SANITARY FACILITIES AND MANAGEMENT OF

GOVERNMENT SCHOOLS IN GHORAHI SMC, DANG

DISTRICT

A Thesis Submitted to the Department of Health Education

In Partial Fulfillment for the Master Degree in Health Education

Submitted by
Bishnu Acharya
Symbol No: 74268015
T.U. Regd.: 9-2-677-17-2013

Submitted to:
KATHMANDU SHIKSHA CAMPUS
TRIBHUVAN UNIVERSITY
SATUNGAL, CHANDRAGIRI-10
JUN, 2024
 TABLE OF CONTENT

SANITARY FACILITIES AND MANAGEMENT OF GOVERNMENTSCHOOLS IN GHORAHI SMC,

DANG DISTRICT .......................................................................................................................... 1
TABLE OF CONTENT ................................................................................................................... 1
Chapter –I................................................................................................................................... 1
INTRODUCTION .......................................................................................................................... 1
1.1 Background of study .................................................................................................... 1
1.2 Statement of the problem ........................................................................................... 3
1.3 Objectives of the study ................................................................................................ 4
1.4 Significance of Study .................................................................................................... 4
1.5 Delimitation of the Study ............................................................................................. 5
1.6 Operational Definition of the Key Term....................................................................... 5
CHAPTER-II ................................................................................................................................. 7
REVIEW OF RERLATED LITERATURE AND CONCEPTUAL FRAMEWORK ..................................... 7
2.1 Literature Review ......................................................................................................... 7
2.2 Empirical Literature...................................................................................................... 9
2.3 Implications of the Review for the Study ................................................................... 11
2.4 Conceptual Framework .............................................................................................. 13
CHAPTER-III .............................................................................................................................. 14
MRTHODSD AND PROCEDURES OF THE STUDY ....................................................................... 14
3.1 Design and method of the Study ............................................................................... 14
3.2 Population and Source of Data .................................................................................. 14
3.3 Sample Size and Sampling Procedure ........................................................................ 14
3.4 Data Collection Tool and Techniques......................................................................... 14
3.5 Validation of Tool ....................................................................................................... 14
3.6 Data Collection Procedure ......................................................................................... 15
3.7 Data Analysis and interpretation procedure ............................................................. 15
CHAPTER-IV .............................................................................................................................. 16
ANALYSIS AND INTERPRETATION OF RESULTS ........................................................................ 16
4.1 Drinking Water Supply in the Schools ........................................................................ 16
4.2 Management of Toilet in the Schools ........................................................................ 18
4.3 Water Disposal Practices in the Schools .................................................................... 24
4.4 Availability of Drainage Facility in the Schools .......................................................... 27
4.5 Summary of Findings.................................................................................................. 28
CHAPTER – V ............................................................................................................................ 31
CONCLUSION AND RECOMANDATIONS................................................................................... 31
5.1 Conclusion .................................................................................................................. 31
5.2 Recommendations ..................................................................................................... 32
REFERENCES ............................................................................................................................. 33
APPENDIX I ............................................................................................................................... 35
APPENDIX II .............................................................................................................................. 40
 Chapter –I
INTRODUCTION
1.1 Background of study

Sanitation is a branch of health. It is also called foundation of healthful living which

shows the status and living standard of human being. The word sanitation is derived
from the Latin word “Sanitas”, Which means a state of health, the dictionary meaning
of sanitation is ‘the science of safe guarding health’. According to the National
Sanitation Foundation of USA, which follows “Sanitation is the way of life, it is the
quality of living that is expressed in the clean home, the clean business, the clean farm,
the clean neighborhood and the clean community. “Being a way of life it must come
from within the people; it was nourished by knowledge and grows as an obligation and
an ideal in human relation” (Park and Park, 2005; 392). In fact, the term sanitation
covers the whole field which promotes health.

Nepal is one of the developing countries in the world. The county is facing various
health problems such as the prevalence of communicable diseases, lack of
immunization, high mortality rate and lack of basic health care facilities, malnutrition
and high morbidity rate. Environmental pollution is also a very serious problem for the
country. The environmental pollution is the result of human activities, which directly
affect the health status of human being. Proper sanitation is essential to achieve the
effect of such activities on the environment. The rapid growth of population and the
tendency of migration to the urban areas have magnified the problem of environmental
sanitation.

People have already detected that poor environmental situation and lack of safe
drinking water are responsible for high incidence of communicable diseases. In addition
to this, imbalance between the natural resources, food productions and the rapid growth
of population are the casual factors for environmental degradation. Poverty,
malnutrition, diseases, inadequate supply of pure drinking water, illiteracy, depletion
of resources is worsening the quality of human life sanitation constitutes an important
and critical dimension of living environment.
Its ignorance leads to the major costs of human suffering and economic loses. Sanitation
is increasingly recognized as a wider concept that include practice of hygiene at
personal and household levels, system of human wastes disposal, management of solid
and liquid wastes, Maharjan, S.K(2054). Community Organization for Health
Education in Mahendra Katanje Village, Kathmandu: An Unpublished Report FOE,
HPE Dept.

Education is the process, which plays an important role in maintaining environmental

sanitation. Environmental sanitation has become a worldwide concern and people have
thought about adopting an acceptable measure. Our surrounding plays a vital role in
making us healthy or sick. For instance, carelessly managed sanitary facilities can cause
harm in different ways. The polluted environment creates serious health hazards by
providing sample opportunity to develop various disease. Most of people are
particularly susceptible to respiratory problems caused by dust, dirt and carbon
monoxide gas emitted from exhausted automobile engines.

Health education is the key component of all environmental and sanitation program.

It involves motivation, counseling and advertisement in Medias on basic hygiene

education. Health is a valuable property of human beings. It plays vital role for physical,
mental and social development of human beings. Human resources is an important
source of construction and development of country. It is related to the good education
system. Schools can share health education experience to its recipients in the society by
organizing awareness program regularly. This campaign can include several
components those help promoting healthier living. A model school can follow similar
way outs. Thus, sanitary facilities of schools depend on effective management and
resources of school. During this period, school need to provide safe and healthy
environment to them. “The school environment in which students and facility live and
move during the time they are in school not only affect their health but also provides a
laboratory for learning about health practices and attitudes. As schools are dirty or
clean, as food is appetizing or distasteful, as physical facilities are cheerful or drop, as
materials and equipment are safe and dangerous, as school are located in appropriate
are or not, etc. it affects health of the people and personnel” (Turner, 1970). Only
atmospheric school environment improves the physical, mental, social, and emotional
health of pupil and gets chances to take healthful practices among them. This implies
as well school location, toilet facilities, safe drinking water supply, waste disposal,
building, ventilation and lighting classroom cleanliness, playground safe food and other
essential.

Generally, many research task have been done on sanitary issues at the national and
international level, but very few institutional research tasks were done on related
existing school sanitation. Thus, the secondary level government school of Ghorahi
SMC of Dang district was selected for the study. The researcher has been attempted to
investigate the existing condition of sanitary facilities of the school comparatively. If it
had done so because it has necessary to find out the extent of similarity and differences
of sanitary facilities and their management between those schools. The extent of
differences could assist to compare present data with national and international data in
this area. At last this comparison would help to draw the conclusions and
recommendation for future.

