PROGRESS ON
DRINKING WATER,SANITATION
AND HYGIENE INSCHOOLS 2015-2023
Special focus on menstrual health

WHO/UNICEF JOINT MONITORING PROGRAMME FOR WATER SUPPLY, SANITATION AND HYGIENE

Progress on Drinking Water, Sanitation and Hygiene in
Schools 2015–2023: Special focus on menstrual healthISBN (UNICEF) 978-92-806-5553-7
ISBN (WHO electronic version): 978-92-4-009749-0
ISBN (WHO print version): 978-92-4-009750-6© United Nations Children’s Fund (UNICEF) and World
Health Organization (WHO), 2024
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Suggested citation. Progress on Drinking Water, Sanitationand Hygiene in Schools 2015–2023: Special focus on
menstrual health. New York: United Nations Children’s Fund
(UNICEF) and World Health Organization (WHO), 2024.

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Acknowledgements
This report was developed and produced by the WHO/UNICEF Joint Monitoring Programme team: Jorge Bica (UNICEF), Christie
Chatterley (independent consultant), Ayça Dönmez (UNICEF), Rick Johnston (WHO), Francesco Mitis (WHO) and Tom Slaymaker(UNICEF). UNICEF was the lead publication agency for this report. Strategic direction was provided by João Pedro Azevedo (UNICEF),
Bruce Gordon (WHO) and Cecilia Scharp (UNICEF). The report was edited by Richard Steele. Thanks to Marni Sommer (Columbia
University), Marije Broekhuijsen (UNICEF), Therese Mahon (WaterAid), Bethany Caruso (Emory University), Belen Torondel-Lopez(London School of Hygiene and Tropical Medicine), Jacquelyn Haver (Save the Children), and Penelope Phillips-Howard (Liverpool
School of Tropical Medicine) for reviewing the report section focusing on menstrual health.
This report would not have been possible without the contributions of UNICEF and WHO staff in regional and country offices who
identified new sources of data and facilitated country consultations with national stakeholders on draft estimates from November 2023
through February 2024.
UNICEF and WHO gratefully acknowledge the financial support provided by the Department for Foreign Aid and Trade (Australia), theAustrian Development Agency (Austria), the Bill and Melinda Gates Foundation, the Agence Française de Développement (France),
the Federal Ministry for Economic Cooperation and Development (Germany), the Directorate-General for International Cooperation(Kingdom of the Netherlands), the European Commission (EU), the Swiss Agency for Development and Cooperation (Switzerland), theForeign, Commonwealth & Development Office (United Kingdom), and the United States Agency for International Development (UnitedStates of America).

PROGRESS ON DRINKINGWATER, SANITATION AND
HYGIENE IN SCHOOLS 2015-2023
Special focus on menstrual healthCONTENTS

1
2
3
4
5

6

HIGHLIGHTS

6

WASH in schools in 2023

INTRODUCTION

9Global progress on WASH in schools

PROGRESS ON DRINKINGWATER IN SCHOOLS

15
16
20

Key messages
Basic water service
Limited or no water service

PROGRESS ON
SANITATION IN SCHOOLS

23
28

Key messages
Basic sanitation service
Limited or no sanitation service

PROGRESS ON
HYGIENE IN SCHOOLS

31
32
36

Key messages
Basic hygiene service
Limited or no hygiene service

SPECIAL FOCUS ON
MENSTRUAL HEALTHIN SCHOOLS

41
42
45
46
49
57

Key messages
Introduction
Data availability
Materials
Facilities
Knowledge

ANNEXES

73
80
82
96

1: Methods
2: Regional groupings
3: WASH in schools estimates
4: Regional and global WASH in schools estimates

24

60
63
63
68
69

Discomfort/disorders
Supportive social environment
Menstrual health impacts
Conclusion
References

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

5

Highlights

HIGHLIGHTSWASH IN SCHOOLS IN 2023
138 countries

DRINKING WATER
77% of schools
8BASIC SERVICE

77

81%

Secondary75%

Primary

Sanitation

Limited service

No service

Hygiene144 countries
had estimates

78% of schools

Basic
LimitedNo service

11
11

had a basic
sanitation service

78

83%

Secondary75%

Primary

2x increase

2x increase

acceleration needed
for universal accessby 2030

acceleration needed
for universal accessby 2030

Coverage of basic services

Coverage of basic services

49%

Low-income countries
High-income countries

LIMITED/NO SERVICE

Basic
LimitedNo service

15

had a basic
drinking water
service

SANITATION

had estimates

Drinking water

>99%

49%

Low-income countries
High-income countries>99%

447 million children

427 million children

lacked a basic drinking water
service at their school

lacked a basic sanitation
service at their school

293 million

153 million

222 million

205 million

unimproved or
no water source

improved source
but no water available

unimproved or no
sanitation facility

improved facilities,
but not single-sex or not usable

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

6

Highlights

Menstrual healthHYGIENE

MENSTRUAL HEALTH

134 countries had estimates

67% of schools

Basic
LimitedNo service

21

had a basic
hygiene service

1230 countries had national data*

Preliminary estimates based on emerging national data**
Globally
Around 2 out of 5 schools provide
menstrual health education

67

Secondary67%

Primary

65%

Around 1 in 3 schools have bins
for menstrual waste in girls’ toilets

4x increase

acceleration needed
for universal accessby 2030

Central and Southern Asia

Sub-Saharan Africa

Around2 out of 5 schools

Around1 in 8 schools

provide menstrualeducation

1 in 34 in 5

primary

secondary

have menstrualmaterials available
for free orpurchase

Schools with bins available for menstrual waste in girls’ toilets
Coverage of basic services
Low-income countries
High-income countries

28%

>99%

Central and Southern Asia

35%

Sub-Saharan Africa

11%

Least Developed Countries

17%

Most commonly available national menstrual health data

646 million
childrenlacked a basic hygiene
service at their school

406 million

240 million

no handwashingfacility or
no waterhandwashing facilities
with water but nosoap

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

7

Facilities

Knowledge

Materials(22 of 30 countries)(19 of 30 countries)(15 of 30 countries)*Nationally representative data related to at least one of the internationally recommended Priority List ofIndicators for Girls' Menstrual Health and Hygiene (2022)(https://www.publichealth.columbia.edu/research/programs/gate/monitor-mhh/monitoring-resources).
**Nationally representative data for menstrual health indicators remain limited and indicator definitions
vary making cross-country comparison difficult. Preliminary regional and global aggregates should
therefore be treated with caution.

Highlights

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

8Highlights

SECTION 1

Introduction
Global progress on WASH in schools
The World Health Organization (WHO) and United Nations Children’s
Fund (UNICEF) Joint Monitoring Programme for Water Supply, Sanitationand Hygiene (JMP) produces internationally comparable estimatesof progress on drinking water, sanitation and hygiene (WASH) and is
responsible for global monitoring of the Sustainable Development Goal
(SDG) targets related to WASH. The JMP releases updated estimatesfor WASH in households in odd years and updated estimates for WASH
in schools and health care facilities in even years. This report presents
updated country,1 regional and global estimates for WASH in schools
up to the year 2023 and includes additional analysis of subnational
inequalities and emerging data on menstrual health among adolescentschoolgirls. It supersedes previous progress updates.
The 2030 Agenda for Sustainable Development includes global goals forwater and sanitation and for education. Goal 4 aims to ensure ‘inclusive
and quality education for all and promote lifelong learning’ andincludes targets to build and upgrade education facilities that are child,disability and gender-sensitive and provide safe and effective learning
environments for all (4.a). This includes providing all schools withaccess to electricity, computers, the internet, adapted infrastructure
and materials for students with disabilities, and basic WASH services(4.a.1). Goal 6 aims to ‘ensure availability and sustainable managementof water and sanitation for all’ and includes targets for universal accessto safe drinking water (6.1), sanitation and hygiene (6.2) for all.
1 The JMP tracks progress in 234 countries, areas and territories, including all United Nations Member States. Statistics inthis report refer to countries, areas and territories. For further details see (https://washdata.org).

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

9Introduction

The JMP uses service ladders tobenchmark and compare progress on
WASH in schools across countries (Figure1). These service ladders for schools aredesigned to track progress towards a basic
level of service, which is the indicator used
for global monitoring of SDG targets for
WASH in schools. While the basic service
indicators are universally relevant, they do
not capture all aspects of WASH services
that are important for a safe and inclusive
learning environment. The JMP aims
to highlight examples of other relevant
indicators from national monitoring systems
and will consider reporting on additional
service levels in future. This report hasa special focus on menstrual health andexamines the availability of national data
corresponding to globally recommended
priority indicators for girls’ menstrual
health and hygiene.2
For the purposes of SDG monitoring, abasic drinking water service means schools
have access to an improved water source3
from which water is available, a basic
sanitation service means schools have
improved sanitation facilities4 that are
2 Global MHH Monitoring Group, Priority List of Indicators for Girls’
Menstrual Health and Hygiene: Technical guidance for national monitoring.
New York: Columbia University. 2022 (www.publichealth.columbia.edu/
file/8002/download?token=AViwoc5e).
3 Improved sources include piped water, boreholes or tubewells, protected
dug wells, protected springs, and packaged or delivered water. Unimproved
sources include unprotected wells, unprotected springs, and surface water.
4 Improved facilities include flush/pour-flush toilets, ventilated improved
pit latrines, composting toilets, and pit latrines with a slab or platform.
Unimproved facilities include pit latrines without a slab or platform, hanging
latrines, and bucket latrines.

Service ladders for WASH in schools
DRINKING WATERSANITATIONHYGIENE

Drinking water from an
improved source and wateris available at the school at
the time of the survey

Improved sanitation facilities
at the school that are singlesex and usable (available,
functional and private) at thetime of the survey

Handwashing facilities
with water and soap
available at the school at
the time of the survey

LIMITEDSERVICE

Drinking water from an
improved source but wateris unavailable at the schoolat the time of the survey

Improved sanitation facilities
at the school that are either
not single-sex or not usable
at the time of the survey

Handwashing facilities
with water but no soap
available at the school at
the time of the survey

NO SERVICE

Drinking water from an
unimproved source or nowater source at the school

Unimproved sanitation
facilities or no sanitation
facilities at the school

No handwashing facilities
or no water available atthe schoolSERVICE LEVELBASICSERVICE

FIGURE 1

Service ladders for global monitoring of WASH in schools

single-sex and usable,5 and a basic hygiene
service means schools have handwashingfacilities with soap and water6 available atthe time of the survey. The JMP service
ladders also distinguish between schools
providing a limited service that does not fully
meet the criteria for a basic service, andschools that provide no service at all.

5 Pre-primary schools must have improved sanitation facilities that are
usable, but they do not need to be single-sex. Facilities are considered usable
if they are available to students (doors are unlocked or a key is available at all
times), functional (the toilet is not broken, the toilet hole is not blocked, andwater is available for flush/pour-flush toilets) and private (there are closable
doors that lock from the inside and no large gaps in the structure).
6 Handwashing facilities may be fixed or mobile, and include sinks withtap water, buckets with taps, tippy-taps, and jugs or basins designatedfor handwashing. Soap includes bar soap, liquid soap, powder
detergent, and soapy water but does not include ash, soil, sand, or other
handwashing agents.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

10Introduction

This update assesses progress on WASH
in schools between 2015 and 2023, which
represents the mid-point of the SDG
period. It shows that the world is not on
track to achieve universal access (>99%) tobasic WASH services in schools by 2030
(Figure 2). Achieving universal coverage
will require a twofold increase in thecurrent rate of progress on basic drinking
water, a twofold increase in progress on
basic sanitation, and a fourfold increase inprogress on basic hygiene services. Basedon current trajectories, only 86% of schools
will have a basic water service, 87% will
have a basic sanitation service, and 74%
will have a basic hygiene service in 2030.

And while almost all schools will have atleast a limited sanitation service, 12% will still
have no water service, and 12% will have nohygiene service.

Achieving SDG global targets will require significant acceleration in the current rate of progress
Current rateof progresscontinues

Global availability of data on WASH in schools
has increased steadily since the publicationof the JMP global baseline report in 2018
(Figure 3). Both the total number of countries,
areas and territories with estimates and the
proportion of the global population for which
estimates are available have increased witheach subsequent update. The JMP reports
regional and global estimates for WASH inschools when data are available for at least
30% of the regional or global population.
The number of countries with estimatesfor basic drinking water in schools has
increased by half from 92 to 138, andpopulation coverage has risen from 51%
to 65%. There has also been a significant
increase in the number of countries withestimates for primary schools (from 79 to 129)and secondary schools (from 71 to 126). The
number of countries with estimates for preprimary has increased fourfold (from 5 to 19)
but this still only represents 8% of the relevantschool-age population. By 2024, relatively few
countries had disaggregated data for urban (21)and rural (24) schools, but population coverage
is higher for rural (38%) than for urban (21%).
Data availability for basic sanitation has
increased from 101 to 144 countries, rising

Progress is
accelerated
Acceleration
required

Basic drinking water
No drinking water service

FIGURE 2

Basic sanitation
No sanitation service

Basic hygiene
No hygiene service

Global coverage of WASH in schools 2015–2023 and acceleration required to meet targets by 2030 (%)

from 54% to 68% of the global school-age
population. Population coverage is now
equally high for primary (65%) and secondary(66%) schools but remains very low for preprimary (6%). While more countries havedata for urban (34) than for rural (25), theformer only represent 33% of the school-age
population whereas the latter represent 44%.
Between 2018 and 2024, the number ofcountries with estimates for basic hygiene
has increased by two thirds (from 81 to 134),

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

11

Introduction

while population coverage has increased
from 50% to 63%. The number of countries
with estimates for secondary schools has
increased faster (from 67 to 123) thanfor primary schools (from 71 to 127) andboth now represent 61% of the school- age
population, compared with just 4% of
the population for pre-primary schools.
By contrast, the number of countries
with disaggregated data for hygiene inrural and urban schools has remainedlargely unchanged.

Global availability of data on basic WASH services in schools in 2023

Proportion of the global school-age
population with data available
FIGURE 3

Number of countries
with data available

High income

Upper-middle income

Lower-middle income

Low income

Unclassified

Proportion of school-age population and number of countries with estimates available in JMP progress updates 2018–2024, by income group

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

12Introduction

BOX 1BENCHMARKING RATES OF CHANGE REQUIRED TO ACHIEVE UNIVERSAL ACCESSAt the mid-point of the SDG
period, there is growing interest inbenchmarking the effort required
to meet national and global targets
by 2030.7 Many countries still lacksufficient data for in-depth assessmentof trends in basic WASH services inschools, but a subset of countries now
have robust data on trends between
2015 and 2023. Analysis shows that
7 United Nations Children’s Fund, Progress on Children’s
Well-Being: Centring child rights in the 2030 agenda – For every
child, a sustainable future, UNICEF, New York, September 2023
(https://data.unicef.org/resources/sdg-report-2023/).

FIGURE 4

for most income groups the average rate ofchange required to reach >99% coverage by2030 is significantly higher than the averagerate of change since 2015 (Figure 4).
Since 2015, high-income countries haveprogressed more slowly, but there is little
difference between current and required
rates of change (less than 0.1 % pts/yr).
The average gap is smaller among uppermiddle-income countries (1.2–1.8 % pts/ yr)than lower-middle-income countries(3.4–3.8 % pts/yr) and greatest among lowincome countries (4.6–8.8 % pts/yr).

Since the start of the SDG period,
low-income countries have progressedmuch faster on basic drinking water(1.7 % pts/ yr) than on basic sanitation(0.3 % pts/ yr) but the gap between
recent and required rates of change isgreatest for basic hygiene. This highlights
the need for individual countries toestablish ambitious but realistic national
SDG targets that take into account
country context and the historical rates
of change achieved by countries insimilar economic or geographic groups.

Average rate of change (ARC) 2015–2023 in basic drinking water, basic sanitation and basic hygiene by income group, and required average rateof change for universal access by 2030 (% pts/yr)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

13

Introduction

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

14Introduction

SECTION 2PROGRESS ON DRINKINGWATER IN SCHOOLSIn 2023,• 138 countries and all SDG regions had estimates for basic drinking water services inschools, representing 65% of the global school-age population.

• 77% of schools had a basic drinking water service (improved source with water

available at the time of the survey), 8% had a limited service (improved source withwater unavailable), and 15% had no service (unimproved source or no source at all).

• 447 million children lacked a basic drinking water service at their school, including
153 million whose school had an improved source with no water available, and
293 million whose school still had no water service.

• Less than half (49%) of schools in low-income countries had a basic water service,compared with >99% of schools in high-income countries (50% in fragile contexts).8• Sub-Saharan Africa (45%) was the only SDG region where less than half of schools
had a basic drinking water service.

• 3 out of 4 primary schools (75%) and 4 out of 5 secondary schools (81%) hada basic drinking water service. There were insufficient data to generate global
estimates for pre-primary schools.

• Over one third of children without a basic drinking water service at their school
lived in Least Developed Countries (LDCs), and nearly three quarters lived infragile contexts.

• Achieving universal access to basic drinking water services in schools by 2030

would require a 2x increase in the current rate of progress. At the current rate ofprogress, the world will only reach 86% coverage by 2030, leaving approximately
241 million children9 without a basic drinking water service at their school.

8 See Annex 2 for the regional groupings used in this report.
9 United Nations International Children’s Fund (UNICEF) projections based on UNESCO Institute of Statistics (UIS) country
estimates for the school-age population 2000–2023.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

15

PROGRESS ON DRINKING WATER IN SCHOOLSBasic water service
Over the first half of the SDG period (2015–2023), global coverage of basic drinking
water in schools increased from 66% to 77%.
This represents an average rate of change of
1.32 % pts/yr. The proportion with a limited
service decreased from 15% to 8%, but the
proportion with no service declined more
slowly from 19% to 15%. Trend estimates
are now available for all SDG regions. It isestimated that Australia and New Zealand andEurope and Northern America have alreadyreached universal coverage (>99%), althoughdata are not available for all countries in either
region. Since 2015, there has been little change
in coverage in sub-Saharan Africa (45%) andOceania (51%), while in Central and Southern
Asia, coverage has increased rapidly from
50% to 84%. Latin America and the Caribbean,
Northern and Western Africa, and Easternand South-Eastern Asia all recorded modest
increases. In LDCs, coverage increased steadily
from 52% to 60%, but in fragile contexts it has
stagnated at around 50% (Figure 5).
By 2023, 138 countries, representing 65%of the global school-age population, had
estimates available for basic drinking water
services in schools. Among these, coverage
was >75% in 99 countries, >90% in 81
countries, and 67 countries had achieved
universal coverage (>99%). Around half of thecountries with universal access were in two
SDG regions: Australia and New Zealand andEurope and Northern America. In 2023, there

77% of schools had a basic water service but regional coverage varied widely in 2023
No service
Limited
Basic

FIGURE 5

Global and regional coverage of drinking water services in schools, 2015–2023 (%)>75% of schools had a basic drinking water service in 99 out of 138 countries with estimatesin 2023

0–50
51–75
76–90
>90
Insufficient data
Not applicable

FIGURE 6

Proportion of schools with a basic drinking water service in 2023 (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

16

PROGRESS ON DRINKING WATER IN SCHOOLS

were still 12 countries with <50% coverage;
more than half of these were in sub-SaharanAfrica (Figure 6).
Drinking water service levels in schools varied
widely between countries in 2023 (Figure 7).
Coverage of basic drinking water ranged from>99% to just 24% in Cameroon. Panama (60%)
and Uruguay (67%) were the only high-income
countries where coverage did not exceed 75%.
Five of the eight SDG regions still contained
at least one country where less than half theschools had a basic water service. There were 23
countries with data on the proportion of schools

with no service but insufficient data to determine
how many met the criteria for a basic orlimited service (shown in grey). In 17 countries,
over one third of schools had no drinking
water service. These include Central African
Republic, Chad, Democratic Republic of Congo,
Equatorial Guinea, Ethiopia, Mozambique,
Niger and Sierra Leone where more than half theschools still had no service. And in 13 countries,
at least one in five schools had a limited service,including Pakistan, Philippines, Somalia andUganda where more than one in three schools
had an improved source but no water available
at the time of the survey.

