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Examining the Availability and Adequacy of Environmental Sanitation Facilities in Selected School in Lagos State Olaitan, Peter Adediran diran247@gmail.com Department of Urban and Regional Planning Lagos State Polytechnic, Ikorodu Abstract This research examined the availability and adequacy of environmental sanitation facilities in the study area. Primary and secondary sources of data were used for this study. The primary data were obtained through the administered of questionnaire to the students of the selected secondary schools in the study area. The study covers the whole levels (JSS1- SSS3) for both the public and private schools. Thus, schools were clustered based on ownership (private and public) in the local government area. From this, a total of four (4) schools will be sampled in the local government area which will consist of two (2) public secondary schools and two (2) private secondary schools so as to have adequate representation from the two categories of secondary schools. Hence, in selecting the schools to be considered in the study, balloting by a simple random sampling method was used. In each school selected, 8 students in each class from JSS1 to SS3 will be selected randomly (Private and Public) which account to 48 students in each school. Information obtained include availability of sanitation facilities, level of environmental sanitation awareness of students, environmental sanitation practices in the schools and factors influencing environmental sanitation practices of the students. Secondary data required are number and names of both public and private schools from Lagos State Ministry of Education, Alausa, Lagos State. Data collected were analyzed using descriptive statistics such as frequency and percentage distribution and inferential statistics such as Chi-square. The study revealed that just one type of toilet exists in both schools which are the water closet. On the issue of environmental problems experienced by students in the selected schools indicated the most prevalent environmental problem was littered ground which was confirmed to be in existence by 27.6% of the respondents. The environmental factors an influencing health problem was confirmed to vary in both selected public and private schools. Private school students’ ranked dirty toilet as the first, dirty gutter as the second while prevalent of insects, littered ground and overcrowding ranked third, fourth and fifth respectively. This study concludes that environmental sanitation facilities are not good enough in terms of quantity and quality which could foster poor environmental sanitation practices in schools generally. Keyword: Availability, Adequacy, Environmental Sanitation Facilities, School, Lagos State 1.0 Introduction All over the world, the problem of polluted environment has become a very disturbing phenomenon (Anijah et al, 2013). This is as a result of rapid urbanization in cities of both developed and developing countries of the world. In addition, Gyabaah (2001) observes that rapid rate of urbanization in developing countries is increasing at a faster rate and concluded that more than 90 percent of future population growth will be concentrated in cities in developing countries. The large percentage of this population will be poor which shall occur in low and middle income countries, Nigeria inclusive. Particularly, the growth of large cities is associated with problems of unemployment, poverty, inadequate health, urban sprawl, urban slum, decaying city-centre, poor transportation system and unsanitary environmental condition (Nwaka, 2005). The bone of contention is the problem associated with environmental sanitation that has taken multiple dimensions in many cities. The condition of environmental sanitation in schools where students learn is poor in developing world as they are characterized with inadequate toilet facilities (Weidner 2009, Weiler et al. 2003, UN-Water decade programme 2007). Considering the fact that students spend most of their time in school (approximately 9 hours daily), this gives them enough time to interact and play with friends from different homes with varying socio-economic background. Thus, availability and free access to sanitation facilities such as toilets, washing hand basin and water among others are crucial. Studies have shown that lack of adequate sanitation facilities in schools lead to high rates of absenteeism, poor academic performance and reduced retention rates especially amongst girls (Redhouse, 2004; Njuguna et al, 2008; Freeman et al, 2011). Hence, students of secondary schools, if taught the basics, principles, importance and practices of environmental sanitation in school will help to diffuse and impact knowledge to people outside the school, immediate family inclusive. Thus, this study attempts to examine the availability and adequacy of environmental sanitation facilities in selected secondary schools in Ifako Ijaiye local government area of Lagos state, Nigeria. 