1.2 Statement of the problem

Health relates everything that goes to constitute the human right. It starts from womb
and ends to tomb. It is everybody’s responsibility to improve the institutional
environment. The development health status of nation depends upon institutional health
practices like home, school, collage, community and others. Out of them school is the
most important formal agency that provide and reflect an opportunity in learning and
foundation of development for the positive health knowledge, attitude and practice
(KAP) among school family (Pokharel, M.R.1996). A study on the knowledge attitude
and practice in primary school teachers in Teaching health education in Pyuthan, An
Unpublished thesis, FOE, HPE Dept.
School health is an important branch of community health (park,1994). Future
development of the community essentially depends upon children’s competencies and
efficiency gained from schooling. As the school children are the future citizen on whom
the progress and welfare of the country depends. It is of paramount importance that they
should be educated under sanitary (safe) and wholesome condition (Baidya, 1997), it is
not possible to teach health effectively if the principle of hygiene is violated in the
school life of the pupils. When children learn to take decision about environmental
health in school, it helps them lead healthier lives and spreads health to others in their
families, children are the bright future of the nation.
The management of the school environment of many developing countries like Nepal
is seen miserable on some issues due to many obstacles i.e. lack of awareness, financial
resources, technical knowledge and so on. Most of the government schools were not
managed in healthy manner. Many environmental problems were seen such as
unplanned building, congested location (non-compounded schools are located
everywhere, out of the health principle, no availability of play-ground. No latrine
facility, unhygienic condition, dust and other wastage scattered on school area, unsafe
handling and storing process of water, provision of physical materials insufficiency of
equipment and furniture in proposition to strength of students, the size of the class and
ventilation are also poor. “Good lighting and ventilation are essential to a healthy
environment. If possible every school should have natural light through windows and
a safe source of artificial light. Poor light will cause eye strain and fatigue, which in
turn can lead to accident” (WHO, 1990).

1.3 Objectives of the study

The main objective of the study was to find out and compare the existing sanitary
facilities and management of government schools in Ghorahi SMC, Dang district.
However, the following were the specific objectives of the study.
b) To examine the existing situation of sanitary condition in government school in
Ghorahi SMC.
c) To trace out the sanitary facilities and management system related to it.
d) To provide suggestion for the better management to sanitary facilities in
government schools.

1.4 Significance of Study

Most of the schools do not have special sanitation states. Due to the absence of wide
knowledge and awareness to sanitary people may have developed concept of sanitation
as an unwanted habit so this study tries to examine the present sanitary facilities and
management system. In this condition the researcher has pointed out some significance
of this study which would be as follow.
a) This study would aim to find out the existing sanitary condition and
management in government schools of Ghorahi SMC. It was expected that such
a study can give the real picture about the sanitary condition and management
in the school.
 b) This study would suggest the idea to motivate the teachers and school personnel
for the participation of the best sanitary condition of the schools.
c) It would arise the student’s awareness on the sanitary practices.
d) This study would help the people to study the detail about school sanitation.
e) This study would suggest creating healthy school environment.
f) This study would bring suggestion for sanitation handling techniques for each
school.
g) It would be useful as a guide for the further researcher in similar studies.

1.5 Delimitation of the Study

Every study has its limitations. Due to time and budgetary constraints, this study also
suffers from preserving the limitation. The basic delimitation of the study was as
following areas.

b) The study was delimitated within the government schools in Ghorahi SMC and
Murkut MDC.
c) All 14 government schools were carried out for the collecting necessary data by
visiting simple random method.
d) Information and data were collected through structured interview schedule and
check list.
e) The study was cover only sanitary condition facilities and management of water
supply, toilet, waste disposal and drainage system of the selected school.

1.6 Operational Definition of the Key Term

• Excreta: Excreta are defined as useless and harmful materials eliminated from the
body [Ojha, S., 1979].

• Existing Condition: The conditions, which are facing by the students in schools at
present about sanitary.

• Government Secondary School: Government institutions where teaching-learning

activities are prepared from grade 1 to 10 and taught to read and write with different
activities as well.
• Healthful School Environment: The promotion, maintenance and utilization of
safe and wholesome surrounding, organization of day by day experiences and
planed learning procedures to influence favorable emotional, physical and social
health [Radican, K.J. Olsen, L.K. et al 1986].

• Peon: The person who takes care about school and schools all round environment
such as cleaning classroom, toilet etc.

• Safe Latrine: Safe latrine is one, which is facilitated by every comfort such as water
supply, good sanitary etc.

• Safe water: Safe water is one which when taken doesn’t harm the consumer.

• Sanitary Facilities: It includes such facilities in this references provided by schools

for their students and school personnel which may be helpful in their sound health
in the control of school’s sanitary facilities and management such as dustbins, waste
disposal, toilet and water supply.

• Sanitary: The conditions affecting health specially with reference to cleanliness,

precautions against diseases etc.

• Waste Disposal: It is technique of collecting and removing of dust, ash, foliage

paper and fabrics, packing of all kinds of rags and glass etc. (R.D. Gauli, 1992).
 CHAPTER-II
REVIEW OF RERLATED LITERATURE AND
CONCEPTUAL FRAMEWORK
2.1 Literature Review

The materials of reviewing literature are scarce in the context of Nepal relating to
healthful school environment. Generally, some studies have been indirectly related on
this subject but no supply has been concerned mainly on it. So the study concerns
specially on healthful environment of government schools. Here, the researcher tries to
review some related literature as guidance to process the present variables
systematically and scientifically.
A school survey reported by Wagle etc. AI. (2049) conclude that the existing
environment of the school was found miserable. The school building was constructed
on slightly sloppy open land, not compounded; its surrounding open land had been used
as playground. According to the report drinking water was supplied insufficiently near
to school building that did not meet school’s daily demand. Report also showed that
there was no electricity line, drainage system and latrine facility, open waste land were
used for dumping. Due to lack of peon, students were involved to clean class rooms,
office rooms and yard for a while. Similarly, related school survey by Parajuli [Link].
(2052), in the school of Tikathali VDC report, stated that there was lack of playground,
a valuable ground also was not planned and swept, school building constructions were
found on slightly sloppy land, not bounded by wall and one story had three classrooms
facing south. The blackboards, desk and benches were also found in non-standard
condition, latrines and water taps were not available. It was concluded that the physical
environment of the school was found in unhealthy conditions.
Gauli (1992), concluded a research entitled “A critical study of sanitation and their
management in public primary schools of Pokahara Municipality” mentioned that water
was available in all the schools but no good management system of portable drinking
water that was stored in clay pots, buckets, drums, tanks, etc. Though all schools
managed latrines, they were seen not clean and hygienic/sanitary. Similarly, the school
implemented the different methods to dispose wastes like dumping, composting,
incineration, etc. He conducted that the lack of financial resources were the main factors
for creating sanitary environment in the school near the school building. It should be
adequate arrangement for the sanitation.

Turner (1970) suggested that every school had responsibility for providing a healthful
environment. The provision for healthful living or environment was in part the
responsibility of the government, which provided the buildings, playground and
physical facilities of the school together with the availability of such health services. In
part, healthful school living was a responsibility of the teaching staff who conducts the
education programs. Pupil behavior also militate for against it. We were concerned in
the health education that the pupils should develop habit of hygienic living for living
healthfully living at school.

Chhetri (2052) presented a paper about healthful school environment. He mentioned

that the safe and attractive school environment enhanced and supported to all the
progress and achievement/output of the pupils. He emphasized that crowded/noisy of
congested environment adversely affected to the student knowledge or learning
experiences. In his paper, he also suggested that the school environment should be
clean, healthy and attractive as far as possible.

Baidya, (1982) had conducted the research work under the title of “A Need Based
Master Degree in School Health Education for Nepal”. He noted that fifteen types of
major health problems were existed in Nepal. Out of them, unsanitary surrounding,
prevalence of communicable disease, lack of health education, inadequate health
services and lack of portable drinking water were serious ones. He emphasized and
recommended that a well-planned professional preparation of school health education
was essential to improve the health status of the student by providing quality health
education.

