Addressing girls’ challenges of water and sanitation in a rural schooling context in Swaziland

Abstract

The Briefing reports on a study that investigates the problems experienced by girls as a result of the lack of water and sanitation in two rural schools in Swaziland using a Gender and Development (GAD) feminist theory to understand the genderspecific challenges faced by girls. The rationale of the study is to determine the extent of girls’ access to education amid the daily problems they have and to understand how schools address the problems. Interviews were conducted with 16 participants comprising, 11 girls, aged between 14 and 17, plus five women including a deputy principal and a principal of the schools, who live in the same communities as the girls, about access to water and sanitation and its impact on girls’ school attendance. Findings of the study indicate that the state of water and sanitation in both schools was not satisfactory. Girls’ rights to health, equal opportunities in education and a decent life were violated as a result of the schools’ inability to access clean water and sanitation at school. A correlation between poor access to water and sanitation and girls’ school attendance was identified. Girls’ and boys’ participation in education was unequal as a result of the lack of access to water and sanitation and sexism when it came to who fetches water at school. The Briefing concludes that in a patriarchal society where men hold the power and make many of the decisions, girls’ and women's gender subordination is often not questioned, and access to water and sanitation is severely compromised due to the absence of women and girls’ participation. Gender equality can be enhanced by giving women voice and by putting them in positions of decision making.