Drinking water service levels in schools varied widely between countries in 2023

FIGURE 7

Coverage of drinking water services in schools, by country, SDG region and income group in 2023 (%)* WHO reports refer to ‘occupied Palestinian territory’ (including east Jerusalem)
Note: Countries without estimates (100% insufficient data) are not presented in this figure.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

17

PROGRESS ON DRINKING WATER IN SCHOOLS

A growing number of countries now havesufficient data to estimate trends and rates
of change over the first half of the SDG
period. Figure 8 shows country coverage ofbasic drinking water services in 2023 andaverage annual rates of change between
2015 and 2023. Among the 53 countries
with trend data available, 22 have increased
coverage by >1 % pt/yr and 8 countries by>3 % pts/yr, but in 14 countries coveragehas decreased. Based on current coverage
and rates of change, only 19 countries areon track to reach universal coverage (>99%)
by 2030 and the majority are progressing
too slowly. India, Panama, Serbia, Syria andTogo all increased coverage by >5 % pts/ yr
demonstrating that rapid progress ispossible. But while Panama has increased
coverage threefold, from 19% in 2015 to
60% in 2023, this rate of change is still not
sufficient. Over the same period, Nepal(2.94 % pts/yr) has increased coverage ata faster rate than Bangladesh (1.91 % pts/yr), but the latter has much higher coverageand is therefore on track to achieve universal
coverage by 2030.
All SDG regions now have sufficient data toestimate trends between 2015 and 2023.
Figure 9 extrapolates trend estimates toillustrate current regional trajectories andacceleration required to achieve universal
coverage by 2030. At the current rate ofprogress, the world will only reach 86%
coverage, leaving approximately 241 million
school-age children without basic drinking

water at their school at the end of the SDG
period. Australia and New Zealand andEurope and Northern America had alreadyreached >99% coverage by 2023 and are
therefore considered on track. Central andSouthern Asia has achieved the fastest
increase in regional coverage (4.13 % pts/ yr)
and if this continues it will reach >99%
coverage around 2027. But all other regions
are progressing at less than 1 % pt/yr andcoverage in Oceania has slightly declined.

To reach the target, Eastern and South-Eastern
Asia will need to increase coverage at 1.28
% pts/yr, Latin America and the Caribbean
at 3.40 % pts/yr, and Northern Africa andWestern Asia at 2.70 % pts/yr. But Oceania(6.83 % pts/yr) and sub-Saharan Africa (7.70% pts/yr) would need a faster rate of progress
than any other region has achieved since 2015.
At the current rate of progress, more than half
the schools in sub-Saharan Africa will still lacka basic water service in 2030.

19 out of 53 countries with trend data areon track to achieve universal coverage ofbasic drinking water in schools by 2030

Only three SDG regions are on trackto achieve universal coverage of basic
drinking water in schools by 2030

High income

Upper-middle income

Low income

Unclassified

FIGURE 8

Lower-middle income

Progress on basic drinking water inschools among countries with data on
trends, 2015–2023, by income group

Basic drinking water
service

Current rate of progresscontinues

Progress is accelerated

Acceleration required

FIGURE 9

Note: Does not include countries with no estimates for rates of change.
JMP estimates require at least two data points spanning at least five years
to calculate trends.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

18

PROGRESS ON DRINKING WATER IN SCHOOLS

Progress on basic drinking water inschools by SDG region, 2015–2023,
and acceleration required to reach
universal coverage by 2030

In a growing number of countries,
estimates can be disaggregated by ruraland urban and by school level, enabling
analysis of subnational inequalities
in coverage of basic drinking waterin schools (Figure 10). Among the
58 countries with data disaggregated byschool level, there were often significant
gaps in coverage between pre-primary,primary and secondary schools in 2023.
While coverage was generally higher
in secondary than in primary schools,
pre-primary coverage varied widely. In
19 countries, secondary coverage wasat least 10 % pts higher than primary
coverage and in 7 countries it was at least
20 % pts higher. In Côte d’Ivoire, there wasa gap of 44 % pts between primary (48%)
and secondary (92%). In 19 countries,
coverage was higher in primary thansecondary, but Burkina Faso, Costa
Rica, Pakistan and Viet Nam were theonly countries where the gap exceeded
10 % pts. In Cambodia, Papua New
Guinea, Solomon Islands and Uzbekistan,
pre-primary coverage was over 10 % pts
lower than primary or secondary, while
in Chad and Nepal, pre-primary coverage
was over 10 % pts higher than primaryor secondary. By contrast, in Armenia,
Gabon and Ghana, there was little
difference in coverage between the threeschool levels.

Inequalities in basic drinking water coverage persist between rural and urban andbetween school levels

Pre-primary schools
FIGURE 10

Primary schools

Secondary schools

Rural schools

Urban schools

Proportion of pre-primary, primary and secondary schools, and rural and urban schools, with abasic water service, by country in 2023 (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

19

PROGRESS ON DRINKING WATER IN SCHOOLS

In 2023, 15 countries had estimates for basic
water coverage that could be disaggregatedby both school level and by rural and urban.
Urban coverage exceeded rural coverage inall countries, except for Nepal and Senegal. In
10 countries, coverage in urban schools wasat least 10 % pts higher, and in Chad, Côte
d’Ivoire, Fiji, Sudan and Uzbekistan, it was
at least 20 % pts higher than in rural schools.
In Chad, fewer than one in five rural schools(19%) had basic drinking water, comparedwith over half of urban schools (54%). In India,
rural (93%) and urban (94%) coverage was
equally high and there was little difference
between pre-primary (93%), primary (90%)
and secondary (92%). By contrast, Armenia
had similarly high coverage in pre-primary(97%), primary (95%), and secondary (95%)
schools, but lower coverage in rural (89%) thanin urban (96%).

Limited or no water service
During the first half of the SDG period(2015–2023), the global population of schoolage children increased by 100 million, from1.84 billion to 1.94 billion, but the numberof children lacking a basic drinking water
service at their school decreased from
620 million to 447 million (Figure 11). This
includes 153 million whose school had alimited service, and 293 million whose school
still had no water service at all. By 2023, over
one in three children without a basic water
service lived in LDCs, and nearly threequarters lived in fragile contexts. Since 2015,
all SDG regions have reduced the number ofchildren without a basic service, except for
Oceania where it has remained unchanged (2million) and sub-Saharan Africa where it has
increased by 31 million. Central and Southern
Asia recorded the biggest reduction, from 279
million in 2015 to 92 million in 2023. SubSaharan Africa now accounts for over half ofthe global school-age population without abasic water service at school (240 million).
By 2023, almost all countries in the JMP
global database had national data sources
with information on the proportion of schools
with any drinking water source. However,many Education Management Information
Systems (EMIS) and school surveys still do
not include sufficient information on the typeof source (improved or unimproved) and theavailability of drinking water to determine
whether they meet the SDG criteria for abasic water service. Figure 12 shows that inmany of the countries where this information
was available, a significant proportion ofschools had water sources that fell below the
SDG standard. For example, in Ethiopia, 37%
of schools had a water source but only 29%
had an improved source with water available.
In Pakistan, schools were nearly twice as
likely to have any water source (74%) than tohave a basic service (35%). By contrast, in
Ghana, most of the schools that had a water
source (82%) met the standard for a basic
water service (78%).

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

20

Since 2015, the number of children lacking
a basic drinking water service at their school
has decreased by nearly one third

FIGURE 11

School-age population lacking a basic
water service at school, 2015–2023,
by SDG region (millions)

Many schools have a water source that is
not improved or water is not available

FIGURE 12

PROGRESS ON DRINKING WATER IN SCHOOLS

Proportion of schools with any drinking
water source and a basic water service,by country in 2023 (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

21

PROGRESS ON DRINKING WATER IN SCHOOLS

Since 2015, many countries have reduced the proportion of schools with no water service at all

FIGURE 13

Proportion of schools with no water service, by country and SDG region, 2015–2023 (%)

In 2023, 15% of schools still had no drinking
water service at all. During the first half of the
SDG period, many countries had successfully
reduced the proportion of schools with noservice, but rates of progress were mixed,
and in some countries, the share of schools
with no service increased (Figure 13). Since
2015, 17 countries have achieved a reductionof >10 % pts, Côte d’Ivoire, Madagascar,
Mali, Philippines and Senegal achieved a
reduction of >20 % pts, and Somalia achieved
a nearly tenfold reduction, from 51% in 2015
to 6% in 2023. Seven countries (Botswana,
Cabo Verde, China, Cuba, Oman, Paraguay,
State of Palestine10) eliminated (<1%) schools

293 million children still had no drinking
water service at their school in 2023

FIGURE 14with no water service between 2015 and2023. But despite progress, there are still six
countries in sub-Saharan Africa where morethan half the schools have no service.
By 2023, the 293 million children who
still had no drinking water service at theirschool were concentrated in a small numberof countries (Figure 14). Nearly one third
lived in just three countries in sub-SaharanAfrica: Ethiopia (33 million), Nigeria (29million) and the Democratic Republic ofCongo (23 million). One in seven lived in
two countries in Central and Southern Asia:
Pakistan (21 million) and India (19 million).

10 WHO reports refer to ‘occupied Palestinian territory, including
east Jerusalem’.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

22

PROGRESS ON DRINKING WATER IN SCHOOLS

School-age population with no water
service, by country in 2023 (millions)

SECTION 3

PROGRESS ON SANITATIONIN SCHOOLSIn 2023,• 144 countries and all SDG regions had estimates for basic sanitation services inschools, representing 68% of the global school-age population.
• 78% of schools had a basic sanitation service (improved single-sex facilities
that were usable at the time of the survey), 11% had a limited service (improved
facilities that were not single-sex or not usable), and 11% had no service(unimproved facility or none at all).
• 427 million children lacked a basic sanitation service at their school, including
205 million whose school had improved facilities that were not single-sex or not
usable, and 222 million whose school still had no sanitation service.
• Coverage of basic sanitation services ranged from 49% in low-income countries
to >99% in high-income countries (52% in fragile contexts).
• Sub-Saharan Africa (50%) and Oceania (51%) were the only SDG regions where
less than three quarters of schools had a basic sanitation service.
• Coverage of basic sanitation services was higher in secondary schools (83%)
than in primary schools (75%), but there were insufficient data to generate global
estimates for pre-primary schools.
• 2 out of 5 children without a basic sanitation service at their school lived in Least
Developed Countries (LDCs), and 3 out of 4 lived in fragile contexts.
• Achieving universal access to basic sanitation services in schools by 2030 would
require a 2x increase in the current rate of progress. At the current rate ofprogress, the world will only reach 87% coverage by 2030, leaving approximately
235 million children without a basic sanitation service at their school.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

23

PROGRESS ON SANITATION IN SCHOOLSBasic sanitation service
Between 2015 and 2023, global coverageof basic sanitation services increased from
68% to 78%, an increase of 1.22 % pts/ yr.
The school-age population with a basic
service increased from 1.26 billion to 1.51
billion. Progress was most rapid in Easternand South-Eastern Asia (2.44 % pts/yr)
and Central and Southern Asia (2.12 % pts/yr), and the SDG region of Australia and
New Zealand is estimated to have alreadyreached universal coverage (>99%), thoughdata are not available for New Zealand.
Progress was steady in LDCs at 0.88 % pts/
yr, but increased by less than 1 % pt in Small
Island Developing States (SIDS) as well as inLandlocked Developing Countries (LDCs).
The proportion of the global population withno sanitation service was cut in half, from
22% to 11%, with major reductions in Central
and Southern Asia (from 25% to 13%) and in
Northern Africa and Western Asia (from 9%
to 2%) (Figure 15).
In 2023, estimates for basic sanitation
services in schools were available for 144
countries, representing two thirds (68%)
of the global school-age population. In
106 countries, coverage was >75%, and in
83 countries it was >90% (Figure 16). 66
countries had already attained universal
coverage (>99%), compared with 64
countries in 2015. At least one country ineach SDG region had reached universal

78% of schools had a basic sanitation service but regional coverage varied widely in 2023
No service
Limited
Basic
Insufficient
data

FIGURE 15

Global and regional coverage of sanitation services in schools, 2015–2023 (%)>75% of schools had a basic sanitation service in 106 out of 144 countries with estimatesin 2023

0–50
51–75
76–90
>90
Insufficient data
Not applicable

FIGURE 16

Proportion of schools with a basic sanitation service in 2023 (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

24

PROGRESS ON SANITATION IN SCHOOLS

coverage by 2023, including Turkmenistan
in Central and Southern Asia, andMauritius and Seychelles in sub-SaharanAfrica. In addition, three lower-middleincome countries (Algeria, Egypt andSamoa) had achieved universal coverage.
However, in 24 countries, less than halfof schools had basic sanitation, while in
5 countries (Chad, Montenegro, Panama,
Solomon Islands and Togo) coverage was
below 25%. More than half of schools
had no sanitation service in Togo (51%),
Ethiopia (52%) and Niger (57%).

Some countries had partially insufficient
data (shown in grey): 29 countries had
estimates for basic sanitation but couldn’t
distinguish between limited sanitation andno service, while 14 countries had dataon no service, but not on basic or limited
sanitation (Figure 17).
By 2023, 51 countries had sufficient data toestimate trends and rates of change overthe 2015–2023 period. Figure 18 showsthat only 24 of these countries are on track
to reach universal coverage(>99%) by 2030, including 1 low-income
country (Syrian Arab Republic) and 9
lower-middle-income countries (Algeria,
Bangladesh, Bhutan, Honduras, India,
Morocco, Philippines, Samoa and Senegal).
Five countries had achieved progress ratesof over 5 % pts/yr: Croatia, Indonesia,
Philippines, Syrian Arab Republic andSenegal at nearly 10 % pts/yr. However,in 14 countries, progress was too slow toreach universal coverage by 2030, andin 13 countries, coverage has decreased
since 2015.

Sanitation service levels in schools varied widely between countries in 2023

FIGURE 17

Coverage of sanitation services in schools, by country, SDG region and income group in 2023 (%)* WHO reports refer to ‘occupied Palestinian territory’ (including east Jerusalem)
Note: Countries without estimates (100% insufficient data) are not presented in this figure.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

25

PROGRESS ON SANITATION IN SCHOOLS

If the current rate of progress continues, by
2030 the world will only reach 87% coveragewith basic sanitation services, leaving 235
million children without a basic sanitation
service at their school. Rates of progress
are positive in all SDG regions, ranging from
0.11 % pts/yr in Oceania to 2.44 % pts/yr in
Eastern and South-Eastern Asia. Four SDG
regions (Australia and New Zealand, Easternand South-Eastern Asia, Europe and Northern
America, and Northern Africa and WesternAsia) are on track to reach universal coverage(>99%) by 2030. To reach universal coverageby 2030, Central and Southern Asia would
need to increase progress from 2.12 % pts/yr
to 3.23 % pts/yr, and Latin American and the
Caribbean would need to increase progressfrom <1 % pt/yr to 2.62 % pts/yr. Oceania andsub-Saharan Africa have coverage levels ofaround 50%, and would need an unrealistic
rate of around 7 % pts/yr (Figure 19).

24 out of 51 countries with trend data are on
track to achieve universal coverage of basic
sanitation in schools by 2030

High income

Upper-middle income

Low income

Unclassified

FIGURE 18

Progress on basic sanitation in schools
among countries with data on trends,
2015–2023, by income group

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

26

Lower-middle income

Four SDG regions are on track to achieve
universal coverage of basic sanitation inschools by 2030

Basic sanitation
service

Current rate of progresscontinues

Progress is accelerated

Acceleration required

FIGURE 19

PROGRESS ON SANITATION IN SCHOOLS

Progress on basic sanitation inschools by SDG region, 2015–2023,
and acceleration required to reach
universal coverage by 2030

Large gaps in sanitation coverage remain between rural and urban and between schoollevelsMany countries were able to disaggregate
basic sanitation services between different
types of schools, highlighting significant
inequalities: Figure 20 shows that in 2023
coverage was higher in secondary schools
compared with primary schools, in 45 of
the 61 countries with comparable data. In
nearly half of these countries (21), coveragein secondary schools was at least 10 % pts
higher than in primary schools. This gap was
greater than 25 % pts in Togo, 30 % pts in
Cameroon, and nearly 40 % pts in Afghanistan
and Madagascar. In Burundi, coverage was
58 % pts higher in secondary schools than in
primary schools. In contrast, coverage was 26% pts higher in primary schools in Malawi thanin secondary schools, and Egypt had universal
coverage in primary schools but less than two
thirds (63%) of secondary schools had basic
sanitation. In Brazil, Cabo Verde, Cuba, India
and Myanmar, the gaps were less than 1 % pt.
Fewer countries (14) had data on sanitationin pre-primary schools, and while in mostcases coverage in pre-primary schools wascomparable with that of primary and secondary
schools, it was notably lower in Cambodia,
Gambia, Indonesia and Nepal. In contrast,
basic sanitation in Armenia was higher in preprimary schools (97%) than in primary andsecondary schools (80% and 87%, respectively).

FIGURE 20

Proportion of pre-primary, primary and secondary schools, and rural and urban schools, with abasic sanitation service, by country in 2023 (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

27

Only 23 countries could disaggregate basic
sanitation between urban and rural areas, andin 20 of these, coverage was higher in urban
schools. In Honduras, Nicaragua,

PROGRESS ON SANITATION IN SCHOOLS

Niger, Nigeria and Pakistan, the urban–rural
gap was greater than 30 % pts. There were
exceptions to this trend: in Costa Rica, Cuba
and Paraguay, coverage was about 2 % pts
higher in rural than in urban schools.

Limited or no sanitation service
In 2023, 22% of schools lacked a basic
sanitation service, with schools evenly
split between having a limited service orno sanitation service, at 11% each. Rural
schools were much more likely to lack basic
services (40%) than urban schools (17%),and four out of five (80%) of the 265 million
children whose school had no sanitation
service lived in rural areas.
Globally, the number of children lacking
basic sanitation at their school reduced by
160 million during the first half of the SDG
period: from 586 million in 2015 to 427
million in 2023, of whom three quarters(312 million) lived in fragile contexts. Halfof the children lacking basic sanitation attheir school (51%) lived in sub-SaharanAfrica, while a third (31%) lived in Central
and Southern Asia. Between 2015 and 2023,
these two regions each saw a decline in the
proportion of schools lacking basic sanitation(from 58% to 50% in sub-Saharan Africa andfrom 41% to 24% in Central and Southern
Asia, Figure 15), but due to population
growth the absolute number of children in
sub-Saharan Africa lacking basic sanitation
at their school increased (Figure 21).

In all other regions, the number of students
without basic sanitation at school declined,with Eastern and South-Eastern Asia seeing
a reduction of 70%, from 115 to 33 million.
While most countries now have national
data on the proportion of schools withsome kind of sanitation facility, some data
sources don’t include enough information
to determine if these facilities meet therequirements for a basic sanitation service(toilets should be improved, but also
single- sex and usable). Figure 22 showsthat among the 117 countries that had data
in 2023 on both ‘any sanitation facility’and basic sanitation services, there weresometimes large gaps between the two
measures. In more than half (65) of thesecountries, universal basic sanitation (>99%)
had already been achieved. But of theremaining 52 countries, 36 had a gap of atleast 10 % pts and 21 had a gap of at least
25 % pts. In seven countries, the gap was atleast 50 % pts, including Montenegro, where
all schools had some sanitation facility but
only 11% met the basic service requirement.
This reflects a particularly detailed 2022
assessment by the Institute for Public Healthof Montenegro which found that toilet stallsin the majority of schools (86%) could not belocked from the inside, and therefore weren’t
considered to provide privacy and meet the
SDG standard. In Niger, even though only
43% of schools had any toilet facility, 25% ofschools had toilets which were considered to
be improved, single-sex and usable.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

28

Since 2015, the number of children lacking
basic sanitation at their school has decreased
by a quarter

FIGURE 21

School-age population lacking basic
sanitation service at school, 2015–2023,
by SDG region (millions)*Data coverage for limited and no service was less than 30%.

Many schools have toilets that are not
improved, not single-sex or not usable

FIGURE 22

PROGRESS ON SANITATION IN SCHOOLS

Proportion of schools with any sanitation
facility and a basic sanitation service, bycountry in 2023 (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

29

PROGRESS ON SANITATION IN SCHOOLS

Since 2015, progress in reducing the proportion of schools with no sanitation service has
been mixed

FIGURE 23

Proportion of schools with no sanitation service, by country and SDG region, 2015–2023 (%)

Between 2015 and 2023, the global
proportion of schools with no sanitation
service was cut in half, from 22% to 11%.
However, rates of progress have been
mixed (Figure 23). Sub-Saharan Africa
continues to have the highest proportionof schools with no service, including
three countries (Ethiopia, Niger and Togo)
where more than half of schools have noservice. Still, this region has also seen themost dramatic improvements, with theproportion of schools with no service inSierra Leone dropping from 51% in 2015

to 12% in 2023. In Central and Southern
Asia, India reduced by more than half
the proportion of schools with no service(from 27% to 13%), while in Latin America
and the Caribbean, Ecuador saw a
reduction from 22% to 9%. Ten countries
with at least 1% of schools having noservice in 2015 reached universal coverage(>99%) of at least limited services by 2023;
most dramatically, Fiji and Tunisia saw the
proportion of schools with no service dropfrom over 10% to <1%. However, in six
countries, the share of schools with no

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

30

222 million children still had no sanitation
service at their school in 2023

FIGURE 24

School-age population with no sanitation
service, by country in 2023 (millions)service increased by at least 1 % pt, andin Mozambique the proportion of schools
with no service nearly doubled, from 26%
to 47%.
In 2023, 222 million children still had nosanitation service at their school, and overhalf of them lived in India (47 million),
Nigeria (32 million), Ethiopia (24 million) or
Pakistan (15 million) (Figure 24).