2.0 Literature Review Several studies has been carried out on environmental sanitation in and outside Nigeria, having different focuses and directions (Agberemi, 2003; Ademiluyi and Odugbesan 2008; Joseph et al 2012; Acheampong 2010; Abogan 2014). They were of the opinion that improper environmental sanitation practices is very dangerous to the health of people in an environment and effective environmental sanitation contributes to safety from communicable and non-communicable diseases as well as playing important roles in human socio- economic development and sustenance of cultural values. However, most of these studies focused on residential areas of the cities, health challenges and community participation as regards environmental sanitation practices without cognizance reference to public places such as schools. The work of Agberemi (2003) revealed that most of the diseases affecting the people and in particular children can be attributed to poor water supply and unsanitary conditions. Apart from high mortality rates caused by water and sanitation diseases, these diseases also account for high morbidity resulting in low productivity, high rate of absenteeism from work and high drop-out rates from schools especially among girls and children. Also Joseph et al (2012) observed that among school children in various parts of India, about half of the ailments found are related to unsanitary conditions and lack of personal hygiene. These studies focused on the health implication of unsanitary environment without considering the environmental sanitation behaviours. Agunloye and Olatubosun (2015) examined the level of adequacy level of environmental sanitation facilities in Ado-Ekiti. The work revealed that a high level of inadequate provision of sanitation facilities in Ado-Ekiti; also observes that most households prefer flush toilet but many do not have more than one in their houses. Also in the work of Ordinioha and Owhondah (2008) revealed in semi-urban community of Rivers State, not owning a sanitation facility was not often due to choice, but linked to lack of space for the facility and lack of money for the sanitary improvement. Lack of space was cited as the main reason, mostly because the houses in the older sections of the community were originally built without sanitation facility and close to each together, in land communally owned by the extended family. Lack of money for the sanitary improvement was a distant second reason given for not owning a sanitation facility; but it also underlines the fact that most households in the study community with sanitation facility had breadwinners in highly remunerative employment. These studies show that the provision of environmental sanitation facilities in study area is poor. They were conducted on residential areas without giving consideration to public places such as schools in order to access the level of adequacy in environmental sanitation facilities in schools. Besides, some studies had been carried out on secondary schools in Nigeria. For instance the work of Agbo et al (2012) assessed the toilet facilities in secondary schools in Jos North Local Government Area of Plateau State. The study revealed that insufficient toilet in secondary schools contributes to the overuse of the existing ones. However, the study used waste management and toilet facilities as a measure to access environmental sanitation in the study area without considering other aspects such as the maintenance of these environmental sanitation facilities, and environmental sanitation behaviours of the students. Also David (2013) carried out a study on assessment of WASH program in public secondary schools in south-western Nigeria. He concluded that the present states of environmental sanitation in all the schools are not satisfactory due to inadequate provision of potable water supply, hygiene education and sanitation. This study covers important area of environmental sanitation which includes water, sanitation and hand washing facilities; hygiene knowledge and practices; and operation and maintenance systems in public secondary schools. The study however was not carried out in Ifako Ijaiye Local Government Area of Lagos state and did not consider the private secondary school so as to compare the practice. 2.2 Environmental Sanitation and Education The term “Education” has been derived from two Latin words Educare (Educere) and Educatum. “Educare” means to train or mould. It again means to bring up or to lead out or to draw out, propulsion from inward to outward. The term “Educatum” denotes the act of teaching. It throws light on the principles and practice of teaching. The term Educare or Educere mainly indicates development of the latent faculties of the child. But child does not know these possibilities. It is the educator or the teacher who can know these and take appropriate methods to develop those powers. The key to a healthy and beautiful environment is based on preventive measures rather than curative services. Environmental sanitation, therefore, must go beyond spasmodic and sporadic clean-up exercise. There is no doubt that the clean-up campaigns an d sanitation edicts have succeeded to some extent in instilling the required sense of cleanliness among Nigerians. But Environmental Sanitation Education programme will serve to complement existing activities