ENJEUX ET PRATIQUES DE L’ASSAINISSEMENT EN AFRIQUE SUB-SAHARIENNE
Cet article a comme objectif de donner un bref aperçu de l’état de l’assainissement en Afrique de l’Ouest et de présenter quelques chiffres issus d’une étude réalisée sur trois grandes villes du sous-continent.
Le présent article se focalise tout particulièrement sur le service d’assainissement des excréta et des eaux usées domestiques, qui sont au cœur de l’OMD relatif à l’assainissement.
L’assainissement des eaux usées artisanales et industrielles et l’évacuation des eaux pluviales qui constituent également des problématiques spécifiques et essentielles dans les zones urbaines y seront moins directement abordés.
On considérera comme « services d’assainissement » les politiques et stratégies d’accès à tout dispositif d’assainissement qu’il soit collectif ou individuel.
Effective Management of School Sanitation and Hygiene in Zambia
The study utilized a critical review of government reports, legislature, journal articles, books and any published material on school sanitation and hygiene in Zambia.
Content analysis was used to analyze the secondary data and isolate themes of interest in management of school sanitation and hygiene
State of sanitation and hygiene of public primary schools in Kakamega municipality, western Kenya
This study assessed the state of sanitation and hygiene in public primary schools in Kakamega Municipality Division.
All 25 public primary schools located in Kakamega Municipality Division participated.
Descriptive cross sectional study design was used.
Stratified random sampling was used to select 400 pupils between class 4 and 7.
Twenty five (25) teachers were purposively sampled. Study tools used were observational checklist and structured questionnaires.
Data analysis was performed using SPSS version 21. Descriptive statistics including mean and cross tabulations were used.
Pearson’s Chi-Square test was used to determine relationships between the variables. Approval by Institutional Research and Ethics Committee of the Moi University and informed consent from all study participants was sought.
The results indicated that the state of sanitary facilities in schools was poor, unmaintained and inadequate in almost 50% of schools.
This demonstrated that investment in school infrastructure was not accorded due priority.
Negative effects on pupil’s health were due to inaccessible safe drinking water and inadequate sanitary infrastructure despite pupils demonstrating acceptable levels of knowledge on personal hygiene and sanitation.
As a result, pupils suffered from communicable diseases such as diarrhoea, flu and typhoid which could be prevented by improving sanitation in schools.
The study concluded that physical infrastructure in schools within the study area were in a deplorable state and inadequate for the pupil population.
Gaps were identified in school management of resources and enforcement of school health laws.
Key words: Sanitation, public health, personal hygiene, municipality.
This study assessed the status of water, sanitation, and hygiene (WASH) services at (49) selected primary schools in uMfolozi Local Municipality, which is situated in the province of Kwa-Zulu Natal in South Africa.
Data were collected using an observational checklist tool and by conducting a walk-through survey to inspect the conditions of sanitary facilities, observe the hand-washing practices of the school learners, and analyse the accessibility to safe drinking water in school premises.
The data were analysed with the Statistical Package for Social Science Version 29. This study revealed that there is easy access to safe drinking water in all but one school.
The dependability of the water supply seemed to be one of the most urgent problems in every school, even though all of them have some kind of drinking water infrastructure on their grounds. Municipal water (n = 25, 36%) and rainwater (n = 25, 36%) were the most common type of water used in schools compared to borehole (n = 15, 22%) and tanker truck water (n = 4, 6%).
Schools must have a reserved water supply because of the inconsistent supply of municipal water, and because rainwater is a seasonal harvest while borehole water may be affected by factors like load-shedding.
The UNICEF-described ratio of one tap or disperser per fifty learners suggests that the water taps in the schoolyard were insufficient in some schools (n = 25, 36%).
Rainwater is collected through a gutter system in the school building roofs and stored in 5000–10,000 Jojo tanks.
Borehole water is pumped into Jojo tanks at an elevated position where it is stored, and learners receive the water through taps connected to the borehole tanks. During an emergency when there is no water supply from other sources, tanker trucks are hired to fill tanks that are also used to store rainwater.
The borehole and rainwater quality appeared to be clear, but water treatment had not been performed, and the microbial quality was unknown.
This shows that the Sustainable Development Goal (SGD) 6, clean water and sanitation, is still far from being met.
