Produced as part of WEDC's contribution to the International Year of Sanitation 2008, this book provides easy-to-use tools for assessing sanitation, water supply and hygiene facilities in primary schools in Africa sothat appropriate decisions can be made about sanitation improvements. It also presents guidelines for rehabilitating or decommissioning existing latrines; for choosing the right type of latrine where new facilities are requires; for siting latrines appropriately within a school compound; and for the operation and maintenance of these facilities. A number of low-cost toilet designssuitable for many rural and peri-rural locations in Africa are also included. Written in a readable style and copiously illustrated, the book has been designed primarily for school managers and headteachers but it will also be of interest to planners, architects and engineers.

The Third African Sanitation and Hygiene Conference was held in Kigali, Rwanda in July 2011. It was hosted by the Government of the Republic of Rwanda, and the African Ministers Council on Water. The meeting attracted extraordinary interest: over 1000 people registered and nearly 900 people attended from a total of 67 countries, including representatives of 42 African countries. The content of AfricaSan 3 was aligned with the needs of countries as defined in country preparation meetings which took place in advance. AfricaSan 3 looked to address the country needs and to commitments and country action planning. Different groups (ministers, civil society, local government, utilities, and donors) committed to actions to support the goals of AfricaSan. The goal of the AfricaSan process is to support countries to achieve the Millennium Development Goal, (MDG) for sanitation and hygiene. This book is freely available to download electronically from the IWA Publishing site Sanitation and Hygiene in Africa: Where do We Stand? takes stock of progress made by African countries through the AfricaSan process since 2008 and the progress needed to meet the MDG on sanitation by 2015 and beyond. This book addresses priorities which have been identified by African countries as the key elements which need to be addressed in order to accelerate progress. • Reviews progress on implementing the eThekwini Declaration to meet the MDG for sanitation and progress generally in Africa. It analyses what is needed to accelerate the rate of access to sanitation in Africa. • Shares advances in the evidence base on sanitation and hygiene in Africa to be able to assist decision-makers to overcome key blockages in implementing large-scale sanitation and hygiene programs. • Raises the profile of sanitation and hygiene as a determinant of sustainable development in order to strengthen leadership and advocacy for sustained sanitation and behavior changes. This book is essential reading for government staff from Ministries responsible for sanitation, sector stakeholders working in NGOs, CSOs and agencies with a focus on sanitation and hygiene and water and Sanitation specialists. It is also suitable for Masters courses in water and sanitation and for researchers and the donor community.

"Diseases related to inadequate water, sanitation and hygiene are a huge burden in developing countries. It is estimated that 88% of diarrhoeal disease is caused by unsafe water supply, and inadequate sanitation and hygiene (WHO, 2004c). Many schools serve communities that have a high prevalence of diseases related to inadequate water supply, sanitation and hygiene, and where child malnutrition and other underlying health problems are common. Schools, particularly those in rural areas, often completely lack drinking-water and sanitation and handwashing facilities; alternatively, where such facilities do exist they are often inadequate in both quality and quantity. Schools with poor water, sanitation and hygiene conditions, and intense levels of person-to-person contact, are high-risk environments for children and staff, and exacerbate children's particular susceptibility to environmental health hazards. Children's ability to learn may be affected by inadequate water, sanitation and hygiene conditions in several ways. These include helminth infections (which affect hundreds of millions of school-age children), long-term exposure to chemical contaminants in water (e.g. lead and arsenic), diarrhoeal diseases and malaria infections, all of which force many schoolchildren to be absent from school. Poor environmental conditions in the classroom can also make both teaching and learning very difficult. Girls and boys are likely to be affected in different ways by inadequate water, sanitation and hygiene conditions in schools, and this may contribute to unequal learning opportunities. Sometimes, girls and female teachers are more affected than boys because the lack of sanitary facilities means that they cannot attend school during menstruation. The international policy environment increasingly reflects these issues. Providing adequate levels of water supply, sanitation and hygiene in schools is of direct relevance to the United Nations (UN) Millennium Development Goals of achieving universal primary education, promoting gender equality and reducing child mortality. It is also supportive of other goals, especially those on major diseases and infant mortality." - p. iii

School Construction Strategies for Universal Primary Education in Africa' examines the scope of the infrastructure challenge in Sub-Saharan Africa and the constraints to scaling up at an affordable cost. It assesses the experiences of African countries with school planning, school facility designs, and construction techniques, procurement and implementation arrangements over the past thirty years. It reviews the roles of the various actors in the implementation process: central and deconcentrated administrations, local governments, agencies, social funds, NGOs, and local communities. Drawing upon extensive analysis of data from over 200 250 projects sponsored by the World Bank and other donor agencies, the book draws lessons on promising approaches to enable African countries to scale up the facilities required to achieve the EFA goals and MDGs of complete quality primary education for all children at the lowest marginal cost.