From the above literature reviews, it can be generalized that all the communities and
schools have the problems of management of healthful environment. It is found that
most of the environment aspects/parts of the school are not managed in healthful
standard. Therefore, the researcher was intended to study the government secondary
schools of Ghorahi SMC of Dang in the present study.
2.2 Empirical Literature

Gauli (1992) conducted a research on “Sanitation facilities and their management in

Public Primary School of Pokhara Municipality”. The population of the study was
students and teachers of the primary school of Pokhara Municipality. He had selected
nine primary schools randomly from total eighteen primary schools. He had used
questionnaire as well as observation check list to the collect data. The major findings
were; there was no good management system of clean drinking water in school
surveyed, the major obstacles for creating good sanitary condition were due to the lack
of budget in school survived.

Dhakal (1995) studied on “A case study of solid waste management in the context of
urbanization of Bhaktapur municipality”. The household of Bhaktapur municipality
were the population of the study. He had selected ward no.2, 5, and 11 randomly from
the Bhaktapur municipality. Ten household were randomly selected each ward. He used
questionnaire and observation check list to collect data. He found that the tape water
supply and drainage facilities were incomplete at the studied area. The people were
ignorant of solid waste management. The population was riskily increasing.

Baidya (1997) studied on “An Analytical Study of Sanitary Facilities and their
Management in the Secondary Schools of Birgung Municipality”. All the secondary
school students of the municipality were population of this research. He had selected
six secondary school for study, ten students were respondent from each school. A set
of questionnaire and observation from were used to collect data. He found, the main
daily waste product was paper, the cleanliness of classroom was found generally
satisfactory, and the management system of latrine and water were poor. The ventilation
system was also poor, classrooms were in small size and small windows. There was no
reserved tank which caused problem of water.

Devkota (2000) studied “A Comparative study on healthful environment of public

schools in Manikapur VDC. Fourteen schools’ headmasters were the population of this
study. He had selected fourteen schools purposively from twenty-two schools of
Manikapur VDC. All the headmasters of selected schools were no similar. The
considerable factors while constructing the school building such as site land play-
ground lightening, ventilation and garden, however better managed in public school,
the waste and drainage system, were not sufficient. Both of the schools had inadequate
number of drinking water found as compared to student’s number. The inadequate
number of toilets were found in both of the schools but cleaning and water supply
process was better in private schools.

Sapkota (2001) on her study “Sanitary facilities and their management on secondary
facilities and their management on secondary schools at Hetuada Municipality”. The
population of the study was the headmasters, subject teachers and students of public
and private secondary schools in Hetuada Municipality. She had selected eleven
secondary schools randomly from twenty secondary schools of Hetuada Municipality.
Ten students were respondents from each school. In this study she had used a set of
questionnaire and observation checklist to collect data. She found that the latrine and
water in all the eleven schools were well managed, classroom cleanliness was also
satisfactory. There was sufficient water supply in toilets and those were cleaned.
Almost all the selected schools hand proper building and playground.

Shrestha (2004) studied on “Sanitary facilities and their management and practice in
the secondary schools of Bharatpur Municipality”. The population of the study was
health teachers, headmasters, students of the total schools of Bharatpur Municipality.
He had selected six secondary schools randomly from eight secondary schools of
Bharatpur Municipality. Ten students, health teachers and headmasters are respondents
from each school. He had used interview schedule and observation checklist to collect
information. In this study he found that the schools building had not proper ventilation,
illumination and toilet and drinking water facilities. Sanitary management practice and
the physical facilities of the school seemed to be very poor. The solid wastage as well
as sewerage disposal system was found unsatisfactory those lead to many health
problems to the student’s teachers and school personnel’s.

Mahato (2006) studied on “Sanitary practices and their management in university

campus, T.U., Kritipur”. The population comprises chief of the Central Department of
the Education, chairman of HPE department and Students of Central Department of
education, T.U. Kritipur. Random sample procedure had applied for data collection of
the study. 100 students. chairman of HPE Department and chairman of Central
Department of Education were selected as respondents, questionnaire and observation
chart were main tools applies for collecting the necessary information. In this study he
found that the cleanness condition of class room was found very poor. Ventilation and
lightening of the classroom was satisfactory. The campus had very poor water supply
facilities. Latrine facilities were not properly managed. The condition of the buildings
was satisfactory. Campus had practices waste removal, classroom cleaning, toilet
cleaning, keeping water clean etc. for sanitary management. But due to the lack of
budget, campus hand not been able to provide better sanitary management.

Khanal (2007) conducted a research on “Sanitary facilities and their management in the
secondary school of Tansen Municipality”. The students and headmasters of the
secondary level schools were the population of the study. He had selected sic private
and six government schools randomly from fourteen secondary schools of Tansen
Municipality. All the headmasters and ten students of secondary level of the selected
schools were respondent of the study. Interview schedule, questionnaire and
observation were tools of the study. Major findings of the study were, there was not
significantly difference between private and government schools in sanitary facilities.
Ten percentage of school was found having adequate of drinking water, 40 percentage
of schools had provision of water inside the toilet. 70 percentage of schools used to
burn to dispose their waste. 70 percentage of school had dustbin in classroom. Almost
schools had good condition of light and ventilation.

From the above review of literatures, it can be generalized that all the communities and
institutes have problem of sanitary management. Human activities are more responsible
for increasing environmental pollution day by day. Environmental pollution is not given
high priority by people due to lack of knowledge about personal hygiene, poverty, lack
of people’s awareness about sanitation, increasing population and inadequate means for
waste disposal management, inadequate supply of clean water is main cause of
environmental pollution. The present study focused on “Sanitary facilities and
management of public government secondary schools of Ghorahi MDC Dang district”

2.3 Implications of the Review for the Study

A literature review is body of the text that aim to review critical point of current
knowledge on particular topic. It helps researcher to learn how other have defined and
measure key concepts, to identify data sources that other researchers have used; to
identify potential relationship between concepts, to identify researchable hypotheses.
The implication of the review of the literature was following as:
a) It helps researcher to enables the investigators to determine the frontier of the
study.
b) It facilitates the researcher to select appropriate research problem.
c) It provides information about useful research procedures and instruments.
d) It avoids unintentional replication.
e) It assists to the research to interpret the research of the study.
2.4 Conceptual Framework

The investigator had developed a conceptual framework for proposed study after
intensive literature review and with the precious suggestion from supervisor. The
following conceptual framework with particular concepts will be used in this study.
Their relevance for the study and dimension of empirical reality that will be needed to
be explored for investigating the problems under study is indicated as follows:

Management of Toilet in the Schools

Drinking Water Supply in the Schools
• Availability of water supply in
• Storing System of Drinking the toilet
Water • Cleanliness scheduling used for
• Handling System of Drinking cleaning the toilets
Water • Cleanliness material used for
cleaning the toilet
• Physical condition of the toilet

Sanitary Facilities and

Management of Government
Schools

Waste Disposal Practices in the Schools

• Methods of waste disposing
• Duration of waste disposing
Availability of Drainage Facilities in the
• The condition of classroom and
Schools
playground
• Availability of dustbin in the • Drainage system for used water
school’s complex
 CHAPTER-III
MRTHODSD AND PROCEDURES OF THE STUDY
3.1 Design and method of the Study

The researcher had used quantitative and comparative research design method for this
study. The required data for this study was collected from primary sources. The sanitary
facilities and management would be measured by interviewing with the related
personnel and observing of such schools.

