ACCESS IN SIDE-A-SCHOOL COMPONENTS LEYEND 1. Public Water network 2. Water Meter 3. Public sewage network 4. External Manhole OUTSIDE A INSIDE A SCHOOL BUILDING 5. Internal Water Network 6. Tank SCHOOL 7. Pump 8. Elevated Tank 9. Drinking Fountain 10. Trough sink 11. Toilet 12. Urinal 13. Internal Sewage Network 14. Internal Partitions in a Restroom 15. Rainwater Drainage Network 15 8 14 12 11 10 9 5 7 hole Man 6 13 2 4 1 3 Technical Note 1 Identification of Investment Needs in School Water and Sanitation Infrastructure in Peru Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) © 2016 International Bank for Reconstruction and Development / The World Bank 1818 H St. NW Washington DC, 20433 EE.UU. Phone: 202-473-1000 Web site: www.worldbank.org This document is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The findings, interpretations, and conclusions expressed in this paper do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Rights and Permissions The material in this publication is copyrighted. The International Bank for Reconstruction and Development / The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly. All other queries on rights and licenses, including subsidiary rights, should be addressed to the Office of the Publisher, The World Bank, 1818 H Street, NW, Washington, DC 20433, USA; fax: 202-522-2422; e-mail: pubrights@worldbank.org Graphic and design: Claudia Rospigliosi Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) INTRODUCTION Universal access to safe water for all,1 as well as equal access to suitable sanitation and hygiene services for all, with a special focus on women, girls, and people living in vulnerable conditions, are expected to be achieved by 2030. For the purposes of meeting this huge challenge, a comprehensive approach that allows designing and executing suitable investments in ecosystem protection and recovery, sanitary installations, and hygiene practices, is necessary at all levels. Results from the School Infrastructure Census (2013 CIE) show that most school buildings, mainly in rural areas, lack the basic conditions, in terms of seismic vulnerability, corrective maintenance, furniture, equipment, and physical – legal registration, as well as access to quality water, sanitation, electricity, telecommunications services, and accessibility for the population with disabilities. With assistance from the World Bank, the Ministry of Education of Peru (MINEDU) takes on the challenge and formulates the National School Infrastructure Plan (PNIE) as of 2025. As part of the General Education Law2 and the National Education Project (PEN),3 PNIE offers, for the first time ever in the national context, a proposal to plan school infrastructure in the long term under a comprehensive focus that aims at overcoming the current challenges of improving, rehabilitating, and managing the existing infrastructure, as well as to plan the new offer. PNIE is supported by a set of technical supporting papers that were prepared based on the 2013 CIE, one of them being the estimation of the water and sanitation gap for schools. This technical note has been prepared by the World Bank’s Water and Sanitation Program as part of the technical assistance Peru School Infrastructure Program (P152216). This work was led by Malva Baskovich, water supply and sanitation specialist, supported by a consultant team integrated by Doris Alfaro, Cecilia Montes Jave, Mercy Sandoval, Abel Bellido and Andres Quispe. 1. Universal access to water and sanitation is one of the 17 Global Goals in the new Agenda for Sustainable Development as of 2030 (SDG) that was established at the Sustainable Development Summit. 2. Law No. 28044, approved on July 17th, 2003 and published in El Peruano National Gazette on July 29th, 2003, and its Regulation that was approved by Supreme Decree No. 011-2012-ED and published on July 7th, 2012, hereinafter, the Regulation. 3. Under the leadership of the National Education Council, the PEN was formulated by Law (LGE, art. 80) that was approved in 2005, and declared a State Policy in 2007 by Supreme Order No 001-2007-ED. Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) i TABLE OF CONTENTS INTRODUCTION i PURPOSE OF THE NOTE 1 PHASES OF THE PROCESS 2 Phase 1: Defining indicators 3 Phase 2: Defining legal standards 5 Phase 3: Identifying the intervention needs 8 Phase 4: Estimating the water and sanitation gap for schools 10 CONCLUSIONS 14 REFERENCES 15 ANNEX 1 16 ANNEX 2 17 ANNEX 3 18 ANNEX 4 19 ANNEX 5 20 ii Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) PURPOSE OF THE NOTE This Technical Note summarizes the process that has been carried out to estimate the school water and sanitation gap in Peru. From an integrating view of the system, the process was organized in four phases, and was based on the statistical, legal, engineering, and cost analysis results. The four phases in this process included: (i) defining indicators, (ii) defining legal standards, (iii) identifying the intervention needs, and (iv) estimating the water and sanitation gap for schools. This paper describes the main developed activities, offers details on the tools that were used, and offers a set of recommendations to guide the design and execution of similar projects in other countries. According to the 2014 CIE, out of a total of 40,100 school grounds existing in the country, 20,699 of them require some type of intervention to assure access to water service. The connected towns pose the greatest intervention needs, as they account for 70 % of such requirement. Graph 1. Number of School Grounds in Need of Intervention to have Water Access 16,000 14,000 12,000 10,000 Nº de predios 8,000 6,000 4,000 2,000 0 Lima and Capital Cities Urban Centers Connected Scattered Callao towns Communities Water well and chlorination system Compact plant for rainwater treatment Cennection to public network This document constitutes an opportunity for knowledge generation, in terms of the best integration of water, sanitation, and hygiene with the national educational policy, in such a way that access to suitable and quality services by schools is increased, and its subsequent positive impacts on children’s health and cognitive and social development are generated. Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) 1 PHASES OF THE PROCESS The four phases were: 1. Defining indicators 2. Defining legal standards 3. Identifying the intervention needs 4. Estimating the water and sanitation gap for schools. The first three phases give each other feedback on a permanent basis; in this way, they support the fourth phase and estimate the water and sanitation gap for schools. Graph 2. Connection Between the Process Components for the School Water and Sanitation Gap Analysis 4. Estimating the W & S gap for schools Involves defining the cost of the identified interventions 3. Identifying the intervention needs Involves 2. Defining legal statistical analysis standards Involves 1. . Defining indicators legal analysis Involves engineering and statistical analysis 2 Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) Phase 1: Defining Indicators This phase allowed to delimit the water and sanitation water service that is provided in schools, and its milestone was to determine the Comprehensive School Water and Sanitation System (SIASE.) A school’s water and sanitation system was first analyzed, both inside and outside the school grounds. The prioritized spaces inside a school were the school restrooms; their existence, non- existence, or conditions allow to define if the students have the necessary number of them. This analysis identified 15 SIASE components that were organized in five indicators, one of them outside the school grounds, and four, inside the school grounds: the first indicator describes the access; the second indicator involves the water storage and pumping system; the third indicator corresponds to the suitability of the restrooms; the fourth indicator is linked to the existence or non- existence of water drinking fountains, and finally, the fifth indicator involves the rainwater drainage network. Each indicator’s definition was prepared, for the purposes of assuring a uniform conceptual and operative management. The table below shows the relationship between the indicators, their components, and definition. Table 1. SIASE Indicators and Components No. Indicator Components Definition 01 Access to water Water: It involves the probable situation of a school having or not and sanitation 1. Water supply public water and sewerage networks in its surroundings, 2. Water meter. and thus, having the option to get connected to networks, or Sewage: alternatively, require other in situ water and sanitation access 3. Excreta and wastewater modalities. disposal 4. External manhole 02 Storage and 5. Tank It involves the need and the presence or not of a water storage pumping system 6. Pump system in the school building, for the purposes to assure 7. Elevated tank. sufficient water volume availability during a school day, by means of three components. 03 Suitability of the 8. Internal (inside school) It refers to schools requiring complete sets of sanitation Restrooms water network fixtures with their corresponding networks and water and 9. Internal (inside school) sanitation service. sewage network 10. Trough sink 11. Toilet 12. Urinal 13. Internal restroom partitions 04 Water drinking 14. Drinking fountain It is proposed as a new requirement to be installed in the fountains schools that corresponds to a potential demand for an individual Drinking fountain service that supplies water for direct human consumption. 05 Rainwater 15. Rainwater drainage It corresponds to the requirement to supply a basic rainwater drainage network network drainage system for all the school buildings at a school; such system is basically made up of chutes and downspouts. The steps taken to build up these indicators included: (i) defining the decision- making rules by means of flowcharts, (ii) organizing the assumptions for each indicator’s components, and (iii) preparing the algorithms methodological paperwork for indicator estimations. Flowcharts for each indicator helped establishing the required intervention type. As an example, the graph below shows the flowchart for the restroom suitability indicator. Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) 3 Graph 3. Decision- making Rules to determine the Intervention Types, based on the Restroom Suitability Indicator Tolietes/sinks Internal (inside- Sufficient number Inodoros/ Type of school) water and sewerage network of toiletes intervention It has least Sufficient They all one Yes It has both Yes Yes Yes None no work No Rehabilitation They all No work Yes Extension (1) No No No Rehabilitation and extension Installation (1) (1) It includes the following components: Toiletes, Urinals, Internal (inside-school) Water Network, Internal (inside-school) Sewage Network, Internal partitions between Toilets. The required intervention types to assure that a school building meets all five SIASE indicators were established. The table below shows the proposed interventions to meet the access indicator, and Annex 1 describes all remaining four indicators. Table 2. Interventions for Access Indicator Indicator Interventions Access to Water and Interventions for the Water Supply System Sanitation • Connection from the school building grounds to the public potable water network is required as an intervention. This intervention also includes the water meter component. • Rainwater should be used and a compact water treatment plant should be installed. This system is installed at those schools located in the jungle area and in communities that lack a potable water supply utility. • Construction of a water well and a chlorination system. This system is proposed for those schools located in the Coast and the Andes Mountains and in communities that lack that lack a potable water supply utility. Interventions for the Sanitation System • Connection from the school building grounds to the public sewerage network, whenever the school building is located in a community with a public sewerage network. • In situ excreta and wastewater disposal and treatment system. This intervention is taken into account whenever the school building is located in climatic zones that are not floodplains and its community lacks the utility. • No defined intervention. This group of schools demands an in situ sanitation system but such schools are located in a floodplain zone; therefore, an intervention shall be evaluated for each case. 4 Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) This first phase offered a series of recommendations to CIE: • Information gathering for all 15 SIASE components should be assured. • Questions should be encouraged to address not only those aspects involving availability, but also those involving operativity and maintenance status, for the purposes of measuring the service quality. • Information should be gathered on the sanitation fixtures, and their use should be differentiated upon the basis of gender and educational level, as the demand for use and the availability of these fixtures, are directly related to