DECLARATION

I, Ruben Dogbey hereby declare that the project work entitled “Assessing Sanitation and

Hygiene Practices in Basic Schools in the Volta Region of Ghana: A Case Study” submitted

towards partial fulfillment of requirements for the award of HIGHER NATIONAL DIPLOMA is

our work original work and the dissertation has not been accepted for award of any other degree,

or any similar title to the best of our knowledge.

Signed……………………… Date…………………………

(0319040010)

ING. MRS.PATRICIA ASANTEWAA- TANNOR

(SUPERVISOR)

Signed……………………… Date………………………..

DR. AFETORGBOR

(HEAD OF DEPARTMENT)

1
 ACKNOWLEDGEMENT

I would like to express my deepest gratitude to God Almighty and appreciation to all those who

have contributed to the successful completion of this project. Without their support, guidance,

and encouragement, this work would not have been possible.

First and foremost, I would like to thank my supervisor Ing. Mrs. Asantewa Tannor for her

invaluable guidance throughout this project.

Additionally, I want to express my gratitude to my family and friends for their unwavering

support and understanding. Their encouragement, patience, and belief in me have been a

constant source of motivation throughout this endeavor.

I am deeply thankful to everyone who has played a part, directly or indirectly, in making this

project a reality. Your guidance, support, and encouragement have been invaluable, and I am

truly grateful for your contributions.

2
 DEDICATION

I dedicate this work to my family, friend, thank you for always standing by my side and

providing unwavering support, love, and understanding. Your presence has been a constant

source of strength, and I am grateful for your unwavering belief in me.

3
 ABSTRACT

This research study aims to assess the state of sanitation and hygiene practices in basic schools

within the Volta Region of Ghana. Despite the region's rich cultural heritage and agricultural

activities, access to adequate and clean sanitation facilities in schools remains a significant

challenge. The research questions focus on the existing sanitation facilities, current hygiene

practices, challenges faced by schools, stakeholder perceptions, implemented interventions, and

potential strategies for improvement. A mixed-methods approach involving literature review,

and observations will be employed to gather data from representative samples of basic schools.

Data analysis will uncover trends, patterns, and key findings, which will form the basis for

developing practical recommendations. The research outcomes will include a comprehensive

assessment of sanitation and hygiene practices, identification of challenges and stakeholder

perceptions, and practical strategies for enhancing practices in basic schools. The research

findings will contribute to existing knowledge and literature on sanitation and hygiene in school

settings, specifically within the Volta Region. Ultimately, this study aims to promote healthier

and more conducive learning environments by addressing the critical issue of sanitation and

hygiene in basic schools in the Volta Region of Ghana.

4
 TABLE OF CONTENTS

Table of Contents
DECLARATION........................................................................................................................................1
ACKNOWLEDGEMENT........................................................................................................................2
DEDICATION...........................................................................................................................................3
ABSTRACT...............................................................................................................................................4
TABLE OF CONTENTS..........................................................................................................................5
LISTS OF TABLES..................................................................................................................................8
LISTS OF FIGURES................................................................................................................................9
CHAPTER ONE.....................................................................................................................................10
1.0 Introduction.......................................................................................................................................10
1.1 Problem Statement......................................................................................................................11
1.2 Research Question.............................................................................................................................12
1.3 Main Aim of the Study......................................................................................................................12
1.4 Specific Objectives............................................................................................................................12
1.5 Scope of Study...................................................................................................................................13
1.6 Organisation of Study.......................................................................................................................13
CHAPTER TWO....................................................................................................................................14
Literature Review...................................................................................................................................14
2.1 Sanitation and Hygiene in Schools.............................................................................................14
2.2 Importance of Sanitation and Hygiene Practices............................................................................15
2.3 Key Concepts and Frameworks Related to Sanitation and Hygiene Practices in Schools...........18
CHAPTER THREE................................................................................................................................19
Methodology............................................................................................................................................19
3.1 Introduction.......................................................................................................................................19
3.2 Profile and Location of the Study Area...........................................................................................19
3.3 Study Population...............................................................................................................................21
3.4 Source of Data...................................................................................................................................22
3.5 Data Collection..................................................................................................................................22

5
CHAPTER FOUR...................................................................................................................................23
RESULTS AND DISCUSSIONS............................................................................................................23
4.1 Introduction.......................................................................................................................................23
4.2 Demographic Information................................................................................................................23
4.3 Availability of toilet facility..............................................................................................................25
4.3.2 Accessibility of the Toilet facility..................................................................................................27
4.4 Water Supply and Hygiene Practices..............................................................................................27
4.4.1 Sources and use of water in the basic schools...............................................................................27
4.5 Availability of Hand washing facility and Practices.......................................................................28
CHAPTER FIVE.....................................................................................................................................29
CONCLUSION AND RECOMMENDATION.....................................................................................29
REFERENCES........................................................................................................................................30
APPENDIX 2...........................................................................................................................................36

6
 LISTS OF TABLES

Table 4.1…………………………………………………………………………………………….

