a durable finish to internal and external walls and floor surfaces in splash zones and high traffic areas

• Easy to clean surface

• Easy to repair

Specifications:

Mix ratios = 2 portions cement: 1 portion sand

Fall of cubicle floor render to pan (critical): 1”:4’ / 25mm: 1200mm / 1:50

Fall of other floor render to areas: 1”: 8’ / 25mm : 2400mm / 1:100

Wall render: 24” (600m) from floor

Coved floor / wall junction: 1” (25mm) coving (see coving detail)

Raked top edge of inside and outside wall render 45° slope (see wall render detail)

Standard floor and wall render underneath, mix ratio = 1 bag cement: 5 bags sand

•

NOTE: There should be considerations made for an additional bucket or bin in female student and teacher toilets for the easydisposalofsanitaryitems. Thisbinneedstobeemptiedregularlyand thecontentsdisposedof.Havingsucha facilitywilldiscouragesanitaryitemsbeing flusheddownthetoiletandblockingthe septictank.

g

Insect screen

• Prevent the negative impacts of insects & pests without stopping natural ventilation to the cubicles to dry out water

Specifications: See Section 9: Ventilation & Insect Screening

Sections of clear polycarbonate roofing

• Allows natural light and sun into each toilet cubicle for ease of use

• Assists in drying water on the cubicle floors and walls

• Discourages pests and insects

Specifications: Strategically placed over each toilet cubicle Polycarbonate roofing in same lengths as steel roof sheeting (to span entire length of roof)

See Section 2: Steel Framed Roof Construction & Steel Roof Sheeting for sheet lap and screw fixing detail specifications

Hooks for hanging clothes and bags

• Especially important for female students and sanitary hygiene practices

Specifications: See Section 8.4: Other

h

Exposed plumbing secured to wall

• Exposed galvanised water supply lines are secured to the brick wall to minimise ‘water hammer’ and general movement

• Ensures fittings and connections don’t become loose or damaged over time from movement of the pipe

Specifications: Wall plugs (green) and 2” long screws GI pipe saddles (1/2”) (GI Pipe Clamp) fixed at regular spacings Render installed after pipes installed and secured; pipes are embedded in render where possible

Solid core outward swinging door

• Outward swinging door allows extra space in the toilet cubicle and safety in the case of an emergency in a cubicle, e.g. a student faints

• Inside and outside slide bolts for privacy and securing the door

Specifications: See Section 8.4: Other

Cubicle photographs: Showing crucial parts to the design

8.2 Detailed Cubicle Plan

1200mm [3'-11"]

handwash tap 2" fall

tap

8.3 Cubicle Design - Construction Process

A series of photographs from various projects shows the construction process for preparing the cubicle, installing the trap and squat pan level, preparing the floor and walls for rendering underneath and completing the hard render.

1. Dig underneath footing to rear of cubicle to connect pan plumbing.

2. Connect pan trap to waste pipes at rear of block. Ensure it is level.

3. Install squat pan level on top of trap and pack to height of finish render considering the required fall.

4. Set squat pan in location with cement.

5. Fill the cubicle floor with rocks to the desired height as substrate for hard floor render.

6. Install floor render.

7. Install wall and surrounding wet area render, including hard render final finish

Specifications: For render ratios, See Section 8.1: Toilet Features (inside)

Other Hardware

There are many other parts to the design that have been trialled on projects and modified as a result of their performance. These parts are crucial for the safety, comfort, ease and privacy of everyday use of the toilet block.

Toilet brush attached to wall with rope

• An important cleaning implement, attached to ensure it doesn’t get misplaced

Specifications: Installed to each cubicle – trialled in earlier village sanitation program Wall plug (green) and 2” galvanised screws, fixed 600mm apart String (nylon, green / orange) tied to end of toilet brush, long enough to reach bottom of trap from wall

Clothes hooks

• Important for changing clothes in female sanitary hygiene process in toilet cubicle

• Useful for hanging towels

Specifications:

Strong clothes hooks made from stainless steel Screw fixed directly into back of solid core door Installed at 5’/1500mm above floor level (depending on age of school children)

Solid core outward swinging door

• Outward swinging door allows extra space in the toilet cubicle

Specifications: Paint door and frame with undercoat and 2 x coats of enamel paint (not acrylic), critical to paint bottom edge of door and all other edges

Stainless steel hinges 4”, 4 x galvanised timber screws For extra protection, consider covering the internal face of doors with aluminium sheet 2” from the bottom to protect the door from water and wear and tear

Strong handles & sliding locks

• Inside and outside slide bolts and handles for privacy and securing the door

toilets at the back of the wall tied by nylon thread and onto the nail.