both aspects. • CIE’s focus on gathering information on the internal (inside school) water and sewage network and the availability of both services at local level, and how the internal (inside school) network is connected to the external (outside school) network should be kept. This is a critical point, as there is a significant number of schools that are not connected to the public network, although they have an internal (inside school) water or sewage network. Phase 2: Defining Legal Standards This phase was decisive to guide the identification of school water and sanitation intervention needs, based on the analysis of the existing sectoral and national policies and standards Its milestone was estimating the needs to update the national legislation with regard to the Latin American standards. The route for this phase was based on three aspects: input, process, and outcome. The input was focused on revising the institutional framework and preparing an inventory of the national and sectoral regulations; the process analyzed the legislation and compared it with international regulations, and the indicators were supported in the paper on gaps; finally, the outcome provided legal and intersectoral interaction recommendations. Graph 4. Legislation Analysis Route Input Process Outcome Legislation analyzed: institutional framework comparison with Recommendations revised Inventory international regulations proposed of national and sectoral regulations Water and sanitation indicators supported The legislation framework analysis,4 with regard to water and sanitation at schools brought to light the very scattered existence of budget and sectoral laws issued by the Ministry of Education (MINEDU) and other sectoral bodies, such as the Ministry of Housing, Construction, and Sanitation (MVCS) and the Ministry of the Environment (MINAM.) 4. National policies on behalf of school sanitation infrastructure, aiming at providing a suitable learning environment. Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) 5 The alignment between CIE’s school water and sanitation components and the regulations in force showed that 8 out of all 15 components have not been taken into account in the CIE; this motivated a search for supplementary information on the technical rules and papers. Table 3. Alignment of the SIASE Components with CIE and the Regulations in Force SIASE Information Sectors issuing Regulations No. Legislation Analysis Components provided by CIE MINEDU MVCS MINAM 1 Water supply Service available Sufficiently regulated and documented in CIE. in the area 2 Water supply Not available Not available in CIE. Sufficiently regulated and described with technical specifications. 3 Excreta and This area has Sufficiently regulated and documented in CIE. wastewater sewerage service disposal 4 External manhole Not available Sufficiently regulated. 5 Tank No. of tanks and/ Sufficiently regulated. CIE gathers information or elevated tanks about their existence, but fails to describe their characteristics and whether they are operative or not. 6 Pump Not available Sufficiently regulated. CIE fails to gather this information, despite the fact that the presence and operativity of pumps guarantee the service. 7 Elevated tank Maintenance status Partially regulated. CIE gathers information of walls and slabs. on availability, partial information on the No. of tanks and/ or maintenance status, but no information on elevated tanks storage capacity. 8 Internal (inside If this network is Partially regulated (pipes are not taken into school) water available or not account) and documented in CIE. network 9 Internal (inside If this network is Sufficiently regulated and documented in CIE school) sewage available or not but no information is provided on presence of network internal manholes. 10 Trough/ Cannot be used Sufficiently regulated. CIE brings together in Sink/ one single group all sinks (that may include Handwashing more than one faucet) and sinks (that have no basin more than one faucet.) 11 Toilet Total sanitation Not sufficiently regulated, in terms of a fixtures, type differentiated demand per educational level and gender. CIE brings together all toilets for students, teachers, and staff in one single group. 12 Urinal Not available Not sufficiently regulated, in terms of operativity. 13 Internal Not available Not regulated and not present in CIE. restroom partitions 14 Drinking Not available Not regulated and not present in CIE. Drinking fountain fountains should be taken into account every time they are associated to the use of filters or any other devices or mechanisms that guarantee safe water consumption. 15 Rainwater Not available Not regulated and not present in CIE. drainage network 6 Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) Legislation was thoroughly revised, upon the basis of each one of the questions in CIE, for the purposes of identifying the existence or non- existence of any national or sectoral regulations. Annex 2 shows an example of an analysis of the regulations, upon the basis of the CIE questions. When analyzing the international regulations, two studies that evaluate the regulations on infrastructure at Latin American level in the last few years were taken into account;5,6 likewise, regulations were successfully directly revised and evaluated. The first study offers a comparative analysis of the legislation and infrastructure in Mexico, Chile, Colombia, and Brasil, with regard to Peru, although Peru is not included as one of the analyzed countries in such study. The IDB study7 explores the infrastructure conditions in the basic education schools around the region, by using the SERCE database, and analyzes the connections between the school infrastructure conditions and the school performance in grammar and mathematics tests of third and sixth grade students. The main findings include: (i) the development of certification systems for school infrastructure, issued by infrastructure- specialized institutions, (ii) the progress made in the decentralized infrastructure policy and management by Mexico and Colombia, (iii) the connection between the design and construction processes of public buildings, such as schools, and land use (spatial) planning processes that has been developed in Colombia, and (iv) the decision- making based on evidence research studies. The legislation analysis of different countries generated a matrix on the supply of toilets, urinals, sinks, drinking fountains, and water availability that will provide guidance to PNIE. Annex 3 shows the minimum requirements, in terms of sanitation fixtures, per country. As a result of this second phase, the following recommendations were made: • The role played by various stakeholders in water and sanitation infrastructure planning and design should be identified and defined, and direct interaction between MINEDU and MVCS, the Regional and Local Governments should be strengthened. • Aspects, such as operativity, maintenance, and design of all of SIASE’s 15 components should be standardized. • A research component for decision- making, from evidence, that measures the investment’s impact on infrastructure and learning accomplishments should be structured. • The public investment system should be strengthened so that the locally managed infrastructure investment projects respond to the existing legislation and the previously defined quality standards. 