Table 4.2……………………………………………………………………………………………..

Table 4.3…………………………………………………………………………………………………

7
 LISTS OF FIGURES

Fig. 4.1 ……………………………………………………………………………………………..

Fig. 4.2………………………………………………………………………………………………

Fig. 4.3………………………………………………………………………………………………….

8
 CHAPTER ONE

1.0 BACKGROUND OF STUDY

1.0 Introduction

To encourage a sound and helpful learning climate in schools, approaching sufficient sanitation

and hygiene facilities is fundamental. In any case, maintaining legitimate disinfection and

cleanliness practices in schools remains a significant challenge in many developing nations,

including Ghana. The Volta District in southeast Ghana is well-known for its horticultural

activities and social variety. The region faces numerous obstacles when it comes to providing

basic schools with adequate and clean sanitation facilities, despite its rich history.

According to the UN Children's Fund (UNICEF), 25% of the world's population does not have

access to basic sanitation services, with Sub-Saharan Africa experiencing the lowest coverage

rates (UNICEF, 2021). The circumstance in Ghana is particularly disturbing because of the way

that sustainable development goal 6, which accentuates clean water and sanitation, has not yet

been completely accomplished. Inadequate sanitation and hygiene facilities, according to

UNESCO (2019), can hinder educational outcomes, student well-being, and the spread of

diseases.

Despite the fact that previous studies have highlighted the general difficulties schools in Ghana

face in providing proper sanitation and hygiene, there is a need for more localized research that

9
focuses on specific regions. Because of its unique features and location, the Volta District needs

customized solutions to meet the sanitation and cleanliness requirements of its primary schools.

This assessment focus on hopes to fill this investigation opening by assessing the state of

sanitization and neatness practices in fundamental schools inside the Volta Area of Ghana.

Through an examination of the difficulties, difficulties, hygiene practices, implemented

interventions, stakeholder perceptions, and potential strategies, this study will provide valuable

insights into the current situation and offer suggestions for its improvement.

The significance of this study lies in its potential to enhance knowledge of sanitation and

hygiene in educational settings, especially in the Volta Region. By identifying the gaps and

obstacles, this study will inform policymakers, education authorities, and relevant stakeholders

about the specific requirements of basic schools in the region.

1.1 Problem Statement

Basic schools in the Volta Region of Ghana face significant challenges in providing adequate

sanitation and hygiene facilities, which compromises student well-being and hinders educational

outcomes despite the region's rich cultural heritage and agricultural activities. These schools

contribute to the spread of diseases and create an unfavorable learning environment due to the

absence of appropriate sanitation infrastructure and hygiene practices (UNESCO, 2019).

While reviews have featured the general difficulties looked at by schools in Ghana in regard to

sanitation and hygiene, there is a requirement for limited research explicitly zeroing in on the

Volta District to grasp the exceptional setting and address the locale's explicit issues. The Volta

Region lacks focused research on the sanitation and hygiene requirements of basic schools,

10
which hinders the implementation of evidence-based strategies and reduces the efficacy of

existing interventions.

Besides, partner discernments and mentalities assume a significant part in the progress of

sanitation and cleanliness mediations in schools. It is essential to have an understanding of the

perspectives held by school administrators, teachers, parents, and students in order to design

interventions that address the particular requirements, preferences, and cultural factors of these

groups (UNICEF, 2021).

As a result, the issue at hand is the absence of comprehensive research evaluating the current

state of sanitation and hygiene practices in elementary schools in Ghana's Volta Region.

Effective interventions and progress toward sustainable and healthy learning environments are

hampered by this research gap. In order to enhance educational outcomes, improve student well-

being, and contribute to the region's overall development, it is essential to address this issue.

1.2 Research Question

What is the current state of sanitation and hygiene practices in basic schools within the Volta

Region of Ghana, and what are the key factors influencing these practices?