PROGRESS ON SANITATION IN SCHOOLSSECTION 4PROGRESS ON HYGIENEIN SCHOOLSIn 2023,• 134 countries and all SDG regions had estimates for basic hygiene services inschools, representing 63% of the global school-age population.
• 67% of schools had a basic hygiene service (handwashing facilities with soap
and water available at the time of the survey), 12% had a limited service(handwashing facilities with water but no soap available), and 21% had noservice (no facilities or no water at the school).
• 646 million children lacked a basic hygiene service at their school, including
240 million whose school had facilities with water but no soap, and 406 million
whose school had no hygiene service.
• Only 28% of schools in low-income countries had a basic hygiene service,compared with >99% of schools in high-income countries (42% in fragile contexts).
• Only 1 in 5 schools in Oceania (19%) and 2 in 5 schools in sub-Saharan Africa(37%) had a basic hygiene service.
• Coverage of basic hygiene services was similar in primary schools (65%) andsecondary schools (67%) but there were insufficient data to generate global
estimates for pre-primary schools.
• Over one third of children without a basic hygiene service at their school lived in
Least Developed Countries (LDCs), and more than half lived in fragile contexts.
• Achieving universal access to basic hygiene services in schools by 2030 would
require a 4x increase in the current rate of progress. At the current rate ofprogress, the world will only reach 74% coverage by 2030, leaving approximately
452 million children without a basic hygiene service at their school.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

31

PROGRESS ON HYGIENE IN SCHOOLSBasic hygiene service
Global coverage of basic hygiene in schools
has risen from 58% in 2015 to 67% in 2023.
This represents an annual rate of change of
1.05 % pts/yr over the first half of the SDG
period. The proportion with a limited service
increased slightly from 10% to 12%, but the
proportion with no service has been cut by one
third from 32% to 21%. All SDG regions havetrend estimates for basic hygiene, but thesevary widely. Australia and New Zealand had
already reached universal coverage (>99%) at
the start of the SDG period, and Europe andNorthern America is getting closer, rising from
97% in 2015 to 98% in 2023. Sub-SaharanAfrica recorded the biggest increase incoverage of 14 % pts (1.73 % pts/yr). Easternand South-Eastern Asia and Central andSouthern Asia also increased coverage by over
1 % pt/yr, while Northern Africa and Western
Asia and Latin America and the Caribbean
progressed more slowly. Oceania is the only
SDG region that has not made progress
during the SDG period, dropping from 21%
to 19%. LDCs and fragile contexts recorded
similarly large increases of 20 % pts and
17 % pts respectively (Figure 25).
By 2023, 134 countries, had estimatesavailable for basic hygiene services inschools. Over half of these (67 countries) had
already achieved universal coverage (>99%),
80 had reached >90% coverage, and in 98
countries, over three quarters of schools hada basic hygiene service.

67% of schools had a basic hygiene service but regional coverage varied widely in 2023
No service
Limited
Basic

FIGURE 25

Global and regional coverage of hygiene services in schools, 2015–2023 (%)>75% of schools had a basic hygiene service in 98 out of 134 countries with estimatesin 2023

0–50
51–75
76–90
>90
Insufficient data
Not applicable

FIGURE 26

Proportion of schools with a basic hygiene service in 2023 (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

32

PROGRESS ON HYGIENE IN SCHOOLS

Halfway through the SDG period there werestill 22 countries that had not exceeded 50%
coverage, of which more than two thirds (15)were in sub-Saharan Africa (Figure 26).
Hygiene service levels in schools varied
widely between countries, ranging from >99%
to just 5% in Eritrea (Figure 27). Among the
low-income countries, Liberia (68%) and
Guinea-Bissau (75%) were the only countries
where more than two thirds of schools had abasic hygiene service. Five SDG regions stillcontained at least one country where less thanhalf the schools had a basic hygiene service.
11 countries had estimates for the proportionof schools with no service but insufficient
data to determine how many met the criteria
for a basic or limited service (shown in grey).
There were 19 countries where at least athird of schools had no hygiene service and9 countries where more than half the schools
had no service. These include Sudan (75%)
and Togo (83%), where more than threequarters of schools still had no service.
There were six countries where more thana quarter of schools had a limited hygiene
service, including Panama (34%), Papua New
Guinea (43%) and Chad (47%), where morethan a third had handwashing facilities withwater but no soap at the time of the survey.

Hygiene service levels in schools varied widely between countries in 2023

FIGURE 27

Coverage of hygiene services in schools, by country, SDG region and income group in 2023 (%)* WHO reports refer to ‘occupied Palestinian territory’ (including east Jerusalem)
Note: Countries without estimates (100% insufficient data) are not presented in this figure.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

33

PROGRESS ON HYGIENE IN SCHOOLSData availability has improved since thestart of the SDG period and 38 countries
now have sufficient data to estimate
trends and rates of change in basic
hygiene services. Figure 28 shows that
19 of these countries have increased
coverage by >1 % pt/yr and 10 countriesby >3 % pts/yr, while in 11 countries,
coverage has decreased. Assuming
current rates of change continue, only 13
countries are on track to reach universal
coverage (>99%) by 2030 and most areprogressing too slowly.

and the acceleration required to achieve
universal coverage in each SDG region
by 2030. At the current rate of progress,
the world will only reach 74% coverage,
leaving around 435 million school-age
children without a basic hygiene service attheir school at the end of the SDG period.
Australia and New Zealand and Europe
and Northern America are the only regions
currently on track to reach >99% coverage,
but Eastern and South-Eastern Asia will

be close behind (98%). Unless progressis accelerated in other regions, only nineout of ten schools in Northern Africa
and Western Asia, two thirds of schools
in Central and Southern Asia and Latin
America and the Caribbean, and aroundhalf of schools in sub-Saharan Africa will
have a basic service. At the current rate ofprogress, just one in five schools in Oceania
will have basic hygiene by 2030.

Bangladesh, Cambodia, Niger and Zambia
all achieved increases of >5 % pts/yr.
Niger (5.22 % pts/yr) and Cambodia (5.84% pts/yr) recorded similarly fast progress,
but by 2023, Niger (low income) had
only reached 42% coverage comparedwith 84% coverage in Cambodia (lowermiddle income). Bangladesh achieved
the fastest rate among the lower-middleincome countries (7.71 % pts/yr) andCroatia (high income) is the only country
that progressed faster (8.01%). Over thesame period, Costa Rica (1.31 % pts/yr)
and Republic of Moldova (1.42 % pts/yr)
increased coverage at similar rates, but
the latter has already achieved >99%
coverage and is therefore on track toachieve universal coverage by 2030.

13 out of 38 countries with trend data areon track to achieve universal coverage ofbasic hygiene in schools by 2030

Only 2 SDG regions are on track to achieve
universal coverage of basic hygiene inschools by 2030

Figure 29 extrapolates trend estimates toillustrate current regional trajectories

High income

Upper-middle income

Low income

Unclassified

FIGURE 28

Progress on basic hygiene in schools
among countries with data on trends,
2015–2023, by income group

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

34

Lower-middle income

Basic hygiene service

Current rate of progress continues

Progress is accelerated

Acceleration required

FIGURE 29

PROGRESS ON HYGIENE IN SCHOOLS

Progress on basic hygiene in schools
by SDG region, 2015–2023, andacceleration required to reach
universal coverage by 2030

In countries where it is possible todisaggregate estimates by rural and urban
and by school level, subnational inequalities
in basic hygiene services can be examined.
Figure 30 shows that in some of the 61
countries with data disaggregated byschool level, there were very large gaps incoverage between pre-primary, primary andsecondary schools in 2023. In the majority
of countries (36), secondary coverage washigher than primary coverage, but in 23
countries, it was lower. Only nine countries
had estimates for all three school levels andthere was no clear pattern in relative levelsof coverage in pre-primary schools. The
largest gaps in coverage between secondaryand primary schools were observed in Fiji
(77 % pts higher in secondary) and in Egypt(37 % pts higher in primary). Pre- primary
coverage was lower than primary andsecondary in Cambodia, Hungary andIndonesia but higher than primary andsecondary in Gabon. In Papua New Guinea,
coverage was equally low in pre-primary(12%), primary (11%) and secondary (16%).
In 2023, 12 countries had estimates for basic
hygiene coverage that could be disaggregatedby both school level and by rural and urban.
Coverage was higher in urban schools
than in rural schools in all countries except
Ecuador and United Republic of Tanzania.
Urban coverage exceeded rural coverageby 54 % pts in Pakistan and by 20 % pts in
Ghana and Nigeria, even though the coverage
gap between primary and secondary schools

Hygiene coverage gaps between rural and urban and school levels vary widely between
countries

FIGURE 30

Proportion of pre-primary, primary and secondary schools, and rural and urban schools, with abasic hygiene service, by country in 2023 (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

35

PROGRESS ON HYGIENE IN SCHOOLS

was comparatively small in Nigeria (6 % pts)
and Ghana (<1 % pt). In Uzbekistan, there
was almost no difference in coverage
between primary (91%) and secondary(92%), and urban (91%) and rural (89%)
schools.

Limited or no hygiene service
During the first half of the SDG period(2015–2023), the number of children
lacking basic hygiene at their school
decreased from 770 million to 646 million(Figure 31). This includes 240 million
whose school had a limited service, and406 million whose school still had nohygiene service at all. In 2023, over one
third of children without a basic hygiene
service at their school lived in LDCs, andmore than half lived in fragile contexts. All
SDG regions have reduced the number ofchildren without basic services since 2015,
except for Oceania where it has remainedlargely unchanged. Sub-Saharan Africa(276 million) and Central and Southern Asia
(238 million) now account for four out offive children without a basic hygiene service
at their school. The former has recorded a
reduction of just 7 million, compared with a
66 million reduction in the latter.
The majority of countries in the JMP global
database have national data sources withinformation on the proportion of schools
with any kind of handwashing facility, butthese frequently lack informationon the availability of water and soap. In
many of the countries where both typesof information are available, coverage ofhandwashing facilities is much higher thancoverage of basic hygiene services (Figure32). For example, in Fiji, almost all schools(98%) have some kind of handwashingfacility but only 43% meet the SDG standard
for a basic hygiene service. In Chad, 73%
of schools have facilities but just 10% havewater and soap available. By comparison,in Indonesia, there is no difference between
coverage of handwashing facilities (69%)
and basic hygiene services (69%), indicatingthat the availability of water and soap is
not a major challenge. Of the 97 countries
with data on both measures, basic hygiene
services are lower than access to any
handwashing facility by at least 10 % pts in
16 countries, including 9 countries in which
the difference is >20 % pts. Although basic
services are much higher in Fiji (43%) thanin Chad (10%), in both countries, the gap
between basic services and having accessto any handwashing facility is greater than
50 % pts.
At the mid-point of the SDG period, 21%
of schools still had no hygiene service.
Between 2015 and 2023, many countries
managed to reduce the proportion ofschools with no service, but rates of change
varied and some countries regressed(Figure 33). During this period, ninecountries achieved a reduction of >10% pts, six achieved a reduction of

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

36

124 million fewer children lacked a basic
hygiene service at their school in 2023

FIGURE 31

School-age population lacking a basic
hygiene service at school, 2015–2023,
by SDG region (millions)

Many schools have handwashing facilities
but no water or no soap

FIGURE 32

PROGRESS ON HYGIENE IN SCHOOLS

Proportion of schools with any
handwashing facility and a basic
hygiene service, by country in 2023 (%)

>20 % pts, and Cambodia, Côte d’Ivoire,
Philippines, Rwanda and Senegal recorded
reductions of >30 % pts. This illustrates
that rapid progress is possible. Fourcountries (China, Republic of Moldova,
Rwanda and Tunisia) eliminated (<1%)
schools with no hygiene service between
2015 and 2023. But despite progress,
there are still countries in sub-SaharanAfrica and Northern and Western Africa
where more than half the schools have nohygiene service.

By 2023, nearly half of the 406 million
children who still had no hygiene service attheir school were found in just five countries(Figure 34). Nearly a quarter lived in India(90 million), which accounted for the same
number as Nigeria (47 million), Ethiopia (32million) and Sudan (11 million) combined.
Since 2015, the school-age population has
grown rapidly in Sub-Saharan Africa (2.39% pts/yr), while it has declined slightly inCentral and Southern Asia by 0.18 % pts/
yr, and in many African countries, WASH
services in schools are struggling to keep up.

Since 2015, some countries have rapidly reduced the proportion of schools with no hygiene
service

FIGURE 33

Proportion of schools with no hygiene service, by country and SDG region, 2015–2023 (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

37

406 million children still had no hygiene
service at their school in 2023

FIGURE 34

PROGRESS ON HYGIENE IN SCHOOLS

School-age population with no hygiene
service, by country in 2023 (millions)

BOX 2

UNIVERSAL COVERAGE OF BASIC WASH SERVICES IN SCHOOLS: AN ESSENTIAL FOUNDATION FOR MENSTRUAL HEALTH

The 2030 Agenda for Sustainable
Development includes global targets
for universal access to drinking
water, sanitation and hygiene
services. Progress on WASH inschools is not only essential for
providing inclusive and quality
education for all (SDG4) but also
for realizing gender equality andempowering all women and girls(SDG5). This is reflected in growing
attention to the links between WASH
and menstrual health. Access tobasic drinking water, sanitationand hygiene services in schools is
widely recognized to be an essential
foundation for menstrual healthamong adolescent schoolgirls, whichis the focus of the next chapter.
But while many countries haveincreased coverage of drinking
water or sanitation or hygiene, it has
been more challenging to increase
coverage of all three elements
at once. As a result, coverage ofbasic WASH services is often lower
than for the individual elements.
By 2023, only 69 countries had
achieved >90% coverage for all threeelements of basic WASH (Figure 35).

Only 69 countries had achieved >90% coverage for all three elements of basic WASH by 2023

0–50
51–75
76–90
>90
Insufficient data
Not applicable

FIGURE 35

Proportion of schools by minimum coverage of basic water, basic sanitation and basic hygiene
services in 2023 (%)

Further analysis of available data on
sanitation service levels highlights some of
the challenges adolescent schoolgirls facewhen using school toilets (Figure 36). Amongcountries with disaggregated data available,most schools have improved sanitation
facilities but the proportion that are singlesex and the proportion that are usable isoften significantly lower. For example, inMontenegro almost all schools had improved
facilities (99%) and four out of five were
single-sex (82%), but only one in seven (14%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

38

were usable and just one in ten (11%) met allof the criteria for a basic sanitation service. In
Croatia, by contrast, all schools had improved
facilities (100%) and almost all of them werealso single-sex (96%) and usable (99%). The
challenges associated with meeting eachcriterion vary across countries. Schools in Belize
were nearly twice as likely to have improved
facilities that were single-sex (93%) than wereusable (49%), but the reverse was true in Jordan
where school toilets were more than twice as
likely to be usable (86%) than single-sex (39%).

PROGRESS ON HYGIENE IN SCHOOLSCountry-level coverage figures may also mask
subnational inequalities in access to basic
WASH services in schools. In 2021, Nigeria
and Sierra Leone both conducted WASHNorm
surveys which revealed large gaps in coverage
between subnational regions (Figure 37). The
biggest disparities were observed in basic
sanitation which ranged from 90% in Lagos to
9% in Gombe in Nigeria (81 % pts), and from

75% in Port Loko to 10% in Karene in Sierra
Leone (65 % pts). The disparities for basic
water and basic hygiene were larger in Nigeria(37 regions), but subnational coverage in
Sierra Leone (16 regions) was generally lower.
In both countries the proportion of schools
with all three elements of basic WASH wassignificantly lower in all subnational regions.
Less than half the schools in Abjua (FCT) in

Many schools have improved toilets that are either not single-sex
or not usable

Nigeria (47%) and less than one in fiveschools in Western Area Rural in Sierra
Leone (18%) had access to basic WASH
services, and in both countries there
were still subnational regions where noschool had access to all three elements
in 2021. Adolescent schoolgirls are likely
to find it especially difficult to manage
menstruation in these regions.

Coverage of basic WASH in schools varied widely between
subnational regions of Nigeria and Sierra Leone in 2021

* Federal Capital Territory (FCT)** There are multiple regions with <1% basic WASH coverage in Nigeria: Enugu, Gombe and Sokoto

FIGURE 36

Proportion of schools with improved, single-sex and usable
sanitation facilities by country, selected recent surveys with all
three elements (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLSFIGURE 37

39

Proportion of schools with basic water, basic sanitation, basic
hygiene, and basic WASH services by subnational region,
selected WASHNORM surveys in Sierra Leone and Nigeria, 2021

PROGRESS ON HYGIENE IN SCHOOLSPROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

40

PROGRESS ON HYGIENE IN SCHOOLSSECTION 5

SPECIAL FOCUS ON MENSTRUALHEALTH IN SCHOOLS
Preliminary estimates based on emerging national data11• Globally, around 2 out of 5 schools (39%) provide menstrual health education (33% data
coverage) and 1 in 3 schools (31%) have bins for menstrual waste in girls’ toilets (32%data coverage).
• In Central and Southern Asia, around 2 out of 5 schools (39%) provide menstrual healtheducation – 1 in 3 primary schools (34%) and 4 out of 5 secondary schools (84%) (74%data coverage) – and 1 in 3 schools (35%) have bins for menstrual waste in girls’ toilets(74% data coverage).
• In sub-Saharan Africa, around 1 in 8 schools (12%) have menstrual materials available
for free or purchase (33% data coverage) and 1 in 10 schools (11%) have bins for
menstrual waste in girls’ toilets (33% data coverage).
• In Least Developed Countries (LDCs), around 1 in 5 schools (17%) have bins for
menstrual waste in girls’ toilets (34% data coverage).
• 30 countries have nationally representative data on at least one of the globally
recommended priority indicators12 for schools or adolescent schoolgirls. Data are
available from 7 out of 8 SDG regions and all income groups.
• The most commonly available national menstrual health data for girls are related tofacilities (22 out of 30 countries), knowledge (19 out of 30), and materials (15 out of 30).
• Few countries have national data related to menstrual health impacts (9 out of 30),
discomfort/disorders (5 out of 30), and a supportive social environment (2 out of 30).
• Definitions vary widely between countries and data sources – indicator harmonization isneeded, including adoption of globally recommended priority indicators.
11 Note: Nationally representative data for menstrual health indicators remain limited and definitions vary making cross-country
comparison difficult. Preliminary regional and global aggregates should therefore be treated with caution.
12 Global MHH Monitoring Group, Priority List of Indicators for Girls’ Menstrual Health and Hygiene: Technical guidance for national
monitoring. New York: Columbia University; 2022 (www.publichealth.columbia.edu/file/8002/download?token=AViwoc5e).

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

41

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSIntroduction
Universal access to basic water, sanitationand hygiene (WASH) services is not sufficientfor creating a supportive environment for
students who menstruate, and there are
additional elements of menstrual health (MH)that need to be considered and monitored(Box 3). To support standardized monitoringof MH for adolescent girls, the global
menstrual health and hygiene monitoringgroup convened stakeholders and experts
to develop a list of recommended priority
indicators for girls, covering seven domains(Table 1). This report has a special focus
on MH in schools and highlights currently
available national data and examples ofsubnational data related to each of these
domains.

BOX 3

DEFINITION OF MENSTRUAL HEALTH

The following definition of menstrual
health13 was published in 2021 based ona multi-stage process led by the Global
Menstrual Collective.14
Menstrual health is a state of complete
physical, mental and social wellbeing,
not merely the absence of disease or
infirmity, in relation to the menstrual
cycle. Achieving menstrual health implies
that women, girls and all other people
who experience a menstrual cycle,
throughout their life-course, are able to:• access accurate, timely, ageappropriate information about the
menstrual cycle, menstruation andchanges experienced throughout thelife-course, as well as related selfcare and hygiene practices.
• care for their bodies during
menstruation, such that theirpreferences, hygiene, comfort,
privacy and safety are supported.
This includes accessing and using
13 Hennegan J, et al. Menstrual health: A definition forpolicy, practice, and research. Sex Reprod Health Matters.
2021;29(1):1911618 (https://www.ncbi.nlm.nih.gov/pmc/articles/
PMC8098749/).
14 The Global Menstrual Collective brings together multisectoral
stakeholders and coalitions working on menstrual health tosupport coordination and bolster collective, evidence-based
advocacy to drive investment. For more information see (www.
globalmenstrualcollective.org).

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

42• effective and affordable menstrualmaterials and having supportive
facilities and services, including water,
sanitation and hygiene services, forwashing the body and hands, changing
menstrual materials, and cleaning
and/or disposing of used materials.
• access timely diagnosis, treatment
and care for menstrual cycle-related
discomforts and disorders, including
access to appropriate health services
and resources, pain relief, andstrategies for self-care.
• experience a positive and respectfulenvironment in relation to themenstrual cycle, free from stigma andpsychological distress, including theresources and support they need toconfidently care for their bodies andmake informed decisions about selfcare throughout their menstrual cycle.
• decide whether and how toparticipate in all spheres of life,
including civil, cultural, economic,
social and political, during allphases of the menstrual cycle, freefrom menstrual-related exclusion,
restriction, discrimination, coercion
and/or violence.

