INSTITUTE OF HEALTH SCIENCES

NEEDS ASSESSMENT REPORT

Community and school health

HEALTH EDUCATION

KWENENG EAST GROUP

OLEBILE BONNY DIKAGO 1266

BOTSALANO MMOLAINYANE 1268
SYLVESTER NDITO MOSIIWA 1272

SUBMISSION DATE: 16/02/2015

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 I. ACKNOWLEDGEMENTS

We would like to forward our gratitude to the Kweneng East DHMT for the warm welcome they
gave us despite the fact that we arrived when there was no one in the Health education office.
The matron Mrs Mokgware made us feel like part of the team already. Special thanks go to the
Chiefs of different Kweneng East villages for allowing us to work with their communities not
forgetting the communities themselves for their cooperation and taking part in the needs
assessment. We will also like to thank health education officers Connie Mothobi and Seneo
Ranonyana for assisting us during the absence of the preceptor. We would also like to forward
our to different school heads for allowing us to do school health needs assessment in their
schools.

We could not have done the health needs assessment without the help of different stakeholders.
The following is a list of the stakeholders or people involved in the health needs assessment that
took place in Kweneng East District to whom this report owes appreciation to.

-Community health nurse

-TB focal person

-VDC umbrella chairperson

Lastly, a good appreciation goes to the Health Education Office in Kweneng East District who
gave in support and atmosphere to produce the good work that this report confirms.

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 Table of Contents
I. ACKNOWLEDGEMENTS.................................................................................................................2
CHAPTER ONE (COMMUNIYTY HEALTH)..........................................................................................5
1. INTRODUCTION...............................................................................................................................5
1.1. GOAL..............................................................................................................................................6
1.2. OBJECTIVES..................................................................................................................................6
2. HISTORICAL BACKGROUND.........................................................................................................7
2.1. Geography............................................................................................................................................7
2.2. Infrastructure...................................................................................................................................7
2.3. Population........................................................................................................................................7
2.4. Socio-Cultural Characteristics.........................................................................................................8
2.5. Historical Sites.................................................................................................................................8
2.6. Climate............................................................................................................................................9
2.7. Administrative Setting.....................................................................................................................9
3. METHODOLOGY............................................................................................................................11
3.1. Data collection methods and tools......................................................................................................11
3.1.1. Face to face interviews....................................................................................................................11
3.1.2. Observation.....................................................................................................................................12
3.1.3. Literature review..............................................................................................................................12
3.2. Sampling method...........................................................................................................................13
3.3. PRETESTING...............................................................................................................................13
4. FINDINGS........................................................................................................................................15
5. INTEPRETATION OF RESULTS....................................................................................................21
6. PRIORITIZATION...........................................................................................................................22
7. CONCLUSION.................................................................................................................................23
CHAPTER 2 (SCHOOL HEALTH)..........................................................................................................24
1. INTRODUCTION.............................................................................................................................24
2. HISTORICSL BACKGROUND.......................................................................................................25
3. METHODOLOGY............................................................................................................................26
3.1. Data collection tools and methods.................................................................................................26

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4. FINDINGS........................................................................................................................................27
5. INTERPRETATION OF RESULTS.................................................................................................31
5.1. NUTRITION SERVICES..............................................................................................................31
5.2. FAMILY AND COMMUNITY INVOLVEMENT.......................................................................31
5.3. SCHOOL HEALTH EDUCATION / INSTRUCTIONS...............................................................32
5.4. COUNSELING PSYCHOLOGICAL AND SOCIAL SERVICES................................................32
5.5. VULNERABLE GROUPS............................................................................................................32
6. CONCLUSION.................................................................................................................................34
7. REFERENCES..................................................................................................................................35
1. APPENDICES...................................................................................................................................36
APPENDIX 1............................................................................................................................................36
1.1. CONSENT FORM FOR COMMUNITY HEALTH NEEDS ASSESSMENT..............................36
1.2. PAMPIRI YA KOPO....................................................................................................................37
2. QUESTIONNAIRE FOR THE COMMUNITY................................................................................38
2.2. QUESTIONNAIRE FOR THE COMMUNITY.................................................................................39
2.3 QUESTIONS FOR THE COMMUNITY............................................................................................41
3. OBSERVATION GUIDE TOOL......................................................................................................43
3.1. OBSERVATION TOOL FOR COMMUNITY HEALTH.............................................................44
4. LITERATURE REVIEW TOOL GUIDE..........................................................................................46
APPENDIX 2............................................................................................................................................48
1. CONSENT FORM FOR SCHOOL HEALTH NEEDS ASSESSMENT...........................................48
2. QUESTIONNAIRE FOR SCHOOL HEALTH.................................................................................49
3. QUESTIONS FOR SCHOOL HEALTH...........................................................................................50
4. OBSERVATION GUIDE FOR SCHOOL HEALTH........................................................................57
5. OBSERVATION GUIDE FOR SCHOOL HEALTH........................................................................58

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 CHAPTER ONE (COMMUNIYTY HEALTH)

1. INTRODUCTION
According to McKenzie, Neiger and Thackeray, (2009), conducting needs assessment is the most
critical step in the planning process as it provides objective data to define important health
problems, set priorities for program implementation and establishes a baseline for evaluating
program impact; and again, it is a logical place to start as needs have to be identified and
measured before they can be met. This report contains what transpired during our (Health
Education trainees’), needs assessment conduction which was done in Kweneng East District,
from the 21st January to the 16th February 2015. The needs assessment was conducted with the
aim of identifying the health problems, needs and concerns of the community of Kweneng East,
including schools, and it included literature review, community home interviews, school body
interviews and observing the demographic structure of different areas with the use of pictures.
Just as has been highlighted, the needs assessment was done mainly to identify the health gaps
which were left by the Kweneng East DHMT, and to indeed make sure that we are attending to
the appropriate needs of the community and schools during the intervention phase.

Like McKenzie et al says; it can be a drawback to use secondary data because the information
might not identify the true needs of the priority population. Again, the needs assessment made
the journey easy for us because it was a way of greeting the community and making them aware
that we are around and would like them to work with us, give us their cooperation, hence helping
us achieve our goal of distinguishing the needs. It was as well helpful because the community
members and school body were given the opportunity to let us on to what they see or think is the
problem of concern in their communities at the moment as needs assessment can provide a focus
for developing an intervention to meet the needs of a priority population, (Butler, 2001). We
wanted to collect information about historical background, administration set up, demographic
characteristics, services and resources available, voluntary organizations available,
environmental information, social and economic characteristics, educational status,

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communicable diseases of the residents of Kweneng East district so that we can know where to
base our interventions.