3.2 Population and Source of Data

Total government run secondary school Headmasters and all school Management
Committee Members of Secondary Schools of Dang district were the population of this
study.

3.3 Sample Size and Sampling Procedure

This study was conducted in all total 14 government run secondary schools of Ghorahi
SMC of Dang district for the study all principles were selected by using census survey
method and seven SMC member selected randomly from each schools. Hence, 14
principles are selected by using census method and 98 SMC members were selected by
using random sampling method. Altogether 112 were the respondent of the study.

3.4 Data Collection Tool and Techniques

After studying different books and research reports, the researcher prepared and
interview schedule and questioner with both close and open ended question for School
Management Committee (SMC) and headmasters. The schedule with both close and
open ended questions. Similarly, check list were developed and used to collect
information. The researcher herself visited directly selected of the schools to observe
and sanitary condition of the schools pre-developed checklist. All the questions were
kept sequentially in to four parts i.e. water supply, toilet, waste disposal and drainage.

3.5 Validation of Tool

For the purpose of validation of the instruments, it was pretested in three schools of
Ghorahi SMC. Tools were revised on the basis of the result from the pre-test and
suggestions made by the advisor.
3.6 Data Collection Procedure

For the data collection, the researcher visited the selected school and met the
headmasters and school management committee (SMC) of the school. Then the
questionnaires were distributed to the headmasters in each school and taken back after
finishing the task. The researcher conducted the interview with the school management
committee and recorded the required information. The researcher had observed the
sanitary conditions and management of selected schools. The researcher used the
relevant documents and data about different variables of the study.

3.7 Data Analysis and interpretation procedure

The collected data and information were analyzed and interpreted with qualitative and
quantitative descriptive way with the help of simple statistical method such as
frequency, percentage and average etc. According to the nature of data, different types
of data, different types of tables and diagrams were used to analyzed the result.
 CHAPTER-IV
ANALYSIS AND INTERPRETATION OF RESULTS
The main purpose of this chapter was to analyze and interpret the collected variables
related to existing situation of sanitary management of the schools on the basis of
simple statistical tools i.e. figures, tables, percentage and average in the descriptive
way. The analysis has been focused four main parts and its related variables.

4.1 Drinking Water Supply in the Schools

Safe drinking water is basic need of every human being. Most of the communicable
diseases are largely extended due to the lack of safe drinking water. Health of the
students is affected directly by ingestion of contaminated water borne diseases like
typhoid, cholera, diarrhea, dysentery, hepatitis and worm infection are caused by
contaminated water. There can be no state of positive health in schools without
management of safe drinking water supply. Therefore, the researcher collected
information about availability of water and water taps, sources of water, storing of water
container, cleaning of water container, handling process of water and sanitary condition
of storage foundation with the help of interview and checklist.

In fact, all of the schools of both governments had not sufficient availability of water
in the schools. All of the both government schools had only piped water facility whereas
85.71% of the schools had that much facility available. But remaining only one of the
schools had both pipe water and tube well facilities. The used tube well only for
washing and bathing not for drinking purposes. It was also found that all of the
government schools had their own private taps available.

Whether drinking water is very pure, the water is not drinkable unless the water
container is clean. The researcher observed as well as asked the headmaster about the
cleanliness condition of the water container. Almost all of them responded that they
were cleaning the water container regularly and well and observation also found it was
true.

It can be concluded from above information that all of the schools of Ghorahi SMC had
problem of drinking water. Only piped water was found main source of drinking water
in the schools.
4.1.1 Drinking Water Storage System

The question was asked to the headmaster and observed about the storing system of
drinking water in the respective schools. The collected information about storing
system of drinking water in the schools has been presented graphically in table 1.

Table 1: Storing System of Drinking Water in the School

Storing Headmaster SMC Member Total
System
No. Percent No. Percent No. Percent

Drums 4 28.57 28 28.57 32 28.57

Bucket 2 14,28 14 14,28 16 14,28

Tanks 8 57.14 56 57.14 64 57.14

Total 14 100 98 100 112 100

Table 1, indicates that 28.57% of the both school management committee and school
management committee and school headmaster used drum for water storage purpose.
Likewise, 14.28% of school management committee used bucket. It was also noted that
57.15% percentage of the school management committee and 57.15% of the
headmasters used different types of tanks like Zinc, metal, plastic, etc. for drinking
water storage purpose.

4.1.2 Handling System of Drinking Water in the School

Questions was asked to the Headmasters and observed about the handling system of
drinking water in the respective schools. The collected information about handling
system of drinking water in the schools has been presented in table 2.
 Table 2: Handling System of Drinking Water in the School

Storing Headmaster SMC Member Total

System
No. Percent No. Percent No. Percent

Tap 8 57.14 56 57.14 64 57.14

System
Jag and 6 42.85 42 42.85 48 42.85
Glass
System
Total 14 100 98 100 112 100

Table 2, indicates that 57.14 percent of the headmaster and 57.14 percent of the SMC
members had followed directly tap system for drinking water. On the other hand, 42.85
percent of the headmaster and 42.85 percent of SMC members used utensils i.e.
jug/glass for drinking water. It meant that most of the headmasters and SMC members
used tanks for drinking water storage. Likewise, most of the schools had followed tap
system as drinking water.

Researcher also found that most (71.43%) of the government schools used modern filter
only for teacher’s purpose. Similarly, regarding the cleaning condition of the storage
complex. It was found that some schools were not found covered in good way.

4.2 Management of Toilet in the Schools

Human excreta are a source of infection and disease transmission. It is a main cause
of environmental pollution. Every school has responsibility for its safe removal and
disposal processes in a systematic way. So, interviews were taken and observation
was made on

management of toilet system in the schools. It was found that most of the government
schools had availability of separate toilets with septic tank for girls and boys.
4.2.1 Availability of Water Supply in the Toilets for Defecation Purpose in the
Government Schools

The questions were asked to headmasters and observed about the availability of water
supply in the toilets for defecation purpose in the respective schools. The collected
information about availability of water supply in the toilets for defecation purposes in
the government schools has been presented in following figure.

Figure 1 : Availability of Water Supply in the Toilets for

Defecation Purpose in Government schools

42.86%

Availibility
57.14%
Non Availability

Above figures 1 indicates that 42.86 percent of the government school had not
availability of water supply in the toilet for defecation purpose. It means lack of
cleanliness in the toilet of government schools.

4.2.2 Cleanliness Scheduling Used for Cleaning the Toilets

The questions were asked to the headmasters about the cleanliness scheduling and
materials used for cleaning the toilets in the respective schools. The collected
information has been presented in the following table 3.
 Table 3: Cleanliness Scheduling Used for Cleaning the Toilets

Storing Headmaster SMC Member Total

System
No. Percent No. Percent No. Percent

Daily 11 78.57 77 78.57 88 78.57

Weekly 3 21.43 21 21.43 24 21.43

Total 14 100 98 100 112 100

Above table 3 indicates that 78,57 percent of the headmasters and 78.57 percent of SMC
members responded that they had cleaned latrines daily by assigned sweepers. On the
other hand, 21.43 percent of headmasters and 21.43 percent of the SMC members
responded that they had latrine cleaned weekly basis. But some of their responses were
not tailed to the exact condition of the toilets.

4.2.3 Cleanliness Materials used for Cleaning the Toilets

The questions were asked to the headmasters about the cleanliness materials used for
cleaning the toilets in the respective schools.