• Heavy duty to ensure long life of hardware and ongoing use of toilet facilities

Specifications: Fitted to both inside and outside of doors Slide bolts (2 x saddles and 2 x bolt nut and washers‘Antrap’ set)

Door stop to roof frame

• To ensure inside doors to cubicles don’t hit half height walls or edges of brick door openings when fully open

• Secured to steel roof frame to ensure it is not a trip hazard

Specifications: RHS block bolted to RHS roof frame RHS stub where door contacts wrapped in bicycle tube and bolted in place

9. VENTILATION & INSECT SCREENING

PROBLEM - Pooling water from dripping taps and dip flushing creates breeding areas for insects such as mosquitoes and flies which then transmit disease.

SOLUTION - The grade of the floor and wall render is a critical priority. A further measure to stop insects is to fabricate well-fitting insect mesh to any openings. This not only restricts the insects from entering the toilet cubicles, but also provides constant ventilation to dry out any water in the cubicles.

Timber frame made to size of opening

• Hardwood timber creates a strong frame

• Sized to tightly fit opening to ensure no gaps are left once fitted in place to the steel structure

Specifications: Notched timber joins Glue and nail joins Can be replaced with a SHS steel frame

Insect screen

• Small gauge insect screen is stretched over timber frame and fixed in place

Specifications: Fly screen (12” x 35” roll readily available) Screw fixed in place with timber screws

Securing insect screen to metal roof frame

• The timber frame with insect mesh is secured to the metal roof frame

Specifications: Pre-drill holes through timber frame into metal roof frame Galvanised self-drilling metal roofing screws to fix to metal roof frame at regular intervals

Prime and paint timber frame

• Painting the frame, like the doors and door frames, ensures a durable finish to withstand effects of weather and age

Specifications: Prime timber with wood primer Paint finish with enamel paint to all sides

• Training maintenance managers: Nepal Project Manager trains staff at each project site to fill out maintenance checklists and carry out checks and repairs

chapter05

05 Maintenance

An overview of the importance of maintenance for the lifetime of the building and the process Healthabitat carries out to encourage and train dedicated maintenance managers

WHY IS MAINTENANCE IMPORTANT?

Regular, routine maintenance is important to extend the longevity of the toilet, handwashing and waste removal facilities. This allows more people to be impacted by long-term, well-functioning facilities and ensures the greatest value for dollar investment.

Maintenance plans, checklists and ongoing funding for the life of the project are essential. They provide information on taking care of the essential design features, improving chances of long-term success and improving the health of its users.

Common Item Failures and Repairs

•

•

•

• Septic tank lid cracks: The septic tank lid is exposed and can be easily damaged by animals, people, machinery or cars

Ball valve fails: The handle to the ball valve for the water supply can break off, causing a water leak

Clogged drains and gullies: Items or debris can clog up the sink drain, causing a blockage. Inspection of openings allows drains to be cleared

Overgrown inspection outlets (IO): Weeds & plants can overgrow making it difficult to inspect drains and make repairs

HOW IS MAINTENANCE CARRIED OUT?

Inspections should be carried out at regular planned intervals using an established and repeatable process by a trained maintenance manager. This allows the wear and tear on items to be monitored and maintenance requirements to be identified. The maintenance manager will then decide whether an immediate fix is required and able to be done, or if trade assistance is required to fix a larger issue.

For maintenance to be carried out efficiently and successfully, the following need to be in place:

05

- MAINTENANCE CHECKLIST:

Ongoing Maintenance Funding - Allocated from day one of feasibility

Funding for the training and salary of a dedicated maintenance manager

Funding for toolkit restocking

Funding for urgent and planned maintenance work

Training a Maintenance Manager - Providing the knowledge to carry out maintenance

The project manager trains a dedicated, on the ground, maintenance manager to oversee regular inspections

The maintenance manager must have the knowledge, skills and tools to carry out repairs and maintenance They may be a teacher from the school, a parent or a tradesperson from the community

Maintenance Checklist - A system to follow and use to keep records of maintenance work

An established process for inspections, testing and surveying items with required time frames

Ensures that faults are prevented or detected early and effects of failure can be reduced

Is a formal document to review and use as a resource for future planned maintenance and toolkit restocking Has been established as a priority list, focusing attention and funding

Toolkit & Restocking Checklist - Providing the tools and basic parts (e.g. taps, hooks) to carry out maintenance