1.1. GOAL

To conduct needs assessment in Kweneng East District.

1.2. OBJECTIVES

1. At the end of the interview, health education students should have recorded at least 1/2 of
demographic information in Kweneng East.

2. The interviewer should have recorded at least 85% of prevailing diseases, by the end of the
interview.

3. After the interview, students should have recorded 96% of the historical information in
Kweneng East

4. At the end of the interview, students should have recorded at least 98% common social
problems in Kweneng East residents.

5. By the end of the interview, students should have recorded at least 95% of environmental
factors that influence the health status of residents

6. At the end of the interview, health education students should have discovered 98% of
different sources of water available in Kweneng East.

7. Students should have identified 97% of ways of waste disposal in Kweneng East at the end of
the interview.

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 2. HISTORICAL BACKGROUND

2.1. Geography
Kweneng East District is located in the South Eastern part of Botswana. It shares boundaries
with Southern District in the south, Gantsi District in the north, Kgatleng District, South East
District and Gaborone City in the east; Central District in the north east and Kgalagadi in the
west. The District covers 38 122 km2 of which, 35 683 km² (93.6%) is Communal Land; and the
remaining 2 440 km² (6.4%) is Khutse Game Reserve which is state-land, (Bectiky, 1997).
Molepolole village is located in Kweneng East District, in the South Eastern part of Botswana.

2.2. Infrastructure
Following the relocation of 11 health facilities and a hospital to greater Gaborone, Kweneng East
district has two hospitals which are Scottish Livingstone Hospital (SLH) and Thamaga Primary
Hospital. There are also 15 clinics, (three with maternity) and 23 health posts, and a network of
41 mobile stops.

2.3. Population
According to Central Statistics Office (CSO), 2011, Kweneng District has a population of 256
752, representing approximately 13% of the total population of Botswana, of which 131 561 are
females and 125 191 are males. Eighty-three percent (201,003) of the entire Kweneng district
population is in Kweneng east, with Molepolole, Mogoditshane, Thamaga and Gabane being the
largest and most populated villages. The Kweneng East population is young, over 35% of its
residents are children fifteen years or younger. Over 67% of the Kweneng East population is
under 30 years of age and unemployment is also high. According to the BAIS II report, 28.6 %
of those aged 18 years and above are economically inactive. High unemployment rate combined
with rapid population growth suggest that there is a large number of idle people. BAIS II report
also revealed that, the percentage of children of primary school age (aged 6-12 years) attending
primary school in Kweneng East is 86.6% (34,156). This percentage is consistent to the national
average. About 31% of all persons between 10 and 64 years have completed at least primary
education, while 13% never attended any school.

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 2.4. Socio-Cultural Characteristics
Kweneng East District consists of various ethnic groups of people with distinct norms, customs
and beliefs that are specific to each group. Bakwena are predominantly the largest group and
other groups include Bakgalagadi, Basarwa, Bakgatla, Bahurutshe and Balete. Like elsewhere in
the country, the different ethnic groups live in harmony with each other. The general three tier
Tswana settlement pattern of home, lands and cattle post is a common practice in Kweneng,
although there are instances where lands and cattle posts are within one area, as is the case in the
western parts of the District. There are indications, particularly in Kweneng East where with the
provision of social services, suitable lands area are converted to settlements.

2.5. Historical Sites

Kweneng East District is rich in areas of pre-historic, historic, cultural, natural and scenic
interest, few of which is protected from being destroyed and has permanent custodians. For
instance, the Aloe Forest west of Molepolole is of botanical and historical importance, yet the
aloes are not protected, (village elders). There also exists the Ga-Kobokwe Cave, located high in
a rock outcrop along the Molepolole-Thamaga Road, which needs preservation. The cave is said
to have once housed tribal medicines. Furthermore, the remains of stonewalls signifying old
settlements can be seen over an area of two square kilometer at Dithejwane and Dithubaruba
south west of Molepolole village. The Kweneng District Planning Study (Swede plan, March
1991) gives an in exhaustive list of these sites with details of each site. According to the study,
there could be two archaeological sites per square kilometer in the south-eastern regions of
Kweneng District. Because of lack of information on the exact locations of the sites there is
likelihood that some areas of archaeological importance could be destroyed in the cause of
normal development process.

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The picture below shows the Setswana storage houses (Sesigo) which Bakwena tribe used to
store their harvest to reserve them for the drought season.

Picture 1.0

2.6. Climate
The district like the rest of the country has a semi-arid climate with hot summer rainfall, which
occurs in the period October-March. The wind direction is mostly from east and north-east, and
South winds are, however, common during summer. The Kweneng East district landscape is
characterized by the sandveld in the western part, which rises to 1 050 meters above sea level
and the elevation falls to about 900 meters above sea level around Lephepe in the north. The
hardveld contains more varied relief with the Kopong Hills east of Molepolole rising up to 1 200
meters above sea level, (Government Printer, 2009-2016). In terms of minerals not much is
known about their distribution in the district, but some surface minerals do occur in various parts
of the district, though they are mostly of sub-economic value and they include brick earth,
concrete, sand, crushed stone, jasper, mica, feldspar and barite. The vegetation consists of bush
and tree savannah, with acacia shrubs formations in southern, eastern and northern areas.

2.7. Administrative Setting

The District is managed by four local institutions which are: District Council, Tribal
Administration, Land Board and District Administration. The District Council is a statutory

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body composed of elected members and an administrative wing (secretariat) charged with the
responsibility to administer Council decisions. The Land board issues leases and grants and
other land use rights in all areas falling under its jurisdiction. These four, form the institutional
framework within which local government operates in the District. They are charged with rural
developments and serve as the direct link with local communities in terms of identifying their
needs and aspiration. The female population of the district, just like the rest of the country, is
above that of males slightly over 52%. It is also worth noting that women in the district
generally outlive men and has seen the development of a major Sports Complex in the
headquarters of Molepolole. The stadium has a sitting capacity of 6 000 people and its design
incorporates a variety of facilities for other sporting codes. These include among others,
basketball and tennis courts, volleyball court, softball, soccer pitch, and athletics track. Besides
this complex the rest of the District still depends on open grounds for sporting activities.