The collected information about cleanliness materials used for cleaning the toilets in
the schools has been presented in table 4
 Table 4: Cleanliness materials Used for Cleaning the Toilets

Storing Headmaster SMC Member Total

System
No. Percent No. Percent No. Percent

Only 4 28.57 28 28.57 32 28.57

water
Water and 4 28.57 28 28.57 32 28.57
Brushing
Chemical 6 42.85 42 42.85 48 42.85
Substance
Total 14 100 98 100 112 100

Above table 4 shows that 28.57 percent of the headmasters and 28.57 percent of the
SMC members used only water for cleaning processes of the toilets. Likewise, 28.57
percent of the principals and 28.57 percent of the SMC members used water and
brushing. On the other hand, 42.85 percent of the headmasters and 42.85 percent of the
SMC members used chemicals substances like phenyl, harpic, acid etc. for latrine clean.
It meant that the most of the schools used water brushing and chemical substances in
the cleaning process of the toilets.

It can be concluded from above information that most of the government schools had
no management of sanitary toilets; they had lack of cleanliness and water supply. The
number of toilets were found praiseworthy in respect to student’s number in
government run secondary schools

4.2.4 Physical Condition of the Toilets in the Schools

The researcher observed the physical condition of the toilets of the government schools
and set the three category as poor, satisfactory and good as per following have not of
existing facility and the collected information is presented in the following table 5

Poor:

• Having existing toilet in the school area but not have proper water supply
• Toilet is >50m far away from school building
• No provision of separate toilet for staff
• No provision of gender friendly toilet
• Access way to toilet in slippery
• Have various disruption in toilet
• Toilet block is slippery with bad odor
• Drainage system is poor

Satisfactory:

• Having existing Bore hole in school area with little bit of water supply
• Toilet is within 15m from school building
• No provision of separate toilet for staff
• Provision for gender friendly toilet
• Assess way to toilet is gravel packed
• Have some disruption in toilet
• Toilet block is clean but having bad odor
• Drainage system is poor

Good:

• Having existing water seal toilet in school area with better provision of water
supply system
• Toilet is inside of school building
• Provision of separate toilet for staff
• Provision of gender friendly toilets
• Asses way to toilet is stone pitched or tiled
• No disruption in toilet
• Toilet block is clean and odorless
• Drainage system is best
• Having wash basin outside of toilet
 Table 5: Physical Condition of the Toilet in the Schools

Physical Condition Schools

No. Percent

Good 5 35.71

Satisfactory 4 28.58

Poor 5 35.71

Total 14 100

During the field visit the researcher found that 5 number of schools have toilets with
insufficient water facility and the toilet block is also more than 50 m away from school
block and the access way as well as toilet block is also slippery and odor full. Hence
these schools are considered as the school having poor physical condition of toilet. In
similar way, 4 number of schools were found that they have gender friendly bore hole
toilet near to the school block with water facility for toilet purpose but not sufficient for
hand washing and the toilet block is clean but with some odor. So these schools are
considered as the school having satisfactory condition of toilet. Finally, the remaining
5 numbers of schools have water seal toilet inside of school block with sufficient water
supply system. They have separate toilet for staff and student and toilet block are gender
friendly. The above mentioned number of schools have wash basin with liquid soap for
hand wash and have proper drainage system. Hence, these schools are categorized as
school having good physical conditions of toilet. All the data as mentioned above are
tabulated in table 5. Above table 5 shows that 35.71 percent of the school have the
physical condition of the toilet in good condition. Likewise, 28.58 percent of the school
have the physical condition of the toilet in satisfactory condition. On the other hand,
35.72 percent of the schools have the physical condition of the toilet in poor conditions.
4.3 Water Disposal Practices in the Schools

Proper disposal of waste materials is one of the laws of environmental health today.
However, school need basic knowledge and practices about the proper way of the waste

Figure 2: Methods of Waste Disposing in the School

56% 56%
60%

50% Principal SMC memner

40%
27% 27%
30%
17% 17%
20%

10%

0%
Dumping and Composting Incineration and Throwing Only Incineration
Haphazardly

disposal system. If helps to create the sound or esthete environment of the school
compound and reflect the version of sanitation among the school family and community
widely.

4.3.1 Method of Waste Disposing in the School

The collected information about waste disposed system had been presented graphically
in figure 2

figure 2 indicates that 56% of principal and SMC member are responded that they are
using dumping and composting system in their schools for waste management.
similarly, 27% of the school are using both incinerating and throwing haphazardly in
public areas stream drainage, thoroughfares, etc. Only 17% of the schools are using
incineration techniques for waste management in their schools most of schools had not
followed scientific method; the lacked the modern knowledge of its advantages and
processing.

An interview was also made to collect the information about the problems of waste
dispose in the schools. Only one of the government school’s headmasters responded
that no problems were faced for waste disposing processes. But most of the government
school’s headmasters responded that: lack of landfill and drainage facility was the
problem of waste disposing. Similarly, 27% of government school’s headmasters
responded that villagers in the school’s complex threw the waste materials/excreta. The
researcher also observed the sanitary condition and found that the management was
unsatisfactory. Therefore. Attempts were made to collect information from headmasters
to overcome the problems of waste product.

It can be concluded from the above information that most of the respondents should be
aware/trained to manage the waste in the modern scientific concept i.e. reduce, reuse
and recycle. Likewise, students and teachers should be aware of hygienic health habits.
Some suggestion made by headmaster and their using techniques were found
contradictory as their suggestions were far better than their using techniques.

4.3.2 Duration of Waste Disposing

Waste product is responsible factor for creating unhygienic environment in the schools.
Management of proper time scheduling and other sanitation activities conducted by
school are also helpful and directly influence the environmental philosophy of the
parents, students and teachers. Therefore, the researcher took interview about the
duration of waste disposing. The collected information has been presented in the
following figure 3.

Figure 3: Duration of Waste Disposing

80.00%
72.43%
70.00%

60.00% 57.14%

50.00%
42.86%
40.00%
28.57%
30.00%

20.00%

10.00%

0.00%
Daily Weekly
Headmasters SMC member
Figure 3, shows that 28.57% of the headmasters and 42.86% of the SMC members
responded that they had disposed waste product daily. Rest of the others, 71.43 percent
of headmasters and 57.14 percent of SMC members responded that the wastage were
disposed weekly. On the other hand, all of the headmasters responded that they clean
classrooms at morning or evening time daily, but after observing the sanitation
condition of the schools, the researcher found contradictory to these responses. He
found that the most of the schools were in unsatisfactory level i.e. found a lot of
dust/mud, stone, paper, plastics, unwanted herbs, etc. in the classrooms and school
surroundings.

4.3.3 Conditions Classroom and Playground of the Schools

The researcher observed the classes’ room conditions and playground of the schools.
The collected information’s are presented in the following figure 4.

Figure 4: Condition of Classroom and Playground

of the Schools

57.14%

42.86%

60.00%
42.80%
50.00%
40.00% 28.57% 28.57%
0
30.00%
20.00%
10.00%
0.00%
Good Satisfaction Poor

Headmasters SMC Members

Above figure 4 as per responded as per responded of headmasters and SMC members,
shows that 28.57% of the headmasters and 57.14% of SMC member had said their
schools are in good condition, 28.57% of the principle and 42.86% of the government
schools were in very poor condition that there was a lot of dust/mud and paper spices
scattered in the classrooms. It meant that most of government schools lacked
management of sanitation.

4.3.4 Availability of Dustbin in the School’s Complex

It was also attempted to observe the dustbins availability in the school area. The
collected information is presented in the following table.