1.3 Main Aim of the Study

The main aim of this research study is to assess the state of sanitation and hygiene practices in

basic schools within the Volta Region of Ghana.

1.4 Specific Objectives

11
 1. To identify the existing sanitation facilities in basic schools within the Volta Region of

Ghana.

2. To explore the challenges faced by basic schools in maintaining proper sanitation and

hygiene practices.

3. To assess the current hygiene practices and behaviors among students and staff in basic

schools.

1.5 Scope of Study

This research study focuses on assessing the state of sanitation and hygiene practices in basic

schools within the Volta Region of Ghana. The scope of the study includes primary schools and

junior high schools (JHS) within the region. The study will cover both public and private basic

schools to capture a comprehensive understanding of the sanitation and hygiene practices in

different types of schools.

The assessment of sanitation facilities will encompass various aspects, including the availability

of toilets, handwashing facilities, and their functionality. The study will also investigate the

adequacy and accessibility of these facilities for students and staff.

1.6 Organisation of Study

This study is organized into chapters. The chapter one highlighted on the background of study,

the research problem statement, the objectives of the study, the scope of study. The chapter two

explain the literature review. Chapter three explained the methodological approach used for the

study. Chapter four focused on the results and discussions of the study. It includes mainly the

12
analysis and thorough discussion of data collected from the respondents. Finally, chapter five

dealt with the conclusion and recommendations.

13
 CHAPTER TWO
Literature Review

2.1 Sanitation and Hygiene in Schools

Sanitation and hygiene practices in school settings play a critical role in promoting the

health, well-being, and educational outcomes of students ((Osher, Kelly, Tolani-Brown,

Shors&Chen,2009, UNICEF, 2013).

. The literature on sanitation and hygiene in Ghana, particularly in the Volta Region, offers

insightful information about the state of these practices at the moment and highlights crucial

elements affecting their adoption.

The need of having proper sanitary facilities in schools has been stressed in several research.

According to the Global Baseline Report on Drinking Water, Sanitation, and Hygiene in Schools

published by UNESCO in 2018, a sizable majority of Ghanaian schools lack access to better

sanitation amenities, such as functional restrooms and handwashing stations. This deficiency has

a severe influence on student hygiene and helps spread waterborne illnesses (UNESCO, 2019).

Studies have emphasized the significance of handwashing when it comes to hygiene habits.

in stopping the spread of illnesses (USAID, 2008, Dujister et al. 2017).

The importance of encouraging correct handwashing behavior among students and staff is emph

asized in UNICEF's report on Progress on Household Drinking Water, Sanitation, and Hygiene

(Mooijman, 2012).

In order to improve hygiene behaviors in school settings, it emphasizes the need of teaching, ava

ilability of facilities for washing hands, and behavior modification interventions.

14
Additionally, it has been acknowledged that cultural values and community involvement play a s

ignificant role in shaping sanitation and hygiene practices.

The varied cultural environment and local beliefs in Ghana have an influence on hygiene practic

es and support for sanitation efforts.

For sanitation and hygiene efforts in the Volta Region to be implemented successfully, it is cruci

al to recognize and address cultural elements (WaterAid, 2020).

The Volta Region has put in place interventions to enhance cleanliness and hygiene in schools.

These interventions have focused on infrastructure development, provision of hygiene education,

and behavior change campaigns. However, the effectiveness and sustainability of these

interventions vary (WaterAid, 2020). There is a need for further research to evaluate the impact

of these interventions and identify best practices that can be replicated in other schools within

the region.

In summary, the existing literature highlights the inadequate sanitation facilities, suboptimal

hygiene practices, and cultural factors influencing sanitation and hygiene in basic schools in the

Volta Region of Ghana. The importance of handwashing, behavior change interventions, and

community engagement are also emphasized. However, more research is needed to evaluate the

impact of interventions and develop targeted strategies for improving sanitation and hygiene

practices in basic schools within the region.

2.2 Importance of Sanitation and Hygiene Practices

Sanitation and hygiene practices are of paramount importance in school settings as they have

significant impacts on the health, well-being, and educational outcomes of students (Lundblad,

2005). The following points highlight the importance of sanitation and hygiene practices in basic

15
schools. Adequate sanitation facilities and proper hygiene practices contribute to the prevention

and control of diseases. Access to clean and functional toilets, along with the practice of regular

handwashing, reduces the transmission of waterborne diseases, such as diarrhea and cholera, as

well as respiratory infections (UNESCO, 2019). Good sanitation and hygiene practices in

schools can help create a healthy environment for students and minimize the risk of illness.