and strategies such as seminars, yearly world Environment Day Celebrations, Saturday Environmental Clean-up Exercises, environmental exhibitions, competitions, workshops and even award of cash prizes to the best and cleanest schools or communities. These activities are necessary in order to effectively impart, sensitize and infuse in the citizens a sense of decency, discipline and responsibility towards the environment. Environmental Sanitation education as a progressive policy cannot be disputed, for it is only when the majority of the people are physically and philosophical involved that sustained environmental ethnics can be assured. To this end Environmental Sanitation education should not only focus on basic hygiene, and keeping the surroundings clean, but also campaigns against bad toilet habits such as indiscriminate defecation and urination as well as inefficient disposal of waste. It must also in addition concern itself with the major problems of air and water pollution. The prevalence of communicable diseases as evidenced in the increasing number of cases of typhoid, malaria, cholera, dysentery, guinea worm infections throughout the country underscore the need to be well informed about the environment and health. A good many of these cases could be avoided through a programme of environmental education aimed at developing the appropriate attitudes and values that are consistent with effective environmental sanitation. The importance of Environmental Sanitation and quality will be more fully appreciated when they form the foundation of a specific curriculum for environmental sanitation education. 2.3 Study Area The Ifako-Ijaiye Local Government Area is located in the northern part of Lagos State and has a very sloppy topography. It is highly prone to various disasters caused by floods, which result in serious erosion. The continuous erosion has led to landslides, which in turn have created gorges in places such as Unity, Haruna, Isale-Oro, Ajibodu, Adewale-Adegun, Idiagbon, and many others. The land, however, is known for its rich agriculture due to its good soil. The Ifako-Ijaiye Local Government Area also has a river, which flows from Ogun State through the Ladoke Olayinka area and has created a natural gorge. According to the information gotten from the ministry of education Lagos state reveals that Ifako-Ijaiye Local Government Area is currently having 120 secondary schools. The private secondary school in the area account for 101 and public secondary schools which consist segregated junior and senior schools account for 19 respectively. The list of the schools is listed in the table below. Table 1.1: Public and Private Secondary Schools in Ifako Ijaiye Local Government SN Private Secondary Schools Public Secondary Schools 1 Akinyele Alakuko Jnr. Sec. Schl Amje College 2 Estate Junior High School, Ijaiye Al Madinah International Schools 3 Fagba Jnr. Grammar School Saint Anthony International Schools 4 Ijaiye Housing Estate Jnr. Sec. School Difavis Standard Model School 5 Ijaiye Ojokoro Jnr. High School Santos Comprehensive High School 6 Ijaye Ojokoro Junior College Best Steve Schools 7 Iju Junior Grammar School Tokafid Group Of Schools 8 Iju Obawole Junior Grammar School The Pinnacle Schools 9 Stadium Junior Grammar School Divine Headstone Private School 10 Station Jnr. Grammar School God's Own Model School 11 Vetland Jnr. Grammar School Anchor Group Of Schools 12 Ifako-Ijaiye Senior Comprehensive High School Eni Ade Royal High School 13 Ijaiye Housing Estate Snr Gram Sch Ultimate Excellence International School 14 Ijaiye Ojokoro Snr High School Ambi Group Of Schools 15 Ijaiye Ojokoro Senior College Reima Royal College 16 Iju Senior Grammar School Good Foundation College 17 Keke Senior High School Questland College 18 Vetland Senior Grammar School Geom Academy 19 Sonmori Senior Comp. High Schl. Golden Triangle Schools 20 Oyinlade Model School 21 The Divine Favour's Academy 22 Karmel Group Of Schools 23 Difavis Standard Model School 24 Datforte International School 25 King's Praise International School 26 Tesjok Group Of School 27 Barachel Group Of School 28 Living Christ College 29 Rock Of Gilbratar School 30 De-Tees Chosen School 31 Rock Of Ages School 32 Al Madinah International Schools 33 Student Embassy Academy 34 Dream Maker's International School 35 Christ The Foundation Academy 36 Belip International Schools 37 Kingsland Comprehensive College 38 Most High School 39 Divine Headstone Private School 40 The Pinnacle Schools 41 Tokafid Group Of Schools 42 Best Steve Schools 43 Gita Convenant College 44 Christ Hall School 45 Educare Comprehensive High School 46 Eko Immaculate College 47 Admar Supreme Academy 48 Doregos Advanced College 49 Normal College 50 Cresent (Al-Hilal) Foundation School 51 Great Leaders College 52 Fesobeth Model College 53 Lagos African Church Grammar School 54 Bestworth Private School 55 Gospel Private School 56 Eniola Davies Memorial School 57 Professional Place College 58 Eni-Ade Royal High School 59 Prime Harvard School 60 Diadem Schools 61 Success House Academy 62 West Side Academy 63 Imola Comprehensive College 64 All Saints Schools 65 Mimak College 66 Brain Builder College 67 Goodly