Table 6: Availability of Dustbin in the School’s Complex

Government
Headmaster SMC members Total
Dustbins No Percent No Percent No Percent
Available 7 50 49 50 56 50
Non available 7 50 49 50 56 50
Total 14 100 49 100 112 100

Above table 6, as per the headmasters and SMC Members responded. Indicates that
50% of the government schools had availability of dustbins in the school area. It meant
that about the half of the schools lacked the management of dustbins in the schools. It
meant that about the half of the schools lacked the management of the dustbins in the
schools. Researcher also found that the 50% of the government schools had permanent
management of the sweepers whereas 50% of them had only temporary. However, only
one of the government schools clean in joint effort of students.

4.4 Availability of Drainage Facility in the Schools

Management of drainage facility plays a vital role to establish the helpful environment
in the schools. If it is not managed properly, it makes the school environment dirty and
unhygienic. Therefore, attempts were made to collect information on availability of
drainage facility in the school. It was found that only one of the private school had
drainage facility available with in close as tunnel system. Rest of all private and
government schools had not availability of drainage facility.

4.4.1 Drainage System for Used Water in the Schools

The collected information about the drainage system for used water in the schools is
shown in figure 5
 Figure 5: Drainage System for Used water in the Schools
60.00% 57.14% 57.14%

50.00%

40.00%

28.57% 28.57%
30.00%

20.00%
14.29% 14.29%

10.00%

0.00%
Pipe up to the Farm Tunnel System or Septic Tank Used open Field

Headmasters SMC members

Figure 5, as per the headmaster and SMC members responded, clearly indicates that
57.14 percent of the schools used pipe up to the farm. Similarly, one of the government
school used as tunnel system or store in septic tank. On the other hand, 28.57% percent
of the schools used open field to throw used water.

It can be concluded from above information that the majority of the both schools of the
Ghorahi SMC did not properly manage the drainage system of the water. They didn’t
care the water after school whether it followed anywhere. Though the drainage
anywhere was harmful, the farmer did not refuse it to their fields.

4.5 Summary of Findings

Schools is one of the several agencies that plays a vital role for the improvement of the
health status of the nation. The most important thing of school is it environment. These
days, it is known as the major component of the school health program. It supports and
enhance directly and indirectly for achieving quality of life of the children. We all have
expected that children now are parent tomorrow, whose progress and welfare plays a
dominant role to run a country. It is important that children should be educated under
wholesome or healthful schools environment, though it is difficult to manage healthful
school environment in the context of our country because of financial resources,
awareness/knowledge and manpower. Every school must consider about different
environmental phenomenon while starting overall educational program. The present
study entitled “A comparative study on sanitary facilities and management of
government schools in Ghorahi SMC” was carried out. This study has analyzed the
sanitary facilities and management applying different variables generally relating to
find out and compare the existing condition of government schools of Ghorahi SMC
Dang. Specially, this study relates: management system available in the school and
provide suggestions for the better management to sanitary facilities in government
schools.

This study was fundamentally based on primary data as the descriptive survey design
to collect necessary information. Out of twenty-two secondary schools of Ghorahi SMC
Dang, fourteen government schools were selected purposively sampling method under
the non-probability. Not only the schools were selected but also headmasters were
selected for the sampling population where the study was carried out. The structured
interview schedule was used for headmasters and checklist was used to observe the
lending condition of sanitary facilities and management i.e. water supply, toilet
facilities, waste disposal and drainage as research tools. The researcher also visited
directly the entire sample schools with research assistance to secure necessary
information with the help of pre-developed checklist.

After obtaining all the necessary information, they were tabulated and tailed for
analysis. Simple statistical techniques have been used to analyzed and interpret the data
e.g. tables, figure and percentage. The major finding of the study were as follow:

a) All the respondents believed that clean drinking water is essential for sound
health.
b) Most of the headmasters agreed that seminar and workshop on sanitation
education are essential for all teachers.
c) All the government and private schools had piped water for drinking except one
of the school that it had tube well too.
d) Filters were used for drinking water only for teachers in schools.
e) About 28.47% of schools used jug/glass for drinking water
f) Majority of the schools (57.14%) schools used different types of tanks like zinc,
metal, plastic for storing water and 28.57% of the schools used drums. The filter
is used only for teachers.
g) It was also found that 57.14% of the schools had not availability of water supply
in the toilet for the defecation purposes.
h) Most of the schools had separated toilet teacher’s staff and students.
i) The latrine on 71.43% of the school latrines were cleaned daily but 28.57% of
government schools were cleaned weekly.
j) It was noted that 28.57% of the school used only water, 42.86% of the school
used water and brushing and 28.57% of the schools used chemical substances
i.e. phenyl, acid, etc. to clean latrines.
k) Composting and dumping systems were found in one of the government schools
for disposing wastage but not by rest of the government schools.
l) About 27% of the government school used both incinerating and throwing
system haphazardly in public areas.
m) 16% of the government school used only incinerating technique.
n) It was found that most of the headmasters (57.14%) of the government schools
responded that they had lacked the landfill and drainage facilities to dispose the
wastage.
o) The conduction and management of any sanitation program was not found in
(85.7%) of the schools (100%) and no communities were found involved in any
school sanitation program.
p) Only 28.57% of the schools had disposed waste product daily whereas, 71.43%
of government school had disposed wastage weekly.
q) Majority 57.14% of government schools were found in poor condition that they
had lot of dust, mud, stones, papers, plastics and unwanted herbs in the school
complex.
r) It was found that 42.86% of the school had availability of dustbin in the school
area.
s) In total 57.14% of the schools had permanent management of sweepers.
t) Only one of the government schools had cleaned the school in joint effort of
students and sweepers.
u) About 28.57% of government school used open field to throw used water.
v) Each of the schools used septic tank and tunnel system.
 CHAPTER – V
CONCLUSION AND RECOMANDATIONS
5.1 Conclusion

The researcher had analyzed and interpreted the data and the following conclusions
were drawn relating to the sanitary facilities and management such as water supply,
toilet facilities, wastage disposal and drainage system is existing condition of the
school.

All the respondents feel the necessity & relevance of sanitary facilities and proper
management in the school. All the headmasters have positive attitude regarding the
proper management of all sanitary facilities. Workshop and seminar program on
sanitation can help to improve the health condition of the teachers. Majority of the
schools had followed directly tap systems for drinking Most of the schools used
different tanks like zinc, metal, plastic, etc. for storing drinking water in satisfactory
condition. A few of the schools had been using drums and clay pot in miserable
conditions that they were not covered in good way. Most of schools had been using
modern filters only for teachers, Most-of the school had not had good management of
sanitation in toilets that they lacked cleanliness and water supply. The systems of
sanitation in majority of the schools used only brush and water to clean it. They
responded that they used to clean the toilets daily but the condition was found different
in some of the both school. All of the schools had availability of separate toilets with
septic tank for girls and boys. The average toilet rooms were found adequate in
proportion to the number of the students. It was found that most of the schools had not
been following scientific methods for disposing wastes. They had been incinerating and
throwing the wastes haphazardly in public areas.

The school boundaries were cleaned mainly by sweepers except one school where they
cleaned with joint efforts by student and sweepers. The routine of refuse disposing
system were not found satisfactory in most of the schools. The cleanliness in the
classrooms was found satisfactory in school. Every school had not properly managed
the drainage system for used water except one school because they had been using
septic tank and tunnel system respectively. Rest of the schools used pipe up to the farm
and open field. The schools had not managed and conducted any schedule for sanitation
program except only one public school because it had conducted the program with the
cooperation of local clubs on the special occasions. It Was clear that no communities
and schools had made coordination for this purpose.

