1. Sustainable Sanitation for the 21 st Century A Sourcebook and a set of powerpoints support material for training of professionals in the sanitation and water sector

2. Long-term sanitation challenges Jan-Olof Drangert, Linköping University, Sweden The urban population will double in the next 50 years Foreseen scarcity of water, energy, and nutrients Chemical society, emissions and global warming Manpower/capacity constraints Learn from past experiences!

3. Objectives of the learning material To provide a cost-effective, up-to-date set of pedagogical slides with commentaries To serve as capacity building material To improve the quality of instruction To encourage students/participants to learn more about different aspects of sanitation To challenge learners to think ‘out-of-the-box’ Jan-Olof Drangert, Linköping University, Sweden

4. Content and relevance - a brief presentation Sustainable sanitation - a review Sanitation management today and in future Sanitation and public health Sanitation and the environment Applications Jan-Olof Drangert, Linköping University, Sweden

5. Guide to the user – the design of the material Sustainable sanitation and food security have been issues in all human history - although named differently. This example describes the evolution of sanitation arrangements in the Swedish town of Linköping for the period 1870 to 2000. The flow of nutrients from food consumption is estimated for each period and the output is divided into gainful use in agriculture and energy production and losses to the hydrosphere and landfills. The rate of gainful use varies dramatically due to changes in sanitation arrangements and food intake. By 1950, almost all inhabitants had access to a WC connected to the sewerage. However, the wastewater from households was not treated chemically or biologically before discharged to river Stångån. Drainage pipes emptied untreated wastewater and stormwater in the river at several points. Only by the 1950s was most sewage collected and treated in a mechanical process, and extended in the 1970s to remove phosphorus before discharge at the river mouth into Lake Roxen (Drangert and Löwgren 2005). Use of nutrient is again improving with the introduction of a phosphorus removal unit at the WWTP and use of sludge in agriculture from the 1970s onwards. New urban infrastructure is required to recover nutrients from household sanitation systems and organic waste directly at the source (Drangert 1998) and new technologies to treat sludge. Urine-diverting toilets that keep urine and composted faecal matter separate help simplify treatment and safe use in agriculture after some storage (WHO 2006). ….. Slide Text Jan-Olof Drangert, Linköping University, Sweden

6. Guide to the user - methods Jan-Olof Drangert, Linköping University, Sweden The green planet Our planet is huge but has limited resources. Seen from space we can identify cultivated fertile areas as well as uninhabitable areas with sparse population. About half of the world's population live near to seas, lakes and rivers. Had you seen the globe two hundred years ago, it would have looked very different. At that time the world population was 1 billion people, and today we are 6 billion. The then vast untouched areas were not affected by human activities, only by natural processes. The six-fold increase in population is alarming in itself, but is aggravated by the fact that each person consumes ever more. In the last century population has tripled, water use has increased six-fold, and the extraction of natural resources 12-fold. World Watch Institute estimated that if every Chinese were to eat an egg daily, the required cultivated land to feed the hens would be as large as Australia's total farmland. It is in this perspective that recirculation and reuse has come to the fore. Food and consumer goods all end up somewhere after use. Sustainable sanitation connects the use and disposal of products to production of new products. Learning objective: to understand prevailing sanitation conditions in various corners of the world. Discuss your thoughts with colleagues/peers and identify some research questions you would like to investigate. Write down for your own record what you already know or think about this issue, and what you would like to know more about – before you continue to read.

7. Conventional teaching + added learning manage- ment economics agri- culture public health engineering manage- ment public health engineering agri- culture economics Integration during studies Jan-Olof Drangert, Linköping University, Sweden It is up to the student/ participant to make the integration herself Alternative approach

8. Knowledge development through peer learning engineering chemistry biology behaviour management microbiology economics hygiene composting greywater treatment agriculture biogas Mr. X Ms. Y Jan-Olof Drangert, Linköping University, Sweden

9. Life-long learning: climbing a competence ladder Don’t know what I don’t know Know I don’t know New skill/ information Habit/routine Unconsciously incompetent Consciously incompetent Consciously competent Unconsciously competent Adapted from Ilbury and Sunter, 2001

10. Chapter 1. Sustainable sanitation – a review QuestionsLearning objectives Module 1.1 Sanitary conditions in the world How do we perceive sanitary conditions? What functions must a sustainable system fulfil? To become familiar with various sanitary conditions in the world, functions of sanitation, and to foster a critical understanding of statistics and other data. Module 1.2 Resources Where are the resources? What might be the problem to access them? To familiarise with a coordinated view on resources, and to understand the context and role of sanitation. Module 1.3 Resource flows From where do resources come and where do they end up? How resource flows are created and manipulated. Methods to analyse flows. Module 1.4 Demographic change Is urbanisation a solution or a problem for improving sanitation? To gain insights about the role of demography in sanitation, planning and implementation. Jan-Olof Drangert, Linköping University, Sweden