5. Estudio de infraestructura educativa en Latinoamérica. Planes, programas y normas en Chile, México, Colombia Y Brasil. Oscar Malaspina. Banco Mundial y Ministerio de Educación de Perú, 2014. (Study on School Infrastructure in Latin America. Plans, Programs, and Regulations in Chile, Mexico, Colombia, and Brazil. Oscar Malaspina. World Bank and Ministry of Education of Peru, 2014.) 6 Estudio de infraestructura educativa en Latinoamérica. Planes, programas y normas en Chile, México, Colombia Y Brasil. Oscar Malaspina. Banco Mundial y Ministerio de Educación de Perú, 2014. (Study on School Infrastructure in Latin America. Plans, Programs, and Regulations in Chile, Mexico, Colombia, and Brazil. Oscar Malaspina. World Bank and Ministry of Education of Peru, 2014.) 7 Ditto. Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) 7 Phase 3: Identifying the Intervention Needs Identifying or quantifying school water and sanitation service access and quality demand reached the milestone of showing the magnitude of the intervention needs. Analysis criteria in this phase included: • Each school’s assessment includes the status of each one of SIASE’s 15 components. • Each component’s analysis starts with the minimum unit that is reported in the CIE, and it is then consolidated at school level. The analysis units can be any of four types: (i) environment, (ii) construction, (iii) grounds, and (iv) school building, as shown in Graph 5. • Methodology for each one of SIASE’s 15 components describes (i) the basic assessment unit, (ii) identified questions and information sources, (iii) decision- making rules, (iv) operative definitions for the decision- making rules, (v) the algorithm to identify the intervention type per school, (vi) elements that need to be taken into account to estimate the gap, and (vii) the component assumptions that were made, given the lack of information. Graph 5. Relation between the Analysis Units School building Grounds Grounds Construction Construction Construction Environment Environment Environment Environment Environment For the purposes of quantifying the interventions for each one of all of SIASE’s five indicators, a measurement unit was agreed with the MINEDU technical team. Annex 4 shows a table with the measurement units per intervention component. The statistical analysis of the information defined the intervention needs for each one of SIASE’s 15 components per scenario and climatic zone.8 Table 4 shows the results of the indicators per required intervention type, based on some examples per scenario and climatic zone. 8 In coordination with MINEDU, the criteria for data grouping that could help to estimate different magnitudes of needs were defined. For example, the grouping per scenario (Lima and Callao, capital cities, urban centers, connected towns, and scattered communities), as well as the grouping per climatic zones (coastal desert, desert, low inter Andean, meso- Andean, high Andean, snowy, sub- tropical, humid sub- tropical, and humid tropical) were used. For the purposes of estimating the gap, an analysis per department (the country’s political division) was also included. 8 Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) Table 4. Results of the Intervention Needs per SIASE Indicator Indicator Results based on Intervention Type Results based on Scenarios and Climatic Zones Access Number of school grounds based on Number of School Grounds based on WATER Access Gap. Nationwide the required intervention type to 25.000 have access to WATER Nº of School Grounds 19.401 20.000 • 19,401 require no intervention • 3,444 connection to public 15.000 network 10.000 9.497 7.758 • 9,497 compact treatment plant 5.000 3.444 • 7,758 water well and 0 chlorination system Require no connection to compact treatment water well and intervention public network plant chlorination system Number of school grounds based on Number of school Grounds based on SANITATION Access per Climatic Zone the required intervention type to 7000 have access to SANITATION 6000 In Situ sanitation system Nº of School Ground • 18,893 require no intervention 5000 No defined intervention Public sewerage network connection • 2,095 connected to public 4000 sewerage network 3000 • 3,605 have no defined 2000 intervention 1000 • 15,507 insitu sanitation system 0 Coastal Desertic Low Inter Meso High Snowy Sub Humid Sub Humid Desertic Andean Andean Andean Tropical Tropical Tropical Water Storage Number of school grounds based on Number of SCHOOL GROUNDS requiring the installation of a tank + and Pumping the required intervention type to Water Pump and/or Elevated Tank, per Scenario System have a water storage and pumping 20.000 18.447 18.353 system available tank + water pump elevated tank • 12,208 require no intervention 15.000 Nº of School Ground • 27,494 tank and water pump 10.000 • 27,026 elevated tank 4.849 4.836 5.000 In elevated tanks: 3.267 3.074 • 720 612 211 151 1,290 mild rehabilitation 0 Lima and Capital Cities Urban Centers Connected Scattered • 725 moderate rehabilitation Callao Towns Communities • 129 replacement Suitability Number of school students based Number of STUDENTS per intervention type for the Restroom of the school on the required intervention type to Suitability Indicator restrooms improve the suitability of the school 2.500.000 2.259.216 restroom • 2.000.000 2,259,216 more toilets/ sinks/ Nº of School Ground partitions 1.500.000 • 464,622 toilet/ sink/ partition 1.000.000 984.902 maintenance 464.622 • 984,902 more urinals 500.000 181.069 • 181,069 urinal maintenance 0 More toilets/ Maintenance of toilets/ more urinals Maintenance sinks/ partitions sinks/ partitions of urinals Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) 9 Indicator Results based on Intervention Type Results based on Scenarios