Investigating the Challenges of Implementing the Free Education Policy on Sanitation Levels in Monze, Zambia: A Case Study of Manungu Secondary School

Abstract

This study examined the challenges of implementing the free education policy on sanitation levels at Manungu School in Monze District, Zambia. The study focused on staff-to-toilet and student-to-toilet ratios, the adequacy of handwashing facilities, the availability of sanitary bins in female toilets, and the impact of increased enrolment on classroom air quality. The study targeted pupils, teachers, support staff, and head teachers, with a sample of 261 respondents drawn from a total population of 3,024. A mixed methods approach was employed, where quantitative data were analyzed using descriptive statistics and qualitative data were analyzed thematically. The findings revealed that the free education policy led to increased enrolment and staffing levels without a corresponding expansion of sanitation and classroom infrastructure. As a result, toilets were overcrowded, handwashing facilities were inadequate, sanitary bins were absent in female toilets, and classrooms were congested with poor ventilation. These challenges disproportionately affected female pupils and female staff, leading to discomfort, compromised hygiene practices, reduced instructional time, and an overall decline in the quality of the learning and working environment. The study concluded that although the free education policy has improved access to education, inadequate sanitation infrastructure undermines its effective implementation and sustainability. The study recommends increasing the number of toilets, improving handwashing facilities, providing sanitary bins in female toilets, and upgrading classroom infrastructure to match enrolment levels. Future research should involve multiple schools and longer study periods to better understand the long-term sanitation implications of the free education policy in Zambia.