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSTABLE 1

Priority list of indicators for monitoring girls’ menstrual health and hygiene and number of countries with related national data15

DOMAINDENOMINATOR

Materials

Facilities

Knowledge

Discomfort/
Disorders

PolicyFIGURE/BOX
NUMBER

Individuals

1. % of girls who reported having enough menstrual materials during their last menstrual period

4

Figure 39

Schools

2. % of schools with menstrual materials available to girls in case of an emergency

13

Figure 40

Individuals

3. % of girls who reported changing their menstrual materials during their last menstrual period when at school

2

Figure 43

Individuals

4. % of girls who changed their menstrual materials at school in a space that was clean, private and safe during their last
menstrual period

13

Figures 46-48

Schools

5. % of schools (primary/secondary) with improved sanitation facilities that are single-sex and usable (available,
functional and private) at the time of the survey

165

Figure 17

Schools

6. % of schools (primary/secondary) with improved sanitation facilities that are single-sex, usable (available, functional
and private), have covered disposal bins, and have discreet disposal mechanisms at the time of the survey

17

Figures 50
and 52

Schools

7. % of schools (primary/secondary) that have water and soap available in a private space for girls to manage
menstruation

10

Figure 54

Individuals

8. % of students (male/female) who have ever received education about menstruation in primary and secondary school

17

Figure 56

Individuals

9. % of females who know about menstruation prior to menarche

4

Figure 59

Individuals

10. % of females with correct knowledge of the fertile period during the ovulatory cycle

1

Figure 60

Schools

11. % of schools where education about menstruation is provided for students from age nine17

Figure 56

Schools

12. % of schools with pre-service or in-service teacher training about menstruation at the primary or secondary level0

N/A

Schools

13. % of schools that have at least one teacher trained to educate primary/secondary students about menstruation

0

N/A

Countries

14. % of countries where national policy mandates education about menstruation at primary and secondary level

**

Box 4

Individuals

15. % of girls who report that they were able to reduce their menstrual (abdominal/back/cramping) pain when theyneeded to during their last menstrual period

4

Figure 61

Individuals

16. % of girls who would feel comfortable seeking help for menstrual problems from a health care provider

1

Figure 63

17. % of girls who have someone they feel comfortable asking for support (advice, resources, emotional support)
regarding menstruation

2

Figure 64

Individuals

18. % of girls who report that a menstrual period does not impact their day

3

Figure 67

Individuals

19. % of girls whose class participation was not impacted by their last menstrual period

9

Figure 65

Countries

20. % of countries with policies or plans that include menstrual health and hygiene

**

Box 4

Countries

21. % of countries where national budget is allocated to menstrual health and hygiene; funds are dispersed to theschools in a timely and efficient manner

**

Box 4

Supportive social Individuals
environment
Menstrual healthimpacts

INDICATORTOTAL NUMBER
OF COUNTRIESIDENTIFIEDWITH RELATEDNATIONAL DATA

*Total includes countries with national data on indicators that are related but not fully harmonized. In subsequent figures indicators that are harmonized with or correspond closely to the list of priority indicators are noted with a ‘P’.
**National data on policy were not compiled for this report.
15 Global MHH Monitoring Group, Priority List of Indicators for Girls’ Menstrual Health and Hygiene: Technical guidance for national monitoring. New York: Columbia University; 2022 (www.publichealth.columbia.edu/file/8002/
download?token=AViwoc5e).

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

43

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSOnly a small number of countries routinely
collect data on MH in schools, andindicator definitions vary widely whichmakes cross-country comparison difficult.
In subsequent figures indicators that areharmonized with or correspond closely tothe list of priority indicators are noted witha ‘P’. A growing number of countries havedata that are nationally representative
but very few have data that can be
disaggregated. Even fewer countries havesufficient data to assess trends in MH.

gender-diverse students, and college/
university women.

refer to the proportion of schools. Bothtypes of indicators are used throughout.

The terms ‘adolescent schoolgirls’ or‘schoolgirls’ are used throughout thisreport since these are the most commonlyused denominators in existing datasets.
This is not intended to be restrictive,
and it is recognized that other students
or adolescents may also experience
menstruation but are not reflected in theavailable data.

This chapter includes data that havebeen collected from different populationgroups, including schoolgirls, adolescent
girls (in or out of school), female andAll data refer to those who have alreadyexperienced menstruation, unlessotherwise noted. Some indicators refer tothe proportion of individuals while others

Some figures include data from subnational
surveys, which should not be taken to
represent the situation in the country as awhole. Subnational data are included as
examples related to the priority indicatorsfor girls since few countries currently havenational data. While Table 1 includes
the number of countries with nationally
representative data related to each global
priority indicator, a total of 43 countries
are represented in this chapter when theexample subnational studies are also
considered. References for all data sources
are provided in the References section.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

44

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSData availability
This section provides an overview of theavailability of nationally representative data
related to each of the domains in Table 1.
Policy indicators that refer to the proportionof countries (indicators 14, 20 and 21) areexcluded, as this type of information is notavailable from the national data sources
regularly compiled by the JMP, althoughsome examples of emerging policy indicators
are included at the end of the chapter (Box 4).
Access to basic sanitation services (priority
indicator #5) is also excluded as this has
already been discussed in Chapter 3. Dataavailability for this SDG global indicator andits sub-elements is much higher than forother indicators related to menstrual health;
165 countries have at least one data pointon basic sanitation since 2000, 183 countries
have data on improved sanitation, and 80 and
65 countries have separately reported details
on the proportion of schools with single-sex
and usable sanitation, respectively.
By 2024, the JMP had identified 30 countries
with national data related to at least one of
the emerging priority indicators for schoolsor schoolgirls (Figure 38). One third (10) arefrom sub-Saharan Africa, but seven out ofeight SDG regions have data for at least one
country and available data span low-income
to high-income countries. Among these 30
countries, 7 have included MH indicators inroutine national school monitoring systems.

National data for emerging menstrual health indicators are available for 7 out of 8 SDG
regions

FIGURE 38

Number of countries with national data related to emerging menstrual health indicators forschools or schoolgirls, by SDG region

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

45

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLS

Ethiopia, Fiji, Sierra Leone and Zambia
have all included at least one question on
MH in their national Education Management
Information Systems (EMIS). India,
Philippines and Cambodia have included
menstrual health indicators in their regularThree Star Approach (TSA)16 or similar
national monitoring system.
Most of these countries (22 out of 30)
had national data related to facilities for
managing menstruation at school, while
19 countries had national data related
to knowledge, and 15 had data related
to menstrual materials. Fewer countries
had data related to the other domains of
menstrual health impacts (9) and menstrual
discomfort/disorders (5). Only two countries
had national data on a supportive social
environment for MH at school.

36% and 60% of menstruating girls inprimary school, respectively, reported thatthey always had enough menstrual materials
to change them as often as they wanted
during their last period.
There are also examples of related
indicators used in recent surveys (Figure 39).
In a subnational study in Scotland (United
Kingdom), 64% of students surveyed hadaccessed free menstrual materials fromtheir school, and 85% of those reported
that they had enough materials to meet theirneeds. Having enough materials may also
be related to affordability. In Japan, 7% of
adolescent schoolgirls reported thatthey replaced materials less frequently
due to economic reasons. Coverage varies
across countries and surveys, and depends
on the indicator definition and criteria used
to assess sufficiency and satisfaction withmaterials. For example, in Lao People’s
Democratic Republic, 81% reported thatsanitary pads are easy to find and affordable,
while 60% said they are satisfied with theirfrequency of changing pads. Disaggregationof data can highlight important inequalities.
In Ethiopia, the proportion who reported thatthey can afford sanitary pads varied widely
between urban areas (87%), rural nonpastoralist areas (60%), and rural pastoralist
areas (13%).

Many adolescent schoolgirls do not have enough menstrual materials and some struggle toafford them

Materials
Having enough menstrual materials
Nationally representative data on the
proportion of students who reported having
enough menstrual materials during theirlast period (priority indicator #1) were notavailable from any countries. However, in
two subnational surveys, in Soroti (Uganda)
in 2019 and Khulna (Bangladesh) in 2022,17
16 UNICEF, Field Guide: The Three Star Approach for WASH in
Schools, 2013 (www.unicef.org/kyrgyzstan/reports/field-guide-threestar-approach-wash-schools).
17 Sources of emerging data on menstrual health in schools are listed in
the References section.

FIGURE 39

Proportion of adolescent schoolgirls with enough menstrual materials (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

46

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLS

Menstrual materials available at school

Several countries have data on the availability of menstrual materials at school

The provision of menstrual materials at
school can have a big impact on girls’
ability to feel comfortable. In 2021, almost
half (44%) of adolescent girls in Japan
reported that the main inconvenience intheir daily life caused by menstruation is
the lack of sufficient sanitary products at
school or in public places. In a 2020 survey
in the Loreto, Ucayali, Huancavelica, andLima (Carabayllo) regions of Peru, 73% of
students who menstruate wished that theirschool had free supplies such as sanitarynapkins, toilet paper, soap, or pills for
menstrual cramps.
Nationally representative data on school
provision of menstrual materials wereavailable for 13 countries (Figure 40). In ten
countries, more than half the schools did
not have materials available, and in sevencountries, more than four out of five schools
lacked materials. Based on an averageof seven countries with data available(weighted by school-age population andrepresenting 33% of school-age children
in the region), it is estimated that around
12% of schools in sub-Saharan Africa havemenstrual materials available.
Of the 13 countries with national data related
to priority indicator #2, 5 are closely alignedwith the priority indicator definition; in
Lebanon, 55% of schools provided menstrual

FIGURE 40

Proportion of schools with menstrual materials available (%)

materials for emergency situations, comparedwith 35% in Zambia, 19% in Sudan, 16% in
Cambodia, and 5% in Namibia.
Data sources rarely specify if menstrualmaterials are provided for free or forpurchase or if girls’ preferred products
are available. However, Nigeria and Sierra
Leone collected separate data on whether
materials are available for free or forpurchase. In Nigeria, 3.8% of schools
provided materials for free and 1.8%
provided them for purchase. In Sierra Leone,
19.6% of schools provided materials for freeand 0.7% for purchase.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

47

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLS

Menstrual materials available at school
may not consider girls’ preferences, which
can vary by individual. For example, most
schoolgirls in Ethiopia (2017a) preferred
to use disposable sanitary pads, except inrural-pastoralist areas where reusable cloth
was more often preferred. On average,
more girls reported preferring to use
disposable sanitary pads than actually used
them, but the differences between the typeof material preferred and used was small
for all material types (Figure 41).

This may be due to a lack of awareness ofalternatives. For example, a 2018 surveyof schoolgirls in Indonesia found that while
all respondents had heard of disposable
sanitary pads, only 15% had heard of
reusable pads or cloths and 2% and 0.1%
had heard of tampons and menstrual cups,
respectively.
Preferences for menstrual materials can be
impacted by a number of factors. In a 2016
subnational survey in Entebbe (Uganda),

Most schoolgirls in Ethiopia used their preferred menstrual materials but urban and rural
practices varied

64% of schoolgirls who menstruate had
experienced a menstrual accident withblood leaking onto their clothes, and 19%
had had blood leak onto their clothes during
their last menstrual period. Most schoolgirls(89%) preferred using disposable sanitary
pads because they were more comfortable,
didn’t need to be washed and dried, wereless prone to leaks, and were easier todispose of (Figure 42).

Schoolgirls in Uganda prefer disposable
sanitary pads for multiple reasons

FIGURE 42

FIGURE 41

Proportion of adolescent schoolgirls in Ethiopia who menstruate by type of menstrualmaterial used, 2017 (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

48

Proportion of adolescent schoolgirls in Entebbe (Uganda)
by reason for choosing disposable pads among those
who ever used them, subnational, 2016 (%)

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLS

Facilities
Changing materials at school
Even if materials are available, adolescentschoolgirls may not feel comfortablechanging them at school. National data from
Bangladesh in 2014 suggested that only
14% of primary and secondary schoolgirls
changed menstrual materials at school(Figure 43). In addition to the 2014 national
data from Bangladesh, a 2022 subnational
survey in Khulna (Bangladesh) found thata similar proportion (15%) of menstruating
girls in primary school ‘changed materials
at school during their last menstrual period’(priority indicator #3). In Ethiopia, 34%
of schoolgirls in primary and secondary
school reported waiting until they got home
to change their materials. Of the 66% whochanged their menstrual materials at school,
most changed in the girls’ latrine (Figure 44).

Some students change menstrual materials at school while others wait until they get home

FIGURE 43

Proportion of adolescent schoolgirls who changed menstrual materials at school (%)

In Ethiopia, 1 in 3 students who menstruate wait until they get home to change materials

FIGURE 44

Proportion of schoolgirls (primary and secondary) in Ethiopia who menstruate by place theychange menstrual materials at school, 2017a (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

49

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSWhile changing frequency depends on
blood flow, materials used, and personal
preference, it is generally advised tochange materials at least three to four times
per day.18 However, many girls change
menstrual materials less frequently. In a
subnational survey in Entebbe (Uganda), 62%of secondary schoolgirls changed at least
three times per day (Figure 45). Surveys in
Giza (Egypt) and West Gonja (Ghana) also
found that only 57% and 34% of schoolgirls
changed materials three or more times
per day, respectively. However, changing
frequency is impacted by many factors
beyond facilities, including knowledge,
attitudes and material availability.

Many adolescent schoolgirls change menstrual materials less frequently than recommended

FIGURE 45

Clean, private and safe space to changematerials
Some countries have data on the presenceof a space for girls to change menstrualmaterials at school. For example, the 2017
EMIS reports that 8% of schools in Ethiopia
had a menstruation sanitation room. And ina survey of Ethiopian schoolgirls in the same
year, 21% reported availability of a separate
room for changing menstrual materials at
school. Nearly half (49%) of schools had aleast one girls’ changing room in Fiji (47% ofprimary schools and 59% of
18 House S, Mahon T, Cavill S. Menstrual Hygiene Matters: A
resource for improving menstrual hygiene around the world, WaterAid.
2012 (https://washmatters.wateraid.org/publications/menstrualhygiene-matters).
UNICEF, Guide to Menstrual Hygiene Materials. 2019(www.unicef.org/media/91346/file/UNICEF-Guide-menstrual-hygienematerials-2019.pdf).

Proportion of adolescent schoolgirls by frequency of changing menstrual materials in subnational
surveys in Ghana, Egypt and Uganda (%)*Note: More than three times per day was not a response option in Ghana. Some of the respondents who reported changing three times per day may
change more frequently.

secondary) according to the 2018 EMIS.
In the United Republic of Tanzania, 14% ofprimary schools had a changing room forgirls in 2023, and in Mali, 1% of schools
had a shower cabin or area (separate fromlatrines) available for girls’ menstruation
management in 2017. However, a separatechanging room may not be appropriate inmany contexts and could reinforce stigma
around menstruation.
The presence of a separate space is notnecessary to achieve priority indicator #4,

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which is the proportion of schoolgirls whochanged materials at school in a place thatwas clean, private and safe during theirlast menstrual period. While examples ofnational data on the presence of a spacefor girls to change menstrual materials at
school were identified, no national data
were available on girls’ perspectives of
the cleanliness, privacy and safety of
those spaces. However, some data were
found that address different aspects ofcleanliness, safety and privacy.

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSMost data available on a clean space tochange materials at school refer to toilets
and are not always disaggregated by sex(Figure 46). Subnational data from Khulna(Bangladesh) provide an example ofmonitoring girls’ experiences; when asked
directly, only 18% and 23% of schoolgirls
reported that they had a clean space tochange menstrual materials at school all ormost of the time, respectively.
Similarly, few countries collect data on
girls’ perspectives on a private place
to change materials at school (Figure47). Most data are based on school
administrator responses and may vary
based on the definition. For example, a2022 national survey in Sierra Leone foundthat 42% of schools had ‘full privacy inthe girls’ toilet/latrine’, while a previous(2020) national survey found that 7% ofschools had a ‘private cubicle for girls on
their menstrual period’. A 2022 survey inBerlin (Germany) provides a rare example
of monitoring experiences of female andgender-diverse students who menstruate.
It found that only 28% reported having‘enough privacy in the school toilets tochange their tampons/pads undisturbed’,
and when asked if they had enough privacy
to change their menstrual materials at
school, 8% responded that they sometimes
can’t lock the toilet door.

Many schools do not have a clean toilet or space for girls to change materials

FIGURE 46

Proportion of schools or individuals with a clean space to change menstrual materials (%)

Many schools do not have private latrines or spaces for girls to change materials

FIGURE 47

Proportion of schools or individuals with a private space to change menstrual materials (%)

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SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSVery few national data sources wereidentified with specific information on asafe space at school to change materials(Figure 48). In the Solomon Islands (2018),
just 7% of schools reported that they hada changing area where girls can change
and wash safely (4% of primary schools
and 14% of secondary schools), but thecriteria used to define ‘safely’ are not clear
from the data collection protocols. The
Philippines monitors if girls’ toilets are withinview of buildings/people and has recorded
an increase from 46% of schools in 2018
to 60% in 2022. No national data on girls’
perceptions of safety were available, but a
subnational survey in Khulna (Bangladesh)found that 31% of schoolgirls worried atleast some of the time that someone would
harm them while changing their menstrualmaterials at school; 10% worried all or mostof the time that someone would harm them.

Very few surveys capture girls’ perspectives of safety while changing menstrual materials
at school

FIGURE 48

Proportion of schools or individuals that report having a safe space to change menstrual materials (%)

In India, coverage decreases when additional elements of MH are considered beyond a basic
sanitation service

Sanitation facilities with bin, anddisposal mechanisms
In addition to the elements of a basic
sanitation service, including that toilets are
improved, single-sex and usable (available,
functional, private), school toilets usedby adolescent girls should have a coveredbin (or similar private mechanism) inside
the stall for disposal of menstrual waste,
and the school should have mechanisms
for management and disposal of collected
menstrual waste. Disposal mechanisms can
include incineration or another safe method

FIGURE 49

Proportion of schools in India with female students that have single-sex, functional and lockable
toilets with a covered bin and functional incinerator for menstrual waste, 2018 (%)

on-site, or safe storage and collection via amunicipal waste system, as appropriate.19
The only national data available on the
proportion of schools meeting these criteria
19 UNICEF and WHO, Core Questions and Indicators for Monitoring
WASH in Schools in the Sustainable Development Goals. Geneva: World
Health Organization 2018 (https://washdata.org/reports/jmp-2018core-questions-and-indicators-wash-in-schools).

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for priority indicator #6 are from India’s
Swachh Vidyalaya Puraskar monitoring
programme (Figure 49). While most schools
with female students had toilets that were
single-sex, functional and lockable fromthe inside (elements of a basic sanitation
service), far fewer had bins with a lid or an
incinerator for disposal of menstrual waste.

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSAvailability of bins for menstrual waste in girls’ toilets varies widely by country and specificindicator used

FIGURE 50

Proportion of schools or individuals reporting bins in girls’ toilets for menstrual waste (%)

When all elements are considered, 18% ofschools in India had a basic sanitation service
plus covered bins and functional incineratorsfor disposal of menstrual waste in 2018.
Coverage tended to be higher in girls-onlyschools (31%) and in secondary schools(42%) and lowest in co-educational (18%) andprimary schools (17%).
Coverage and indicator definitions for thepresence of bins for menstrual waste in toilets
vary widely between countries (Figure 50).
Some definitions are ambiguous, and it isunclear if bins are located in individual stalls/
cubicles/compartments or in girls’ toilet
blocks, if they are covered, and if they aremeant for menstrual waste or general rubbish.
Data from five countries specifically refer tobins inside the toilet cabin or compartment,
and seven countries specifically refer to bins
having covers. A 2017 survey in Tajikistan
found that while bins were reported to be ingirls’ toilets in 5% of schools, they were only
observed in 1% of schools.
Based on the 16 countries with nationally
representative data, representing 32% of the
global school-age population, it is estimatedthat around one in three (31%) schools globally
have bins for menstrual waste in girls’ toilets.
In sub-Saharan Africa and Central andSouthern Asia, around 11% and 35% of schools
have bins in girls’ toilets, respectively (33%
and 74% data coverage). Less than one in fiveschools (17%) in LDCs have bins in girls’ toilets(34% data coverage).