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 3. METHODOLOGY
Methodology comprises of the theoretical analysis of the body of methods and principles
associated with a branch of knowledge. It offers the theoretical underpinning for understanding
which method, set of methods or best practices can be applied to specific case, for example, to
calculate a specific result. It is the systematic, theoretical analysis of the methods applied to a
field of study. The design or methodology that was used during needs assessment was:

3.1. Data collection methods and tools

According to Butler, (2001), needs assessment requires the ability to analyze the population and
to determine the health problems of that population. Data collection comprises of various
techniques that were used to obtain any relevant data. Information gathered during needs
assessment may either be quantitative or qualitative. The data was used to guide and administer
health education services without being biased. Various ways were used for data collection, and
they include:

3.1.1. Face to face interviews

Face to face interview is the type of interview where a researcher/interviewer collects
data from a respondent by means of asking them questions face to face, (Polit and Beck,
2004). As one of the methods for data collection, face to face interviews were utilized to
collect data from various individuals who provided relevant information, both for
community needs assessment and school health assessment.The method was used
because it enabled the Health Education students to obtain data on the knowledge,
practices, attitudes and feelings of the community of Kweneng East District. This method
of data collection was efficient and effective because the information that was collected
through this particular method was first hand therefore there were no chances of
information distortion. It also assisted in getting in-depth information from the
participants as it provided an opportunity to probe further and get more and relevant
information where necessary (follow up questions). Interviews also catered for the
illiterate because they just responded to the questions orally without having to read the
questions on their own. Questionnaires were used to collect accurate qualitative and

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quantitative data during the interviews. According to Detels, (2009), qualitative research
includes open-ended questionnaires, semi-structured interviews and unstructured
observations. It is a method that seeks written or verbal responses from respondents, to a
written set of questions or statements. Parahoo, (1997), states that a questionnaire is a
data collection tool when it is designed and administered solely for the purpose of
collecting data as part of needs assessment or research study. The designed questionnaire
contained both open and closed ended questions. Questionnaires are advantageous in that
they allow a larger coverage number of people in a short period of time as they can be
administered to many people at once. In trial of limiting the errors during interviews, both
Setswana and English languages were used for easy understanding and flexibility.

3.1.2. Observation
This method was used to observe various things such as people’s behavior and their
environment. McKenzie, et al (2009), defines observation as “notice taken of an
indicator”. The method was used as it enabled the health education students to gather a
variety of information including non-verbal communication (e.g., facial expressions) and
environmental conditions of Kweneng East District. It was used mainly on the
environment, schools included. It was focusing much on elements that can be observed
and these include geographical factors, environmental factors such as littering, pollution
and sanitation. Observation was efficient because events can be viewed as they are hence
providing a clear and accurate picture of the situation. The method was used with an
observation guide tool which involves all the activities and areas of concern which were
intended to be observed, and could be seen from nowhere except by observation.

3.1.3. Literature review

According to Beck and Polit (2010) “literature review identifies what previous
investigations have found about the knowledge, skills, behaviours, or attitudes of the
intended audience with relation to the issue”. It is collecting data from existing records.
This involves the collection and review of qualitative and quantitative information from
records, books and articles which have information about Kweneng East District. It was
used to collect information from the monitoring and evaluation officer, environmental

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 health officer, TB/HIV coordinator, Health Education Officer and Community Health
Nurse. Literature review was very useful because it provided a lot of information in
relatively limited time, this method of data collection gives the baseline data to work
from as it provides facts about areas of concern (e.g. demographical, geographical and
epidemiological information). The method was used by the students to identify diseases
with high prevalence and incidence as well as those which lead to higher morbidity and
mortality. This means, it provided evidence about certain problems for example; some of
the statistics about the problems that exist in the district were obtained by reviewing the
literature. Just like other methods, the literature review tool was used to guide the
literature review process. It was used to collect information on the demographic and
environmental information or precisely, it guided the whole literature review process.

3.2. Sampling method

Sampling refers to the process or procedure of selecting a small group (sample) from a defined
population to represent the population (Hodges and Videto,). It can also be defined as the process
of selecting a portion of the population to represent the entire population. Using a sample rather
than an entire study population helps contain costs, (McKenzie et al, 2009) .The sampling
method which was used was the convenience sampling. It is the selection of the most readily
available persons at the time of the study, and someone who meets the minimum criterion of
being above 18 years of age, and has lived in the village for about a year or more. It was used
because it is cheap to use and it is easy to access participants or to have participants for the study.
It is as well least time consuming and was favorable for our study since most community
members were not available during the time of our arrival.

3.3. PRETESTING
The required pretest clients were chosen based on their age which was to be 18 years and above,
and to be residents of the chosen wards; Ntloolengwae, Ntloedibe and Newtown, for a year or
more. The wards were chosen or pretested on because they have people with the same
characteristics as other wards and villages in Kweneng East. The principle of pretesting states
that it should be done on the community with same characteristics as the actual respondents

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(Butler, 2001). The method which was used in the pre-test was the face to face interviews as they
allowed us to see if the interviewees had the problems with the questions in terms of
understanding and clarity so that changes can be made where necessary. This also helped us in
noticing which questions made people uncomfortable to answer or gave them a hard time to get
what is being asked so that we could either exclude or restate them. After pretesting, the
questionnaire was edited and redesigned since some gaps and problems were noted in it.

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 4. FINDINGS

Figure 1.0 shows the trend of TB in 2014 which is one of the top 10 causes of deaths

TRANSPORTATION

Picture 2.0 shows one of the road linkages being Molepolole-Gaborone road

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Picture 3.0 shows some of the mode of transport found in Mmamarobole lands

Picture 4.0 shows a Lephephe resident in Kweneng East District riding a donkey cart

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Picture 5.0 shows the mode of transport in Kweneng East District

ENVIRONMENT

Picture 6.0 shows the water from one of the stand pipes in Molepolole village

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Picture 7.0 shows the some rocks in Lentsweletau village.

Picture 8.0 shows a tractor driver after ploughing in Gakgatla (one of the Kweneng East Fields)

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Picture 9.0 showing livestock in Kopong village

Picture 10.0 shows one of the malls in Molepolole village. (Mafenyatlala mall)

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Picture 11.0 shows one of the government clinics in Molepolole (Kgosing Clinic)

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Picture 12.0 shows one of the private clinics in Kweneng east (Dr Simon Mwansa’s)

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 5. INTEPRETATION OF RESULTS
Most of the residents of the visited villages ended their education at primary level and only a few
people ended up to secondary and tertiary level respectively. There are many records of extended
families than nuclear families and mostly stay in smaller houses which may make them
susceptible to diseases like TB which is more common in overcrowded places. A high rate of
unemployment was recognized because residents do not qualify to get good paying jobs and they
mostly rely on agricultural produces for a living. Most of the respondents said they visit the
hospital when sick, than church and traditional doctors. This showed that most people understand
better the primary health care than that era where most people will consult traditional doctors
when sick. Behavioral factors putting residents, especially the youth, at risk are alcohol abuse
and other bad behavior of just being rebellious. This put them at risks of diseases like HIV/AIDS
and other sexually transmitted diseases, this was also said to be the result of unemployment. Poor
eating habits or unbalanced diet also put them at risk of diseases like diabetes, high blood
pressure and others therefore more health education and reaching out to people in different ways
are needed to address such issues. Most people showed that they have access to health
information as most participants indicated that they get health information from clinics, Kgotla
meetings and the media. People have access to the services even though some argue that the
health services are not satisfactory because there are few health professionals in health facilities,
and most do not meet their health needs. Land pollution is of most concern in some villages of
the Kweneng East as there are no dustbins around and the landfill is far, which needs collected
waste to be transported to it. Furthermore, residents complain that the water they drink is not
good for their health as a lot of chemicals are put into it and it sometimes causes diarrhea and
other stomach problems. Also, the water is rusty or dirty in most cases. Only a few people in the
populated Kweneng east ensure that they are in good health by exercising, regular checkups and
watching what they eat.