5.2 Recommendations

5.2.1 Recommendations for Practice Relation

The following practice related recommendations are suggested:

a.) Headmasters, administrators and teachers would be trained improved the

sanitary facilities and management by resource person or instructor
b.) Frequent workshops, seminars, dissemination are to be held and different issues
should be discussed to provide a sound knowledge Jo healthful school
environment.
c.) These program can be conducted with the help of clubs, communities, NGOs,
etc. Gender and development [(GAD] training should be provided to discourage
the concept of gender wise discrimination.
d.) A study can be conducted to ensure the relationship between teachers and
parents to improve sanitary conditions of the schools.
e.) A study can be conducted how the local organizations can help in improving
sanitary condition and its management.

5.2.2 Recommendations for National Policy

The following policy related recommendations are suggested:

a) The NGOs and INGOs working in the field of the environment and social
welfare would be involved to extend their program in the schools.
b) The existing concept of gender would be changed by applying different
convincing and motivating program like cultural programs, drama, films, etc.
c) Every school should manage and use dustbins and the collected wastage
should be taken off by particular scavengers in fixed routine.
d) Environmental education should be provided to all personnel related to
schools especially of sanıtary management. For a long run process, a large
compost plan should be established and used the composed in the garden.
e) A school health committee would be formed selecting the key members from.
f) Community to promote the sanitary facility in the joint venture to mobilize
the municipal
5.2.3 Recommendation for Further Study

Due to time, financial and methodological limitation, this study was concerned in the
small scale. Therefore, he following are recommended for further researcher.

a) A comparative study on sanitary facilities and management of the school

would be studies district wise
b) A comparative study on sanitary facilities and management of school
would be studied region wise.
c) A comparative study on healthful environment of the government school
in the urban and rural area wise.
d) A comparative study on healthful environment of the government and
school would be studied in Hilly and Terai area wise.

REFERENCES
Baidya, H. B. (1997), An analytical study of sanitary facilities and their management
in the secondary schools of Birgang municipality. An unpublished master’s
thesis, HPPE Department, TU, Kirtipur.
Baidya, P.C. (1982). Needs based master degree programme in school health
education for Nepal. Philippines.
Budhathoki, C. B. (1994). A study of competency needs of primary school teachers in
environmental education. An unpublished master's thesis, HPPE Department,
TU, Kirtipur.
Chhetri, H. S. (2052). Healthful school environment. An Unpublished Seminar Paper
FOE, HPE Dept.
Devkota, B. (2052). A survey of healthful school environment of Gorkha district
Devkota, T. (2000). A comparative study in healthful environment of public and
private school in Manikapur VDC. An unpublished master's thesis, HPPE
Department, T.U., Kirtipur.
Dhakal, S. (1995). A case study on solid waste management in the context of
organization of Bhaktapur municipality. An unpublished master's thesis,
HPPE Department, T.U., Kirtipur.
Gauli, R. D. (1992). A critical study of sanitation facilities and their management in
public schools of Pokhara municipality. An unpublished master's thesis, HPPE
Department, T.U., Kirtipur.
Khanal, M. K. (2007). sanitary facilities and their management in secondary school
of Tansen municipality. An unpublished master's thesis, HPPE Department,
T.U., Kirtipur.
Lamichhane, et al. (2053). A study on healthful environment of schools under
Patihani VDC, A Study Report Submitted to the Shiksha Shastra Shankaya
Saptagandaki Multiple Campuses, Bharatpur, Chitwan.
Maharjan, S. K. et al. (2054). Community organization for health education in ✔
Mahendra Katanje Village, Kathmandu: An Unpublished Report FOE, HPE
Dept.
Mahato, R. N. (2006). Sanitation Practices and their management in university
campus T. U. Kirtipur. An unpublished master's thesis, HPPE Department,
T.U., Kirtipur.
Neupane, L. P. (1998). A study on knowledge, attitude and practice of teacher
regarding the school health programme of Banke district secondary school,
An unpublished master's thesis, HPPE Department, T.U., Kirtipur.
Parajuli G. et al. (2052). community organization for health education in Tikathali
VDC. Kathmandu: An Unpublished Report FOE, HPE Dept.
Park, I. E. and Park K. (1994). A text book of prentive and social medicine. Prem
Nagar Jabalpur, India: MIS Banara sides Bhanot.
Park, I. E. and Park K. (2005). A text book of prentive and social medicine. Prem
Nagar Jabalpur, India: MIS Banara sides Bhanot.
Pokharel, M. R. (1996). A study on the knowledge attitude and practice in primary
school teachers in teaching health education in Pyuthan district. An
unpublished master's thesis, HPPE Department, T.U., Kirtipur.
Sapkota, G. (2001). Sanitary facilities and their management on secondary facilities
and their management on secondary schools at Hetuada municipality. An
unpublished master's thesis, HPPE Department, T.U., Kirtipur.
Shrestha, B. L. (2004). Sanitary facilities and their management in secondary school
of Bharatpur municipality. An unpublished master's thesis, HPPE Department,
T.U., Kirtipur.
Turner C. E. and Friends. (1970). "School Health and Health Education," St. Louis,
The Mosby Company.
Wagle, B. P. et al. (2049). Community organization for health education in
Matatirtha VDC Kathmandu: An Unpublished Report FOE, HPE Dept.

APPENDIX I

Questions for Observation

✓ Name of the School: ……………………… Date: ……

Age.........

Name of the Headmaster: ……………………………………………. Sex …….

Water Supply

Is water supply available in your school?

a. Yes b. No

2. If yes, what are the sources of water supply?

a. Piped water taps b. Spring c. Well d. Other

3. How many drinking foundations are there in your school?

…………………………………………………………………………

4. Do you feel that the water supply is adequate?

a. Yes b. No

5. Which type of container is used to store drinking water?

a. Bucket b. Filter c. Plastic jar d. Metal Jar

6. Are the water containers cleaned regularly?

a. Yes b. No
7. Is there the provision of water filter in the school?

a. Yes b. No

8. If yes, who use it?

a. Teachers b. Students c. Both

9. Are there any problems of drinking water in the school?

a. Yes b. No
10. If yes, what are they?................................................

Toilet

1. Is there toilet facility in your school?

a. Yes b. No

2. If yes, what kind of toilet you have?

a) Pit b. Water seal c. Bore hole d) Other

3. Is there separate toilet for staff?

a. Yes b. No

4. If not, what do the staff do?

a. Use common toilet b. Go to the open field c. Other

5. Is there separate toilet for boys and girls?

 a. Yes b. No

6. If not, what do the boys and girls do?

a) Use common toilet b) Go to the open field c) Other

7. Is there water supply inside the toilet?

a. Yes b. No

8. Who does the toilet clean?

a) Teacher and students b) Peon c) Sweeper d) Other

9. What things are used to clean the toilet?

a) Chemical substances b) Only water c) Water and Brushing

10. Does your school clean the toilet regularly?

a. Yes b. No

11. If yes, how often?

a. Daily b. Sometimes c. Weekly d. Others

12. What activities have you done for keeping the latrine clean?

…………………………………………………………………….

13. Are there any problems in toilet facility?

 Yes/No If yes, what are they? i) …………………………………

ii)………………………………….