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SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSWhen menstrual waste bins are not available
in girls’ toilets, girls may dispose of used
menstrual materials in the open, bring soiled
materials home, or put them in the toilet
or latrine causing blockages or pits to fillquickly. National and subnational data fromfour countries highlight the variety of places
girls dispose of used materials when theychange at school (Figure 51). For example,
in Papua, East Java, South Sulawesi, andNusa Tenggara Timur provinces of Indonesia,
over half (54%) of schoolgirls put their usedmaterials in a bin (for the landfill), while 23%
buried their materials, 12% and 4% put themin a flush toilet or latrine, respectively, and
6% burned them or used other means ofdisposal. In Luang Prabang Province (Lao
People’s Democratic Republic), one in four
schoolgirls reported bringing used materials
home. Over half (55%) of schoolgirls in
Bhutan used dedicated bins for menstrual
waste, compared with just 3% in Ethiopia
where three quarters of girls (72%) reported
putting used materials in the latrine, toilet or
drain.
Few countries have data on how menstrual
waste is managed after being collected frombins in girls’ toilets (Figure 52). Indicatordefinitions are often unclear and may referto disposal mechanisms inside girls’ toilet
compartments or at the school in general.
While some countries monitor the presenceof incinerators for menstrual waste disposal,
incineration is not always feasible, can bechallenging to operate, and may be

restricted due to environmental concerns. In
some cases, burial in a protected pit or safe
storage and collection via a municipal waste
system may be more appropriate. Data from
Sierra Leone and Nigeria provide

examples of monitoring menstrual waste
disposal more broadly, aligned with priority
indicator #6, where 14% and 9% of schools,
respectively, had disposal mechanisms for
menstrual hygiene waste at the school.

Adolescent schoolgirls dispose of menstrual materials in a variety of locations

FIGURE 51

The proportion of adolescent schoolgirls who dispose of used menstrual materials by location,
select surveys (%)*Subnational surveys: Papua, East Java, South Sulawesi, and Nusa Tenggara Timur provinces (Indonesia), Luang Prabang Province (Lao People’s
Democratic Republic)
Note: Zero values indicate response option was not included in the survey. Lao People’s Democratic Republic survey allowed for multiple responses.
Responses therefore sum to more than 100.

Very few schools report having disposal mechanisms for menstrual waste collected from bins

FIGURE 52

Proportion of schools with menstrual waste disposal mechanisms (%)

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SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSIn Addis Ababa (Ethiopia), 81% of schools
disposed of menstrual waste with generalwaste, while 15% used incinerators(Figure 53). The frequency of menstrual
waste disposal was also reported andvaries from multiple times per day to lessthan one time per week, with over half ofschools emptying menstrual waste once
per day.

In Addis Ababa, Ethiopia, most schools dispose of menstrual waste once per day and in
the school general waste bin

FIGURE 53

Proportion of schools by method and frequency of menstrual waste disposal in Addis Ababa,
Ethiopia, 2019–2022 (%)

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SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSWater and soap in a private space
National data were available from ten
countries on the proportion of schools thathave water and soap available in a private
space for girls to manage their menstruation(priority indicator #7, Figure 54). However,definitions vary slightly between data
sources and only four countries have datathat specifically refer to both water andsoap inside a private space for girls, suchas inside toilet cabins or compartments.
Disaggregated data from Gabon and Sudan
highlight inequalities in the availability ofwater and soap in a private space, withsignificantly lower coverage for public, rural,and co-educational (combined girls andboys) schools (Figure 55).

Adolescent schoolgirls often lack water and soap in a private space to manage menstruation

FIGURE 54

Proportion of schools with water and soap available in a private space (%)

Access to private places with water and soap to manage menstruation varies widely inschools in Gabon and Sudan*River Nile, Gedaref, Sennar, West Kordofan, West Darfur, and Central Darfur

FIGURE 55

Inequalities in the proportion of schools with a private space with water and soap for girls tomanage menstruation in Gabon and Sudan, 2021 and 2019 (%)

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56

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSKnowledge

The provision of MH education in school varies widely between countries

Menstrual health education at schoolStudents often want more information about
menstruation and the different domains of
menstrual health. In a 2023 survey in the
United States of America, 81% of students
who menstruate believed there needs to be
more in-depth education about menstrual
health, and 78% felt it should be part ofthe core curriculum. In a 2020 survey in
Peru, 31% of schoolgirls who menstruate
wished their teachers taught them in greater
depth about menstruation and the care theyshould take.
A growing number of countries have dataon the proportion of schools providing
education on menstrual health (Figure 56).
Based on the most recent information
available for the 17 countries with nationaldata, it is estimated that approximately 39%
of schools globally provide MH education(33% data coverage). In sub-Saharan Africa
and Central and Southern Asia, respectively,around 30% and 39% of schools provide MH
education (33% and 74% data coverage).
However, there is limited information on the
precise topics and quality of MH education
provided in each country.
While a number of countries had data on theprovision of MH education in schools, few
had information on the more detailed criteria
included in priority indicators #8–13, such as

FIGURE 56

Proportion of schools where menstrual health education is provided (%)

the provision of MH education for both boys
and girls, or for students from age nine.
In Sudan, 61% of schools provided menstrual
hygiene sessions for girls only and 52%
provided adolescent health education
sessions for girls and boys together. A 2021
survey of six provinces in Papua New Guinea
found that 53% of schools taught menstrual
hygiene management as part of the school
curriculum, but only 5% taught menstrual
hygiene to both girls and boys. Teachers
noted that the topic is sensitive, and many
felt uncomfortable discussing it openly.

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57

However, girls often want to include boys in
MH education. In Bhutan, 68% of schoolgirls
agreed or strongly agreed that it is important todiscuss the topic of periods at school with bothboys and girls. In Australia (2023), a 15-yearold schoolgirl felt similarly, saying, “Schools
divide us when it comes to ‘tricky subjects’
because we are told boys don’t need to know
about it. They do need to know.” Further, boys
may also be interested to learn. A survey inJapan found that 43% and 30% of adolescent
girls and boys, respectively, said they would
like to know more about menstruation.

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSWhile no examples were identified ofdata on the proportion of schools thatprovide MH education for students fromage 9 (priority indicator #11), somecountries have data on the provision of
MH education by school level, including
primary schools, which are typically forstudents up to age 11, and secondary
schools, which are for older students. In
Central and Southern Asia, while 84% of
secondary schools provide MH education,
only 34% of primary schools do. In
most countries with disaggregated data
representing 25% of the global schoolage population, MH education is much
more likely to be provided in secondary
schools than in primary schools (Figure57). Accordingly, girls who menstruate inprimary school are less likely to be awareof menstruation prior to menarche.

Secondary schools are much more likely to offer MH education than primary schools

For many students, teachers are among
their main sources of information about
menstrual health. For example, in 2018,
more than a quarter (27%) of primary andsecondary schoolgirls who menstruate
in Bhutan learned about menstruationfrom their teacher (Figure 58). Similarly,
in Ethiopia (2017), 30% of primaryand secondary schoolgirls who had
experienced menstruation accessed MH
information from their teacher, while
over half said they had no source of MH
information.

Most adolescent schoolgirls in Bhutan learned about menstruation from their mother or teacher

FIGURE 57

FIGURE 58

Proportion of primary schools and secondary schools that provide MH education (%)

Proportion of adolescent schoolgirls in Bhutan by their main source of information regarding
menstruation, 2018 (%)

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58

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSKnowledge of menstruation prior tomenarcheFour countries had national data on the
proportion of adolescent schoolgirls who
knew about menstruation prior to menarche(priority indicator #9): Bangladesh, Bhutan,
Ethiopia and the United States of America(Figure 59). 86% of schoolgirls in Bhutan
reported knowing about menstruation
before their first period, compared withjust 39% in Ethiopia. In Bangladesh, 53% ofschoolgirls knew about menstruation before
menarche in 2018, compared with just 36%
in an earlier 2014 survey. Highlighting theimportance of early MH education, 45% ofgirls in secondary school who menstruate in
Bangladesh in 2018 knew about menstruation
before menarche, compared with 32% ofprimary school students four years earlier.
A 2023 survey in the USA found that 42% ofteens felt confused and unprepared when
they got their first period.

Knowledge of the fertile period

While the USAID Demographic and Health
Survey (DHS) collects data on knowledgeof the fertile period for men and women
aged 15 to 49, very few countries havedata specifically for adolescent schoolgirls.
National data on the proportion of students
with correct knowledge of the fertile period
during the ovulatory cycle (priority indicator#10) were only available for Bhutan (Figure60). While 86% of girls knew about

Not all adolescent schoolgirls are aware of menstruation before menarche

FIGURE 59

Proportion of adolescent schoolgirls who knew about menstruation prior to menarche (%)

menstruation before menarche, only 21%
knew the correct fertile period. A subnational
study in Luang Prabang Province (Lao
People’s Democratic Republic) found a similar
proportion of schoolgirls who menstruatedknew the phase of the menstrual cycle when
the chance of pregnancy is highest.
However, both data sources used technicalterminology and number of days as
response options, so it is possible that girls
may have known the fertile period but not
the associated terminology. The globally
recommended question related to thisindicator, for which there are not yet any data,uses simple language for the four phases: justbefore her period begins, during her period,
right after her period has ended, and halfway
between two periods (the correct answer).

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59

Only 1 in 5 schoolgirls who menstruate
in Bhutan had correct knowledge of thefertile period

FIGURE 60

Proportion of adolescent schoolgirls in Bhutan and
Lao People’s Democratic Republic (*Luang Prabang
Province) by which menstrual phase they believe thechance of pregnancy is highest, 2018 and 2020 (%)

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSTeachers trained on menstrual health

Discomfort/disorders

National monitoring data on whether
teachers have been trained to provide MH
education (priority indicators #12 and #13)
were not identified. In a survey of primaryand secondary schools in six provinces ofPapua New Guinea (2021), 45% of schools
reported that teachers were trained toteach about MH, while 53% of schools
reported teaching MH, thus some teachers
were providing MH education without
having been trained. Additionally, teachersinterviewed noted that many teachers felt
uncomfortable discussing it. In a 2023
survey in the United States of America, 35%of students who menstruate said their healthteacher appeared to be uncomfortablediscussing menstruation.

Ability to reduce menstrual pain

Few countries collect information on thetype of training curriculum provided.
However, a national survey of teachers
from all stages of school education in the
United Kingdom found that lessons on
the menstrual cycle were predominantly
delivered within personal, social, healthand economic (PSHE) or science subjects,
with over half of the lessons focusing
on the biology (56%) or provision of
menstrual products (40%) rather than lived
experiences (14%). Overall, 80% of teachers
felt receiving training would be beneficial to
improve MH education.

Menstrual pain is a common but often
overlooked issue. In a subnational survey
in urban Dhaka and rural Manikganj districtin Bangladesh (2018b), two thirds of girls(66%) reported experiencing menstrual pain
during their last period, with 41% of those
respondents describing their pain as “severe”.
In a 2022 survey in Egypt, of the 93%
of girls who reported pain levels during
menstruation, 29% reported no/mild pain
(0–3 on rating scale), 49% reported moderate
pain (4–7) and 22% reported severe pain (8–10). Overall, menstrual disorders prevented
33% of adolescents from participating insocial activities and 8% from attending
school. In a 2023 survey in Australia, a key

issue that arose from student interviews was
the need for teachers to acknowledge thereality of period pain as being debilitating
and a potentially serious medical issue that
requires attention.
The associated internationally recommended
priority indicator (#15) focuses on girls’
ability to effectively reduce their pain rather
than access to pain management tools which
may or may not be effective. No national
data were identified specifically about girls’
ability to reduce their menstrual pain, but
a few countries have national data on theprovision of pain remedies in schools (Figure61). In Lebanon and Mali, 36% and 0.3% ofschools, respectively, had pain medicine
available. In Philippines, the proportion ofschools with a space for girls with menstrual
discomfort to rest increased from 35% in2018 to 69% in 2022.

Remedies to reduce menstrual pain are provided in some schools

FIGURE 61

Proportion of schools with remedies to reduce menstrual pain available to students (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

60

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSPROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

61

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSWhile most remedies provided by schools
focus on pain medication, examples from
Bhutan and Lao People’s Democratic
Republic provide information on the wide
range of remedies that schoolgirls use to
reduce menstrual pain (Figure 62). While
18% of schoolgirls in Luang Prabang
Province (Lao People’s Democratic
Republic) reported having no or minor
menstrual pain, the remaining 82% tried
to manage their pain by drinking hot
water, laying on their stomach, taking pain
medication, or another means. In Bhutan,
over half of students reported managing
menstrual pain by taking rest.

Comfort seeking help from a healthcare provider

Schoolgirls use a range of remedies to reduce menstrual pain

*Luang Prabang Province

FIGURE 62

Proportion of adolescent schoolgirls in Bhutan and Lao People’s Democratic Republic (Luang
Prabang Province) by the main remedy they use to reduce menstrual pain, 2018 and 2020 (%)

1 in 10 schoolgirls who menstruate in Ethiopia had accessed MH information from ahealth worker

No national data were identified specificallyon the proportion of girls who would feel
comfortable seeking help for menstrual
problems from a health care provider(priority indicator #16). However, a2017 survey in Ethiopia found that 11%of adolescent schoolgirls had accessed
information from health workers, including
health extension workers and community
health workers. While information was morecommonly accessed from teachers (30%)
and mothers (15%), over half (52%) didn’t
access MH information from any source(Figure 63).
FIGURE 63

Proportion of adolescent schoolgirls who menstruate in Ethiopia by the sources of MH
information they had accessed, multiple response, 2017a (%)

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62

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSSupportive social environment
While national data were not available on
the proportion of girls who have someone
they feel comfortable asking for support
regarding menstruation (priority indicator#17), examples related more broadly to asupportive social environment highlight thatgirls often don’t feel comfortable discussing
menstruation (Figure 64). In Ethiopia, while
94% of girls reported that they had never beenteased about menstruation, only 37% said
that they don’t feel ashamed of menstruationand had discussed menstruation with others.
In Türkiye, 87% of adolescent schoolgirls(aged 10 to 15) in Sivas province believed
menstruation is a shameful thing. The school
setting may provide an entry point to addressthese taboos but in 2023 in the United Statesof America, 77% of students said menstruation
is openly discussed at home, compared withjust 41% who said it is discussed at school.

Adolescent schoolgirls often feel ashamed and do not openly discuss menstruation

FIGURE 64

Proportion of adolescent schoolgirls who feel comfortable discussing menstruation, various
indicators (%)

Menstrual health impacts
MH impact on class participation
Analysis of national EMIS data in Zambia(2018c) showed that the lack of WASH
facilities in schools led to high rates ofrepetition and dropout among girls comparedwith boys, especially from age 13. There are a
few examples of monitoring data specificallyrelated to impacts of menstruation on classparticipation, but most of these focus on

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

63

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLS

school attendance (Figure 65). While thiscan be a powerful indicator, girls may missschool for many reasons and accurately
linking absenteeism to menstruation can bechallenging. Also, school attendance does
not imply that girls are comfortable andable to fully participate. The associatedinternationally recommended indicator(#19) therefore focuses on girls’ ability toparticipate in class, not only to attend.
A national survey (Bangladesh 2018a) foundthat 30% of girls had missed school during
menstruation but a larger proportion (55%)
of girls thought menstruation interferedwith their performance in school. In a
2021 survey in Japan, 18% of adolescent
girls reported that the main inconveniencein daily life caused by menstruation wasthat they missed or left school classes orextracurricular classes early, and 32%
reported that the main inconvenience was‘enduring, despite wanting to miss or leave
early’ due to menstruation.

Most data focus on school attendance rather than girls’ ability to fully participate in classduring menstruation

FIGURE 65

Proportion of adolescent schoolgirls who report that menstruation does not impact their school
performance or attendance (%)

In parts of North Macedonia, 2 out of 5 schoolgirls were absent during menstruation due toinadequate conditions for managing menstruation at school

In a 2018 survey in Skopje, Veles, andKumanovo municipalities of North
Macedonia, 42% of schoolgirls missed atleast two days during their menstruation
due to inadequate conditions for managing
menstruation at school, 32% due to thehigh price of menstrual products, and 6%
due to abdominal pain (Figure 66).

FIGURE 66

Proportion of schoolgirls in Skopje, Veles, and Kumanovo municipalities of North Macedonia byschool absenteeism during menstruation and reason given, 2018 (%)

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64

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSMH impact on daily activities
Priority indicator #18 is the proportion ofgirls who report a menstrual period does
not negatively impact on their day. Somecountries have data on how menstruation
impacts schoolgirls beyond attendance andparticipation in school, including impacts on
physical activities, religious activities, andfeelings of self-consciousness, anxiety andstress (Figure 67). A 2021 national survey ofteachers in the United Kingdom found thatteachers perceived that the menstrual cycle
affected pupil confidence (88%), and attitudeand behaviour (82%). In 2019, students in
Scotland who had accessed free menstrualmaterials at school reported that they weremore able to continue with day-to-day
activities (70%) and less worried about having
their period (51%); 12% reported that theirattendance increased during their period
due to the availability of free sanitary pads
(Figure 68).

Many adolescent schoolgirls report being stressed about the impact of menstruation on
activities beyond school

FIGURE 67

Proportion of adolescent schoolgirls whose period does not impact other activities beyond
school participation (%)

7 out of 10 students in Scotland reported that availability of free menstrual materials at
school helps them continue day-to-day activities during their period

FIGURE 68

Proportion of students in Scotland who had accessed free menstrual products at school by selfreported impact, 2019 (%)

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SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLS

BOX 4

MONITORING NATIONAL POLICIES, PLANS AND BUDGETS FOR MENSTRUAL HEALTH IN SCHOOLS

The WHO/UNICEF Joint Monitoring
Programme for Water Supply,
Sanitation and Hygiene (JMP) is
primarily focused on global monitoringof WASH sector outputs and outcomes.
This box highlights some examples ofdata emerging from ongoing efforts
to systematically monitor national
policies, plans and budgets (inputs)
related to menstrual health in schools,
as recommended in the globally
recommended list of priority indicators.

National policies or plans
Priority indicator #20 calls for tracking
the proportion of countries with
policies or plans that include menstrual
health and hygiene. In Zambia, the2016 National Menstrual Hygiene
Management Guidelines advise schools
to provide an enabling environmentfor MH, including having toilets or
latrines that provide privacy, soap andwater, and providing access to sanitarymaterials and disposal facilities, aswell as accurate information to assist
teachers, boys, girls and the community
to understand MH issues. Indicatorsfor functionality and usability of school
WASH infrastructure and three MH

indicators were first introduced in the 2016
Annual School Census (EMIS) and show
steady progress on MH in schools from 2016
to 2020 (Figure 69).
In Philippines, the 2016 policy and guidelines
for the Comprehensive Water, Sanitationand Hygiene in Schools (WinS) programmeestablished a Three Star Approach, which
includes provision of MH facilities andinformation at school, and standards for MH
were further reinforced in the 2017 GenderResponsive Basic Education Policy. The 2013
National Policy and Strategic Framework on

Adolescent Health and Development also setsout a package of adolescent health services,
including fertility awareness, MH issues andsexual and reproductive health counselling.
Based on annual monitoring data from 2018
to 2022, Philippines has made rapid progresson key performance indicators for MH inschools, demonstrating the potential positive
impact of associated policies and plans(Figure 70).
In Timor-Leste, the 2016 national WASH inschool guidelines specify that schools shouldhave toilets that are sensitive to the needs

Schools in Zambia increasingly meet national guidelines for menstrual health

FIGURE 69

Proportion of schools in Zambia with MH education, bins in toilets, and availability of menstrualmaterials, 2016–2020 (%)

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

66

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLS

of menstruating girls. This could include a
private place to wash and dry cloths, shelves,a rubbish bin for menstrual waste, and water
inside toilets stalls, depending on the type ofsanitary protection used and the prevailingcultural practices at the school. The guidelines
also specify that menstrual waste should beburnt in an incinerator.
Scotland passed the Period Products Act in
2021 which requires education providers toensure period products are available free ofcharge to students. This policy change was
influenced by a survey from 2019 that foundthat 84% of students who accessed free period
products at school in the past academic year
felt the availability of free sanitary products
had a positive impact on them (Figure 68). A
2020 national review of primary and secondary
education standards in the United States ofAmerica found that MH is not a required partof the school health education standards inmost states. Only three states (California,
Michigan and New Jersey) include personal
hygiene products related to menstruation, andonly Michigan, Oregon and Utah specifically
include menstruation management in school
health standards.

