Page 72 - Shelter - April 2025
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CASE STUDY
unnecessary wastage. reinforcing sustainable waste of newly established
Previously, the water tank management practices. infrastructure.
would be empty before the The transformation of
end of the school day, leaving previously paved school Financial contributions
from parents posed another
students without access to grounds into green spaces has
drinking water. With the new had multiple environmental challenge, given that many
system, water consumption and social benefits. By were from economically
is optimised, ensuring incorporating green disadvantaged backgrounds.
availability throughout the infrastructure, the schools While they could not offer
school hours. now act as urban green monetary support, they
participated
and
actively
Furthermore, the rainwater lungs, improving air quality contributed in the form of
harvesting unit serves as and enhancing biodiversity. labour. Additionally, a lack
an alternative water source, These efforts promote climate of awareness surrounding
supplying up to 8,000 litres resilience while fostering hygiene, sanitation, and
of stored water, which is environmental conservation appropriate behavioural
equivalent to a 15–16-day awareness among students. practices undermined the
supply based on the school’s Additionally, the project has success of WASH-related
daily consumption of 500 successfully instilled long- initiatives. The restricted
litres. This intervention term behavioural changes in access to information on
strengthens the school’s students regarding hygiene hygiene and sanitation
water security and resilience, and sanitation practices. By exacerbated these challenges,
particularly in emergencies assigning students roles and
such as fire breakouts or responsibilities to regulate highlighting the need for
temporary water shortages. cleanliness, they have taken focused capacity-building
Additionally, the groundwater proactive measures such as efforts.
recharge system replenishes bringing soap and napkins 8. Conclusion
10,000 litres of water annually, for handwashing. This sense
contributing to long-term of responsibility and peer- The idea of a resilient school
water conservation efforts. driven engagement ensures acts as a foundation for
the sustainability of the empowering students by
The introduction of two offering a safe, healthy,
DEWATS units has enabled the project’s impact beyond its and supportive learning
initial implementation.
reuse and recycling of 89,600 environment. Since children
litres of wastewater annually 7. Challenges Faced spend almost one-third of their
for landscaping and toilet day at school, it is essential to
flushing. This system ensures The project faced various foster a setting where they
that wastewater is effectively challenges, largely stemming feel secure, comfortable,
treated and repurposed, from the constraints imposed and eager to learn. A well-
reducing reliance on by government institutions.
freshwater sources. Similarly, A significant issue was kept school, equipped with
a composting system was the limited availability of proper WASH facilities
established to process organic resources, which hindered and green areas, not only
waste, significantly reducing the effective execution and promotes students’ physical
the amount of solid waste upkeep of interventions. health but also encourages
generated within the school. Moreover, the absence of their sense of responsibility
The compost produced is dedicated personnel and towards sustainability and
used to enrich soil quality inadequate funding for community development. By
in the school’s newly operation and maintenance cultivating this environment,
developed green spaces, complicated the sustainability schools transform from mere
70 HUDCO-HSMI Publication
