An assessment on the Provision, Quality and Adequacy of School Welfare Facilities in Lusaka
- July 13, 2021
- Posted by: rsispostadmin
- Categories: Education, IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VI, June 2021 | ISSN 2454–6186
An assessment on the Provision, Quality and Adequacy of School Welfare Facilities in Lusaka
Kaiko Mubita
The University of Zambia, School of Education,
Department of Language and Social Sciences Education
Abstract: This paper assessed the provision, quality and adequacy of welfare facilities in selected schools of Lusaka city. The study used descriptive survey design. To this effect, 5 schools were sampled to participate in this study. Data was collected using focus group discussions and unstructured observation. Data analysis was done through thematic content analysis. The findings revealed that welfare facilities were positively associated with teachers’ and pupils’ performance in schools. The study, therefore, recommended that education policy makers, implementers and all stakeholders must pay much attention to the provision of welfare facilities in schools to cater for teachers, pupils and other school staff. These welfare facilities include clean drinking water, sanitary conveniences, eating facilities, change rooms and so on. More so, these welfare facilities should be adequate and of quality to the users in relation to population of a given school.
Key words: Welfare facilities, Hygiene, Sanitation, Schools, Water Supply, Descriptive survey
I. INTRODUCTION
According to the United Nations Children’s Fund (UNICEF, 2018) the global effort to achieve sanitation and water for all by 2030 is extending beyond the household to include institutional settings, such as schools, healthcare facilities and workplaces. This has been reinforced by global education for all strategies highlighting how welfare facilities like water, sanitation and hygiene in schools improves access to education and learning outcomes, particularly for girls, by providing a safe, inclusive and equitable learning environment for all.
In relation to the foregoing, the provision of welfare facilities is indispensable at any workplace, schools inclusive. Schools need to have adequate welfare facilities in order to motivate teachers, pupils and everyone found in school at any given time (Mubita, 2016).