National MH budget
While information on the timely and effective
disbursement of funds may be limited, there
are examples of countries with national

The availability of MH services for girls in school has rapidly increased in Philippines

FIGURE 70

Proportion of schools in Philippines with various menstrual services for girls, 2018–2022 (%)

budgets for MH in schools (priority indicator#21). Kenya and Zambia have national
budgets with allocations for the provisionof sanitary pads in schools. In the 2021/22
Ministry of Education budget in Nepal, morethan US$35 million was allocated for free
distribution of menstrual sanitary napkins forfemale students. In Philippines, menstrual
health is part of the WASH in schools budget
and included in the School Improvement Plan
managed by schools. Indonesia’s national
menstrual health budget is allocated within the
education and WASH budget portfolios, witha focus on menstrual health-friendly WASH
in schools. Fiji’s government announced abudget allocation for a menstrual productprovision scheme in schools in 2022.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

67

However, a review of menstrual healthin Eastern Asia and the Pacific20 andin South Asia21 found that even where
policies exist, the lack of accountability
between ministries and unclear
responsibilities between actors at the
subnational level were major barriers
that prevented budgets from being
allocated, capacity from being built up,
and monitoring from taking place. Focus
will need to shift from having policies toeffectively implementing them.
20 Head A, et al. Menstrual Health in East Asia and the Pacific:
Regional progress review. Bangkok: UNICEF, Burnet Institute andWaterAid. 2023 (www.unicef.org/eap/media/13341/file/
MenstrualHealthreport.pdf).
21 Cavill S. Menstrual Hygiene in South Asia: Synthesis report.
UNICEF and WaterAid, 2022 (https://washmatters.wateraid.org/
sites/g/files/jkxoof256/files/menstrual-hygiene-in-south-asia--synthesis-report.pdf).

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSConclusion
This special focus has examined theavailability of emerging data on menstrual
health in schools which correspond to
the domains identified in the globally
recommended list of priority indicators forgirls’ menstrual health and hygiene. It showsthat a growing number of countries aremonitoring different aspects of MH

in schools but national definitions andindicators vary widely, making it difficult tocompare progress across countries. Further
work is therefore required to progressively
harmonize the indicators used in national
monitoring systems. While the new MH
module in the UNICEF Multiple Indicator
Cluster Survey (MICS7) will provide

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

68

harmonized data for women and adolescent
girls aged 15 to 49, upcoming school
surveys and annual censuses in primary andsecondary schools provide an opportunity
to gather harmonized data for younger
adolescent girls, a group that is often left
behind in MH data collection.

SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLS

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SPECIAL FOCUS ON MENSTRUAL HEALTH IN SCHOOLSSECTION 6

ANNEXESANNEX 1METHODS
Since it was established in 1990, the World Health Organization(WHO) and United Nations Children’s Fund (UNICEF) Joint Monitoring
Programme for Water Supply, Sanitation and Hygiene (JMP) has been
instrumental in developing norms and standards for global monitoring of
drinking water, sanitation and hygiene (WASH) in households. Following
agreement of the Sustainable Development Goal (SDG) targets in 2015,
the scope of JMP global monitoring was expanded to include WASH inschools and WASH in health care facilities.
In 2016, the JMP convened an expert group to develop core questions
and indicators for monitoring WASH in schools and subsequently
established a methodology for generating internationally comparable
estimates to support global monitoring of related SDG targets 6.1, 6.2
and 4.a. In 2018, the JMP published a global baseline report, containing
harmonized national, regional and global estimates, followed by aprogress update in 2020 and a data update22 in 2022. The following is abrief summary of the JMP methodology for monitoring WASH in schools,
which builds on established methods for monitoring WASH in households
and will continue to be refined over time. Methodological refinements
since the 2022 progress update are listed in Box A1. For more detailed
information on JMP definitions and methods refer to the resources listed
in Table A3, including the JMP Methodology for WASH in Schools.
22 In 2022, the JMP published a progress update (full report) on WASH in health care facilities and a data update(short report) on WASH in schools. It has subsequently alternated between progress updates and data updates foreach setting.

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73

Annex 1: Methods

BOX A1

REFINEMENTS TO JMPMETHODS IN THE 2024
UPDATE

1. Increase in number of datasets
used to generate estimates, from1029 to 1415.
2. Refinement and standardizationof method for producing regional
aggregates (see Regional andglobal estimates for WASH inschools, page 77).
3. Shift in terminology from‘national’ to ‘total’. JMP
estimates are produced forcountries, areas and territories.
Estimates representative of
entire populations within thoseareas have been called ‘national
estimates’ in previous reports but
are now called ‘total estimates’ tobetter reflect that some of theseestimates apply to areas andterritories rather than to nations.
4. Presentation of additional
emerging national statistics
for a subset of countries withharmonized data available,
especially on menstrual health(see References, page 69).

Data collection and validation for
WASH in schools
The JMP releases updated estimates every
two years. The first step in updating thedatabase is to compile national data sources
containing information about drinking water,
sanitation and hygiene services in schools.
The data search involves systematically
visiting the websites of national statistical
offices, sector institutions such as ministriesof education, health, water and sanitation,and other regional and global databases.
UNICEF and WHO regional and country
offices also provide support to identify
newly available datasets in consultation withnational authorities. Data are then extracted,
cleaned, analysed and added to JMP
country files for WASH in schools.
The second step is to validate country
estimates. The JMP country files (Table
A3) contain a complete list of national data
sources and show how information fromeach source has been used to generateinternationally comparable estimates foreach year in the reference period (from2000 to the year prior to publication). In thelast quarter of the year before publication,
draft estimates are circulated to WHO and
UNICEF country offices for a two-month
period of country consultation (Table A3) andtechnical feedback from national authorities.
The primary purpose of global monitoring is
to generate internationally comparable

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74

Annex 1: Methods

estimates that can be used to benchmark andcompare progress across countries. The JMP
uses a standard methodology to generate
estimates for all countries, and thesesometimes differ from national statistics
which may use different definitions and/or
methods. The purpose of the consultation is
not to compare JMP estimates and national
statistics but to review the completenessor correctness of the datasets in the JMP
country file and to verify the interpretation ofnational data in the JMP estimates.
The JMP also extracts information on otherrelevant indicators included in national
monitoring systems which are not part of theexisting JMP service ladders. These data
are used for additional analysis on issues ofinterest, such as menstrual health, disability
and pandemic preparedness and response,
but are not included in JMP country files
due to limited data availability and lack ofcommonly agreed indicator definitions andmethods for producing country, regional andglobal estimates.

Data disaggregation
JMP estimates are routinely disaggregatedby service level based on the SDG service
ladders for schools (no service, limited,basic) and by relevant settings (urban, rural,
pre-primary, primary, secondary). Where
possible, estimates are also disaggregatedby other relevant stratifiers of inequality tofacilitate further analysis in JMP reports.

Data sources and coverage

National data sources used in JMP reports on WASH in schools

The primary sources of national data areroutine Education Management Information
Systems (EMIS) and periodic (non-EMIS)
censuses and school facility surveys. Other
sources of national data include regional
monitoring initiatives such as the European
Protocol on Water and Health, and secondary
information compiled by the UNESCO
Institute of Statistics (UIS). Where available,
the JMP uses primary sources rather
than secondary sources and uses original
microdata or tabulations provided by national
authorities rather than summary reports.
FIGURE A1

The 2024 JMP update on WASH in schools
draws on a total of 1769 data sources (since2018), 1415 of which were used to produce
estimates for 192 countries.23 Figure A1
shows that more datasets were used togenerate estimates for drinking water (1256)
and sanitation (1123) than for hygiene (758).
However, the number of datasets used togenerate hygiene estimates has grown by over
50% since 2022 (497).
National data are only included if they meet
minimum standards for data quality andcoverage. For example, EMIS or census
data are only used if the response rate is atleast 33%. Survey data are only used if there
are at least 50 schools per domain, with the
exception of small countries.
23 For the purposes of this report, ‘countries’ refers to countries, areas
and territories included in the United Nations Population Division World
Population Prospects, 2022 revision.

Number of national data sources used in JMP progress updates 2018–2024, by type ofdata source

Subnational surveys are only used if they are
representative of rural or urban schools.
The JMP extracts data that are representativeof total, urban and rural schools and preprimary, primary and secondary schools.
The JMP relies on official data published bynational authorities but detailed informationon the overall distribution by education leveland by type of school (e.g. public, private,
religious, community, and schools for
disadvantaged groups) is not always available.
Unless otherwise categorized by national
authorities, all schools with primary-level
students are counted as ‘primary’, all schools
with secondary-level students are counted as

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75

Annex 1: Methods‘secondary’, and all schools with pre-primarylevel students are counted as ‘pre-primary’.24
This means some schools may be doublecounted and the total number of schools does
not necessarily equal the sum of the preprimary, primary and secondary schools.
The JMP uses UIS25 data on pre-primary,primary and secondary school-age populations
and imputes values for countries withincomplete time series and for countries with noschool-age data. Urban and rural school-age
populations are calculated using the percentageof the population residing in urban areas, asreported by the UN Population Division.
24 Where data are available for early childhood development centres,
these are counted as ‘pre-primary’.
25 Downloaded 4 October 2023. (http://data.uis.unesco.org).

JMP definitions
The JMP classifies drinking water andsanitation technologies into improved andunimproved types. Improved drinking water
sources are designed to protect against
contamination, while improved sanitation
facilities are designed to hygienically separate
excreta from human contact (Table A1). A
handwashing facility may be fixed or mobile
and include sinks with tap water, buckets
with taps, tippy-taps, and jugs or basinsdesignated for handwashing. Soap includes
bar soap, liquid soap, powder detergent, andsoapy water but does not include ash, soil,
sand, or other handwashing agents.
The first step in the estimation process is tocompile information on the types of facilities
available in order to estimate the proportionof schools with improved and unimproved
water and sanitation facilities and the
proportion of schools with and without
handwashing facilities.
The second step is to compile information on
the level of service provided, specifically theavailability of drinking water, availability ofsingle-sex toilets that are usable at the timeof the survey, and presence of water andsoap for handwashing. Information on facility
types and service levels is then combined toestimate the proportion of schools providing
a basic, limited or no service.

TABLE A1

JMP classification of improved and unimproved facility types
DRINKING WATER

Improvedfacilities

Piped supplies• Tap water in the dwelling, yard or plot,
including piped to a neighbour• Public taps or standpipes
Non-piped supplies• Boreholes/tubewells• Protected wells and springs• Rainwater• Packaged water, including bottled waterand sachet water• Delivered water, including tanker trucks
and small carts/tanks/drums• Water kiosks

SANITATION
Networked sanitation• Flush and pour-flush toilets connected to
sewersOn-site sanitation• Flush and pour-flush toilets or latrines
connected to septic tanks or pits
• Ventilated improved pit (VIP) latrines• Pit latrines with slabs constructed frommaterials that are durable and easy to clean• Composting toilets, including twin-pit latrines
with slabs and container-based systems

Unimproved
facilities

Non-piped supplies• Unprotected wells and springs

On-site sanitation• Flush and pour-flush toilets or latrines flushed
to elsewhere*• Pit latrines without slabs, or slabs constructedfrom materials that are not durable and easy
to clean• Open pits
• Hanging toilets/latrines• Bucket latrines, including pans, trays, or otherunsealed containers

No facility

Surface water• Open water sources located above
ground, including rivers, lakes, ponds,
streams, canals, reservoirs, andirrigation channels

Open defecation• Defecation in the bush, field or ditch• Defecation into surface water, including
beach, river, stream, sea, or drainage channel* A survey response of ‘Flush/pour-flush to elsewhere’ suggests that excreta are not being discharged into a sewer, septic tankor pit latrine but into the local environment, and that the facility should therefore be classified as unimproved.

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76

Annex 1: Methods

Data analysis and country estimates
The JMP uses a simple linear regression to
generate estimates from all the available data
points for each of the nine primary indicators(Table A2):26

JMP primary indicators for
WASH in schools

TABLE A2

Proportion of schools with:DRINKINGWATER

SANITATIONHYGIENE• Any water• Any sanitation
facility• An improved• An improved
sanitation
facility• Any
handwashingfacility

facilitywater source• A basic water
service• A basic
sanitation
service• A handwashingfacility withwater
• A basic hygiene
service

These estimates are used to calculate
the remaining schools with no facility
or unimproved facilities and with alimited service.
Trends are calculated if there are two or
more data points available spanning at least
four years. If the data points span fewer thanfour years, an average is used. Separate
regressions are made for total, urban andrural, and for pre-primary, primary andsecondary schools, where data are available.
26 The ‘Charts’ tab in country files helps to visualize trends over timeby showing both the data points used and the resulting estimates.

A total estimate can also be calculated fromurban and rural estimates or pre- primary,primary and secondary estimates. If data
are only available for primary schools, a
total estimate may also be calculated, sincecountries typically have many more primarythan secondary schools.

the relevant M49 sub-region.27 The JMP
does not use these ‘imputed’ statistics toproduce country-level estimates. Urban
and rural school-age populations arecalculated based on the proportion of thetotal population that lives in urban andrural areas.

Estimates of the number of school-age
children whose schools have or lackdifferent levels of WASH services are madeby simply multiplying the relevant schoolage population by the proportion of schools
with that WASH service level.

In previous JMP WASH in schools updates,
regional school-age population weighted
averages were used to impute missing
country values for water, sanitation andhygiene variables in regions, while global
estimates used imputed values based on
SDG regional groupings (see Annex 2).

Regional and global estimates for
WASH in schools

27 For more details on M49 regions and sub-regions, see (https://
unstats.un.org/unsd/methodology/m49/overview).

Regional and global estimates are madeby aggregating country-level estimates ofthe populations of school-age children
with and without WASH services in school.
Regional and global estimates are only madeif data are available for at least 30% of theschool-age population in each domain (total,
urban, rural, and pre-primary, primary andsecondary schools).
In countries with incomplete trend data forschool-age populations, linear regression isused to produce full time series. In countries
with no population data, values are imputed
based on an average proportion of the
population that is school-age within

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

77

Annex 1: Methods

Global availability of data on basic WASH services in schools

0% (0)

0% (0)

85% (1)80% (1)83% (1)0% (0)

0% (0)

0% (0)

85% (1)80% (1)83% (1)0% (0)

0% (0)

0% (0)

85% (1)80% (1)

Central andSouthern Asia (14)95% (10)66% (3)71% (4)

4% (2)

94% (9)96% (9)95% (9)80% (4)85% (4)

4% (2)

94% (8)96% (8)81% (7)79% (3)83% (4)0% (0)

78% (6)

80% (6)

Eastern andSouth-Eastern Asia (18)

37% (13)

1% (4)

2% (1)

14% (3)37% (13)39% (13)37% (13)

1% (4)

2% (1)

13% (2)37% (13)38% (12)36% (13)

1% (4)

2% (1)

13% (2)37% (13)38% (13)

Europe and Northern
America (54)75% (37)0% (1)

0% (0)

5% (3)

74% (32)

74% (32)

71% (35)

0% (1)

0% (0)

3% (3)

69% (29)

70% (29)75% (37)0% (1)

0% (0)

3% (3)

74% (34)74% (34)

Latin America andthe Caribbean (50)

38% (23)

8% (2)

31% (8)

10% (2)38% (22)

34% (22)87% (29)

86% (15)40% (10)11% (4)85% (28)

67% (27)44% (22)

2% (1)

24% (6)

3% (1)

44% (21)41% (21)

Northern Africa
and Western Asia (25)

66% (17)

7% (3)

17% (2)

0% (1)

52% (16)

72% (17)75% (16)

1% (2)

0% (1)

0% (1)

62% (14)67% (14)79% (15)

7% (2)

17% (1)0% (0)

69% (14)61% (13)

Oceania (21)92% (13)

17% (2)

3% (1)

87% (2)92% (13)91% (13)93% (14)

17% (2)

3% (1)

87% (2)

93% (14)92% (14)87% (13)

17% (2)

3% (1)

87% (2)87% (13)85% (13)

Sub-Saharan Africa (51)59% (24)

32% (6)29% (8)

10% (6)59% (23)

51% (19)

56% (27)

34% (6)36% (8)3% (2)

57% (26)

43% (19)

62% (26)

31% (5)34% (7)2% (2)

64% (25)53% (22)

SecondaryPre-primary

0% (0)

Primary

Rural

83% (1)Urban

Australia and New
Zealand (2)Total

61% (127) 61% (123)Secondary

4% (10)Primary

Pre-primary

44% (20)

Total

6% (16) 65% (133) 66% (124) 63% (134) 23% (18)Secondary

44% (25)

Primary

33% (34)Rural

62% (129) 66% (126) 68% (144)Urban

8% (19)

Total

Rural

HYGIENE

Urban

SANITATION

65% (138) 21% (21) 38% (24)World (234)Pre-primary

DRINKING WATERDATA COVERAGEBY REGIONSDG REGIONSOTHER REGIONAL GROUPINGS
Landlocked Developing
Countries (32)

77% (18)

14% (4)28% (8)19% (7)78% (16)

68% (14)64% (20)

25% (6)30% (7)

9% (3)

64% (18)

48% (13)

81% (17)

11% (2)22% (5)0% (0)

83% (17)

70% (15)

Least Developed
Countries (46)61% (26)

10% (5)19% (7)

8% (6)

58% (24)

53% (20)

57% (30)

14% (6)25% (8)

3% (3)

55% (28)

45% (20)

67% (27)

12% (4)24% (6)

1% (1)

67% (26)

55% (22)

Small Island
Developing States (52)

50% (30)

8% (3)

7% (2)

27% (2)46% (29)

44% (30)

64% (32)

46% (5)

6% (2)

27% (2)

60% (31)57% (30)

65% (31)

8% (3)

7% (2)

27% (2)

60% (30)

59% (30)

Fragile contexts (60)66% (33)

20% (5)22% (9)7% (6)

63% (31)60% (25)63% (34)34% (10)39% (12)

2% (3)

60% (32)

55% (26)

55% (28)

31% (6)39% (10)2% (2)

54% (26)

43% (22)

Low income (26)

58% (15)

8% (2)

20% (4)

7% (3)

59% (14)49% (12)47% (17)

9% (3)

22% (5)

1% (1)

46% (16)

36% (12)58% (15)

8% (2)

24% (4)0% (0)

58% (14)44% (11)Lower-middle income (54)85% (32)

52% (8)59% (12)

8% (8)

81% (30)

88% (29)

88% (32)

60% (10)69% (10)

5% (5)

86% (31)86% (27)80% (28)

59% (7)68% (11)2% (3)

78% (27)77% (26)

Upper-middle income (53)32% (34)

3% (5)

3% (7)

12% (6)29% (29)

30% (29)

45% (38)

26% (14)6% (10)12% (7)

41% (33)

39% (32)

34% (32)

1% (3)

2% (5)

10% (4)31% (29)

32% (29)High income (81)

80% (52)

1% (6)

1% (1)

2% (2)

78% (51)80% (51)79% (52)

2% (7)

0% (0)

3% (3)

75% (48)77% (48)80% (54)

1% (6)

0% (0)

3% (3)

77% (52)

80% (52)

INCOME GROUPINGS<30% coverage
FIGURE A2

30–49% coverage

50–100% coverage

Proportion of school-age population (number of countries) for which data were available on basic WASH services in schools, by region, school level andrural/urban in 2023
PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

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Annex 1: Methods

In the 2024 update, an iterative approach using
M49 regions was applied to water, sanitationand hygiene variables to impute missing values
in order to generate aggregate estimates forgeographical regions and the world as a whole:28
1. If any estimates were available within an M49
subregion, the subregion average was used.
2. If estimates were available at the regional
but not subregional level, the M49 regional
average was used.
3. If no estimates were available for any
country or territory in the M49 region, theglobal average was used.
For nongeographical regions (such as
Landlocked Developing Countries – LLDCs,
Least Developed Countries – LDCs, Small
Island Developing States – SIDS, OECD fragile
contexts, and World Bank income groups),
a simple weighted average of countries andterritories was used, without any imputation.
After generating aggregates, estimates forbasic, limited and no service are normalized toensure they add up to 100%.
Figure A2 shows global and regional coverageof data on basic WASH in schools for theschool-age population in 2023. Data availability
varied widely between regions, areas (rural andurban) and education levels. The biggest data
gaps were observed in pre-primary schools,
and urban and rural areas for each domain.
28 The JMP uses a similar iterative approach for producing regional
estimates of WASH services in households. Therefore, this revision
ensures harmonization of JMP methods in different settings. The JMP
will continue to assess the performance of alternative methods and refine
methodology as more data become available.