The project manager at the end of construction will deliver a fully stocked toolkit and checklists and provide competency training to undertake maintenance

The checklist includes all items and tools required for regular repairs, maintenance and replacement of hardware

These must be restocked regularly

Cleaning Checklist - Cleaning also helps maintain parts of the project

Regular cleaning is important to maintain the toilet

For example, removing dirt build-up in cubicles before it gets flushed down the toilet pan reduces dirt build-up in the septic system that could minimise its capacity

NOTE: The2019SanitationStudiodevelopedandtestedthesetoolswithexistingprojectcommunities.With feedback,thetoolsareconstantlybeingrevisedtoincreasecommunication,efficiencyandsuccessonthe ground.

1. Training a Maintenance Manager

The dedicated maintenance manager is often a school employee such as a grounds person or maintenance worker who is regularly on site. The project manager trains this person to fill out the maintenance checklists, using and stocking the tool kit and undertaking repairs and maintenance.

• Training a Maintenance Manager: The Nepal project manager trains staff from the school project committee about how to fill out the maintenance checklist and identify and complete maintenance repairs

2. Maintenance Checklist

The established process for inspections was developed by students in 2019 and taken to the communities of past projects to trial with the maintenance manager and school management team. Feedback was taken on board and used to develop this maintenance checklist, with timeframes to inspect, check and test all items.

HOW TO FILL OUT:

MONTH ► J F M A M J J A S O N D

= OK = NOT OK = FIXED

HOW TO FILL OUT (Translations above):

This is a maintenance checklist for one year, separated into 12 months. Some item checks are monthly,

6 monthly or annually. For each item there are two check boxes. In the top check box a = OK and a = NOT OK.

In the bottom check box a = item has been fixed.

multiple items fails, the check box must have an

COMMON FIX ITEMS:

WHAT IF THERE IS MORE THAN ONE ITEM? For instance, the INSIDE TOILET check notes one tap, although this is relevant for all inside toilet taps.

If there are multiples of an item, all of these must be checked with a or . If any one of the

TAP

• Filling out the maintenance checklist: The checklist covers a one year period with suggested time frames for items to be inspected, tested and changed monthly, 6 monthly or annually. Icons request the manager to fill out if the item is OK, NOT OK and if it has been fixed

GATE VALVE

- Water flowing out from spindle

1. Tighten the spindle nut - Tap cannot be turned off

2. Replace tap washer

1. Using adjustable wrench (shifter), remove top half of tap

- Water flowing out from spindle 1. Tighten the spindle nut - Leaking from sides of gate valve 1. Replace whole gate

3. Toolkit & Restocking Checklist

The toolkit to carry out the maintenance inspections and repairs was also developed in the 2019 Sanitation Studio and trialled with the communities of past projects. The Toolkits and Restocking Checklist were then hand delivered by the Project Manager to other past projects.

• Maintenance Toolkit and Restocking Checklist: Stocked in a heavy duty toolbox, it is filled with items required for minor maintenance and repairs. The toolkit requires checking and restocking every 6 months

4. Cleaning Checklist

Regular cleaning is encouraged as it is an important part of maintaining the toilet, handwashing and waste removal facilities.

The Cleaning Checklist accompanies the toolkit and displaying it in a public area is encouraged, such as on the back of the toilet doors. In some schools, the teachers allocate the responsibility for daily cleaning to different groups of students to encourage good hygiene and understanding about the toilet, handwashing and waste removal facilities. Cleaning with non-harsh chemicals (e.g. no bleach) ensures the good bacteria in the septic tank are not killed, so they can continue to do their job breaking down and treating human waste.

NOTE: Do not use Harpic or Bleach on toilets as it badly affect

Toilet & Basin Cleaning Checklist - English & Nepalese

2.

English: Sprinkle 1 spoon of Baking Soda over toilet pan. Pour one cup of vinegar onto toilet pan Nepalese:

English: Scrub inside the pan and on the foot holds Nepalese: 3.

4.

English: Fill bucket with water, wash floor and toilet pan then re-fill bucket Nepalese:

English: Sprinkle 2 spoon of Baking Soda on the basin. Pour one cup of vinegar over all of the basin. Nepalese: 5.

6.

English: Scrub inside and around the basin Nepalese:

English: Turn all the taps on and wash basin out Nepalese: 7.

8.