Improved sanitation and hygiene practices positively affect students' academic performance.

When students have access to clean toilets and handwashing facilities, they are more likely to

attend school regularly and concentrate on their studies (UNICEF, 2021). In contrast, inadequate

sanitation facilities may lead to absenteeism and hinder students' ability to learn effectively.

Sanitation and hygiene practices in schools also contribute to students' psychosocial well-being

(Montgomery et al., 2012). Clean and hygienic environments foster a sense of dignity, self-

esteem, and pride among students, enhancing their overall well-being (WaterAid, 2020).

Students who feel comfortable and safe in their school environment are more likely to engage

actively in learning and social interactions. By integrating hygiene education into the curriculum

and promoting regular handwashing, schools can help students develop lifelong habits that will

positively impact their health and well-being beyond the school environment (UNESCO, 2019).

Accessible and gender-segregated sanitation facilities are crucial for promoting gender equity

and inclusion in schools. Girls, in particular, may face challenges in managing their hygiene

needs without proper facilities, leading to absenteeism and reduced educational opportunities

(UNICEF, 2021). Ensuring inclusive sanitation and hygiene practices can help create an

enabling environment for all students, irrespective of their gender or physical abilities.

16
Sanitation and hygiene practices in schools have a broader impact on the surrounding

community. Students who practice good hygiene behaviors in school are more likely to carry

those practices back to their homes and communities, promoting better overall community health

(WaterAid, 2020). By instilling proper sanitation and hygiene practices in schools, the positive

effects can extend beyond the school premises, benefiting the larger population.

Sanitation and hygiene practices in schools align with the United Nations' Sustainable

Development Goals. SDG 4 emphasizes quality education and ensuring a safe and healthy

learning environment is crucial for achieving this goal. SDG 6 focuses on clean water and

sanitation, aiming to provide access to adequate sanitation facilities for all. By prioritizing

sanitation and hygiene practices in basic schools, progress can be made toward achieving these

global targets (UNESCO, 2019).

Investing in sanitation and hygiene practices in schools can lead to long-term cost savings. By

preventing waterborne diseases and reducing absenteeism, schools can save on healthcare

expenses and maximize students' learning opportunities (UNICEF, 2021). Additionally, a

healthy school environment reduces the burden on families and the healthcare system,

contributing to overall economic development.

Proper sanitation practices in schools include safe disposal of waste, and promoting

environmental sustainability. Waste management systems that prioritize recycling, waste

reduction, and proper disposal can foster environmental consciousness among students, leading

to a more sustainable future (UNESCO, 2019).

17
2.3 Key Concepts and Frameworks Related to Sanitation and Hygiene Practices in Schools

A comprehensive strategy for tackling sanitation and hygiene in schools is provided by the Scho

ol WASH framework.

In order to encourage healthy habits among pupils, it places a strong emphasis on the provision o

f safe drinking water, proper sanitary facilities, and hygiene instruction (UNICEF, 2017).

This framework acts as a roadmap for developing and putting into practice successful interventio

ns to enhance school hygiene and sanitation procedures.

Theories of behavior change like the Social Cognitive Theory and the Transtheoretical Model pr

ovide light on the variables that affect a person's behavior change.

These theories place a strong emphasis on how social norms, self-efficacy, attitudes, and knowle

dge all play a part in determining behavior (WaterAid, 2020).

Understanding these ideas can help in the development of behavior modification programs that e

ncourage students to practice good sanitation and hygiene.

The CLTS strategy focuses on empowering communities to take action together to create surrou

ndings free from open defecation. According to (Kar and Chambers ,2008).

This strategy places a strong emphasis on community involvement, empowerment, and the devel

opment of societal norms about sanitation practices.

Improving sanitation and hygiene practices in and around schools may be made possible by putti

ng the CLTS principles into reality. This will promote community ownership and sustainability.

The Health Belief Model explores individuals' beliefs and perceptions about health-related

behaviors. It suggests that behavior change occurs when individuals perceive a threat to their

health, believe that adopting specific behaviors can reduce that threat, and perceive the benefits

18
of behavior change to outweigh the barriers (Rosenstock, 1974). Applying the HBM can provide

insights into students' motivations and barriers to adopting proper sanitation and hygiene

practices in schools.