According to national norms and standards for domestic water and sanitation services, people who do not use water treatment or purification techniques fall in the ‘no service’ category and contribute to the water backlog. Pit latrines (n = 46, 94%) and flush toilet (n = 3, 6%) were found to be the only convenient toilet systems used.
The number of toilets is not sufficient according to the guidelines. There are (n = 46, 94%) of the schools in the study area using pit latrine due to insufficient or no water supply.
In 89.8% of primary schools, sanitation facilities are in working condition in terms of repair and hygiene, while 10.2% are not usable in terms of hygiene, and these are mostly boy’s toilets. All schools (n = 46, 94%) that have flush toilets is because they received sponsorship from non-government stakeholders that funded them in achieving piped water systems that permit the functionality of flush toilets.
For the purposes of this study, hygiene was evaluate based on the items found in toilets and handwashing practices.
The hygiene aspects of toilets included tissues, cleanness, and toilet seat. For handwashing practices we looked the number of washing basins, the colour of water, and having soaps to use.
In the schools that did provide handwashing facilities, some of the toilets were broken, there was no water, or there was no drainage system in place to allow them to function. However, according to the school act, the handwash basins should be inside the facilities. A total of (n = 7, 14%) of handwash basins were inside the toilets.
Only (n = 2, 4%) of schools had handwashing facilities which were Jojo tanks with taps near toilets, which were outside of the toilet, with no soap provided. Additionally, (n = 40, 82%) of learners used drinking points for handwashing, which can possibly transmit microbes among them.
The findings revealed that, in general, (n = 32, 64%) of school toilets were clean, while, in general, the girls’ toilets were cleaner than the boys’ toilets. In all the schools, the cleaning services were from the people who were involved in school nutrition.
In conclusion, there were water sources available for access to water inside schools; however, the situation can be improved by increasing the number of water source points.
Pit latrines were the main used toilets, which were in a majority of the schools, and did not have the necessary terms for hygiene such as handwashing basin, tissues, and others.
The lack of the main aspect, i.e., access to water and sanitation items, results in an impact on hygiene to learners as they will fail to practice proper hygiene.
However, improvement can still be made by keeping the boys’ toilets clean while increasing the number of handwashing basins inside the toilets, so that they do not use taps outside the toilets. Schools should work towards meeting the required number of handwashing basins to increase access to handwashing facilities.
school water sanitation and hygiene; safe drinking water; water availability and reliability; handwashing; drinking points; sanitation facilities; water supply infrastructure
Safe and adequate water supply and sanitation in schools are prerequisites for the right to basic education for school children and the achievement of goal 4 and 6 of the Sustainable Development Goals.
Nonetheless, Water, Sanitation and Hygiene (WASH) in schools is fraught with inadequacy of toilet and handwashing facilities, and poor sustainability mechanisms that threaten its success.
This paper, therefore, assesses the operation and sustainability of WASH in
schools in the Nabdam District of Ghana.
Adopting a qualitative approach, thirty-seven semi-structured interviews were held to capture the understanding and experiences of students, head teachers, health officers, officials of the Ghana Health Service and District Education Directorate on the phenomena.
Fifteen focus group discussions were further held with students in the basic schools. The findings indicate that WASH is poorly managed even though the schools studied had some established WASH facilities.
WASH in the schools was bedeviled with challenges such as inadequate toilets and handwashing facilities, poor funding and ineffective WASH committees.
The WASH committees lacked the capacity to raise funds and carry out their duties in accordance with the WASH implementation guidelines.
The study recommends that the Ghana Education Service organizes periodic capacity
building programs for WASH committees to address this shortcoming.
The Ministry of Education should support basic schools in districts in their efforts to provide WASH facilities and fund WASH activities.
The study also calls for the formation of student WASH clubs and sanitation brigades to promote the operation and sustainability of WASH in schools.
Keywords: Water; Sanitation and Hygiene; WASH in schools; basic schools; Ghana;
sustainability of WASH
The study examines the impact of Water, Sanitation, and Hygiene (WASH) programs on school attendance at Gayaza High School in Uganda, highlighting the importance of clean water, sanitation facilities, and hygiene practices in fostering a healthy school environment.