English: Pick up rubbish and empty buckets into incinerator. Return rubbish buckets. Nepalese:

English: • Make sure all taps are turned off • Put the cleaning bucket back Nepalese:

• Cleaning Checklist: Simple diagrams illustrate important areas and methods of cleaning with non-harsh

DEFINITIONS, ACRONYMS & EXPLANATIONS

HH Healthabitat

HLPs Healthy Living Practices

UPK Anangu Pitjantjatjara Yankunytjatjara Lands in the far north west of South Australia

RELEVANT RESOURCES

Website Links

Healthabitat Nepal & Toilets:

• Safety and The 9 HLPs

• Healthabitat’s work in Nepal

• Healthabitat news article - “Complex problems and big thinking? - maybe try many small ideas”

• Healthabitat news article - “Building Poverty”

• Healthabitat news article - “On tigers and smooth hands - what toilets mean to the villagers of Nepal”

Environmental Health in Central Australia - AP Design Guide & UPK Report:

• UPK report

• Septic Tank Maintenance Guide

• AP Design Guide

Plumbing Resources:

• Health Aspects of Plumbing - World Plumbing Council

Articles & Guides

Nepal Earthquake Resistant Design (Nepal Government)

• Design catalogue for reconstruction of earthquake resistant houses, volume I

Specifications

Steel Roof Framing

• Lysaght Metal roof sheeting Specification (2.12 & 3.8.1)

FEASIBILITY REPORT

School water supply, toilets, handwashing, dental and waste disposal facilities

Contact details

Date completed

Name of village District

Name of school School Administration contacts: Name Position Phone number

1. 2. 3. School Development Committee contacts: Name Position Phone number

1. 2. 3.

Existing building projects, drawings

Existing building projects in the school 1. 2. 3.

List all grants for new buildings applied for: Who with (eg ADB?) What for?

Date applied? When will you hear?

Are there existing site plans available?

Village information

Number of families in the village

1. 2. 3.

NB: attach photos of existing toilet block, cubicles, school grounds, water tank

Number of government schools in the village

Distance from Kathmandu Road condition & accessibility?

Distance from Melamchi Road condition?

List local trades in the village, eg plumbers, brick layers, renderers, stone mason, labourer?

Location of nearest hardware shop

Are there private health clinics in the village? Is there a pharmacy?

1. 2. 3.

Location of nearest hotel

List number of rooms

Are there government health posts in the village?

School population

How many girls go to the school

What is the most number of girls at any one time

How many boys go to the school

What is the most number of boys at any one time

How many women teachers How many men teachers

Condition Report – Toilets & handwashing

How many existing toilets are there?

Do the doors open & close properly

Is there a tap in the toilet cubicle

Is the toilet blocked

Is there bug proof mesh (ventilation) on all openings

Are there any handwashing points? How many?

Condition Report – Water supply system

Where does water come from for the school?

What is the water supply pipe made of?

What is its condition?

Who cleans the toilets?

Are there locks on the doors

Is there a bucket in the toilet cubicle

Does all water in the cubicle drain into pan

Are there clothes hooks on the walls

Are there handwashing sinks installed? Do they drain to a septic system?

How far away is this from the school?

Is there a water tank? How many? How many litres? What material? Where is it located?

Is there good water pressure? How long does it take to fill a 10 litre bucket?

Condition Report – Waste disposal system

Is there a waste water treatment system?

Is there a drainage system after the septic tank?

Is there a septic tank? How large is the tank? What is its condition?

Do all sinks and toilets drain into the septic tank?

Dental services

Are there dental facilities at the village

Dental programs or camps organised at the school / village beforeinfo from Principal

Dental health condition of the students / local villagers - a view from Principal

Is a dental program needed for the school / community?

Necessity of dental camp program for the villagers? What support can villagers provide for the program

What support can school provide for the program?

Other programs running in the area? if Yes, please provide information

Government support locally

Other notes:

Dental health conditions of villagers: a view from government health service provider

Potential donors/supporters locally

Toilet Sizes and Areas

School Population

How many boys are at the school?: ...............................................

How many girls are at the school?: ................................................

How many t eachers are at the school?: ..........................................