and Climatic Zones Drinking Number of drinking fountains Number of DRINKING FOUNTAINS needed for the School Population por Scenario fountains required to serve the school 45.000 population 40.000 38.118 • 33.649 117,417 35.000 Nº de bebederos 30.000 25.000 20.003 20.000 17.511 15.000 10.000 8.136 5.000 0 Lima and Capital Cities Urban Centers Connected Scattered Callao Towns Communities Rainwater Linear meters of air chutes based on Linear Meters of Air Chutes by Intervention Type and per Scenario drainage the required intervention type and 900.000 network scenario Air chute: installation 800.000 • 317,985 air chute maintenance Metros lineales 700.000 Air chute: replacement Air chute: maintenance • 600.000 78,162 air chute replacement 500.000 • 1,949,042 air chute installation 400.000 300.000 Linear meters of Downspouts based 200.000 on the required intervention type 100.000 and climatic zone 0 Coastal Desertic Low Inter Meso High Snowy Sub Humid Sub Humid • 101,394 downspout Desertic Andean Andean Andean Tropical Tropical Tropical maintenance • 21,386 downspout replacement • 706,927 downspout installation This third phase generated the following recommendations: • CIE should gather information on the total number of sanitation fixtures (sinks, toilets) that allows differentiating the use of these fixtures, based on gender and educational level, as these conditions determine the demand for their use and availability. • Information on the number of toilets for students, teachers, and staff should be differentiated, for the purposes of distinguishing their use, and prevent underestimating any unmet demands. • Information on the number of faucets in the sinks should be gathered, for the purposes of establishing if the number of available faucets is sufficient to meet the demand. Phase 4: Estimating the Water and Sanitation Gap Based on the defined intervention needs and the legislation analysis, the cost units for the SIASE components were defined, as follows: (i) cost unit for the Access indicator was Peruvian Nuevos Soles per grounds, (ii) cost unit for the storage and pumping system was Peruvian Nuevos Soles per m3 and cost unit for the water pumping equipment was Peruvian Nuevos Soles per grounds, (iii) cost unit for the Suitability indicator was Peruvian Nuevos Soles per student, (iv) cost unit for the Drinking fountains indicator was Peruvian Nuevos Soles per unit, whereas (v) cost unit for the rainwater drainage was Peruvian Nuevos Soles per linear meter. 10 Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) Consultation to multiple sources included NGO and public entity projects, for the purposes of revising and contrasting referential unit cost information on water and sanitation, as well as school infrastructure. For cost estimation, descriptive reports and a sample of approved detailed design studies provided by the DIGEDIE (the General Directorate of School Development) were reviewed, with an emphasis on restroom specialty. Supplementary, profiles and projects under execution in the National Investment System were reviewed, for the purposes of defining referential added costs to cost estimation that support or refine the preliminary findings in the studies.9 A set of cost coefficients were calculated for some interventions: for replacement (an additional 10 %), for elevated tank moderate (30 %) and mild (20 %) rehabilitation costs; for sanitation fixture maintenance costs (30 %); for chute maintenance costs (30 %), and for rainwater drainage network downspout maintenance costs (30 %.) The SIASE costs were combined with costs from other specialties, such as structures (dirt moving, as- built, ditch digging, etc.), architecture (design, houses, doors, windows, paint, etc.), and electrical installations (grids, control panels, wiring, etc.) Unit cost database from MINEDU’s executing agency was used. This generated a cost increase, given the high effect of the structure costs (between 30 % and 90 % in some cases.) Transportation costs (placed- at- worksite costs) were included. Annex 5 shows the cost methodology per indicators and components. The statistical analysis of the unit cost matrix and the investment need database per indicator provided the following information: • Total investment required to close the current school water and maintenance infrastructure gap is PEN 1.936 billion, with the departments of Lima, Cajamarca, Piura, Junin, Hunacavelica, Cusco, Huanuco, and Puno being a priority, as they require 50 % of the investment. • PEN 1.173 billion (61 %) should be invested to close the water and sanitation infrastructure gap in the rural area. • The evaluation per indicator points out the following: −− Closing the school water and sanitation access gap requires an investment of PEN 422 million; this represents 22 % of the total investment. −− Closing the school water storage and pumping system gap requires an investment of PEN 512 million; this represents 26 % of the total investment. −− Closing the school restroom suitability gap requires an investment of PEN 444 million; this represents 23 % of the total investment. −− Closing the school water drinking fountain gap requires an investment of PEN 417 million; this represents 22 % of the total investment. −− Closing the rainwater drainage network gap requires an investment of PEN 139 million; this represents 7 % of the total investment. 9 A relevant piece of information is that in both cases, the proportion of land set apart for restrooms ranges between 3 % and 8 % of the project total cost, with this percentage being the highest when a tank and an elevated tank are included. Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) 11 Graph 6. Investment per Indicator (in peruvian soles) 600.000.000 512.883.653 500.000.000 444.611.673 422.033.038 417.361.201 400.000.000 300.000.000 200.000.000 139.760.478 100.000.000 0 Water and Storage Drinking Suitability Rainwater Sanitation Fountains Drainage • A larger investment was identified to be required in the rural area of around PEN 1.173 billion, against the PEN 763 million required for the urban area. Graph 7. Investment Cost Percentages for Urban and Rural Areas 39% Urban Rural 61% • It was also found that a larger investment is channeled towards the school infrastructure internal components that are the Education sector’s responsibility, whereas a smaller investment is devoted to the external components that are focused on water and sewerage access and are the Ministry of Housing, Construction, and Sanitation’s responsibility. 