19
 CHAPTER THREE

Methodology
3.1 Introduction

The methodology employed in this study aims to provide a comprehensive understanding of

sanitation and hygiene practices in basic schools in the Volta Region of Ghana. By utilizing a

mixed-methods research design, combining quantitative and qualitative approaches, the study

seeks to gather both numerical data on practices and knowledge, as well as qualitative insights

into the contextual factors and perceptions influencing sanitation and hygiene practices in

schools.

3.2 Profile and Location of the Study Area

The study focuses on sanitation and hygiene practices in basic schools in the Volta Region of

Ghana. The Volta Region is located in the eastern part of Ghana, bordered by Togo to the east

and the Volta Lake to the south. It is one of the ten administrative regions of Ghana and is

known for its diverse ethnic groups, rich cultural heritage, and natural attractions.

The Volta Region covers an area of approximately 20,570 square kilometres and is home to a

population of over 2 million people (Ghana Statistical Service, 2021). The region is

characterized by a mix of urban and rural areas, with urban centres such as Ho, the regional

capital, and Keta, as well as numerous smaller towns and villages. The region's economy is

predominantly based on agriculture, with crops such as cocoa, yam, maize, and vegetables being

major contributors.

20
The basic schools in the Volta Region provide education to children at the primary and junior

high school levels. These schools play a vital role in shaping the educational foundation of

students in the region. However, access to adequate sanitation and hygiene facilities in these

schools can vary, particularly in rural areas where infrastructure and resources may be limited.

The study area within the Volta Region will encompass a representative sample of basic schools,

including both urban and rural schools, to capture the diversity of sanitation and hygiene

practices. The selection of schools will be guided by a multi-stage sampling technique, ensuring

a comprehensive representation of different school sizes, locations, and socioeconomic

backgrounds.

By focusing on the Volta Region, the study aims to contribute to the understanding of sanitation

and hygiene practices in this specific context. The findings of the study will provide insights into

the current state of sanitation facilities, handwashing practices, access to water, and knowledge

and behaviors related to sanitation and hygiene in basic schools in the Volta Region. This

knowledge can then be used to inform targeted interventions and policies to improve sanitation

and hygiene practices, ultimately promoting a healthier and more conducive learning

environment for students in the region.

21
3.3 Study Population

The study population for this research on sanitation and hygiene practices in basic schools in the

Volta Region of Ghana includes various stakeholders involved in the school community. The

primary focus is on students, teachers, and school administrators. The study population

comprised 30 schools within the Volta region.

n o= the sample size

Z=¿ standard normal deviate which is 1.96 at 95% confidence interval

P = the proportion of the population estimated to be at risk (0.5)

q = the proportion of the population not at risk (0.5)

e = desired level of precision set at 8% (0.08)

22
3.4 Source of Data

The sources of data for the research on sanitation and hygiene practices in basic schools in the

Volta Region of Ghana can include both primary and secondary sources.

3.5 Data Collection

The data collection process for the research on sanitation and hygiene practices in basic schools

in the Volta Region of Ghana will involve a combination of quantitative and qualitative methods

Structured questionnaires will be developed and administered to students, teachers, and school

administrators. The questionnaires will include sections to gather information on sanitation

facilities, handwashing practices, access to water, knowledge, and behaviors related to sanitation

and hygiene. Direct observations will be made within the school premises to assess the

conditions of sanitation facilities, handwashing stations, and overall cleanliness.

23
 CHAPTER FOUR

RESULTS AND DISCUSSIONS

4.1 Introduction

This chapter presents the main findings of the research. The results are presented using tables

and charts which summarize the responses from the respondents to whom the questionnaires

were administered to. The SPSS was used to analyze the data and was drafted using MS- Excel.

4.2 Demographic Information

4.2.1 Gender of Respondents

The total number of respondents sampled for the sampling questionnaire is shown in Table 4.1, c

onsisting of 45 female respondents with a percentage of 49.6% and

75 male respondents with a percentage of 50.4%.

Female 45 49.6%

Male 75 50.4%

Total 120 100

Table 4.1

24
4.2.2 Age respondents

Table 2 looks at the category of the respondents where 15 (12.5%) of them falls within the age

bracket of 14-15 years with majority of them 79.2% within the category of 16-18 years while the

rest 8.3% falls within the age of 18-21 years.