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 6. PRIORITIZATION
According to McKenzie, et al, (2009), Prioritization is a process whereby an individual or group
places a number of items in rank order based on their perceived or measured importance or
significance. In conducting a needs assessment, prioritization is generally a group process
whereby identified health issues during needs assessment are ordered by perceived significance
or importance. Prioritization is very essential when selecting the appropriate health problem to
address and selecting the appropriate intervention for that particular problem. When prioritizing,
certain elements needs to be taken into consideration to ensure that the appropriate problem is
being addressed as intended. The Hanlon method of prioritization was used to rank the problems
according to their significance. Though a complex method, the Hanlon method is advantageous
since the desired outcome is to implement intervention programs addressing the needs identified
during needs assessment. Once the health problems have been rated, we used the ‘PEARL’ test
to screen out health problems based on the following feasibility factors:
Propriety: is the program for the health problem suitable?
Economics: does it make economic sense to address the problem? Are there economic
consequences if a problem is not carried out?
Acceptability: Will the community accept the program? Is it wanted?
Resources: is funding available or potentially available for a program?
Legality: Do current laws allow program activities to be implemented?

Based on the three criteria rankings assigned to each health problem of the Hanlon Method, the
priority scores were calculated using the following formula:
D = [A + (2 x B)] x C
Where: A. Size of health problem ranking

B. Seriousness of health problem ranking

C. Effectiveness of intervention ranking

D. Propriety, Economics, Acceptability, Resources and Legality (PEARL)

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 7. CONCLUSION
Needs assessment was very purposefully as it indicated all that needed to be attended to, and it
was successfully done as a lot has been found out about the community, the most pressing issue
were identified from both the community, key informants of the DHMT and literature review.
Kweneng is has the largest population in Botswana, therefore, where there are a lot of people
there are high chances of health problems arising and unemployment, hence turning into the use
of drugs and alcohol abuse. From the analysis that was made the group concluded that alcohol
and drug abuse is the nucleus of most social problems and health problems that are present in
Kweneng East District. Also, a clear indication of the high prevalence of STIs, TB and HIV in
the district has been made. Several factors influence the choice of strategies or activities of the
group, and these include availability of resources, time frame, magnitude of the problem and
legal considerations. Several and appropriate interventions regarding the community are being
planned by the group members in order to address all if not some of the pressing issues in the
Kweneng East district.

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CHAPTER 2 (SCHOOL HEALTH)

1. INTRODUCTION
This part consists of all information regarding school health. It is an unfolding of what happened
during the school health needs assessment, how it was done and what was found in schools. The
needs assessment was done as a necessary practice for easy inputting of interventions as gaps
would have been recognized. Again, it was one way of getting permission to work with the
schools of interest in different areas around the village. A few schools out of the lot were chosen
to do needs assessment, sampling/pilot-testing and plan and implement interventions on. The few
schools were chosen looking at their locations; where they are located, in rural/urban areas.
School in rural areas were mostly preferred for interventions as in most cases, resources,
information and sensitization about certain issues take time to arrive to those areas. Kweneng
East district has approximately 70 government primary schools and a lot of junior schools with
one senior school in which school health programs have to be implemented according to the
school health policy of Botswana. There are also a lot of English medium primary schools,
junior and a few senior secondary schools which are as well eligible for the school health
program.

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 2. HISTORICSL BACKGROUND
This section describes the practicum expectations regarding the school health of the student body
under Kweneng East DHMT. School health can be defined as various activities that are taken by
the health team in conjunction with the school authorities, teachers, and parents to promote the
highest possible health for school children during their years of study, (Butler, 2001).
Furthermore, school health involves teaching students about health and health related behaviors.
The children of today are the adults of tomorrow, and their health is strongly linked to their
academic success and their academic success is strongly linked with their health. They deserve to
inherit a safer and healthier world (WHO, 2002). Effective school health programs are viable
means to simultaneously address the inseparable goals of ‘health for all and education for all’.
The school going children of Botswana constitute about one third of the total population.
According to Central Statistics Office, (CSO, 2011), out of the eighty-three percent (201,003) of
the Kweneng East population is young as over 35% of its residents are children fifteen years or
younger. The provision of adequate school health services for this group is an obligation to the
government. The MOH, MOE and MLGLH recognize the shared responsibility among health
workers, teachers, other school personnel and parents to screen, monitor and promote the child s
health school health program (Botswana National School Health Policy and Procedures Manual,
1999).

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3. METHODOLOGY

3.1. Data collection tools and methods

As for the data collection tools and methods, similar tools and methods were used as to those
in the community health needs assessment. A questionnaire was used to collect information
or assess the needs of schools in Kweneng East. It was used to cover all the information that
a school had to be assessed looking at and in connection with school health manual and
policy. It also helped to gain insights into the influences the school, family and other social
contexts have on students’ lifestyle. The questionnaire covered all the eight components of
school health program; school health instruction, physical education, school health services,
nutritional services, health promotion for staff, counseling services, healthful school
environment and parent/community involvement. Sampling of the schools was on a random
base depending on availability of resources and questionnaire was administered on guidance
and counseling teacher or any school personnel who had information on health of students
and surroundings. Literature review was used to get information for other schools in the
district and observation was used to view certain aspects during the needs assessment in the
schools, for example, classrooms and surroundings, water supply, hand washing facilities and
food hygiene. Assessment was done on 10 primary schools and 5 junior schools.