Pearls College 68 Ewoma College 69 Topmax City College 70 Oak International College 71 Agape B School 72 Omoba Group Of Schools 73 Honour Group Of Schools 74 Kadlat Comprehensive College 75 Royal Group Of School 76 Deniz School 77 Rholak High School 78 Al-Azim College 79 Professional Place College 80 Beulah International School 81 First Apex Schools 82 D'del Schools 83 Merus Schools 84 Hope Fountain School 85 Immaculate School 86 Damiland School 87 Divine Florence School 88 Christ Hall School 89 New Erral School 90 Coralbels School 91 Ifako International School 92 Ezekiel International School 93 Vega College 94 Kingdom College School 95 Learn Field College 96 Taqwa Private School 97 St Joel Crystal College 98 Eni-Ade Royal High School 99 New Tech College 100 Prime Image Academy 101 Lea Valley School Source: Lagos State Ministry of Education, 2015 Fig 1: Map of Nigeria Showing Lagos State Fig 2: Map of Lagos State Showing the Study Area 3.0 Method of Data Analysis Information obtained from Lagos state Ministry of Education, revealed that there are 120 secondary schools in Ifako Ijaiye Local Government Area, comprising 19 public and 101 private. The public secondary schools are of two categories senior and junior secondary schools. The junior secondary school account for 11 and the senior account for 8 schools. The list of schools is contained in Table 1.1. For the purpose of this study, the whole levels (SSS1- SSS3) will be considered both on the public and private schools. Thus, In order to select the secondary schools which the study will cover, schools were clustered based on ownership (private and public) in the local government area. From this cluster as presented in Tables 3.1 a total of four (4) schools will be sampled in the local government area which will consist of two (2) public secondary schools and two (2) private secondary schools so as to have adequate representation from the two categories of secondary schools. Hence, in selecting the schools to be considered in the study, balloting by a simple random sampling method was used. The schools were numbered on pieces of papers and put in two containers, public and private separately. In each school selected, 8 students in each class from JSS1 to SS3 will be selected randomly (Private and Public) which account to 48 students in each school. Using this method, a total of 192 and 96 students were sampled in public and private schools respectively. The lists of selected schools and number of students to be sampled in each school are presented in Table 3.2 Table 3.1: Selected Schools in Ifako Ijaiye Local Government Area School Ownership Selected Schools Total Number of students Number of students sampled Public Schools IJU JNR & SER. GRAMMAR SCHOOL 2400 48 VETLAND JNR & SNR. GRAMMAR SCHOOL 1090 48 Private Schools NORMAL COLLEGE 151 48 DREAM MAKER'S INTERNATIONAL SCHOOL 155 48 Total 3796 192 Source: Author, 2015. 4.0 Findings and Discussions Table 4.1.1: Gender of Respondents Type of School Gender Total Male Female Private Count 39 57 96 % 40.6% 59.4% 100.0% Public Count 53 43 96 % 55.2% 44.8% 100.0% Total Count 92 100 192 % of Total 47.9% 52.1% 100.0% Presented in Table 4.1.1 is the gender distribution of respondents in the selected schools. From the table, it is clear that there are more female respondents which is 52.1% of the total population of respondents. In the private schools, 40.6% and 59.4% of the respondents were female respectively while the public schools accounted for 55.2% and 44.8% of the respondents as male and female respectively. This indicates that both genders were adequately represented in this research, which gives the opportunity to examine environmental sanitation practices in the study area based on gender perspective. Table 4.1.2: Age of Respondents Type of School Age Total 9 - 13 14 - 18 19 - Above Private Count 57 38 1 96 % 59.4% 39.6% 1.0% 100.0% Public Count 37 56 3 96 % 38.5% 58.4% 3.1% 100.0% Total Count 94 94 4 192 % of Total 49.0% 49.0% 2.0% 100.0% Table 4.1.2 contains information on age distribution of respondents which is very important in determining the level of sanitation that one can carry out without assistance. As presented in the table, shows that total respondents are between 9-13 and 14-18 years of age as they accounted for 49.0% and 49.0% each respectively. In the private schools, 59.4% ranged between 9-13, 39.6% ranged between 14- 18 while 1.1% is between the range of 19 and above. In the public schools, 38.5% are between the range of 9-13, 58.4% are between the age of 14- 18 while 3.1% are between the age of 19 and above respectively. Availability of Environmental Sanitation Facilities and Services in Schools Type of Toilet Facility Available in the School Type of School Type of Toilet Total Water Closet Private Count 96 96 % 100.0% 100.0% Public Count 96 96 % 100.0% 100.0% Total Count 192 192 % of Total 100.0 100.0 As presented in Table 4.2.1 shows that both public and private secondary schools have access to water closet as the type of toilet facility. This means that there is no difference in type of toilet facility used in both private and public secondary school in the study area. Table 4.2.2: Source of Water Supply Type of School Source of Water Supply Total Tap Water Well Water Bore Hole Others Private Count 59 1 33 3 96 % 61.5% 1.0% 34.4% 3.1% 100.0% Public Count 43 0 53 0 96 % 44.8% .0% 55.2% .0% 100.0% Total Count 102 1 86 3 192 % of Total 53.1% .5% 44.8% 1.6.