Age frequency Percent

14-15 15 12.5

16-18 95 79.5

19-21 10 8.3

Total 120 100

Table 4.2

4.2.3 Level of Education

The respondents’ degree of education is shown in Table 4.3.

showing that 5 (3.6%), upper primary (55, 44.5%), junior high (40, 33.6%), and all of the above

(20, 18%)

frequency percent

lower primary 5 3.6

Junior high 40 33.6

Upper primary 55 44.5

All the above 20 18.3

Total 120 100

25
 Table 4.3

4.3 Availability of toilet facility

As shown in figure 4.1, 88 (73.3%) of the respondents stated they had toilet facilities whiles 32

(26.7%) of them mentioned they had no toilet facilities in their schools and most of the non-

water carriage toilets (pit latrine and KVIP toilets)

Availability of toilet facility

yes no
88

32
73.30%

26.70%

fr eq u en c y p er c en t

Fig. 4.1

26
4.3.1 Functionality of WASH facilities

The figure below shows the functionality of toilet facilities in the schools. 12.4% of the

respondents stated that their toilet facilities are not functional, some further claim that the state

of the toilet facility is very bad and smelly, which have attracted a lot of flies and reptiles in the

toilet. Our observation also indicated the toilet facility in some of the schools were water closet

but requires water all the time to use to clean. The females stated it has become a challenge for

them whereby 3.6% of them also stated they had no toilet facility at all which normally affect

their academic performances. It was also observed that the bad state of the toilet facilities in the

schools was due to the lack of maintenance and repairs which is as a result of lack of money for

maintenance. Per observation most of the schools had handwashing facilities but was not

functional due to the lack of water on the school premises and 10.9% of the schools had their

toilet facility functioning.

Frequency Percent Series3

17

15
12.4

10.9
3.6
5

Fig. 4.2

27
4.3.2 Accessibility of the Toilet facility

The figure 4.3 represent that 57(41.6%) of the respondents disagree the toilet facility was far,

25(18.2%) agreed that the toilet facility is far, 24(17.5%) of the respondents were neutral that the

toilet facility is far, 18(13.1%) highly disagree that the toilet facility is far and 2(1.5%) highly

agree that the toilet facility is far. From our result the 41.6% of the respondents had easy access

to the toilet all the time because is very convenience for them which make things very easy for

them. 18.2 % of the respondents that agreed that the toilet was far find it very difficult to use the

toilet facility.

4.4 Water Supply and Hygiene Practices

4.4.1 Sources and use of water in the basic schools

51(37.2%) use piped water supply which according to them is very appropriate,40(29.2%) get

their main source of water from piped water supply and rainwater which they gave reason that

the piped water supply does not flow always, 21(15.3%) uses piped water and borehole,

14(10.2%) get their main source of water from rainwater which according to them was a great

challenge when they face dry season, 9(6.6%) get water from well, rainwater and piped water

supply and 2(1.5%) get water from piped water supply and underground water. 81.8% in figure

4.9, 82% said the source of water is wholesome for drinking so they have no problem with the

water facility. 20 % of the respondents stated clearly that the source of water in the school is not

wholesome for drinking due to some impurities in the water which normally causes stomach

ache. Per observation the source of water had a bad smell and not clean.

28
4.5 Availability of Hand washing facility and Practices

From the figure below, 47(33.1%) agreed that there is water and soap available for washing of

hands after using the toilet,42(30.7%) highly agreed that there is water and soap available for

washing of hands after using the toilet, 21(15.9%) were neutral, 7(5.1%) disagreed that there is

water and soap available for washing of hands after using the toilet which clearly indicate they

don’t practice hygiene, few of the respondents state they use personal sanitizers. The hand

washing facilities in some of the schools was the veronica bucket and tippy tap. Our observation

reveals that some of the schools had washing bowl with water of which they use in washing their

hands after using the toilet.

Availability of Hand washing

facility and Practi ces
frequency percent
0.331 0.307 0.159 0.051

47 42 21 7

h i gh l y agr eed agr eed d i sagr ee n eu t r al

Fig. 4.3

29
 CHAPTER FIVE
CONCLUSION AND RECOMMENDATION

This research study aimed to assess the sanitation and hygiene practices in basic schools within

the Volta Region. Through a comprehensive case study, we evaluated the current state of

sanitation facilities, hygiene behaviors, and the impact on students' health and well-being. The

findings of this study highlight several key points.