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 4. FINDINGS

The top 10 diagnosis that were found during the needs assessment are:

1. Other diseases conditions

2. Respiratory system diseases

3. Muscle-skeletal system diseases

4. Hypertension

5. Skin condition

6. Tonsillitis

7. HIV/AIDS

8. Eye diseases

9. Other external injuries and

10. Diarrhea, respectively.

Among these listed diseases, there are some which are as well in the top 10 causes of diseases,
and they are;

1. HIV/AIDS

2. Unknown

3. Cancer

4. Tuberculosis

5. Diabetes

6. Assaults

7. Road traffic accidents

8. Diarrhea

9. Hypertension and

10. Pneumonia

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Picture 13.0 showing the water tanks in one of the Kweneng East district

Picture 14.0 showing IEC material and a water tank in one of the schools in Kweneng east

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Nutrition services

Table 1.1

Title: The overall menu of most junior schools in Kweneng east schools

DAYS BREAK LUNCH

MONDAY Tea and bread with peanut Maize and beef

butter

TUESDAY Drink and bread with peanut Samp and beans

butter

WEDNESDAY Tea and bread with peanut Rice ,chicken and salads
butter

THURSDAY Drink and bread with peanut Maize meal and beef
butter

FRIDAY Tea and bread with peanut Samp and beans

butter

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SCHOOL HEALTH PROBLEMS

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 5. INTERPRETATION OF RESULTS

5.1. NUTRITION SERVICES

The nutrition in most of Kweneng East schools standard was rated as average. Food handlers had
protective clothing which was said to be incomplete. Medical check-ups are done once a year.
There are food outlet being the school tuck shop which retail fat cakes, drinks, ice pops sweets
and chips in most of the schools. No cases of food poisoning were reported in any school.

Title: School health problems in Kweneng East District

SCHOOL HEALTH HOW THE PROBLEM IS ADDRESSED BY THE SCHOOL

PROBLEM

Truancy Follow-up by under taking home visits and return them to

school.

HIV & AIDS Provide them with food and take their medication in school

Alcohol and drug abuse Addressed in school assembly and those who are bulling
others are punished

Teenage pregnancy Students are educated on issues of teenage pregnancy

Alcohol and teenage pregnancy are the two common school health problem that are escalating
number of cases and to address these problems the school teach the students about the
importance of education and the risks of abusing drugs which leads them to become being
pregnant when they are still young.

5.2. FAMILY AND COMMUNITY INVOLVEMENT

Kweneng East schools have PTA which is made up of parents of students, school staff and
community leaders. In most of the schools the PTA meetings are held once every school term.
The attendance of parents is said to be unsatisfactory even though parents are involved in their

32
children school health because they come to inform the school about their children health and
avail their contacts in case of emergencies. Problems faced by the school when working with
parents is a small number turn up when they are called to school. Also the parents do not turn up
in good numbers for report collection the reason being that they stay at the lands most of the time
lack of responsibility, lack of collaboration and some parents are afraid of their children.

5.3. SCHOOL HEALTH EDUCATION / INSTRUCTIONS

They have comprehensive school health instruction which is offered through inviting health
personnel’s, educate the students during lessons in classes and also information, education,
communication materials. Through this the school beliefs its community get well informed. We
have discovered that even though the schools have information, education, communication
materials they are not up dated.

5.4. COUNSELING PSYCHOLOGICAL AND SOCIAL SERVICES

There are counselling services which its level of utilisation was marked as average in most of
Kweneng East Schools. The limitations that the counselling office comes across are: it is not
easy for the school community to approach the offices to seek for help; the parents do not come
forward to inform the school about issues affecting their children.

There are also different school clubs. The schools offer a supportive environment for the students
and teacher through addressing parents in PTA meetings. School address students at the
assembly on issues concerning them and teachers are advice to be friendly to students.

5.5. VULNERABLE GROUPS

There are vulnerable groups in some schools of Kweneng East.

Title: Vulnerable groups in Kweneng East District

VULNERABLE HOW THEY ARE HELPED

GROUP

Orphans Work hand in hand with social workers

Needs Recommend for assistance from social workers especially for uniform

33
Disabled (death and Special attention like sitting in front during lessons
one handed/handy
capped)

34
 6. CONCLUSION
School communities consist of three groups of people which are: teachers, non-teaching staff and
students. All concerned parties should be brought on board to rescue the situation of school
health for students which is one among other goals of WHO. The government of Botswana and
teachers should come to an agreement of teachers being involved in extra-curricular activities as
they play a critical role in the development and health of a child. Parents should be empowered
so that they know the importance of education on the future of their children, and assist teachers
with the growth of children. There is also a critical need for school health coordinators at to be
appointed or reviewing their roles. This will most likely ensure that the school health program
gets attention it deserves and will hopefully be properly implemented. The focal teachers or
nurse should, where possible, make regular presentations on assessment results to meetings of
local official structures such as the PTA or VDC. Such interaction would most likely have a
double effect of mobilizing support for the program and empowering community members with
information that they, in turn, can use towards the health of their school going children. Food
handlers in schools should be trained on proper handling and preparation of food for good and
proper health of the students. Ongoing health education to students and teachers on health related
issues should also be made for them to be made alert or aware of prevailing diseases and how to
protect or prevent themselves from the. Encourage teachers to cooperate and support school
health programs and revive school health clubs, so that they can help improve health of the
school. Again, students, our leaders of tomorrow, are a good medium of information
transmission, so educating them about health and its issues is key as they a way of keeping the
whole community in good health. Plans for interventions to be done for the school health of the
students are ongoing, and different stakeholders will be involved, hence making them
(stakeholders), aware of the problems at hand.

35
 7. REFERENCES

Butler, T.J. (2001). Principles of Health Education and Health Promotion. 3rd ed. New York:
Wadsworth/Thomson Learning Publishers.

Bectiky, A, (1997). Adventuring in Southern Africa: The Great Safaris and Wildlife Parks of
Botswana. USA. Longman publishers
Detels. R., Beaglehole. R., Lansang. M., & Gulliford. M., (2009). Oxford textbook of public
health. 5th ed. Oxford University Press. USA

Hodges, B.C., & Videto, D.M. (2005). Assessment and Planning in Health Programs. Jones and
Bartlett Publishers, Inc. USA: Canada

Maternal & Child Health /Family Health Division. Botswana National School Health Policy and
Procedures Manual. (1999). Ministry of Health. Printed by the Government Printer, Gaborone

McKenzie, F.J., Neiger, L.B., and Thackeray, R. (2009). Planning, Implementing and Evaluating
Health Promotion Programs. A PRIMER. 5th ed. San Francisco: Pearson Benjamin Cummings.

Parahoo. K., (1997). Nursing Research: Principles , process and issues, London: MACMILLAN
PRESS LTD

Polit, D.F and Beck, C.T .(2004),Nursing Research principles and methods, Philadelphia:
Lippincott Willians and Wilkins

World Health Organisation. (2002). Information Series On School Health Document, An

Essential Component Of Health – Promoting School.