Waste Disposal

1. What kind of waste you have in your school daily?

a) Waste paper b) Plastic pieces c) Dust d) Leaves

2. Who disposes the waste materials in your school?

a) Teacher and students b. Peon. c. Sweeper d) Other

3. Which method are you applying for disposing the waste?

a) Composting/Dumping b) Incinerating

c) Throwing outside the school compound d) Other

4. Who cleans the school?

a) Sweepers b) Students c) Others

5. How often is it disposed?

a) Daily b) Weakly c) Monthly

6. Does the communities participate in school cleaning?

a) Yes b) No

7. When do you clean the classrooms?

 …………………………………………………………………..

8. Has the school conducted any sanitation campaign in the village?

a) Yes b) No

9. If yes, how often?

a) Monthly b) Annual c) Seldom

10. What problems are you facing to dispose the wastes?

Please suggest………………………………………………….

Drainage

1. Is there drainage facility in your school?

a. Yes b. No

2. If yes, what are its kinds?

a) Open b. Closed c. Other

3. What is the drainage system for used water in your school?

a) Pound b) Use farm/garden with pipe c) Tunnel

APPENDIX II

Questioner for Headmasters

 Date: ......

Sex……...

Age……...
Name of the School……………………………………...

Name of the Headmaster………………………

Water Supply

1. Is water supply available in your school?

a. Yes b. No

2. If yes, what are the sources of water supply?

a. Piped water taps b. Spring c. Well d. Other

3. How many drinking foundations are there in your school?

……………………………………………………………………

4. Do you feel that the water supply is adequate?

a. Yes b. No

5. Which type of container is used to store drinking water?

a. Bucket b. Filter c. Plastic jar d. Metal jar

6. Are the water containers cleaned regularly?

 a. Yes b. No

7. Is there the provision of water filter in the school?

a. Yes b. No

8. If yes, who use it?

a. Teachers b. Students c. Both

9. Are there any problems of drinking water in the school?

a. Yes b. No

10. If yes, what are they? ..............................................

Toilet

1. Is there toilet facility in your school?

a. Yes b. No

2. If yes, what kind of toilet you have?

a) Pit b. Water seal c. Bore hole d) Other

3. Is there separate toilet for staff?

a. Yes b. No

4. If not, what do the staff do?

a) Use common toilet b) Go to the open field c) Other

5. Is there separate toilet for boys and girls?

a. Yes b. No

6. If not, what do the boys and girls do?

a) Use common toilet b) Go to the open field c) Other

7. Is there water supply inside the toilet?

a. Yes b. No

8. Who does the toilet clean?

a) Teacher and students b) Peon c) Sweeper d) Other

9. What things are used to clean the toilet?

a) Chemical substances b) Only water c) Water and Brushing

10. Does your school clean the toilet regularly?

a. Yes b. No

11. If yes, how often?

a. Daily b. Sometimes c. Weekly d. Others

12. What activities have you done for keeping the latrine clean?

…………………………………………………………….

13. Are there any problems in toilet facility?

 Yes/No If yes, what are they? i) ………………………

ii) ……………………..

Waste Disposal

1. What kind of waste you have in your school daily?

a) Waste paper b) Plastic pieces c) Dust d) Leaves

2. Who disposes the waste materials in your school?

a) Teacher and students b. Peon c. Sweeper d) Other

3. Which method are you applying for disposing the waste?

a) Composting/Dumping b) Incinerating

c) Throwing outside the school compound d) Other

4. Who cleans the school?

a) Sweepers b) Students c) Others

5. How often is it disposed?

a) Daily b) Weakly c) Monthly

6. Does the communities participate in school cleaning?

a) Yes b) No

7. When do you clean the classrooms?

 ………………………………………………………

8. Has the school conducted any sanitation campaign in the village?

a) Yes b) No

9 If yes, how often?

a) Monthly b) Annual c) Seldom

10. What problems are you facing to dispose the wastes?

Please suggest …………………………………………….

Drainage

1. Is there drainage facility in your school?

a) Yes b) No

2. If yes, what are its kinds?

a) Open b. Closed c. Other

3. What is the drainage system for used water in your school?

a) Pound b) Use farm/garden with pipe c) Tunnel

Open questioners for Headmaster

1. How many presences of latrines and ratio of latrines for boys and girls
in your school?
 2. What are main challenges of cleanliness of the latrines and presence of
cleaning materials?

3. How do you manage the drainage of wastewater and garbage disposal

in your school compound?

4. Do you have accessibility of the latrines for the entire school

population?

5. How do you manage flushing latrines, anal cleansing, handwashing

and safe drinking water maintenance arrangements, including
availability of spare parts for assessment of the hygiene behavior of
boys and girls?

6. What are the safe water handling and storage system washing hands
after defecation and after handling food and children using latrines for
defecation?

7. Do you have trained teachers to develop good hygiene education

lesson plans in your school?

8. Do you have separate latrine facilities for all girls at the upper primary
level and female teachers?

9. Do you have school legislation adapted to include school sanitation

and hygiene and provision of school health committees established in
school?

APPENDIX-III

Interview Schedule for the School Management Committee (SMC)

Name of the school: ……………………………….

Sanitary Condition and management

Water Supply

1. Is there water supply at school?

a) Yes b) No

2. What is the water source?

a) Tap b) Tank

c) Tube well d) Others

3. Where is the water collected?

a) Tank b) Bucket

c) Drum d) Clay pot

e) Others

4. Is the water pot covered?

a) Yes b) No

5. Is the water pot clean?

a) Yes b) No

6. How is the water used from the collected pot?

 a) Good b) Satisfactory

c) Poor

7. What is the condition around water resource?

a) Good b) Satisfactory

c) Poor

8. How do the students use the drinking water?

a) Well b) Satisfactory

c) Poorly

9. How is the cleanliness of water?

a) Good b) Satisfactory

c) Poor

10. What system do you follow for drinking water?

a) Jug system b) Glass system

c) Tap system

Toilet Facilities

1. Management of toilet.

a) Good b) Satisfactory
 c) Poor

2. Are there different toilets for the teachers?

a) Yes b) No

3. How is the physical condition of the toilet?

a) Good b) Satisfactory

c) Bad

4. Is there water in the toilet?

a) Yes b) No

5. Is there brush, chemical, soap etc. in the toilet?

a) Yes b) No

6. What is the condition of the toilet?

a) Clean b) Dirty

7. Do the students use toilet property?

a) Yes b) No

Wastage Management

1. Is the school (classroom and play-ground) neat and clean?

a) Yes b) No
2. If yes, what is the condition?

a) Good b) Satisfactory

c) Poor

3. If not what types of wastes are there?

a) Papers b) Stone/bricks

c) Mud

4. Are there any dustbins in the school area?

a) Yes b) No

5. Is there wastage management system?

a) Yes b) No

6. Do the students throw the wastage in the right place?

a) Yes b) No

7. Do you have permanent sweepers for cleaning?

a) Yes b) No

Questioners for School Management Committee (SMC)

1. How many presences of latrines and ratio of latrines for boys and girls in your
school?
2. What are main challenges of cleanliness of the latrines and presence of
cleaning materials?

3. How do you manage the drainage of wastewater and garbage disposal in your
school compound?

4. Do you have accessibility of the latrines for the entire school population?

5. How do you manage flushing latrines, anal cleansing, handwashing and safe
drinking water maintenance arrangements, including availability of spare parts
for assessment of the hygiene behavior of boys and girls?

6. What are the safe water handling and storage system washing hands after
defecation and after handling food and children using latrines for defecation?

7. Do you have trained teachers to develop good hygiene education lesson plans
in your school?

8. Do you have separate latrine facilities for all girls at the upper primary level
and female teachers?

9. Do you have school legislation adapted to include school sanitation and

hygiene and provision of school health committees established in school?

THE END