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Exploring the Issues Around Rural On-Site School Sanitation in South Africa

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Exploring the Issues Around Rural On-Site School Sanitation in South Africa Exploring the Issues around Rural On-Site School Sanitation in South Africa A preliminary report to the Water Research Commission on Project K5/2381: Evaluating the design of existing rural school sanitation infrastructure and developing a model and guidelines for optimal design by Bobbie Louton1, David Allen Still1, Ian Pearson2, Godfrey Sitholimela3, Tirelo Mphahlele4 and Esther Shaylor5. 1 Partners in Development, 2 Watsup, 3 Bashomi, 4 Tshwane University of Technology and 5 Amanz’abantu WRC Report No. 2381/P/15 ISBN 978-1-4312-0682-7 July 2015 i Obtainable from Water Research Commission Private Bag X03 GEZINA, 0031 [email protected] or download from www.wrc.org.za DISCLAIMER This report has been reviewed by the Water Research Commission (WRC) and approved for publication. Approval does not signify that the contents necessarily reflect the views and policies of the WRC nor does mention of trade names or commercial products constitute endorsement or recommendation for use. © Water Research Commission ii EXECUTIVE SUMMARY Six year old Michael Komape drowned in excrement in a pit latrine at his school in Limpopo in January 2014, just a week after he had started his school career. This unspeakable tragedy reveals how vital it is that our education system ensures that schools have safe and decent sanitation. Reports from educators, families, rights groups and the media indicate that school toilets that are overcrowded, blocked, broken, filthy or have no hand washing facilities are not exceptional. The schools where safety and dignity are at risk still typically reflect the demographic inequalities of apartheid. In its 2014 report, the South African Human Rights Commission stated that: “Those areas which lack water and sanitation mirror apartheid spatial geography. Former homelands, townships and informal settlements are the areas in which communities and schools, which are black and poor, predominantly do not enjoy these rights and many others. The lack of access to sanitation has an impact on other rights including rights to dignity, education, health, safety and the environment” (HRC, 2014). While the finger is often pointed at service delivery, the visible failure of many of the toilets that have been delivered – both old and new – in terms of the threat they represent to health, safety and dignity points to a range of issues both “hard” and “soft”, both technical and human: infrastructure design that considers the needs of both users and management, the choice of appropriate technologies and the appropriate use of these technologies and the need for proactive management with a sound knowledge of and commitment to health and safety. The fact that 20 years into our new democracy some of South Africa’s school children are still not guaranteed a safe or healthy place to perform the most basic of bodily functions demonstrates that achieving adequate sanitation for schools is not just a logistical challenge but also a matter of management at all levels: understanding and committing to the integral role of sanitation in education and in upholding human wellbeing and dignity. This document represents a preliminary exploration of school sanitation in South Africa as part of the study titled Evaluating the design of existing rural school sanitation infrastructure and developing a model and guidelines for optimal design which is being conducted by Partners in Development on behalf of the Water Research Commission. This document explores the background and status of school sanitation in South Africa and its legal environment and looks at best practice for the design of facilities and choice of systems and technologies. What this exploration revealed was the fact that the failure or success of infrastructure is fundamentally linked to the needs, resources, attitudes and beliefs of management and the users of school sanitation, and that any attempt to improve the status quo must come from a perspective of a “total solution” which addresses all of these elements coherently. While this document touches on how infrastructure interfaces with user needs and the implications for management, a careful review of models for management and user education is planned as the study progresses. It is clear that addressing these three elements – infrastructure, management and education – together is vital in order to expect that any intervention might succeed. An assessment of sanitation at 100 rural schools in KwaZulu-Natal, Limpopo and the Eastern Cape is underway (December 2014) as part of this study. The assessment involves an inventory of sanitation stock and its condition, interviews with the principal and cleaner (where there is one) and a focus iii group with learners allowing some triangulation of viewpoints between different stakeholders. The assessment tools can be found in Annexure A at the end of this document and can be used by anyone wishing to better understand the issues around sanitation at a given school. In addition, we will facilitate a discussion of these issues at national level during 2015 and the insights gleaned from this process and from the assessments will be published by the Water Research Commission in early 2016. It is our hope that this study contributes to the wellbeing of South Africa’s children during the hours in which they are at school. iv TABLE OF CONTENTS EXECUTIVE SUMMARY ........................................................................................................................... iii 1. INTRODUCTION ............................................................................................................................... 1 1.1 The importance of adequate sanitation ................................................................................. 1 1.2 The development of school sanitation ................................................................................... 2 1.3 Sanitation as a global concern ................................................................................................ 3 2. SCHOOL SANITATION IN SOUTH AFRICA ......................................................................................... 6 2.1 The history of school sanitation in South Africa ..................................................................... 6 2.2 Status of school sanitation in South Africa today ................................................................... 7 2.2.1 Eastern Cape ................................................................................................................. 10 2.2.2 KwaZulu-Natal ............................................................................................................... 12 2.2.3 Limpopo ........................................................................................................................ 14 2.3 Case studies .......................................................................................................................... 15 2.3.1 Eastern Cape ................................................................................................................. 15 2.3.2 KwaZulu-Natal ............................................................................................................... 19 2.3.3 Limpopo ........................................................................................................................ 23 2.3.4 Summary of issues ........................................................................................................ 26 2.4 Legislation and guidelines ..................................................................................................... 27 2.5 Institutional structures and responsibilities ......................................................................... 31 2.6 Initiatives to improve school sanitation ................................................................................ 33 2.6.1 Initiatives by the governmental sector ......................................................................... 33 2.6.2 Examples of initiatives by the non-governmental sector ............................................. 35 3. INFRASTRUCTURE: CONSIDERATIONS FOR DESIGN ...................................................................... 37 3.1 Determining design needs .................................................................................................... 37 3.1.1 Menstrual management ............................................................................................... 38 3.1.2 Special physical needs ................................................................................................... 39 3.1.3 Psychological needs ...................................................................................................... 40 3.1.4 Sustainability: operations and maintenance ................................................................ 40 3.2 Design process ...................................................................................................................... 41 3.3 Location and layout ............................................................................................................... 46 3.3.1 Access ............................................................................................................................ 47 3.3.2 Safety ............................................................................................................................ 47 3.3.3 Privacy ..........................................................................................................................
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