36
 1. APPENDICES

APPENDIX 1

1.1. CONSENT FORM FOR COMMUNITY HEALTH NEEDS ASSESSMENT

We are Health Education year III students from Serowe Institute of Health Sciences and are
conducting a needs assessment survey in Kweneng East District. The group comprises of Olebile
Bonny Dikago, Botsalano Mmolainyane and Sylvester Ndito Mosiiwa; and we wish you could
participate. It is meant to identify the health needs of the community, and will take 20-30
minutes. There may be words or statements that you might not understand, please stop me for
any clarifications needed. The purpose of the assessment is to help demonstrate an understanding
of the roles of a health educator, within the healthcare field. This is meant to enhance the
development of our skills as health education trainees. The Kweneng East District residents will
also benefit from this community health needs assessment as interventions, programs and
strategies will be implemented to address the identified health needs.

There will be recommendations made to the relevant personnel for the unmet health gaps
identified. Participating on this survey is entirely voluntary, therefore you are not forced to take
part in this survey or you can pull out anytime during the session. The information that we
collect from this project will be kept confidential; your name and other identifying information
(address and phone numbers) are not required in this survey. All information given will be taken
to relevant authorities.

If there are any enquiries do not hesitate to call Serowe Institute of Health Sciences, on 4630396.

CERTIFICATE OF CONSENT

I have read the foregoing information; I have asked questions and have been satisfyingly
answered. I consent voluntarily to participate as a participant in this research.

Signature of Participant ___________________ Signature of the interviewer ____________

Verbal Consent (Put a cross)

Date _________________________________ Date_________________

37
 1.2. PAMPIRI YA KOPO
Re kopa o nne motsaya-karolo mo dipatlisisong ka tse di amang botsogo jwa banni ba
Molepolole le metse ee mabapi ka tse di tlaabong di dirwa ke baithuti ba Serowe Institute of
Health Sciences ebong; Olebile Bonny Dikago, Botsalano Mmolainyane le Sylvester Ndito
Mosiiwa.

Maikaelelo a tiro e ke go leka go senola tse di amang botsogo jwa banni ba Molepolole. Ka go
bo re le baithuti, maduo a re tlaa a bonang a tlaa dirisiwa ke ba ba lebaneng go leka go thusa fa
go kgonega.

Re le tshepisa gore sengwe le sengwe se le se re bolelelang ga se na go itsewe ke ope ntleng le ba

ba maleba. Go tsaya karolo mo patlisisong e ga go pateletswe mme ebile oka tlogela mo tseleng
fao ka batla go dira jalo. Potsolotso e e ka tsaya metsotswana fela ee sa feteng masome a mararo,
mme dipotso le tsone dia letlelelwa fa go sa tlhaloganyesegeng.

SETLAKANA SA TUMALANO

Ke badile, ke tlhalogantse e bile ke amogetse kopo e e fa godimo, ka jalo ke tlaa tsaya karolo mo
potsolotsong e.

Monwana wa motsaakarolo_______________________ Monwana wa mmotsolosi

Tumalano ka molomo

Kgwedi______________________________________ Kgwedi_______________

38
2. QUESTIONNAIRE FOR THE COMMUNITY

GOAL: To assess the health needs of the Kweneng East residents

OBJECTIVES:
1) At the end of the interview, health education students should have recorded at least
1/2 of demographic information in Kweneng East.
2) The interviewer should have recorded at least 85% of prevailing diseases, by the end
of the interview.
3) After the interview, students should have recorded 96% of the historical information
in Kweneng East
4) At the end of the interview, students should have recorded at least 98% common
social problems in Kweneng East residents.
5) By the end of the interview, students should have recorded at least 95% of
environmental factors that influence the health status of residents
6) At the end of the interview, health education students should have discovered 98% of
different sources of water available in Kweneng East.
7) Students should have identified 97% of ways of waste disposal in Kweneng East at
the end of the interview.

39
2.2. QUESTIONNAIRE FOR THE COMMUNITY
SECTION 1

[Tick () where applicable]

1. Gender: Male Female

2. Age group: 18-28 29-38 39-48 49-58 59 and above

3. Nationality: Motswana Foreigner

4. Educational level: Primary Secondary Tertiary None

5. Type of family: Nuclear Extended Single parent others

According to the statistics Kweneng East DHMT there is high incidence of TB in your
community. Therefore we are carrying out a survey to find out the level of knowledge of
the residents about TB.

1. As a resident of this village do you believe that these statistics are true or there is there
are any other diseases that you think are growing than TB?

I agree I don’t agree I do not know

Give reasons for your answer

______________________________________________________________________________
______________________________________________________________________________

2. What do you know about TB?

Nothing I was taught about it at the clinic I read about it

40
3. i. How is TB spread?
________________________________________________________________________
________________________________________________________________________

ii. How is TB prevented?

___________________________________________________________________________
___________________________________________________________________________

4. What is the community doing to reduce the spread of TB?

___________________________________________________________________________
___________________________________________________________________________

5. What is the government doing to reduce the spread of TB?

___________________________________________________________________________
___________________________________________________________________________

6. What do you think can be done to reduce the spread of TB?

___________________________________________________________________________
___________________________________________________________________________

7. How do you access health information about TB?

___________________________________________________________________________
___________________________________________________________________________

8. i. Are there coughing spots in the clinics?

Yes No

ii. If yes, do the patients use this coughing spots?

___________________________________________________________________________
___________________________________________________________________________

iii. If no, what hiders the patients from using the cough spots?

___________________________________________________________________________
___________________________________________________________________________

9. Is there anything you want to share with us concerning TB?

___________________________________________________________________________
___________________________________________________________________________

41
2.3 QUESTIONS FOR THE COMMUNITY
KAROLO YA NTLHA

Kgwarelafa go tshwanetseng

1. Bong Mme Rre

2. Dingwaga 18-28 29-38 39-38 49-58 59 and above

3. Letso: Motswana Motswakwa

4. Dithutego: Tse Dipotlana Tse dikgolwane Tsa ithutelo tiro

Gake a tsena sekolo

5. Mofuta wa lelwapa:
Le le sa atologang Le le atologileng La motsadi a le mogwe A mangwe

KAROLO YA BOBEDI

Dipalo di supa fa bolwetse jwa TB bo gola ka dipalo tse di kwa godimo mo kgaolong ya
lona. Ka jalo re dira dipatlisiso gore re tle re itse gore banni ba motse ba na le kitso ee kae
ka bolwetse jo.