% 100.0% Presented in Table 4.2.2 is the various source of water in selected secondary school as identified by the respondents. In the private schools, 61.5% of the respondents identified tap water as the main source of water supply, 1.0% identified well water as the source of water available, 34.4% identified bore hole as the source of water supply available while 3.1% of the respondents claimed they have other means of water supply. In the public schools, 44.8% of the respondents identified tap water as the main source of water supply, none of the respondent identified well water as the source of water available, 55.2% identified bore hole as the source of water supply available and none of respondents claimed they have other means of water supply. Hence, the main sources of water identified by respondents are tap water and borehole respectively. This was confirmed by the result of the chi square with p-value of 0.011, which means that there is no significant different in the sources of water identified by respondents. Condition of Toilet Type of School Condition of Toilet Total Very Good Good Fair Bad Private Count 43 44 9 0 96 % 44.8% 45.8% 9.4% .0% 100.0% Public Count 7 28 47 14 96 % 7.3% 29.2% 49.0% 14.6% 100.0% Total Count 50 72 56 14 192 % of Total 26.0% 37.5% 29.2% 7.3.% 100.0% Presented in Table 4.2.4 is the condition of the toilet that is available in selected schools. In the private schools, 44.8% claimed the toilet available to them in the school is in a very good condition, 45.8% claimed their toilet is in good condition, 9.4% claimed their toilet is fair in condition while none of the respondents claimed that they have a bad toilet. In the public schools, 7.3% claimed the toilet available to them in the school is in a very good condition, 29.2% claimed their toilet is in good condition, 49.0% claimed their toilet is fair in condition and 14.6% claimed that they have a bad toilet. This indicates that the private schools have access to a better toilet than the public schools which was confirmed by the chi square result with p-value= 0.000 confirmed that there is significant difference in the condition of selected of private and public schools toilet. Availability of Washing Basin and Soap in Toilet Type of School Availability of Washing Basin and soap in Toilet Total Yes No Private Count 20 76 96 % 20.8% 79.2% 100.0% Public Count 4 92 96 % 4.2% 95.8% 100.0% Total Count 24 168 192 % of Total 12.5% 87.5% 100.0% As presented in Table 4.2.8 is the information on the availability of washing basin and soap in toilets of selected schools. There is a clear indication that 87.5% which is the majority of the total respondents claimed that they do not have access to washing basin and soap in toilets of the selected schools. In the private schools, 20.8% of the respondents claimed to have access to washing basin and soap in toilets of their schools while 79.2% claimed they do not have access to washing basin and soap in toilets of their schools. In the public schools,4.2% claimed to have access to washing basin and soap in toilets of their schools while 95.8% claimed they do not have access to washing basin and soap in toilets of their schools This shows that the public schools lack washing basin and soap their toilets compare to that of private schools. Further statistics using chi square result giving p-value=0.000, revealed that there is significant difference between public and private schools on availability of washing basin and soap in toilets which may affect proper environmental sanitation practices among student. Environmental Education in School Type of School Environmental Education in School Total Yes No Private Count 94 2 96 % 97.9% 2.1% 100.0% Public Count 96 0 96 % 100.0% .0% 100.0% Total Count 190 2 192 % of Total 99.0% 1.0% 100.0% Table 4.2.11 contains information as regards if environmental health taught in selected schools in the study area. Majority of the respondents (99.0%) claimed that environmental health was taught in their various schools. In the private school 97.9% claimed that environmental health was taught in the school while 2.1% claimed that environmental health was not taught in their schools. In the public school 100.0% claimed that environmental health was taught in their school while none of the respondents claimed that environmental health was not taught in their schools. Also, the chi square result with p-value of 0.155 revealed that there is no significant difference between selected public and private schools as regards environmental health education in the school. Factors Constituting Health Problems in Public Schools Factors Constituting Health Problems in Public Schools Environmental Factors VI I FI NVI NI SWV Mean Rank Dirty Toilet 170 220 21 0 0 411 4.28 1 Prevalent of Insect 210 136 45 10 0 401 4.18 2 Dirty Gutter 195 128 54 12 1 390 4.06 3 Overcrowding 100 164 99 4 0 367 3.82 4 Littered Ground 35 108 111 40 5 299 3.11 5 *Note: This exceeded number of questionnaire administered because of multiple responses Presented in Table 4.4.2 does the information on the factors constitute health problems in public schools? From students’ perception, dirty toilet was ranked the strongest of all factors constituting to health problems in the public schools with the mean value of 4.28 followed by prevalent of insects, dirty gutter, overcrowding and littered ground taking the 2, 3, 4 and 5 positions with 4.18, 4.06, 3.82 and 3.11 respectively. 