Firstly, the state of sanitation facilities in basic schools within the Volta Region requires

attention. Many schools lack adequate toilets, handwashing stations, and waste management

systems. The accessibility and inclusiveness of these facilities, particularly for students with

disabilities, need improvement. Regular maintenance and cleanliness of the facilities are also

essential to ensure a hygienic environment.

RECOMMENDATION

1. To ensure that schools make use of the amenities, Ghana Education Service and the

Ministry of Education should help them upgrade their facilities and step-up sanitation

education.

2. Hygienic lessons should be integrated into the school timetable to enable the pupils to

know more about hygiene practices

30
 REFERENCES

Kar, K., & Chambers, R. (2008). Handbook on community-led total sanitation. Plan UK

Publishing.

Rosenstock, M. (1974). Historical origins of the Health Belief Model. Health Education
Monographs.
Lundblad, B. (2005). Perceptions of school toilets as a cause for irregular toilet habits among
schoolchildren aged 6 to 16 years. J Sch Health. 75 (4), 125-128.
Mooijman,A. (2012).Water, Sanitation and Hygiene (WASH) in Schools: A

Companion to the Child Friendly Schools Manual. UNICEF

Osher, D., Kelly, D. L., Tolani-Brown, N., Shors, L., & Chen, C. S. (2009). UNICEF child

friendly schools programming: Global evaluation final report. Washington, DC: American

Institutes for Research.

UNESCO. (2019). Drinking Water, Sanitation and Hygiene in Schools.

UNICEF. (2017). School WASH: A systematic review of benefits and effectiveness.

UNICEF. (2021). Progress on household drinking water, sanitation and hygiene.

WaterAid. (2020). Ghana WASH in Schools Compendium 2020. WaterAid.

31
 APPENDIX 1

A. BACKGROUND

1. Name of School……………………………………………………
2. Population of school……………………………………………
3. Type of school
Private [ ]
Government [ ]
4. Level of education
Lower primary [ ]
Upper Primary [ ]
Junior High [ ]
5. Gender
Female [ ] Male [ ]
6. Tutor [ ] Pupil [ ]
7. Age 14-15 [ ] 16-18 [ ] 19-21 [ ]
8. Do you have a toilet facility in the school?
Yes [ ] No [ ]
9. If no, why?

There is no toilet facility in the school [ ]

The toilet facility is not functional [ ]

Other ……………………….

B. Assessing the Accessibility of the Toilet Facility

Highl Ag Neu Disa High

sy ree tral gree ly

agree disag

32
 ree

Distance

to toilet

facility

is far

Distance

to toilet

facility

is within

reach

Squat

holes

are

enough

Cubicle

is

spacious

Cubicle

for kids

is

33
enough

Queue

every

time I

want to

use the

toilet

I enjoy

my

privacy

when

using

the

facility

Toilet

facility

is user

friendly

to pupils

in

kinderga

34
rten

Toilet

facility

is user

friendly

to

teachers

and

pupils

with

disabilit

The

toilet

facility

is

modern

There is

too

much

odor

35
 There

are too

many

flies

Water supply

1. What is the main the source of water in the school? (Please you can tick more than 1)

Piped water supply [ ]

Well [ ]

Rainwater [ ]

Surface water [ ]

No water source [ ]

Spring [ ]

Any other ……………………….

2. Is the source of water wholesome for drinking?

Yes [ ] No[ ]

3. Do you have regular water supply throughout the year?

Yes [ ] No [ ]

4. How do you store it?

Storage tank [ ]

36
 Gallons [ ]

pot [ ]

Other (specify) …………………………..

5. Do you experience any challenges with the maintenance of the water source?

Yes [ ] No [ ]

1. What type of challenge?

There are no available parts [ ]

There are no technical experts [ ]

The charges of repair is expensive [ ]

37
 APPENDIX 2

OBSERVATION (CHECK LIST)

Water supply

1. Is the drinking water source

protected?

1. What type of toilet facilities exist

2. Is there a tap?
on the school premises?

2. Is the toilet facility convenience?

Toilet
3. Is the toilet having privacy and
facility
security?

4. Is there any evidence of flies in the

toilet?

5. Is the toilet facility having a

ventilation?

6. Is there a water storage container

in the latrine for flushing?

38
 Hygiene Practice

3. Is there a place to wash hands

4. Is there a soap, detergent or other

cleaning materials?

5. What type of handwashing facility

exist?

6. Is the handwashing facility clean?

39