12 Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) Graph 8. Investment in the External and Internal components 22% Internal External 78% As a result of having carried out this phase, the following recommendations were generated: • With regard to the cost structure, the preparation of a Referential Database of School Infrastructure Construction Unit Costs (structure, architecture, restrooms, and electrical installations) requires to be promoted by the PRONIED (the National School Infrastructure Program) cost area; such unit costs should be officially approved and regularly updated on an annual basis, and their use should be mandatory, for the purposes of formulating investment projects. This concerns not only the Education sector but other sectors as well, such as the Ministry of Housing, Construction, and Sanitation. • The cost estimation methodology for the sanitary components needs to be improved and extended on an ongoing basis, by compiling more information, in terms of quantity, quality, and diversity, from various public and private sources. Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) 13 CONCLUSIONS The process carried out to estimate the water and sanitation infrastructure gap has allowed to draw some conclusions about the view on school infrastructure, the school infrastructure census, and the intersectoral and multi- sectoral interaction: • The school infrastructure and carrying out the interventions: (i) The school water and sanitation infrastructure and its sustainability involves its construction, operation, and maintenance by the service personnel, teachers, and students, as well as the hygiene measures adopted by the users. In this sense, the school syllabus and management are required to have programs included in them that promote behavioral hygiene changes and capacity building for the service’s operation and maintenance; (ii) the legislation framework should be supplemented with guidelines that include the design, operation, and maintenance of the school infrastructure’s external and internal components, for the purposes of assuring a sustainable quality service; (iii) awareness raising and promotion processes with the regional governments need to be established in the country for the school infrastructure to cause an impact on the learning and development processes at local level. • The school infrastructure census: (i) CIE has taken a great first step towards establishing a view on school infrastructure in the country; however, for the purposes of gathering accurate information on SIASE, a census sheet should include all 15 proposed components organized under the five indicators, (ii) operativity and maintenance status that allow to establish the service quality or define maintenance requirements should be incorporated, and (iii) CIE should gather information on SIASE’s operation and maintenance capacities from the service personnel, for the purposes of establishing the capacity gap, and establish capacity building strengthening actions. • The intersectoral and multi- sectoral interaction: Although there are coordination levels between MINEDU and MVCS, mechanisms need to be institutionalized that favor progress towards (i) sharing information on the infrastructure gaps and unanimous decision- making, (ii) promoting the involvement of the private sector and the civil society in funding and implementing infrastructure, its management and maintenance, (iii) identifying common mechanisms and strategies and prioritized scopes for the enforcement of regulations, and (iv) coordinating the investment priorities with the sub- national authorities and their investment plans by 2025. 14 Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) REFERENCES • Agua: Panorama General. Banco Mundial. (Water: World Overview. World Bank) http://www.bancomundial.org/es/topic/water/overview • Agua, saneamiento e higiene. UNICEF. (Water, Sanitation, and Hygiene) http://www.unicef.org/spanish/wash/index_schools.html • Agua y saneamiento: Evidencias para políticas públicas con enfoque en derechos humanos y resultados en salud pública. Organización Panamericana de la Salud, Oficina Sanitaria Panamericana, Oficina Regional para las Américas de la Organización Mundial de la Salud. EUA. 2011. (Water and Sanitation: Evidence for Public Policies with a Focus on Human Rights and Results on Public Health. Pan American Health Organization, Pan American Sanitary Office, Regional Office for the Americas - World Health Organization.) • Alianza por la salud alimentaria. (Alliance for Food Health) http://alianzasalud.org.mx/acceso-a-agua-potable/#sthash.1Gyeanor.dpuf • CONPES 3831. Declaración de Importancia Estratégica del Plan Nacional de Infraestructura Educativa para la Implementación de la Jornada Única Escolar, Bogotá, Colombia. Junio 2015. (Declaration of the Strategic Significance of the National School Infrastructure Plan for the Implementation of a Single School Day, Bogota, Colombia. June 2015.) • Koopman. J. Diarrhea and School Toilet Hygiene in Cali, Colombia. 1978 • Lucinda Mileham. Seguridad hídrica y cambio climático: hechos y cifras. 2010. (Water Safety and Climate Change: Facts and Figures. 2010.) http://www.comda.org.mx/category/agua-y-cambio-climatico/page/2/ • Mantenimiento de instalaciones sanitarias. Guía No. 2 UNESCO, Oficina Regional para América Latina y el Caribe. 1999 (Sanitary Installation Maintenance. Guide No. 2 UNESCO, Regional Office for Latin America and the Caribbean. 1999.) • Plan Nacional de Inversiones para el sector saneamiento 2014 – 2021, PISSAN, setiembre 2014. Perú. (2014 – 2021 National Investment Plan for the Sanitation Sector, PISSAN, September 2014. Peru.) • Reglamento Nacional de Edificaciones DS N° 011-2006-VIVIENDA. Perú (National Construction Standards SD No. 011- 2006- VIVIENDA.) • UNICEF, Agua, Saneamiento e Higiene (WASH) en las Escuelas. 2012. (UNICEF, Water, Sanitation, and Hygiene (WASH) in Schools. 2012.) Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) 15 ANNEX 1 Table A1. SIASE Indicator Definitions10 Indicator Interventions Water Storage and Pumping At elevated tank level System • Elevated tank requires mild rehabilitation • Elevated tank requires moderate rehabilitation • Elevated tank requires replacement At school grounds level • Installation of elevated tank is required • Installation of tank and water pumping pump is required Suitability of the school • Restroom maintenance restrooms • Urinal maintenance • Sink faucet maintenance • Toilet installation • Urinal installation • Sink faucet installation Drinking fountains • Number of drinking fountains required in each school Rainwater drainage network • Maintenance required • Replacement required • Installation required 10. The Access indicator is described in Table 2. 