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Challenges of Access to WASH in Schools in Low- and Middle-Income Countries: Case Study from Rural Central Kazakhstan

Author

Listed:
  • Zhanerke Bolatova

    (School of Public Health, Biomedicine and Pharmacy, Karaganda Medical University, Karaganda 100008, Kazakhstan)

  • Kamshat Tussupova

    (Division of Water Resources Engineering, Lund University, SE-22100 Lund, Sweden
    Kazakh National Agrarian University, Almaty 050010, Kazakhstan)

  • Berik Toleubekov

    (School of Public Health, Biomedicine and Pharmacy, Karaganda Medical University, Karaganda 100008, Kazakhstan
    Department of Clinical Sciences, Lund University, SE-22100 Lund, Sweden)

  • Kanat Sukhanberdiyev

    (Unicef, Nur-Sultan 010000, Kazakhstan)

  • Kulyash Sharapatova

    (Department of Surgery and Gynecology and Pediatry, Pavlodar Branch, Semey State Medical University, Pavlodar 140000, Kazakhstan)

  • Martin Stafström

    (Department of Clinical Sciences, Lund University, SE-22100 Lund, Sweden)

Abstract

Safe water and sanitation, which give rise to appropriate hygiene, are fundamental determinants of individual and social health and well-being. Thereby, assessing and widening access to sustainable, durable water and sanitation infrastructure remains a global health issue. Rural areas are already at a disadvantage. Poor access to water, sanitation, and hygiene (WASH) can have a major negative effect on students in rural schools. Thus, the paper aims to assess the current condition and the challenge to access WASH in rural Kazakh schools. The study was conducted in three rural schools in Central Kazakhstan. Data were gathered through a survey among pupils, observations of the WASH infrastructure and maintenance, and a face-to-face interview with school administrators. The mean survey response rate was 65% across schools. Results indicated there was no alternative drinking-water source in schools, and 15% of students said they had access to water only occasionally. Half of the students reported that the water was unsafe to drink because of a poor odor, taste, or color. The toilet in school 3 was locked with a key, and a quarter of the students reported there was no access to a key. Moreover, not having gender-separated toilet facilities was a challenge because of the traditional gender norms. Despite the effective regulations and measures of handwashing taken during COVID-19, 27.7% of the students answered that soap was not offered daily in classrooms. Additionally, warm water was only provided in school 2. About 75% of students did not have access to drying materials continuously. The study shows that having the schools’ infrastructure is not enough when characteristics, such as availability, accessibility, maintenance, operation, quality of services, education, and practices, are ignored. Cooperation between local education authorities, school administration, and parents should be encouraged to the achievement of the sustainable development goals (SDGs) by 2030.

Suggested Citation

  • Zhanerke Bolatova & Kamshat Tussupova & Berik Toleubekov & Kanat Sukhanberdiyev & Kulyash Sharapatova & Martin Stafström, 2021. "Challenges of Access to WASH in Schools in Low- and Middle-Income Countries: Case Study from Rural Central Kazakhstan," IJERPH, MDPI, vol. 18(18), pages 1-15, September.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:18:p:9652-:d:634743
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    References listed on IDEAS

    as
    1. Kamshat Tussupova & Peder Hjorth & Ronny Berndtsson, 2016. "Access to Drinking Water and Sanitation in Rural Kazakhstan," IJERPH, MDPI, vol. 13(11), pages 1-13, November.
    2. United Nations, 2016. "The Sustainable Development Goals 2016," Working Papers id:11456, eSocialSciences.
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    1. Berik Toleubekov & Zhanerke Bolatova & Martin Stafström, 2022. "Assessing Access to WASH in Urban Schools during COVID-19 in Kazakhstan: Case Study of Central Kazakhstan," IJERPH, MDPI, vol. 19(11), pages 1-12, May.

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