11. Chapter 2. Sanitation management today and in future QuestionsLearning objectives Module 2.1. Sanitation arrangements Is there one system that suits most conditions or must we choose and combine? Matching management with technology and local conditions. Module 2.2. Major changes over time How does consumption and habitation patterns impact reuse? What footprints are left? Gradual long-term changes in sanitation arrangements and tracing origins of change. Module 2.3. From policy to action Who should decide what is permitted? Do polluters really pay? Regulations and how to interpret and translate them to local action and change. Module 2.4. User perspectives What are residents appreciating? Why?Be sensitized to variations in attitudes and norms. Module 2.5 A way forward How to obtain all the information we need? Selecting a sustainable arrangement is more than just choosing between technical solutions Module 2.6 Plans and design - points to consider. Planning and design - does it make any difference if they are good or bad? To appreciate the possibilities offered by nature to facilitate easy use and operation of household sanitation arrangements. Module 2.7 Construction and monitoring What bottlenecks are there for councils and residents? Are there ways to go about it? The paramount role of good construction for smooth operation. How to raise ambitions without stretching council capacity. Jan-Olof Drangert, Linköping University, Sweden

12. QuestionsLearning objectives Module 3.1 Exposure and effects in humans How are infectious diseases transmitted? What happens when people are exposed to pathogens? To become familiar with the most important pathogens found in water and sanitation systems, with the symptoms they cause and with their effect on individuals and populations Module 3.2 Environmental transmission of pathogens Where do the pathogens come from? How do pathogens in excreta contaminate the environment? To become familiar with environmental transmission routes for pathogens, especially in relation to water and sanitation. Module 3.3 Pathogen reduction How persistent are pathogens in the environment? How can we prevent exposure and disease transmission in sanitation systems? To become familiar with the behaviour of pathogens in the environment and the effects of treatment and strategies for minimizing the transmission of disease, esp. in relation to agricultural use of excreta. Module 3.4 Health targets Which targets can be achieved in relation to exposure and treatment? How are barriers used in guidelines to minimize health risks? To become familiar with faecal indicators and the risk concept, and to understand their application in guidelines for reuse of excreta and greywater. Module 3.5 Risk management Can we measure a risk of disease transmission? How can sanitation systems be evaluated? To be aware of how the potential health impacts of sanitation systems can be evaluated and compared regarding their potential health impact. Chapter 3. Sanitation and public health Caroline Schönning, Swedish Institute for Communicable Disease Control, Solna, Sweden

13. QuestionsLearning objectives Module 4.1 Cycles and flows of plant nutrients How do plant nutrients and water flow in nature? How have these flows been altered by Man? To be familiar with cycles of plant nutrients in nature and how various sanitation systems affect these cycles. Module 4.2 Treatment of excreta for safe reuse Is it safe to use treated faecal matter in the garden? How to treat urine and faeces for safe handling and reuse in crop cultivation. Co-treatment of organic materials from households. Module 4.3 Compost treatment What happens in a compost? How is the material degraded and what are the end products like? Composting as a biological treatment of organic waste. Processes and the function of the system. Module 4.4 Biogas ̶ a way to solve sanitation problems. How much biogas can be produced from excreta and biomass? How safe is the process and its sludge? To understand the fundamental processes in biogas production, and get an overview of biogas generation in the world. Chapter 4a. Sanitation and the environment Björn Vinnerås Swedish University of Agricultural Sciences, Jan-Olof Drangert, Linköping University, Sweden

14. Chapter 4b. Sanitation and the environment QuestionsLearning objectives Module 4.5 Greywater is man- made Greywater as a resource? What happens with used household chemicals? The role of households in tackling environmental and resource challenges Module 4.6 Greywater – processes What compounds can be removed? How can Nature assist or react? To become familiar with basics of various physical, chemical and biological processes. Module 4.7 Greywater treatment Can we remove all the pathogens and heavy metals? What is in the sludge? Get familiar with various treatment options and with the application of various processes Module 4.8 Excreta fertilisers in agriculture How can ecological fertilisers from excreta best be used? Factors limiting yield. Functions of plant nutrients. Examples and recommendations. Module 4.9 Environmental systems analysis Can sanitation systems be compared fairly? How to measure impacts? System boundaries. Quantification of environmental effects and resource use. Module 4.10 Comparisons of sanitation systems How can a dry urine diverting toilet system be compared with a conventional system? Effects on water, climate and various resource use. Cost-benefit analysis. Björn Vinnerås Swedish University of Agricultural Sciences, Jan-Olof Drangert, Linköping University, Sweden

15. Chapter 5 Applications: Sanitation in practice. QuestionsLearning objectives Module 5.1 Phosphorus – Food security & food for thought Should we worry about phosphorus? Are there substitutes for plant nutrients? Phosphorus as a resource, and its links to sanitation and to food security. Module 5.2 Public toilets Can public toilets be made attractive? Can vandalism be avoided? How to plan and implement sustainable toilets in public places. Module 5.3 School toilets Can schools inspire good hygiene and promote eco-sanitation? Function-based design and management of school sanitation. Module 5.4 Toilet systems To be completed Jan-Olof Drangert, Linköping University, Sweden

16. Web pages and other information material Rapidly growing number of web- sites with info on sanitation issues Broad information on sanitation activities in the whole world Jan-Olof Drangert, Linköping University, Sweden

17. Access and use of this material This material is free for use and citation It is available on the internet and can be downloaded as pdf-files and PowerPoint-files Copyright is shared between Swedish University of Agricultural Sciences, Uppsala; Swedish Institute for Communicable Disease Control, Solna, and Vatema Capacity Building Consultant, Stockholm, Sweden The material has been produced with the kind support of Vatema Capacity Building Consultant. It is based on the international training programme Ecological Alternatives in Sanitation funded by Sida. Jan-Olof Drangert, Linköping University, Sweden