16 Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) ANNEX 2 Table A2. Analysis of the Regulation, based on each CIE Question CIE Specific Scope of the question Question Regulation Regulation Details targets of the Remarks Regulation No. Regulation CVI-SD-P1 THIS Legal criteria Y. Item III Nationwide Preschool, This variable’s analysis BUILDING for the design Restrooms: 3.10 elementary depends on other HAS AN of regular basic Distribution and high variables. In this sense, INTERNAL preschool networks school, and the following situations WATER buildings, special basic should be taken into • Points out NETWORK elementary and (for children account: water storage high school with Yes and pumping SITUATION 1: If a buildings, and disabilities) .................1 equipment school building has special basic levels No characteristics a water connection (for children .................2 anywhere on the school with disabilities) Page 77 go to 2 building grounds. And school buildings. • 3.11 Hot water if the school building August 2006. network. lacks an internal water Points out the network. Intervention Ministry of characteristics type involves an Education, of these insta- extension of the Vice- Ministry llations connections to provide of Institutional service elsewhere on Management, Page 78 the grounds. School • 3.16 Water for Infrastructure SITUATION 2: When a firefighting. Office. school building lacks a Points out the water connection on its characteris- grounds. And the school tics of these building has or lacks an systems internal water network. Page 81 Intervention type involves the installation of a potable water network in the school buildings. Solving this situation is a priority, due to its impact on sanitation. Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) 17 ANNEX 3 Table A3. Sanitation Fixture Ratios per Student per Country Peru Chile Mexico Colombia Argentina Basic Aparato Educatio- Pres- regular sanitario nal Level Men Women Men Women Men Women chool school Men Women Toilet Elemen- 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of tary every 50 every every 60 every 30 every 30 every every 15 every 15 every 50 every students 30 stu- students students students 20 stu- students students students 35 stu- dents or a or a dents dents fraction fraction thereof thereof High 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of every 60 every every 60 every 30 every 30 every every 15 every 15 every 50 every students 40 stu- students students students 20 stu- students students students 35 stu- dents or a or a dents dents fraction fraction thereof thereof Urinal Elemen- 1 out of 1 out of 1 out of 1 out of tary every 30 every 30 every 75 every 35 students students students students High 1 out of 1 out of 1 out of 1 out of every 40 every 30 every 35 every 35 students students students students Sink Elemen- 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of tary every 30 every every 40 every 40 every 40 every every 35 every 35 every 35 every students 30 stu- students students students 40 stu- students students students 35 stu- dents dents dents High 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of every 40 every every 40 every 40 every 40 every every 40 every 40 every 35 every students 40 stu- students students students 40 stu- students students students 35 stu- dents dents dents Drinking Elemen- 1 out of every 100 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of fountain tary students every 40 every every every every 50 every students 40 stu- 150 150 students 50 stu- dents students students dents High 1 out of every 100 1 out of 1 out of 1 out of 1 out of 1 out of 1 out of students every 40 every every every every 50 every students 40 stu- 150 150 students 50 stu- dents students students dents Water Elemen- 20 Liters/ student/ 50 Liters/ student/ tary day. day. Water High 25 Liters/ student/ day. 18 Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) ANNEX 4 Table A4. Measurement Units per Intervention Type for the SIASE Indicators Indicator Service Type Units quantifying each Intervention Access Water Supply System Number of grounds requiring a public water supply network connection11 Number of grounds requiring a compact treatment plant12 Number of grounds requiring a water well and chlorination system Sanitation System Number of grounds requiring a public sewerage network connection public sewerage Number of grounds requiring an in situ excreta and wastewater disposal and treatment system Number of grounds without a defined intervention Water Storage and Elevated tank Number of Elevated tanks requiring mild rehabilitation Pumping System Number of Elevated tanks requiring moderate rehabilitation Number of Elevated tanks requiring replacement Grounds Number of grounds requiring tank installation13 Number of grounds requiring elevated tank installation Suitability of the school Toilet, sink, and Number of students requiring component maintenance restrooms restroom internal Number of students requiring restroom installation partitions Urinals Number of students requiring urinal maintenance Number of students requiring urinal installation. Drinking fountains Drinking fountains Number of drinking fountains required in school buildings14 Rainwater drainage Air chutes Linear meters of air chutes requiring maintenance network Linear meters of air chutes requiring replacement Linear meters of air chutes requiring installation Rainwater downspouts Lineal meters of rainwater downspouts requiring maintenance Lineal meters of rainwater downspouts requiring replacement 11. Includes a water meter 12. For rainwater use 13. Water pumping pump included. 14. Neither CIE nor CE ask questions about identifying the number of existing Drinking fountains or their characteristics, but the estimation of this component’s gap is 100 % at the schools. The information used to estimate the component’s gap was the number of students served during the time of greatest demand at a school. This information is registered at CIE. The Mexican standard that establishes 1 Drinking fountain for every 40 students is suggested to be used as a reference. Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) 19 ANNEX 5 Table A5. Cost Methodology per Indicator and SIASE Component Indicator / Component Methodology Sources Access Connection to Public Coupling costs from school building to the public water network, it BD PRONIED, PISSAN Water Network includes water meter costs. General connection costs for installation are also included. Compact water Consultations with private suppliers. Average production estimation Private suppliers15 (rainwater or river) was 10,000 liters. Estimations were made upon the basis of water treatment plant purification containers and micro filters, and its average cost was PEN 1,500, no VAT (IGV) included. Water well and The well was estimated under the concept of a artesian well, based on PRONIED and GIZ/ chlorination system PRONIED data. The chlorination system was estimated based on drip Proagua Projects. chlorination system information from the rural water GIZ/ Proagua projects. Sewerage network The coupling cost from the school building to the sewerage network PRONIED and Detailed connection is taken into account; it includes the sewerage manhole y and Design Studies connection cost. In Situ System It involves the installation cost of a Septic Tank (5 m3) and a set of 2 PRONIED, Detailed percolation tanks with source at the foundation from PRONIED and Design Studies, “Mi the Detailed Design Studies; it includes the installation costs of a Baño” (“My Bathroom”) complete bathroom (toilet, sink, shower) from WSP’s “Mi Baño” (“My Project Bathroom”) Project. Storage Tank Estimations were made, based on PRONIED’s DB and an average PRONIED- Detailed 15 m3 tank; it also includes the direct structure costs (concrete Design Studies construction costs, form and form stripping, and steel) and the indirect costs. Estimations were compared with the average costs in the detailed design studies, with the PRONIED costs being more thorough. Water Pump (+ Pump Estimations were made, based on a set of 2 motor- driven pumps, 2.5 PRONIED and Detailed house) hp, plus accessories, as per PRONIED’s DB, to be operated alternately. Design Studies PRONIED includes the costs for a pump house with high structure, architecture, and electrical installation components. Elevated Tank Similarly to the Tank, the Elevated Tank was estimated, based on an PRONIED and Detailed average 5 m3 model, according to PRONIED’s DB. Reinforced concrete, Design Studies form and form stripping, steel, and other architecture and sanitary installation costs are included. Elevated Tank Based on the proportion of demolition costs in the case of some Detailed Design Studies Replacement Detailed Design Studies that reached 20 %, in terms of structure. and PRONIED In addition, the replacement cost was estimated as follows: ET Replacement Cost = ET Cost + ET Cost * 0.2. Elevated Tank Moderate Moderate rehabilitation was estimated, by taking into account the Detailed Design Studies Rehabilitation average reinforcement cost in some cases in the Detailed Design Studies, that ranged between 48 % and 68 %. Then, a 60 % average was assumed as complete rehabilitation. Moderate rehabilitation was then estimated as follows: ET Rehab. cost = ET Cost * 0.3 15. Direct consultation was made to a British supplier, Life Saber Systems Peru, Peru Branch; Mr. Agama Darío, Manager, cell phone No. 997576354. 20 Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) Indicator / Component Methodology Sources Elevated Tank Mild Likewise, mild rehabilitation cost was subsequently estimated as no Detailed Design Studies Rehabilitation more than 20 % of the Elevated Tank costs: ET Rehab Cost = ET Cost * 0.2. Suitability Sanitation fixtures Average basic model toilet and sink costs were estimated, based on PRONIED and Detailed and accessories + PRONIED’s DB. These costs include partition installations, as their Design Studies Sewage System + Water costs have been separately calculated, based on PRONIED’s database System. Complete and other Detailed Design Studies. sanitary combo. Installation costs of sewage networks and accessories in the modules PRONIED and Detailed were included just as in the external (out of school) works out of the Design Studies modules, but inside a school. Rainwater drainage system costs were deducted when applicable, as they are separately reported. Total cost was divided by the number of students in a school. All the water networks, both inside and outside the sanitary PRONIED and Detailed installations, but inside a school were included. The water storage Design Studies system was deducted every time it appears under such item. In every case, the water system total cost was divided by the number of students in a school, that is, an average of 732 students. Maintenance of It was estimated to be 30 % of the sanitation fixture installation costs, PRONIED and Detailed Sanitation fixtures plus sewage, plus water (complete sanitary combo.) Design Studies + Sewage + Water. (Complete combo) Urinal Installation It is 100 % of the estimated urinal costs under the sanitation fixture PRONIED and Detailed and accessories item, based on PRONIED and the standard school Design Studies building model with 732 students. Urinal Maintenance It is 30 % of the urinal costs. In this case, preventative maintenance Detailed Design Studies costs include regular everyday cleaning and disinfection activities, etc. Drinking Fountains Drinking Fountain This represents the cost of an individual stainless steel drinking Private Suppliers16 Installation fountain that is connected to the water network. Work was carried out by linear meter, as reported by the Detailed Design Studies. Concrete chutes constructed on the ground were not taken into account, as they make it difficult to determine the quantity in meters for each school building. Rainwater Drainage Rainwater Chute These are galvanized iron air chutes. They are estimated by linear PRONIED and Detailed meter. Design Studies Downspout It is the average cost per linear meter of the costs of the installed PRONIED and Detailed downspout, as reported by PRONIED and the Detailed Design studies. Design Studies Costly concrete ground or underground installations are not taken into account. Downspout and /or Overall replacement costs include the component costs plus a 10 % Detailed Design Studies pipe replacement of the component cost for demolition. They are applied in every case involving downspouts and/ or pipes. Downspout and/ or Rehabilitation cost is 30 % of the component cost, upon the basis of Detailed Design Studies pipe rehabilitation the average complete reinforcement cost. 16. Consultation was made to a supplier on the Internet, Web Todo Agua, for a drinking fountain Model Elkay EZS8 with a water cooler, wall mounted, and 30 liter/ hour flow. Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE) 21 Evaluation to the Water and Sanitation System in Schools: Comprehensive School Water and Sanitation System (SIASE)