TABLE A3

Useful resources for detailed information on JMP definitions and methods

GENERAL
JMP website: https://washdata.org
JMP reports: https://washdata.org/reports
JMP data: https://washdata.org/data
JMP country files: https://washdata.org/data/downloads#
JMP regional snapshots: https://washdata.org/how-we-work/country-and-regional-engagement
JMP country consultations: https://washdata.org/how-we-work/jmp-country-consultation

MONITORING WASH IN SCHOOLS
JMP WASH in Schools Methodology (November 2021)
https://washdata.org/reports/jmp-2021-methodology-wash-in-schools
Core Questions and Indicators for Monitoring WASH in Schools in the Sustainable Development Goals
https://washdata.org/reports/jmp-2018-core-questions-and-indicators-wash-in-schools
Questions and Data Tabulation for WASH in Schools (Excel file)https://washdata.org/reports/jmp-2022-core-questions-and-data-tabulations-wins-v2_0
JMP Expert Group Meeting on WASH in Schools (June 2016)
https://washdata.org/reports/jmp-expert-group-meeting-wash-schools
Progress on Drinking Water, Sanitation and Hygiene in Schools: 2000–2021 data update
https://washdata.org/reports/jmp-2022-wash-in-schools
Progress on Drinking Water, Sanitation and Hygiene in Schools: Special focus on COVID-19
https://washdata.org/reports/jmp-2020-wash-in-schools
Drinking Water, Sanitation and Hygiene in Schools: Global baseline report 2018https://washdata.org/reports/jmp-2018-global-report-wash-schools

MONITORING MENSTRUAL HEALTH
Priority Gender-specific Indicators for WASH Monitoring Under SDG Targets 6.1 and 6.2
https://washdata.org/reports/emory-2024-priority-gender-specific-indicators-for-wash-monitoring
UNICEF Guidance on Monitoring MHH: Version 1
https://washdata.org/reports/unicef-2020-guidance-monitoring-mhh-v1
Global MHH Monitoring Group, Priority List of Indicators for Girls’ Menstrual Health and Hygiene, 2022
English: https://www.publichealth.columbia.edu/file/8002/download?token=AViwoc5e
French: https://www.publichealth.columbia.edu/file/8004/download?token=T8BusXsl

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

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Annex 1: Methods

ANNEX 2

REGIONAL GROUPINGS29SUSTAINABLE DEVELOPMENT GOALS: REGIONAL GROUPINGSAUSTRALIA AND NEW ZEALAND:
Australia, New Zealand.
CENTRAL ASIA AND SOUTHERN ASIA:
Afghanistan, Bangladesh, Bhutan, India, Iran (Islamic
Republic of), Kazakhstan, Kyrgyzstan, Maldives,
Nepal, Pakistan, Sri Lanka, Tajikistan, Turkmenistan,
Uzbekistan.
EASTERN ASIA AND SOUTH-EASTERN ASIA:
Brunei Darussalam, Cambodia, China, China (HongKong Special Administrative Region), China (Macao
Special Administrative Region), Democratic People’s
Republic of Korea, Indonesia, Japan, Lao People’s
Democratic Republic, Malaysia, Myanmar, Mongolia,
Philippines, Republic of Korea, Singapore, Thailand,
Timor-Leste, Viet Nam.
EUROPE AND NORTHERN AMERICA: Albania,
Albania, Andorra, Austria, Belarus, Belgium,
Bosnia and Herzegovina, Bermuda, Bulgaria,
Canada, Channel Islands, Croatia, Czechia,
Denmark, Estonia, Faroe Islands, Finland, France,
Germany, Gibraltar, Greece, Greenland, Holy
See, Hungary, Ireland, Iceland, Isle of Man, Italy,
Latvia, Liechtenstein, Lithuania, Luxembourg, Malta,
Monaco, Montenegro, Netherlands (Kingdom of the),North Macedonia, Norway, Poland, Portugal,

Republic of Moldova, Romania, Russian Federation,
San Marino, Saint Pierre and Miquelon, Serbia,
Slovakia, Slovenia, Spain, Sweden, Switzerland,
Ukraine, United Kingdom of Great Britain andNorthern Ireland, United States of America.
LATIN AMERICA AND THE CARIBBEAN:
Anguilla, Antigua and Barbuda, Argentina, Aruba,
Bahamas, Barbados, Belize, Bolivia (Plurinational
State of), Bonaire, Sint Eustatius and Saba, Brazil,
British Virgin Islands, Cayman Islands, Chile,
Colombia, Costa Rica, Cuba, Curaçao, Dominica,
Dominican Republic, Ecuador, El Salvador, Falkland
Islands (Malvinas), French Guiana, Guadeloupe,
Grenada, Guatemala, Guyana, Haiti, Honduras,
Jamaica, Martinique, Mexico, Montserrat,
Nicaragua, Panama, Paraguay, Peru, Puerto Rico,
Saint-Barthélemy, Saint Kitts and Nevis, Saint Lucia,
Saint-Martin (French part), Saint Vincent and the
Grenadines, Sint Maarten (Dutch part), Suriname,
Trinidad and Tobago, Turks and Caicos Islands,
United States Virgin Islands, Uruguay, Venezuela(Bolivarian Republic of).
NORTHERN AFRICA AND WESTERN ASIA:
Algeria, Armenia, Azerbaijan, Bahrain, Cyprus,
Egypt, Georgia, Iraq, Israel, Jordan, Kuwait,
Lebanon, Libya, Morocco, Oman, Qatar, Saudi

Arabia, State of Palestine30, Sudan, Syrian Arab
Republic, Tunisia, Türkiye, United Arab Emirates,
Western Sahara, Yemen.
OCEANIA (EXCLUDING AUSTRALIA AND NEWZEALAND)31: American Samoa, Cook Islands, Fiji,
French Polynesia, Guam, Kiribati, Marshall Islands,
Micronesia (Federated States of), Nauru, New
Caledonia, Niue, Northern Mariana Islands, Palau,
Papua New Guinea, Samoa, Solomon Islands,
Tokelau, Tonga, Tuvalu, Vanuatu, Wallis and Futuna
Islands.
SUB-SAHARAN AFRICA: Angola, Benin,
Botswana, Burkina Faso, Burundi, Cabo Verde,Cameroon, Central African Republic, Chad,
Comoros, Congo, Côte d’Ivoire, Democratic
Republic of the Congo, Djibouti, Equatorial Guinea,
Eritrea, Eswatini, Ethiopia, Gabon, Gambia,
Ghana, Guinea, Guinea-Bissau, Kenya, Lesotho,
Liberia, Madagascar, Malawi, Mali, Mauritania,
Mauritius, Mayotte, Mozambique, Namibia, Niger,
Nigeria, Réunion, Rwanda, Saint Helena, Sao Tomeand Principe, Senegal, Seychelles, Sierra Leone,
Somalia, South Africa, South Sudan, Togo, Uganda,
United Republic of Tanzania, Zambia, Zimbabwe.
30
31

29 SDG regional groupings, as well as classifications of Landlocked Developing Countries, Least Developed Countries and Small Island Developing States, come from United Nations Statistics Division. (https://unstats.un.org/sdgs/
indicators/regional-groups/). Fragile contexts are taken from OECD (https://www.oecd.org/dac/states-of-fragility-fa5a6770-en.html) (2022 grouping as of March 2024).
This report also uses income categories as classified by the World Bank (as of March 2024). (https://datahelpdesk.worldbank.org/knowledgebase/articles/906519-world-bankcountry-and-lending-groups).
30 WHO reports refer to ‘occupied Palestinian territory, including east Jerusalem’.
31 `Oceania (excluding Australia and New Zealand)’ is referred as ‘Oceania’ throughout this report.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

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Annex 2: Regional Groupings

OTHER REGIONAL GROUPINGSLANDLOCKED DEVELOPING COUNTRIES (LLDCS):
Afghanistan, Armenia, Azerbaijan, Bhutan, Bolivia(Plurinational State of), Botswana, Burkina Faso,
Burundi, Central African Republic, Chad, Eswatini,
Ethiopia, Kazakhstan, Kyrgyzstan, Lao People’s
Democratic Republic, Lesotho, Malawi, Mali,
Mongolia, Nepal, Niger, North Macedonia, Paraguay,
Republic of Moldova, Rwanda, South Sudan,
Tajikistan, Turkmenistan, Uganda, Uzbekistan,
Zambia, Zimbabwe.
LEAST DEVELOPED COUNTRIES (LDCS):
Afghanistan, Angola, Bangladesh, Benin, Bhutan,
Burkina Faso, Burundi, Cambodia, Central African
Republic, Chad, Comoros, Democratic Republicof the Congo, Djibouti, Eritrea, Ethiopia, Gambia,
Guinea, Guinea-Bissau, Haiti, Kiribati, Lao People’s
Democratic Republic, Lesotho, Liberia, Madagascar,
Malawi, Mali, Mauritania, Mozambique, Myanmar,
Nepal, Niger, Rwanda, Sao Tome and Principe,
Senegal, Sierra Leone, Solomon Islands, Somalia,

FRAGILE CONTEXTS (OECD)
South Sudan, Sudan, Timor-Leste, Togo, Tuvalu,
Uganda, United Republic of Tanzania, Yemen,Zambia.
SMALL ISLAND DEVELOPING STATES (SIDS):
American Samoa, Anguilla, Antigua and Barbuda,
Aruba, Bahamas, Barbados, Belize, Bonaire, Sint
Eustatius and Saba, British Virgin Islands, Cabo
Verde, Comoros, Cook Islands, Cuba, Curaçao,
Dominica, Dominican Republic, Fiji, French
Polynesia, Grenada, Guam, Guinea-Bissau, Guyana,
Haiti, Jamaica, Kiribati, Maldives, Marshall Islands,
Mauritius, Micronesia (Federated States of),Montserrat, Nauru, New Caledonia, Niue, Northern
Mariana Islands, Palau, Papua New Guinea, Puerto
Rico, Saint Kitts and Nevis, Saint Lucia, Saint Vincent
and the Grenadines, Samoa, Sao Tome and Principe,
Seychelles, Singapore, Sint Maarten (Dutch part),
Solomon Islands, Suriname, Timor-Leste, Tonga,
Trinidad and Tobago, Tuvalu, United States Virgin
Islands, Vanuatu.

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

81

Afghanistan, Angola, Bangladesh, Benin, Burkina
Faso, Burundi, Cambodia, Cameroon, Central
African Republic, Chad, Comoros, Congo, Côte
d’Ivoire, Democratic People’s Republic of Korea,
Democratic Republic of the Congo, Djibouti,
Equatorial Guinea, Eritrea, Eswatini, Ethiopia,
Gambia, Guatemala, Guinea, Guinea-Bissau, Haiti,
Honduras, Iran (Islamic Republic of), Iraq, Kenya,
Lao People’s Democratic Republic, Lesotho, Liberia,
Libya, Madagascar, Mali, Mauritania, Mozambique,
Myanmar, Nicaragua, Niger, Nigeria, Pakistan,
Papua New Guinea, Sierra Leone, Solomon Islands,
Somalia, South Sudan, State of Palestine, Sudan,
Syrian Arab Republic, Tajikistan, United Republic of
Tanzania, Timor-Leste, Togo, Turkmenistan, Uganda,
Venezuela (Bolivarian Republic of), Yemen, Zambia,
Zimbabwe.

Annex 2: Regional Groupings

Annex 3

WASH IN SCHOOLS ESTIMATES

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Afghanistan

2023

13 913

27

9

49

43

66

13

22

-

-

-

-

-

-

-

-

-

58

-

-

75

-

-

Albania

2023

409

65

17

34

49

82

-

-

-

-

-

-

-

-

-

-

-

74

-

-

72

-

-

Algeria2023

11 195

75

9

43

49

91

-

-

-

-

-

-

-

-

-

-

-

94

-

-

90

-

-

Andorra

2023

12

88

17

41

42

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Angola2023

12 592

69

14

50

36

-

-

-

-

-

5

-

-

32

-

-

-

-

-

-

-

-

-

Anguilla

2023

3

100

12

49

39

>99

<1

<1

-

-

-

NA

NA

NA

-

-

-

>99

<1

<1

>99

<1

<1

Antigua and Barbuda

2023

16

24

12

48

40

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Argentina

2023

10 684

92

19

41

40

-

-

10

-

-

6

-

-

27

-

-

16

-

-

11

-

-

9

Armenia

2023

463

64

22

31

47

97

<1

3

96

3

<1

89

8

3

97

1

1

95

3

2

95

3

2

Australia

2023

4 797

87

13

47

40

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Austria

2023

1 290

60

20

27

53

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Azerbaijan

2023

2 039

58

23

28

50

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Bahamas

2023

76

84

12

39

49

-

-

<1

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Bahrain

2023

294

90

23

42

36

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Bangladesh

2023

45 221

40

19

32

48

90

2

9

-

-

-

-

-

-

-

-

-

89

2

9

>99

<1

<1

Barbados

2023

42

31

14

44

42

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Belarus

2023

1 332

81

26

32

42

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Belgium

2023

1 970

98

20

41

39

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Belize

2023

106

47

14

43

42

-

-

-

-

-

<1

-

-

-

-

-

-

-

-

-

-

-

-

Benin

2023

4 955

50

16

43

41

66

-

-

-

-

-

-

-

-

-

-

-

55

-

-

87

1

12

Bermuda

2023

9

100

6

42

52

-

-

-

-

-

-

NA

NA

NA

-

-

-

-

-

-

-

-

-

Bhutan

2023

184

44

11

46

43

65

26

8

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Bolivia (Plurinational
State of)

2023

3 474

71

15

43

42

-

-

-

-

-

<1

84

-

-

-

-

-

-

-

-

-

-

-

Bosnia andHerzegovina

2023

484

50

18

34

47

>99

<1

<1

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Botswana

2023

812

73

22

48

30

-

-

<1

-

-

-

-

-

-

-

-

-

-

-

<1

-

-

<1

COUNTRY, AREA
OR TERRITORY

Key:

-

No estimateNA

Not applicable% urbanBasic water services(improved and available)

SECONDARY% secondary

PRIMARY% primary

PRE-PRIMARY% pre-primary

RURAL

School-age population (thousands)

URBAN

Year

TOTAL

Note: For JMP estimation methods see Annex 1. For unrounded estimates see (http://washdata.org).

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

82

Annex 3: WASH in schools estimates

Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)

Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)

Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)

Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)

Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)

COUNTRY, AREA
OR TERRITORY

Afghanistan
38
26
65
8
5
11
-

Albania
88
80
96
87
77
>99
-

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

83
Annex 3: WASH in schools estimatesNo hygiene service(no facili ty or no water)

Limited hygiene services(facility with water, but no soap)

PRIMARY

Basic hygiene services(facility with water and soap)

No hygiene service(no facility or no water)

PRE-PRIMARY

Limited hygiene services(facility with water, but no soap)

Basic hygiene services(facility with water and soap)

No hygiene service(no facility or no water)

Limited hygiene services(facility with water, but no soap)

RURAL

Basic hygiene services(facility with water and soap)

No hygiene service(no facility or no water)

URBAN

Limited hygiene services(facility with water, but no soap)

Basic hygiene services(facility with water and soap)

TOTAL

No hygiene service(no facility or no water)

SECONDARY

No hygiene service(no facility or no water)

PRIMARY

No sanitation service(no facility or unimproved)

No sanitation service(no facility or unimproved)

PRE-PRIMARY
Limited sanitation services(improved, not usable or not single-sex)

Basic sanitation services(improved, usable and single-sex)

RURAL

No sanitation service(no facility or unimproved)

URBAN

Limited sanitation services(improved, not usable or not single-sex)

Basic sanitation services(improved, usable and single-sex)

Basic sanitation services(improved, usable and single-sex)

TOTAL
SECONDARY

Algeria
>99
<1
<1
>99
<1
<1
>99
<1
<1
95
98
93
-

Andorra
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Antigua and Barbuda >99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1

Argentina
83
80
83
87
78
74
82
-

Armenia
89
6
5
94
78
97
80
87
98
98
97
-

Angola
1
3
31
13
10
28
-

Anguilla
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1

<1

Azerbaijan
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1

Bahamas-Bahrain
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Australia
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Austria
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

<1

Bangladesh
87
13
<1
85
>99
<1
<1
92
3
5
86
<1
14
81
15
4

Barbados
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Belarus
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Belgium
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Belize
-

Benin
76
17
7
49
51
72
-

Bermuda
NA
NA
NA
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1

Bhutan
88
9
3
<1
40
34
35
35

Bolivia (Plurinational
State of)20
57-

Bosnia andHerzegovina
79
21
<1
60
-

Botswana
<1
<1
<1
-

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

-

-

11

-

-

3

-

-

42

-

-

16

-

-

13

-

-

8

51

97

3

<1

-

-

-

-

-

-

-

-

-

96

4

<1

>99

<1

<1

Brunei Darussalam

2023

107

79

18

39

43

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Burkina Faso

2023

9 716

33

23

40

37

63

9

28

-

-

19

-

-

29

-

-

25

67

6

28

50

16

34

Burundi

2023

4 866

15

21

46

34

46

16

39

-

-

-

-

-

-

48

<1

52

45

10

46

-

-

9

Cabo Verde

2023

152

68

19

39

42

-

-

<1

-

-

-

-

-

-

-

-

-

-

-

<1

>99

<1

<1

Cambodia

2023

4 829

26

20

41

39

86

3

11

89

2

8

85

3

12

73

2

25

92

3

5

93

3

4

Cameroon2023

10 434

59

16

43

41

24

32

44

-

-

27

-

-

67

-

-

47

24

28

48

-

-

34

Cayman Islands

2023

11

100

14

48

38

>99

<1

<1

-

-

-

NA

NA

NA

-

-

-

>99

<1

<1

>99

<1

<1

Central African
Republic

2023

2 606

44

22

40

39

-

-

77

-

-

-

-

-

-

-

-

-

-

-

81

-

-

58

Chad

2023

7 822

24

24

40

36

30

15

55

54

<1

46

19

8

73

78

6

16

26

16

58

46

-

-

Chile

2023

3 605

88

19

41

40

-

-

-

-

-

<1

52

27

21

-

-

-

-

-

-

-

-

-

China

2023

258 595

65

19

42

40

-

-

<1

-

-

-

-

-

-

-

-

-

-

-

<1

-

-

1

China,
Hong Kong SAR

2023

922

100

22

41

37

>99

<1

<1

>99

<1

<1

NA

NA

NA

-

-

-

>99

<1

<1

>99

<1

<1

China, Macao SAR

2023

97

100

26

42

32

>99

<1

<1

>99

<1

<1

NA

NA

NA

-

-

-

>99

<1

<1

>99

<1

<1

Colombia

2023

10 408

82

21

35

43

-

-

23

-

-

8

46

18

36

-

-

-

-

-

23

-

-

22

Comoros

2023

314

30

21

39

40

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Congo

2023

2 421

69

23

41

37

54

-

-

-

-

-

-

-

-

-

-

-

54

-

-

-

-

-

Cook Islands

2023

4

76

14

40

46

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Costa Rica

2023

939

83

15

46

40

84

7

9

-

-

13

-

-

4

-

-

2

86

4

10

76

19

5

Côte d’Ivoire

2023

11 609

53

21

39

40

52

19

29

63

2

35

29

<1

71

48

3

49

48

9

43

92

5

3

Croatia

2023

603

59

24

25

51

96

<1

4

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Cuba

2023

1 795

78

19

41

40

>99

<1

<1

-

-

5

-

-

8

-

-

-

>99

<1

<1

>99

<1

<1

Czech Republic

2023

1 781

75

19

31

50

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Democratic Republicof the Congo

2023

39 832

47

25

42

33

-

-

58

-

-

-

-

-

-

-

-

44

-

-

58

-

-

-

Denmark

2023

1 030

88

18

42

40

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Djibouti

2023

325

79

14

34

51

-

-

6

-

-

4

-

-

17

-

-

-

-

-

8

-

-

3

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

84

Annex 3: WASH in schools estimates

No water service(no facility or unimproved)

Limited water services(improved, not available)

51

40

Limited water services(improved, not available)

Basic water services(improved and available)

35

9

Basic water services(improved and available)

No water service(no facility or unimproved)

1450

No water service(no facility or unimproved)

Limited water services(improved, not available)

88

5Limited water services(improved, not available)

Basic water services(improved and available)

41 7402023

Basic water services(improved and available)

No water service(no facility or unimproved)

2023

British Virgin Islands

Limited water services(improved, not available)

BrazilCOUNTRY, AREA
OR TERRITORY

Basic water services(improved and available)% secondary

SECONDARY% primary

PRIMARY% pre-primary

PRE-PRIMARY% urban

RURAL

School-age population (thousands)

URBAN

Year

TOTAL

<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1

50
36
13
50
51
61
-

Burundi
45
35
93
7
<1
17
18
7
75
14
-

Congo

Côte d’Ivoire

Democratic Republicof the Congo

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

85

86
10
4
87
10
3
9
6
86
11
3
87
9
5
4
4
2

British Virgin Islands 92
8
<1
96
4
<1
94
6
<1
96
4
<1
>99
<1
<1
94
6
<1

<1

Annex 3: WASH in schools estimatesNo hygiene service(no facili ty or no water)

Limited hygiene services(facility with water, but no soap)

PRIMARY

Basic hygiene services(facility with water and soap)

No hygiene service(no facility or no water)

PRE-PRIMARY

Limited hygiene services(facility with water, but no soap)

Basic hygiene services(facility with water and soap)

No hygiene service(no facility or no water)

Limited hygiene services(facility with water, but no soap)

RURAL

Basic hygiene services(facility with water and soap)

No hygiene service(no facility or no water)

URBAN

Limited hygiene services(facility with water, but no soap)

Basic hygiene services(facility with water and soap)

TOTAL

No hygiene service(no facility or no water)

SECONDARY

Limited hygiene services(facility with water, but no soap)

PRIMARY

Limited hygiene services(facility with water, but no soap)

PRE-PRIMARY

Basic hygiene services(facility with water and soap)

RURAL

No sanitation service(no facility or unimproved)

URBAN

No sanitation service(no facility or unimproved)