1. i. O le mmoni wa kgaolo e, ao dumela gore dipatlisiso tsa bongaka di bua nnete fa gotwe
TB ke jone bolwelo golang ka dipalo tse di kgaolog e?

Ke a dumela Ga ke dumele Ga ke itse

ii. Tlhalosa karabo ya gago

______________________________________________________________________________
______________________________________________________________________________

2. O itse go le kae ka bolwetse jwa TB?

Ga ke itse sepe Ke rutilwe ka jone ko kokelong Ke badile di pampiri

42
 3. i. Bolwetse jwa TB bo tshelwana jang?

______________________________________________________________________________
______________________________________________________________________________

ii. Motho o ka itshireletsa jang gore a seka tsenwa ke bolwetse TB?

______________________________________________________________________________
______________________________________________________________________________

4. Sechaba se dira eng go leka go fokotsa go anama ga mogare wa TB?

___________________________________________________________________________
___________________________________________________________________________

5. Puso e dira eng go leka go fokotsa go anama ga mogare wa TB?

___________________________________________________________________________
___________________________________________________________________________

6. O bona go ka diriwa eng go fokotsa kanamo ya bolwetse jwa TB.

___________________________________________________________________________
___________________________________________________________________________

7. O bona kae molaetsa wa bolwetse jwa TB?

________________________________________________________________________
________________________________________________________________________
8. i. A dikokelwana di na le mafelo a go gotlholelwang teng?

Ee Nnyaa

ii. Fa karabo ele ee, a mme batho ba dirisa mafelo a?

________________________________________________________________________
________________________________________________________________________
iii. Fa karabo ele nnyaa, ke eng se se dirang gore batho ba seka ba ba dirisa mafelo a?
________________________________________________________________________
________________________________________________________________________
9. A gona le sengwe se o ka eletsang go se kgaogana le rona?
________________________________________________________________________
________________________________________________________________________

43
 3. OBSERVATION GUIDE TOOL

Goal: To observe the physical lives of the Kweneng East community

Objectives

1. By the end of observation activity the investigators should be able to relate at least 3
aspects of geographic information obtained to the health of Kweneng East Community.
2. At the end of the field practicum, investigators should have depicted at least 2 pollution
factors which affect Kweneng East Community
3. By the end of the field practicum, researchers should have discovered at least 3 sanitation
system in Kweneng East District
4. At the end of observation the investigators should be able to identify at least 2 kinds of
housing found in Kweneng East District
5. At the end of the observation activity the investigators should be able to identify at least 3
types of transport used in Kweneng East District.

44
 3.1. OBSERVATION TOOL FOR COMMUNITY HEALTH

GEOGRAPHICAL FEATURES

Geographical Picture(tick after Comments

feature taking a picture)

Rivers

Hills

Type of soil

Land scape

Others

POLLUTION

Type of pollution Picture(tick after Comment

taking a picture)

Air Pollution

Land Pollution

Water Pollution

Others

45
SANITATION

Factor Picture(tick after Comment

taking a picture)

Source of water

Sewage system

Waste disposal system

Others

HOUSING

Factor

Picture(tick after taking a Comment

picture)

The availability

Type of housing

Quality of housing

Others

46
 4. LITERATURE REVIEW TOOL GUIDE

Goal: To determine what is already known about Kweneng East community

Objectives:

1. At the end of the literature review the researchers should be able to interpret at least four
aspects of historical information obtained about Kweneng East District.
2. At the of the literature review, the investigator should be able to analyze the administration
system in most of the Kweneng East district.
3. At the end of the literature review the investigators should be able to critic at least 3 aspects
of demographic information obtained
4. At the end of the literature review the investigators should have identified demographic
characteristics of Kweneng East community

ACTIVITY 1

1. To collect historical information about Kweneng East community from secondary data sources

Aspect Information discovered Comments

Traditional set up

The tribal administration

and DHMT set up

Distribution of power

Politics

47
ACTIVITY 2
2. To collect secondary data on demographic information about Kweneng East community in
relation to

Aspects Information discovered Comments

Total population

Number of births

Number of
deaths(specify age and
cause of deaths)

APPENDIX 2

1. CONSENT FORM FOR SCHOOL HEALTH NEEDS ASSESSMENT

We are Health Education level III students from Serowe Institute of Health Sciences. We are
conducting a school health needs assessment in Kweneng East District schools. The group comprises
of Olebile Bonny Dikago, Botsalano Mmolainyane and Sylvester Ndito Mosiiwa; and we wish you

48
could participate. This study is intended to be carried out with some of the schools in Kweneng East
District. This will be done through interviews which will take 20-30 minutes. There may be words or
statements that you might not understand, please stop me for any clarifications, where needed.

The purpose of the assessment is to help us demonstrate an understanding of the roles of a health
educator, within the profession of a healthcare field. This will also benefit Kweneng East District
schools as specific interventions, programs and strategies will be implemented to address the
identified school health needs. There will be recommendations made to the relevant personnel for
the unmet health gaps identified.

Participating on this survey is entirely voluntary, therefore you are not forced to take part in this
survey or you can pull out during the session. The information that we collect from this project will
be kept confidential; your name and other identifying information (address and phone numbers) are
not required in this survey. All information given will be taken to relevant authority.

If there are any enquiries do not hesitate to call Serowe Institute of Health Sciences, on 4630396.

CERTIFICATE OF CONSENT

I have read the foregoing information; I have asked questions and have been satisfyingly answered. I
consent voluntarily to participate as a participant in this research.

Signature of Participant ____________ Verbal Consent (Put a cross)

Date_________

Signature of researchers (1) _____________ (2) ______________ (3) ______________ Date______

 Participant received a copy.

2. QUESTIONNAIRE FOR SCHOOL HEALTH

Goal

To assess school health needs in Kweneng East schools.

49
 Objectives

1. To examine environmental health services of Kweneng East schools at the end of the field
practicum.
2. To examine the counseling and social services available in Kweneng East schools at the end
of the field practicum.
3. To find out several nutritional services available in Kweneng East schools by the end of field
practicum.
4. To examine the involvement of parents/community in Kweneng East schools by the end of
field practicum.
5. To identify health promotion services available for staff in kweneng East schools at the end of
the field practicum.
6. To determine the importance of physical education on students at Kweneng East school by
the end of field practicum.

3. QUESTIONS FOR SCHOOL HEALTH

1. SCHOOL PROFILE

i. Name of the School……………………………………………

ii. Year the School Started Operating………………………………………

iii. Location: District……………………. Village………………….. Ward………………….