Number of toilets and handwashing points

Circle appropriate field based on total number of people using the school’s toilets

Toilets and hand washing points

Number of people using facilities

Toilets required for school (1 toilet per 60 people)

Girls Boys* Teachers Hand basins 100 3 1 1 1 2 200 3 1 1 1 2 300 5 2 2 1 2 400 7 3 3 1 4 500 8 3 3 2 4 600 10 4 4 2 4 700 12 5 5 2 6 800 14 6 6 2 6 900 15 6 6 3 8 1000 17 7 7 3 8 *1 of the male toilets will be a urinal, unless the total number of male toilets is less than 2

Note* Divisional breakdown of boy-girl toilets is dependent on the ratio of boys to girls at school. For example in a school of 600 people; Ratio of boy: girl = 3:1 Toilet allocation for students would be = 6:2 (boy: girl) Areas

of B Divisional breakdown oy vs girl toilets depends on the ratio of boys:girls at the school hool with 600 people and a ratio of boys:girls = 3:1 toilet allocation for student For example, in a sc s = 6:2 (boys:girls)

The average size of a toilet cubicle, including slab and handwashing points, is 5.2m²

To calculate approximate area of new toilet blocks, multiply number of toilets (found above) by 5.2m²

For example, a school with 800 students will need 14 toilets. These will occupy an approximate area of 72.8m² including slab and handwashing points

Notes:

Project Process Checklists CHAPTER 03 -

01 - PROJECT INITIATION CHECKLIST :

Obtainofficialrecordofinitiationinwriting

Begintodiscussexpectations,roleofengagement,timeframes,accessconcerns,seasonsandweather

What are the details of the brief?

02 - PROJECT FEASIBILITY/ PROJECT SUITABILITY CHECKLIST

Project Initiation/Feasibility:

What are the key project expectations and do these align with the HLPs?

Whatdoestheschoolexpecttobeapart/notapartoftheproject?

e.g.Doestheschoolwantyoutobuildatoiletwithnosecurewatersupply?Ordoestheschoolwantthe toilet to have no roof?

Where is the project funding coming from?

Whatistheexpectedcostofalltheprojectstagesandcontractor?

Whatisthesourceoffunding?

Isthefundingalreadysecuredwithnostringsortimeframesattached?

Iffundingiscomingfromoutsideofthecommunity,whatwilltheschoolcontribute?Theremustbelocal investment,whichcouldbein-kindsupportsuchaslabour,materials,maintenancefunding.

Are there travel requirements or access restrictions?

Isthereanairfarecostassociatedwithreachingthecommunity?Ifso,howmuchisit?

Isit4WDroadaccessonlyforpeopleandmaterials?

Are there seasonal access restrictions such as the monsoon season?

What are the private vs. community needs and benefits?

Althoughthisisaschooltoilet,willthecommunityuseitalso?

Do the government, NGOs or the school have future development plans or are they already doing work?

AreotherNGOsdoingsimilarorthesameprojectintheareaalready?Ifso,whatistheirprojectdifference andsimilarities-canyoucollaborateorjoinresources?

Design & Construction:

Who is the project management team and the licence or insurance holder?

Whowillbetheon-the-groundprojectmanagementteamforallphasesincludingconstructioninspections and defects?

Whatifsomebodygetshurtduringtheproject?Aretheyinsured?

Who will be the construction team?

Are there local workers/labour available?

Aretherelocaltradestodothework-plumbers,electricians,engineers,inspectors?

Ifnotlocal,whoaretheyandwheredotheyhavetotravelfrom?

After the Project is Over:

Who will pay for and carry out the maintenance?

Whowillbetrainedasthededicatedmaintenancemanagerandcarryoutmaintenanceregularly?

Whowillrestockandsupervisethetoolkitsandtraining?

Who will carry out a defects inspection at project completion?

Istheremoneyinthebudgettofixanydefectsorpoorlyconstructedaspects?

NOTE: SeeFeasibilitydocumentsintheAppendixforreference/use

CHAPTER 03 - Project Process Checlists cont.

03 - DESIGN CHECKLIST:

Project Brief - Finalised and agreed on by all stakeholders

Havetherebeendiscussionswiththeclient,schoolcommittee,parents,studentsandstaff?

Areinclusions,exclusionsandexpectationsnotedintheprojectbrief?

Projecttimelineandalldesignandconstructionphasesaredocumentedincludinginspections

Site Analysis - Completed and documented

Siteobservations,futureplansandsitequalitiesareunderstoodandcaptured

Prosandconsofthelocationandpossiblesiteshavebeenunderstoodandcaptured

Thesehavebeenreviewedwithstakeholdersforconfirmationsandinput

Sketch Design - Options are developed by understanding the brief and site

Minimumoftwoplanninganddesignoptionsaredevelopedusinghandsketches,siteplans,building plans,elevationsandsectionsandscalemodelstocommunicateideas

Presentedtostakeholdersforapprovalandselectionofmostappropriatesolution

Design Development and Detailed Design

Theselecteddesignisdevelopedanddetailedtoapointwhereitissufficienttoengageexternal consultantsandcompleteconstructiondocumentation

