Human rights and proper potable water and sanitation infrastructure management at schools in a Rustenburg sub-district

Abstract

Potable water and sanitation infrastructure in South African schools are fundamental to the health and dignity of communities in the country's education sector. Adequate potable water and sanitation infrastructure systems are key to providing important educational services to communities throughout South Africa. The principles of human rights, as outlined in the Constitution of the Republic of South Africa, 1996, lay the foundation for the survival, dignity and a healthy environment for learning. However, the maladministration of potable water and sanitation infrastructure assets by municipalities, in many parts of the country, have jeopardised appropriate service delivery to schools. These conditions have had a significant influence on school programmes intended for the teaching, learning and assessment of learners at many schools in the country. There are perpetual challenges, like pipe-line leakages, lapses in water supply, caused by old infrastructure, as well as a lack of knowledge and an absence of relevant skills. Meanwhile, the rapid growth of urban population countrywide, leads to the development of more informal settlements. In the field of education, inadequate water and sanitary facilities exacerbate hygienic circumstances in local schools. These lapses have a profound impact on the overall structure and quality of education. Moreover, poor sanitation can lead to the spread of infectious diseases such as cholera, particularly in overcrowded schools. Learners' behavioural attitudes, especially in matters of school attendance, are affected when there is an absence of constructive learning opportunities in the classroom. It becomes worse when there are inappropriate water and sanitation services on the school premises. In rural communities, public schools with limited toilet facilities and potable water, have a profound impact on teaching. For example, water and sanitation hygiene (WASH) interventions, are in under-supply, because what is learnt in the classroom cannot always be applied on the school's premises. Conditions caused by excessive toilet usage become unsanitary and uncomfortable, posing a major health risk to the entire school community. In general, inadequate potable water and sanitation services at schools intensify problematic conditions in all educational programmes. In view of the above, the purpose of this study is to consider the basic human right to proper potable water and sanitation at selected schools in the area of Rustenburg Local Municipality (RLM). By exploring the dynamics between human rights, governance, and infrastructure challenges, the study explores opportunities for setting things right. The research study identifies legislative and socio-political influences on the equitable distribution and access to potable water and sanitation resources, setting a foundation for an in-depth analysis of existing barriers andpotential lapses within the governance framework. By discussing the framework, the report explores the legislative and policy frameworks used to manage the potable water and sanitation infrastructure. Following that, the research study employed participatory action research (PAR) to address the conditions at selected schools in the Rustenburg Local Municipality (RLM). The research study originally began with informal and formal discussions with school principals, governing bodies, water and sanitation managers at the Rustenburg Local Municipality (RLM), educators, and local community representatives, to identify and define the problem, aligning with the planning stage of PAR. Subsequent phases of data generation, analysis, and interpretation, made it possible to act, develop, and reflect on several stages of PAR. The main idea in the proposed plan is to develop a framework management plan and appropriate ideas for officials at Rustenburg Local Municipality (RLM), the local area's schools, and local communities. By developing good practices in some areas that need attention, it may be possible to use threats and opportunities to develop appropriate potable water and sanitation infrastructure systems at local schools. Stakeholders may cooperate in the effective management of potable water and sanitation infrastructure assets for future generational use.