50
iv. School Community: Total number of teaching staff ………Male……….Female ………

Total number of non-teaching staff …...Male ………Female………..

v. Toilets: Total number of teaching staff’s toilets ……. Male……….Female…………

Total number of non-teaching staff’s toilets ……Male ………Female………
vi. Total number of classrooms……………

1. ENROLMENT
i) Number of students per level

PRIMARY SCHOOL JUNIOR SECONDARY SCHOOL

LEVEL MALE FEMALE TOTAL LEVEL MAL FEMALE TOTA

E L
Pre-school FORM 1

Standard 1 FORM 2

Standard 2 FORM 3

Standard 3

Standard 4
SENIOR SECONDARY SCHOOL
Standard 5 LEVEL MALE FEMALE TOTAL
Standard 6 FORM 4
Standard 7 FORM 5
TOTAL TOTAL

Number of students per classroom

Number of students per teacher
Number of students per toilet

COUSELING PSYCHOLOGICAL AND SOCIAL SERVICES

2. Are there counseling services available for the school community?

51
 Yes No

i) If no, why?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
ii) If no, where does school community access the health services?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
iii) If yes, name them?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
3. Rate their level of utilization

Very good Good Average poor Very poor

4. What constraints does the school come across when offering the above mentioned services?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

5. Are there any school health clubs in the School?

Yes No

i) If yes, name them?

…………………………………………………………………………………………………
…………………………………………………………………………………………………..
ii) If No, why?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
6. What is the school doing to provide a supportive/conducive environment for the school
community?
…………………………………………………………………………………………………
…………………………………………………………………………………………………

7. Are there any vulnerable groups in this school? Yes No

52
 i) If yes, which are they?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
8. What services do offer to these vulnerable groups?
…………………………………………………………………………………………………
………………………………………………………………………………………………….

NUTRITION SERVICES

I. SCHOOL MENU

DAYS BREAK LUNCH

Monday
Tuesday
Wednesday
Thursday
Friday

9. Rate the nutritional standard of food offered to the students? Put a cross in the appropriate
box.

Very good Good Average Poor Very poor

FOOD HANDLERS

10. Do food handlers have protective clothing?

Yes No

I. If no, why?
…………………………………………………………………………………………………
…………………………………………………………………………………………………

II. If yes, what are they?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
III. Have you had any cases of food poisoning in this school?

Yes No

53
 I. If yes, how did you deal with them?
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
11. Medical check-ups per year for food handlers:……………………………….

12. Are there any food vendors near the school?

Yes No

I. If no, please explain why.

…………………………………………………………………………………………………
…………………………………………………………………………………………………
II. If yes, what kind of food do they sell?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
13. What sporting codes does the school offer to students?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
14. Is there sufficient training equipment for these students?

Yes No

i. Are they in good condition?

…………..
15. Rate the overall level of student involvement in sports activities?

Excellent good average poor

16. Are parents involved in school sporting activities?

Yes No

I. If Yes how?
……………………………………………………………………………………………………
……………………………………………………………………………………………………

II. If no, what is the school doing to enhance parents’ involvement?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
17. How does the school staff encourage students to take part in physical education?

54
 …………………………………………………………………………………………………
…………………………………………………………………………………………………

FAMILY AND COMMUNITY INVOLVEMENT

18. Is there a Parents Teachers Association (PTA) in this school?

Yes No

If no, what hinders you from having this Association?

............................................................................................................................................................
............................................................................................................................................................

19. If yes, who forms this Parents Teachers Association (PTA)?

………………………………………………………………………………………………
………………………………………………………………………………………………
20. How often does the school hold PTA meetings?
……………………………………….

21. Rank the attendance family and community in the PTA meetings.

GOOD AVERAGE POOR

22. Are the family and community involved in the children’s school health?

YES NO

i) Briefly explain the above response.

………………………………………………………………………………………………………
………………………………………………………………………………………………………

23. What constraint does your office face when working with parents?
………………………………………………………………………………………………………
………………………………………………………………………………………………………

24. Rate the level of parents’ turn-up for students report collection.

Very good Good Average Poor Very poor

55
25. What school health problems does your office usually encounter?

Number of cases recorded in 2014

School health First term Second term Third term Fourth Term
problem
Alcohol and drug
abuse

Truancy

Teenage pregnancy

Eating disorders
Suicide and
depression

Accidents
Others

26. How do you address these encountered problems?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

27. Do you have health promotion service for staff?

Yes No

I. If no what do you think hinders the school from offering those services?
………………………………………………………………………………………………
……………………………………………………………………………………………

II. If yes list them?

................................................................................................................................................
...............................................................................................................................................

56
 4. OBSERVATION GUIDE FOR SCHOOL HEALTH

Goal

To observe the physical environment of schools in Kweneng East.

57
Objectives

At the end of observation the researchers should be able to classify the condition of the
classrooms in Kweneng East schools.

At the end of the observation the researchers should to able to explain the state of food handlers
Kweneng East schools.

At the end of observation the researchers should be able to depict the condition of sanitation in
Kweneng East schools.

5. OBSERVATION GUIDE FOR SCHOOL HEALTH

2. CLASSROOMS AND SURROUNDINGS

Classrooms, Status ( Tick where applicable)

Hostels, &

58
 Surroundings

Classrooms Adequate Inadequate Well Not

kept well
kept

School Fence and

Gate Available Not available

Safe Not safe

Playground
facilities/Equipment Available Not available

Safe Not safe

School Garden Available

Not available

Productive Not productive

General Outlook
e.g. Littering

Structural Defects

3. WATER SUPPLY
I. Number of Stand Pipes_____________________________________

II. Source of Water Supply Adequate: Yes No

III. Quality of Water Satisfactory: Yes No

Remarks:

59
______________________________________________________________________________
______________________________________________________________________________

4. HAND WASHING FACILITIES

(Tick where applicable)

AVAILABILITY
BUCKETS
Adequate Inadequate

AVAILABILITY
BASINS
Adequate Inadequate

AVAILABILITY
CUPS
Adequate Inadequate

SOAP AVAILABILITY

Yes No

Remarks______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

5. I. FOOD HYGIENE

Buckets, dishing spoons

Item Adequacy Hygienic Unhygienic

Kitchen

Serving of
Meals

State of Food

60
 Pots for
Cooking

Utensils

Food Storage
Spaces

Storage Status

7. FOOD HANDLERS (COOKS)

I. Availability of Protective Clothing Yes No

II. Is Protective Clothing Clean? Yes No

III. General Body Cleanliness Hygienic Unhygienic

8. SANITATION

Item Number Type/Method Status/

Availability

Toilets

Children per
Toilet

Refuse
Disposal

Water
Drainage

61
Toilet
Papers

62