Presentedtostakeholdersforfinalapproval

Construction Documentation, External Consultants Engaged and Planning Approval

Externalconsultantsareengaged,suchasanengineer,toconfirmdesignanddetailspecifications

Constructionpackageisdevelopedwithconsultantcollaboration

Submittedtoauthoritiesforplanningorconstructionpermissionandapproval

Projectisbegunandcarriedoutaccordingtoprojecttimeline

NOTE: Theprojectmanagermustbeavailableatallstagesoftheprojecttotroubleshootanyunforeseenissues orquestionsandengageanyconsultantsasrequired,especiallythroughouttheconstructionphase.

04 - Key construction milestones include:

• sourcing materials: ordering and delivery of materials for building the structure and fittings

• preparing the site: marking out the site, excavation and earthworks

• services: installation of services below and above ground as required

• foundations: construction of footings to support the building as designed and specifications

• structure: construction of walls, roof and doors as designed and specifications

• fixtures, fittings & finishes: installation of health hardware, hooks, shelves and surface finishes as specified.

05 - MAINTENANCE CHECKLIST:

Ongoing Maintenance Funding - Allocated from day one of feasibility

Fundingforthetrainingandsalaryofadedicatedmaintenancemanager

Fundingfortoolkitrestocking

Fundingforurgentandplannedmaintenancework

Training a Maintenance Manager - Providing the knowledge to carry out maintenance

Theprojectmanagertrainsadedicated,ontheground,maintenancemanagertooverseeregular inspections

Themaintenancemanagermusthavetheknowledge,skillsandtoolstocarryoutrepairsand maintenance

Theymaybeateacherfromtheschool,aparentoratradespersonfromthecommunity

Maintenance Checklist - A system to follow and use to keep records of maintenance work

Anestablishedprocessforinspections,testingandsurveyingitemswithrequiredtimeframes

Ensuresthatfaultsarepreventedordetectedearlyandeffectsoffailurecanbereduced Isaformaldocumenttoreviewanduseasaresourceforfutureplannedmaintenanceandtoolkit restocking

Hasbeenestablishedasaprioritylist,focusingattentionandfunding

Toolkit & Restocking Checklist - Providing the tools and basic parts (e.g. taps, hooks) to carry out maintenance

Theprojectmanagerattheendofconstructionwilldeliverafullystockedtoolkitandchecklistsand providecompetencytrainingtoundertakemaintenance

Thechecklistincludesallitemsandtoolsrequiredforregularrepairs,maintenanceandreplacementof hardware

Thesemustberestockedregularly

Cleaning Checklist - Cleaning also helps maintain parts of the project

Regularcleaningisimportanttomaintainthetoilet

Forexample,removingdirtbuild-upincubiclesbeforeitgetsflusheddownthetoiletpanreducesdirt build-upinthesepticsystemthatcouldminimiseitscapacity

NOTE: The2019SanitationStudiodevelopedandtestedthesetoolswithexistingprojectcommunities.With feedback,thetoolsareconstantlybeingrevisedtoincreasecommunication,efficiencyandsuccessonthe ground.

Water Supply and Waste Treatment

Source

Where is the water coming from? Cistern, stream, mains?

Distance

How far between source and school?

Condition

What condition is the pipe in? What material is it made from?

Tank

Is there an existing tank(s)?

If yes, how many? How many litres? What material? Where is it located?

Flow Rate

How long does it take to fill a 10L bucket?

Toilet Flush

Access to water Toilet unblocked

Water

What is the water quality?

Hand Wash

Close to toilet Access to soap

2 min

Teeth Brush

2min brushing Teacher supervision

Waste water Treatment

Soakage Trench

Number of people using facilities

Hand washing (1 litre per person)

Toilet dip flush (3 litre per person)

Tooth Brushing @30% (2 litres per person)

Total volume used (litres)

Septic tanks required

Septic tank footprint metres)

So trench length (metres) 100 100 300 60 460 1 2.2*1.5 2.3 200 200 600 120 920 1 2.4*1.5 4.6 300 300 900 180 1380 2 1.3*1.5 6.9 400 400 1200 240 1840 2 1.4*1.5 9.2 500 500 1500 300 2300 2 1.6*1.5 11.5 600 600 1800 360 2760 2 1.7*1.5 13.8 700 700 2100 420 3220 2 1.8*1.5 16.1 800 800 2400 480 3680 2 1.9*1.5 18.4 900 900 2700 540 4140 2 2.0*1.5 20.7 1000 1000 3000 600 4600 2 2.1*1.5 23