Despite various WASH initiatives, many Ugandan schools face inadequate facilities that negatively affect health and attendance, particularly among girls who struggle with menstrual hygiene management.
The research aims to evaluate the effectiveness of WASH programs, assess
their impact on student attendance, and identify barriers to effective practices. Utilizing a cross-sectional design and stratified random sampling of 300 students, data was collected through structured questionnaires and focus group discussions.
Results indicate that positive perceptions of WASH facilities correlate with higher attendance rates, with students rating facilities as “Very Good” being 3.5 times more likely to attend regularly.
The findings reinforce the notion that effective WASH programs are essential for creating conducive learning environments, aligning with existing literature that links improved WASH conditions to enhanced educational outcomes.
The study concludes that schools should prioritize upgrading WASH infrastructure, integrate hygiene education into the curriculum, and engage communities in WASH initiatives to improve health and attendance
Key Words: Water, Sanitation, and Hygiene (WASH) Programs
This study assessed water, sanitation and hygiene practices in public and private secondary schools in Buea. A cross-sectional descriptive study was conducted from November 2017 to June 2018 in Buea.
Students from Baptist High School Buea, Government Bilingual High School Muea, Buea, Government Technical High School Molyko, Buea and Summerset Secondary School Buea were assessed on water, sanitation and hygiene practices. Data were collected using questionnaire and direct observations.
A total of 384 students were sampled, and probability proportionate to size was used to determine the sample size per school. The statistical software SPSS V20 and Microsoft Excel were used to analyze the data. Statistical significance was set at p < 0.05. Majority, 290 (75.5%), of the students were from public secondary schools; most, 314 (81.1%), of the students were from schools with secured space (fence). Using public tap as the main source of water was significantly associated with the type of school (X2=62.239, P=0.000).
A greater proportion 285 (98.2%)[95%CI:96-99] of public secondary schools and 68 (72.2%)[95%CI:62-81] of private secondary schools do not have basic WASH facilities (wash stand, wash hand bolls, soap) closer to the toilet for use by the students.
A greater percentage, 126 (43.6%)[95%CI:38-49], of students from public secondary schools and a majority, 59 (62.6%)[95%CI:52-73], from private secondary schools said water scarcity is the reason why they do not wash their hands after using the toilet.
The results of this study show that there is inadequate water supply, poor sanitation and hygiene practices within the study area. Schools associations should collaborate and make available facilities like soap and toilet tissues and even construction of modern toilets in schools to foster the practice of hygiene activities.
Key words: Water, sanitation, hygiene, students, private and public secondary schools.
https://academicjournals.org/journal/JPHE/article-full-text/9EC032268143
Water, Sanitation and Hygiene Practice among Students in Secondary School, Ijebu Ode, Nigeria
Studies have documented that poor WaSH is accountable for several cases of diarrhea globally, resulting in millions of unnecessary deaths each year, particularly among children, and most notably in underdeveloped countries where poor knowledge and practice of WaSH have been well documented.
Therefore, the work prioritizes evaluation of WaSH practice among students in secondary school in Ijebu Ode, in light of the emergence of COVID-19, which has further highlighted the essence of WaSH practice, especially in our schools.
A descriptive cross-sectional approach was adopted in the conduct of
the investigation, wherein data was sourced from 60 students selected through random numbers from six randomly selected secondary schools (three public and three private), representing a total student population of 360.
The data collected through structured questionnaire and personal interview were computed and analyzed descriptively using Microsoft Excel and Statistical Software for Social Scientist (version 20).
Findings indicated that majority of the students in Ijebu Ode have adequate knowledge (78.9%) and inadequate practice (45.6%) on WaSH, and thus, concluded that whereas the participants have adequate knowledge on WaSH, it however did not translate into an actual practice.
Hence, a need for an intensive effort that will facilitate adequate WaSH practices among the school students through the availability and accessibility of
appropriate WaSH resources, with school and home schedules for WaSH practice.
Keywords: Hygiene; Practice; Sanitation; Students; Wash; Water
Les Top 10 des moteurs de la croissance de l’économie de l’assainissement en Afrique de l’Ouest
L’article présente les Top 10 des moteurs de la croissance de l’économie de l’assainissement en Afrique de l’Ouest
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