Participatory water sources management model for schools: Case of Buhera district, Zimbabwe.

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The purpose of this study was to find ways of sustaining water points in Buhera district schools. It was motivated by the observation that (40%) of boreholes in the district broke down in 2010 and were not repaired. The situation forced school children to resort to unprotected water sources exposing themselves to water bone diseases. The study contributes to millennium development goal 2, (achieve universal primary education) and goal 7, (ensure environmental sustainability). The study was guided by a descriptive survey. Data was collected from a purposive sample of 198 (teachers, pupils, DDF and NGO officials in Buhera district) who .responded to a self reporting questionnaire. Observations of school children at water points, focus group discussions and analysis of DDF reports complemented the findings. The study revealed that, the main water source for schools and the community is the borehole. These are maintained by DDF. Water users role is confined to reporting borehole breakdown. They do not own the water sources that they use. The water points are overused promoting their rate of breakdown. There is no supervision of school children at water points contrary to literature recommendations. Use of plastic spare parts for metal casings contribute to borehole breakdown. The study recommends supervision and education of school children on the proper use of boreholes. The community and schools are encouraged to implement the suggested, “Participatory water sources management model” It promotes community ownership of the water point, its maintenance and sustainability. Skills transfer from experts to the locals is promoted in the process, there by developing the local skills base for water sources repair. Studies on the effectiveness of the model are encouraged.