Number of People includes teachers and all students Tooth brushing data reflects taps running continuously for 3 minutes

2.1m/7’ 2.4m/8’ 2.3m/7’8” 1.5m/5’ 1.5m/5’ 1.5m/5’ 1.2m/4’ 1.2m/4’ 1.2m/4’

2800 Litres 300 - 600mm 100mm

Earth fill Sand fill Fall outlet from septic tank Level pipe in ground

3200 Litres 6200 Litres

Geotextile fabric as casing around pipe

������ Tank �n���n� an� ����s Septic Tank Sizes 1.2 m 1.2 m x

/ 15’4” / 23’ / 30’8” / 38’4” / 46’ / 53’8” / 61’4” / 69’ / 76’8” Soakage Trench Detail Soakage Trenches 1.2 m 1.2 m1.2 m x

Perforated Pipe

Soakage Trenches 1.2 m Minimum width of each trench cell is 1.2m/4’ Length of soakage trench can vary as shown by the variable x

>1.2 m x

Minimum distance between trench and surrounding objects is 600mm/2’

CHAPTER 04 - Septic Tanks/ Water Tank Sizes 97

Hand Basin (2 taps) Hand Basin (3 taps)

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

Hand Basin (2 taps) Hand Basin (3 taps)

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

Hand Basin (2 taps) Hand Basin (3 taps)

Options: Without Urinal Girls / Teacher Girls / Teacher / Boys

HOW TO FILL OUT:

= OK = NOT OK = FIXED

HOW TO FILL OUT (Translations above):

This is a maintenance checklist for one year, separated into 12 months. Some item checks are monthly, 6 monthly or annually. For each item there are two check boxes. In the top check box a = OK and a = NOT OK. In the bottom check box a = item has been fixed.

WHAT IF THERE IS MORE THAN ONE ITEM?

For instance, the INSIDE TOILET check notes one tap, although this is relevant for all inside toilet taps. If there are multiples of an item, all of these must be checked with a or . If any one of the multiple items fails, the check box must have an

COMMON FIX ITEMS:

TAP GATE VALVE

- Water flowing out from spindle

Tighten the spindle nut - Tap cannot be turned off

Using adjustable wrench (shifter), remove top half of tap

Replace tap washer

- Water flowing out from spindle

Tighten the spindle nut - Leaking from sides of gate valve

Replace whole gate valve

- Water overflows from tank:

split pin

ball and stem

internal plug and washer OR replace

- Cracked seal on lid:

Reseal any cracks on lid with cement to ensure air is trapped in Septic system

- Broken trap lid:

Remove trap lid and replace - Blocked trap

Remove trap lid and insert and clean out with hand or pipe

ITEM English EXPLANATION

Inside render OK?

Are there any holes or cracks?

Toilet Brush OK?

Is the toilet brush attached to string and the screws secured into the wall?

Inside toilet taps OK? Can tap be turned on and off 3 times without dripping when off? Is it secure in the wall? Is the spindle loose or leaking? *every 6 months service tap: dis-assemble + replace washer and re-grease

Toilet flush OK? Pour one full bucket of water down the toilet, does it drain quickly?

Bucket and bin OK?

Is a bucket and bin present? Is there a scoop?

Door latch OK?

Is the door latch and screws secure? Can the latch close easily?

Clothes hooks OK?

Is a clothes hook present? Is it secure in the door?

Door hinges and frame OK?

Is the door attached to hinges? Are the hinges and screws secure? Is the door frame fixed to the wall?

Hand washing taps OK? Can tap be turned on and off 3 times without dripping when off? Is it secure in the wall? Is the spindle loose or leaking? *every 6 months service tap: dis-assemble + replace washer and re-grease

Handwash drain OK?

Turn on all the taps and count to ten. Does it drain quickly?

Sink render OK?

Are there any holes or cracks? Do these effect the basin working?

Septic tank lid OK?

Is the lid in good condition and stable? Can you see inside the tank ?

Smell OK?

Does the septic tank area smell ok? Is there any seepage or wet areas?

ITEM

English EXPLANATION

Water tank OK?

Is the tank secure and holds water?

Water tank lid OK?

Is there a lid and is it secure?

Water tank connection OK?

Is the water connection secure and not leak ing?

Float Valve/Ball cock OK?

Is the float valve present and working? Does it have any cracks or is leaking?

Floor surface OK?