4.2 Summary of Findings The summary of findings is based on the analyzed data which is on the adequacy of sanitation facilities and services available in the selected secondary schools, environmental sanitation practices of students and factors responsible for the environmental sanitation practices of the students in the selected secondary schools. The analysis were carried out in other to determine the level at which students engage in environmental sanitation in selected secondary schools of the study area and this summary gives an overview of the result. On the socio-economic and demographic characteristics of the students in the selected public and private schools, the study showed that majority of the students (52.1%) are female, there was variation also in the class population of students in the selected schools as the greater percentage of the respondents (50.0%) are between 26 - 50 students per class. Environmental sanitation facilities and services that were available in the selected secondary schools in the study area were also examined. Water closet was the only type of toilet that was identified in the selected secondary schools. Also, it was revealed that 53.1% of the total respondents had access to tap water while 44.8% of respondents had access to borehole as the source of water and both were the main sources of water as identified by respondents. The study also revealed that more than half of respondents (55.2%) affirmed that there is no water supply in their toilets and 87.5% of the total respondents claimed they do not have washing basin and soaps in the toilet. Also, greater percentage of the respondents (35.9%) claimed they wash hands twice during school period and 37.5% of the respondents claimed that their toilet is in good condition while 29.2% claimed the toilets are fair in condition. Waste disposal method in the selected schools revealed that the use of Local Government van form of disposal practice accounted for 85.3% in the selected schools while the use of open burning, dumping outside school premises and open spaces accounted for 12.0% ,0.9%,1.8% respectively which shows that the major disposal method adopted in the study area is the use of Local Government van. 5.0 Conclusion This research assessed the environmental sanitation practices in selected secondary schools in Ifako-Ijaiye local government area of Lagos State. Based on the findings, it was revealed that environmental sanitation facilities are available in both public and private schools selected in the study area but differs in term of quantity and quality. Hence, the quality of the facilities in public schools are in a poor state compare to that of the private school due to the maintenance behavior that differs between both category as a result of the ownership type. Furthermore, findings from the study revealed that there were five major problems confronting the selected schools except that of bushy environment which is present in the public but absent in the private schools. These are insect and pest, dirty gutter, dirty toilet, littered ground and bushy environment. From the findings, the following recommendations are made as suggesting measures that can be adopted to improve environmental sanitation and hygiene practices quality in secondary schools. 5.1 Recommendations Following the result of the analysis, having employed a complete scientific approach in carrying out of this research in the selected schools; an approach which starts from reconnaissance survey, continues with literature review, design of data collection instrument (questionnaire), analysis of the collected data and interpretation of the data, this study hereby come up with relevant recommendations based on the outcomes of the summary of findings. The recommendations include the followings Improvement and Increase in Sanitation Facilities: The school authority need to improve in the provision of quality sanitation facilities such as water supply, toilet and accessories. Water supply situation in both the public and private secondary schools selected needs to be adequately improved upon. Thus there should be a standard that should be followed as regards provision of facilities in schools so as to make both private and public school students have access to the same type of facility. Also, government should make water run in the toilets and other strategic points of the schools also should mandate it for the private schools to do the same. This will also make sanitation practice effective in the schools. This will help in preventing students from contracting diseases that might be caused through unsanitary behaviour. 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