Does the outside floor render and brick paving have cracks or holes creating mud puddles? Is it secure? Is it slippery?

Insect mesh OK?

Does the mesh have any tears or holes?

Door and latch OK?

Are the door latch and screws secure? Can the latch close easily? Is the door in good condition?

Door handle OK?

Are the door handle and screws secured to the door?

Inspection outlets OK?

Does each outlet unscrew easily? Is the cover present? Is it damaged? Is the outlet covered/ protected? Are the drains clear?

Vent pipe OK?

Is the vent pipe secured to the wall? Does it have any cracks or holes?

Gate valve and water line OK?

Does the gate valve turn off the water? Is the water line to the tank secured or leaking?

Tool Box and Cleaning kit OK?

Does the tool box and cleaning kit have all the items on the list? Do any need to be replaced?

Nepalese EXPLANATION

OUTSIDE

INSIDE TANK

Toolkit & Restocking Checklist

Health Improvement Toolkit List

(Items to be replaced on Toolkit when used)

SN Details to be inserted in toolkit

A Tools

QTY 6 Monthly Check 6 Monthly Check

1 Pipe Wrench (Stillsons) (14 Inch) 1 piece

2 Adjustable Wrench / Shifting Spanner (10 inch) 2 piece

3 Screw drivers, phillips and flat head (medium) 1 piece

4 Trowel (Jyawal) 1 piece

5 Pliers (Large) (Penchise) 1 piece

6 Claw Hammer Nail (Killa) Hammer 1 piece

7 Utility Knife 1 piece

8 Hacksaw with 5 x spare blades 1 piece

Consumables

1 Bib Cock Brass Tap (1/2”) 2 piece

2 Tap washers 10 piece

3 Drain Multi Trap (4” / 110mm) 2 piece

4 Multi trap lid (4” / 110mm) 4 piece

5 IO cover (4” / 110mm) (Door Tee Cover only) 2 piece

6 Door Handle 2 piece

7 Hinges (4 inch) 3 piece

8 Slide Bolt (2 x saddles and 2 x bolt nut and washers) (Antrap set) 1 piece

9 Clothes Hook (stainless steel) 2 piece

10 Toilet Brush 1 piece

11 Ball cock valve (1/2”) 1 piece

12 Gate Valve / Ball Valve (1/2”) 2 piece

13 GI plugs / End stops (1/2”) 3 piece

General

1 String (Nylon, green / orange) 2m

2 Tie Wire (Dhalan Taar) 500g

3 Wall plugs (Green) Green Grip Denmark 10 piece

4 Pan Plunger Pan Pump 1 piece

5 Toilet snake ? (Long poly pipe to clean the blockage) 1 piece

6 Bucket (10 lit size to be keep cleaning materials) 1 Piece

7 Baking Powder 1kg

8 Vinegar 1 lit

9 Thread tape (yellow) 5 rolls

10 Gloves (long, silicone / rubber) 2 pair

11 Vent pipe brackets 4” PVC Clamp 2 piece

12 GI pipe saddles (1/2”) (GI Pipe Clamp) 2 piece

13 Couplings (1/2”) (GI Socket) 2 piece

14 Screws (3.5mm x 2” long) (3.5mm x 1”long) 20 piece

15 Masonry nails 2 piece

16 Fly screen (12” x 35”roll) 1 piece

Cleaning Checklist

Toilet & Basin Cleaning Checklist - English & Nepalese

NOTE: Do not use Harpic or Bleach on toilets as it badly affects the Septic System 2.

1.

English: Sprinkle 1 spoon of Baking Soda over toilet pan. Pour one cup of vinegar onto toilet pan Nepalese:

3.

4.

English: Scrub inside the pan and on the foot holds Nepalese:

English: Fill bucket with water, wash floor and toilet pan then re-fill bucket Nepalese:

English: Sprinkle 2 spoon of Baking Soda on the basin. Pour one cup of vinegar over all of the basin. Nepalese: 5.

6.

English: Scrub inside and around the basin Nepalese:

English: Turn all the taps on and wash basin out Nepalese: 7.

8.

English: Pick up rubbish and empty buckets into incinerator. Return rubbish buckets.

Nepalese:

English:

• Make sure all taps are turned off

• Put the cleaning bucket back Nepalese:

Healthabitat Sanitation

The Whirlwind Nepal

Studio Journey Not the typical ‘Architecture’ lecture | 17th - 30th May 2019

• Student cartoon reflection: UoN student Bobbie Bayley recaps The Sanitation Studio