Basic hygiene services(facility with water and soap)<157

No hygiene service(no facility or no water)

>99

14

Limited sanitation services(improved, not usable or not single-sex)--

Basic sanitation services(improved, usable and single-sex)--

Limited sanitation services(improved, not usable or not single-sex)--

Basic sanitation services(improved, usable and single-sex)--

No sanitation service(no facility or unimproved)--

Limited sanitation services(improved, not usable or not single-sex)--

Basic sanitation services(improved, usable and single-sex)--

No sanitation service(no facility or unimproved)--

Limited sanitation services(improved, not usable or not single-sex)--

Basic sanitation services(improved, usable and single-sex)<1-

No sanitation service(no facility or unimproved)<1

48

Limited sanitation services(improved, not usable or not single-sex)>99

Basic sanitation services(improved, usable and single-sex)

Brunei Darussalam

Burkina Faso
No sanitation service(no facility or unimproved)

BrazilLimited sanitation services(improved, not usable or not single-sex)

COUNTRY, AREA
OR TERRITORY
Basic sanitation services(improved, usable and single-sex)

TOTAL
SECONDARY

Cabo Verde
93
6
1
92
8
<1
93
7
<1
86
83
>99
<1
<1

Cambodia
37
40
23
42
39
19
36
40
24
22
19
60
48
47
5
52
45
3
84
3
13
89
4
8
83
3
13
75
3
22
89
3
8
88
5
7

Cameroon
56
19
25
8
38
25
39
35
27
68
78
82
67
-

China, Macao SAR
>99
<1
<1
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1

Colombia
85
85
11
4
60
<1
40
79
81
17
60
11
22
-

Comoros
-

Chad
19
19
10
47
43
11
45
44
11
45

Chile
<1
-

China
<1
1
<1
<1
1

China,
Hong Kong SAR
>99
<1
<1
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1

<1

Cayman Islands
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1

Central African
Republic
19
-

44

49
43
64
59
52
6
43
40
67
13
49
-

Croatia
>99
<1
<1
99
-

Cuba
95
5
<1
90
6
4
92
95
5
<1
94
6
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Czech Republic
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

13
15
35
19
-

Denmark
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Djibouti
7
9
25
5
13
95
91
98
-

-

Cook Islands
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Costa Rica
85
11
4
93
3
3
96
<1
4
98
<1
2
82
15
3
96
<1
4
83
<1
17
15
9
3
80
<1
20
91
2
7

12

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

13

72

14

48

39

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

2023

2 858

84

20

40

40

-

-

11

-

-

12

69

7

24

-

-

-

-

-

11

-

-

13

Ecuador

2023

4 666

65

19

40

41

77

16

7

88

4

8

77

13

10

91

3

7

82

9

9

93

<1

6

Egypt

2023

31 809

43

17

46

37

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

82

-

-

El Salvador

2023

1 740

75

16

37

47

82

10

8

-

-

3

-

-

10

-

-

10

80

11

9

84

8

8

Equatorial Guinea

2023

551

74

24

45

31

-

-

72

-

-

-

-

-

-

-

-

75

-

-

74

-

-

49

Eritrea

2023

1 408

43

15

37

49

-

-

-

-

-

-

-

-

-

-

-

59

-

-

-

-

-

-

Estonia

2023

233

70

25

37

38

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Eswatini

2023

397

25

22

47

31

-

-

14

-

-

-

-

-

-

-

-

-

-

-

17

-

-

10

Ethiopia2023

46 409

23

22

41

37

29

<1

71

-

-

-

-

-

-

-

-

-

25

<1

75

54

<1

46

Fiji

2023

279

59

19

38

42

78

<1

22

94

<1

5

70

<1

29

61

<1

38

78

<1

22

87

<1

13

Finland

2023

939

86

21

39

40

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

France2023

12 567

82

19

34

47

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Gabon

2023

793

91

24

35

41

66

11

23

69

20

11

54

<1

46

69

13

18

64

9

27

68

18

14

Gambia

2023

1 165

64

29

39

32

-

-

22

-

-

39

-

-

61

-

-

39

-

-

8

-

-

9

Georgia

2023

660

61

25

46

29

-

-

-

-

-

-

-

-

-

-

-

-

-

-

<1

-

-

<1

Germany2023

12 370

78

20

26

55

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Ghana

2023

10 831

59

17

46

38

78

4

18

85

9

7

73

10

17

79

12

9

78

12

11

79

16

4

Gibraltar

2023

5

100

14

47

39

>99

<1

<1

>99

<1

<1

NA

NA

NA

-

-

-

>99

<1

<1

>99

<1

<1

Grenada

2023

28

37

14

51

34

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Guatemala

2023

5 798

53

21

40

39

-

-

30

-

-

4

-

-

26

-

-

31

-

-

31

-

-

15

Guinea

2023

5 537

38

22

39

40

-

-

42

-

-

34

-

-

73

-

-

24

38

<1

62

-

-

12

Guinea-Bissau

2023

826

45

22

41

36

63

2

35

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Guyana

2023

214

27

22

43

35

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Haiti

2023

3 878

60

20

38

42

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Honduras

2023

2 926

60

22

42

36

78

<1

22

-

-

6

95

<1

5

-

-

-

76

12

12

70

18

12

Hungary

2023

1 612

73

25

24

52

>99

<1

<1

-

-

-

-

-

-

-

-

<1

>99

<1

<1

>99

<1

<1

India

2023

365 256

36

19

33

48

95

<1

5

94

<1

6

93

<1

7

-

-

-

93

<1

7

90

<1

10

Indonesia2023

65 324

59

14

44

42

76

11

13

-

-

<1

-

-

<1

70

2

27

75

11

14

75

13

12

Year

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

86

Limited water services(improved, not available)

Basic water services(improved and available)

2023

Dominican Republic

Basic water services(improved and available)

No water service(no facility or unimproved)

Dominica

COUNTRY, AREA
OR TERRITORY

No water service(no facility or unimproved)

Limited water services(improved, not available)

SECONDARYBasic water services(improved and available)

PRIMARY% secondary

PRE-PRIMARY% primary

RURAL% pre-primary

URBAN% urbanSchool-age population (thousands)

TOTAL

Annex 3: WASH in schools estimatesNo sanitation service(no facility or unimproved)

No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)

No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facili ty or no water)

Dominica
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Dominican Republic
76
78
19
76
81
83
54
80
86
-

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

87
Annex 3: WASH in schools estimates

Limited hygiene services(facility with water, but no soap)

RURAL

Basic hygiene services(facility with water and soap)

No hygiene service(no facility or no water)

URBAN

Limited hygiene services(facility with water, but no soap)

TOTAL

Basic hygiene services(facility with water and soap)

SECONDARY

No hygiene service(no facility or no water)

PRIMARY

Limited hygiene services(facility with water, but no soap)

PRE-PRIMARY

Basic hygiene services(facility with water and soap)

Limited sanitation services(improved, not usable or not single-sex)

RURAL

Basic sanitation services(improved, usable and single-sex)

No sanitation service(no facility or unimproved)

URBAN
Limited sanitation services(improved, not usable or not single-sex)

Basic sanitation services(improved, usable and single-sex)

No sanitation service(no facility or unimproved)

Limited sanitation services(improved, not usable or not single-sex)

Basic sanitation services(improved, usable and single-sex)

Limited sanitation services(improved, not usable or not single-sex)

COUNTRY, AREA
OR TERRITORY
Basic sanitation services(improved, usable and single-sex)

TOTAL
PRE-PRIMARYPRIMARY
SECONDARY

Ecuador
73
18
9
76
15
9
70
11
19
62
27
10
73
12
14
77
15
8
51
26
23
49
35
17
52
18
30
50
36
14
50
26
24
33
56
10

Egypt
>99
<1
<1
>99
<1
<1
63
37
<1
>99
<1
<1
>99
<1
<1
63
37
<1

El Salvador
84
9
6
89
8
3
81
11
8
87
6
7
84
9
7
88
9
3
-

Equatorial Guinea
37
25
37
9
-

Eritrea
33
26
46
5
3
8
-

Estonia
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Eswatini
<1
<1
<1
-

Ethiopia
52
54
39
31
<1
68
19
14
67
23
<1
77

Fiji
91
9
<1
95
5
<1
92
8
<1
99
<1
1
>99
<1
<1
96
4
<1
43
<1
57
90
9
1
85
14
2
88
20
<1
80
97
-

Finland
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

France
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Gabon
37
25
57
24
43
27
66
22
12
90
<1
10
81
4
16
91
<1
9
66
21
13
85
4
11

Germany
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1

Ghana
59
24
17
72
18
10
57
17
26
64
21
15
62
21
17
65
19
16
54
8
38
65
6
29
45
10
46
56
7
37
52
9
40
52
8
39

Gibraltar
>99
<1
<1
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1

Grenada
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
98
2
<1

Gambia
65
35
<1
56
44
39
86
14
<1
80
20
<1
62
36
32

Georgia
<1
<1
<1
<1

<1

Guatemala
72
88
10
3
64
72
79
-

Guinea
52
34
14
4
23
10
52
32
16
<1
62
6
62
2

Guinea-Bissau
37
23
40
75
7
18
-

Guyana-Hungary
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
92
<1
8
>99
<1
<1
>99
<1

India
84
3
13
88
<1
12
83
3
14
85
2
13
85
<1
15
53
23
25
58
26
16
52
22
26
53
22
25
53
29
17

Indonesia
71
16
14
28
53
19
64
23
13
79
<1
21
69
<1
31
57
5
38
70
<1
30
67
<1
33

Haiti
-

Honduras
89
83
46
45
9
76
78
>99
-

<1

2023

8 816

72

17

31

51

>99

Jamaica

2023

546

57

19

42

39

95

Jordan

2023

3 068

92

17

38

45

Kenya

2023

20 77330

21

42Kiribati

2023

46

58

22

Kuwait

2023

847

100

Kyrgyzstan

2023

1 917

38

Lao People’s
Democratic Republic

2023

2 281

Latvia2023

Lebanon2023

Lesotho2023

Liberia

No water service(no facility or unimproved)

Italy

Limited water services(improved, not available)

Israel>99

Basic water services(improved and available)

60

36

No water service(no facility or unimproved)

39

42

Limited water services(improved, not available)

45

22

Basic water services(improved and available)

16

93

No water service(no facility or unimproved)

72

2 459

Limited water services(improved, not available)

15 0192023

Basic water services(improved and available)2023

No water service(no facility or unimproved)

Iraq

Limited water services(improved, not available)

42

Basic water services(improved and available)

50

No water service(no facility or unimproved)% secondary

9

SECONDARY

Limited water services(improved, not available)% primary77

PRIMARY

Basic water services(improved and available)% pre-primary

18 142

PRE-PRIMARY

No water service(no facility or unimproved)% urban

2023

RURAL

Limited water services(improved, not available)

School-age population (thousands)

Iran(Islamic Republic of)

COUNTRY, AREA
OR TERRITORY

URBAN

Basic water services(improved and available)

Year

TOTAL

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

24

15

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

-

-

93

-

-

97

3

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

37

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

39

39

-

-

24

-

-

-

-

-

-

-

-

-

-

-

25

-

-

26

16

39

44

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

34

28

38

-

-

-

-

-

-

59

<1

41

-

-

-

-

-

-

-

-

-

38

21

34

46

49

28

23

-

-

-

-

-

-

44

38

18

48

29

23

51

32

18

312

69

25

37

37

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

1 478

89

22

36

42

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

718

30

22

47

31

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

2023

2 154

54

22

42

36

55

-

-

-

-

-

-

-

-

-

-

33

49

-

-

70

-

-

Libya

2023

1 840

82

15

45

40

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Lithuania

2023

442

69

26

26

48

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Luxembourg

2023

110

92

18

37

44

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Madagascar

2023

11 126

41

22

34

44

-

-

44

-

-

24

-

-

72

-

-

61

-

-

55

-

-

36

Malawi

2023

8 507

18

22

42

36

92

1

6

-

-

-

-

-

8

-

-

-

93

<1

7

84

12

4

Malaysia

2023

7 241

79

14

43

42

95

5

<1

-

-

-

-

-

-

-

-

-

91

9

<1

>99

<1

<1

Maldives

2023

111

42

21

49

30

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Mali

2023

9 314

46

26

42

32

-

-

6

-

-

-

60

14

26

-

-

-

-

-

2

-

-

-

Malta

2023

69

95

14

42

45

>99

<1

<1

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

>99

<1

<1

Marshall Islands

2023

12

79

12

50

38

67

-

-

-

-

-

-

-

-

-

-

-

69

-

-

64

-

-

Mauritania

2023

1 970

58

21

40

39

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

58

Mauritius

2023

223

41

12

37

51

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Mexico2023

31 905

82

19

40

41

71

17

11

-

-

2

-

-

-

-

-

10

71

17

12

84

-

-

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

88

Annex 3: WASH in schools estimates

Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facili ty or no water)

COUNTRY, AREA
OR TERRITORY
Basic sanitation services(improved, usable and single-sex)

TOTAL

Kyrgyzstan
URBAN
RURAL
PRE-PRIMARYPRIMARY
SECONDARYPROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

89

TOTAL
URBAN
RURAL

Annex 3: WASH in schools estimates

PRE-PRIMARYPRIMARY
SECONDARY

Iran(Islamic Republic of)
-

Iraq
57
34
9
66
22
12
-

Latvia
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1

Lebanon-Lesotho-Jamaica
96
94
97
3
<1
>99
<1
<1
>99
<1
<1
>99
<1

Jordan
<1
-

Kenya
-

Kiribati
66
72
60
87
7
6
89
4
7
82
13
5

Kuwait
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

22
9
-

Lao People’s
32
Democratic Republic
32
40
50
33
50

<1

Israel
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Italy
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

<1

Liberia
33
68
33
64
76
-

Libya
<1
-

Lithuania
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Luxembourg
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Madagascar
39
31
30
11
31
27
18
51
30
57
31
12
50
71
48
40
44
-

Malawi
74
79
53
44
42
<1
58
40
<1
60

Malaysia
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Maldives
-

Mali
30
42
39
19
30
-

Malta
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Marshall Islands
78
69
88
70
67
73
-

Mauritania
31
27
32
-

Mauritius
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
97
>99
-

Mexico
70
70
27
3
6
70
79
77
87
-

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

42

86

<1

14

-

2023

5

100

19

32

49

>99

<1

<1

-

Mongolia

2023

1 119

69

27

36

37

-

-

-

-

Montenegro

2023

117

69

17

33

50

82

9

9

Montserrat

2023

1

9

12

39

49

>99

<1

<1

Morocco

2023

8 862

65

15

44

40

90

-

Mozambique2023

13 175

39

23

48

29

-

-

Myanmar2023

11 567

32

15

38

46

77

-

-

Namibia

2023

755

55

16

50

34

-

-

-

-

-

-

-

Nauru

2023

4

100

22

44

34

>99

<1

<1

>99

<1

<1

NA

Nepal

2023

8 239

22

14

36

50

55

24

21

78

<1

22

80

Netherlands(Kingdom of the)

2023

2 952

93

17

37

46

>99

<1

<1

-

-

-

Nicaragua

2023

1 915

60

22

43

35

53

8

39

-

-

Niger

2023

11 093

17

24

40

36

-

-

75

-

-

Nigeria2023

73 235

54

9

50

41

36

25

40

48

40

Niue

2023

0

48

8

47

45

>99

<1

<1

-

Norway

2023

1 001

84

17

44

39

>99

<1

<1

-

Oman

2023

912

88

19

35

45

>99

<1

<1

Pakistan

2023

78 784

38

15

37

48

35

38

Palau

2023

3

82

20

41

39

89

Panama

2023

1 068

70

15

44

42

Papua New Guinea

2023

3 584

14

27

38

Paraguay

2023

1 917

63

21

41

Peru

2023

8 288

79

21

Philippines

2023

29 77848

Poland

2023

6 751

60

Portugal

2023

1 408

68

Qatar

2023

366

99

Year

No water service(no facility or unimproved)

No water service(no facility or unimproved)

40

MonacoLimited water services(improved, not available)

Limited water services(improved, not available)

19

2023

SECONDARYBasic water services(improved and available)

Basic water services(improved and available)

23

Micronesia(Federated States of)

PRIMARY

No water service(no facility or unimproved)% secondary

34

COUNTRY, AREA
OR TERRITORY

PRE-PRIMARY

Limited water services(improved, not available)% primary

RURAL% pre-primary

URBAN% urbanSchool-age population (thousands)

TOTAL

-

-

-

-

-

-

-

-

87

-

-

89

-

-

-

-

NA

NA

NA

-

-

-

>99

<1

<1

>99

<1

<1

-

<1

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

-

83

-

-

97

-

-

60

-

-

37

-

-

54

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

74

-

-

82

-

-

-

-

-

-

-

-

-

-

-

-

-

NA

NA

-

-

-

>99

<1

<1

>99

<1

<1

<1

20

80

<1

20

50

23

27

69

13

18

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

3

45

3

52

-

-

-

-

-

33

-

-

11

70

-

-

75

-

-

47

-

-

77

32

18

50

12

30

12

58

-

-

-

32

23

45

48

20

33

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

26

-

-

25

-

-

33

-

-

-

47

17

36

34

55

11

11

<1

-

-

-

-

-

-

-

-

-

84

-

-

95

-

-

60

24

16

-

-

<1

-

-

45

-

-

-

27

50

23

41

37

21

35

47

6

47

-

-

-

-

-

-

34

8

58

46

6

48

65

23

12

38

-

-

<1

-

-

<1

-

-

<1

-

-

-

-

-

<1

-

-

3

42

37

74

14

12

78

15

7

68

13

19

73

15

13

75

13

12

68

22

10

8

47

46

46

34

19

-

-

-

-

-

-

-

-

-

46

34

19

46

34

20

25

23

52

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

19

38

43

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

25

44

31

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

90

Annex 3: WASH in schools estimates

Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facili ty or no water)

COUNTRY, AREA
OR TERRITORY

Micronesia
79(Federated States of)
14
6
77
80
82
<1
18
86
89
-

Monaco
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1

Basic sanitation services(improved, usable and single-sex)

TOTAL

>99

URBAN
RURAL
PRE-PRIMARYPRIMARY
SECONDARYPROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

91

TOTAL
URBAN
RURAL

Annex 3: WASH in schools estimates

PRE-PRIMARYPRIMARY
SECONDARYMontserrat
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1

Morocco
96
<1
4
92
<1
8
96
4
<1
87
82
93
-

Mozambique
47
40
26
25
50
6
-

Myanmar
74
72
71
59
54
62
-

Mongolia<1-Montenegro
11
88
<1
-

<1

Namibia
35
45
29
-

Nauru
>99
<1
<1
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1
90
10
<1
90
10
<1
NA
NA
NA
88
13
<1
93
7
<1

Nepal
39
40
21
28
45
26
24
62
15
22
68
10
34
41
25
57
6
37
42
37
59
-

Netherlands(Kingdom of the)
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Nicaragua
29
65
23
45
31
45
62
31
-

Niger
25
17
57
53
<1
47
22
20
58
43
42
<1
58
34
42
<1
58
30
<1
70
15
31
54
42
<1
58
42
8
50

Nigeria
43
14
43
63
11
26
33
14
53
40
12
48
43
21
37
24
12
65
37
15
48
16
10
74
22
11
67
28
14
58

Papua New Guinea
46
12
42
45
13
42
46
12
42
69
10
21
12
43
46
12
41
46
11
43
46
16
44

Paraguay
94
93
95
94
90
-

Peru
93
3
4
94
2
3
84
13
3
91
4
5
90
7
2
92
1
7
23
11
34
24
22
16

Oman
>99
<1
<1
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1

Pakistan
42
39
19
70
9
20
36
44
20
42
32
26
48
50
2
65
30
5
10
27
63
-

Palau
89
11
<1
84
95
83
<1
17
84
95
-

Panama
24
56
20
24
34
43
-

40

Niue
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Norway
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

<1

Philippines
85
82
97
73
12
15
75
11
13
61
17
23

Poland
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Portugal
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Qatar
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

SECONDARYBasic water services(improved and available)

PRIMARY% secondary

PRE-PRIMARY% primary

RURAL% pre-primary

URBAN% urbanSchool-age population (thousands)

TOTAL

Republic of Korea

2023

6 383

81

16

42

42

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Republic of Moldova

2023

391

43

33

26

41

94

6

<1

-

-

-

-

-

-

-

-

-

-

-

<1

-

-

<1

Romania

2023

3 459

55

19

30

51

94

-

-

-

-

-

-

-

-

67

-

-

64

-

-

85

-

-

Russian Federation

2023

25 924

75

26

30

44

-

-

3

-

-

-

-

-

-

-

-

<1

-

-

-

-

-

-

Rwanda

2023

4 971

18

23

42

36

54

-

-

-

-

-

-

-

-

55

-

-

53

-

-

67

-

-

Saint Kitts and Nevis

2023

9

31

14

49

37

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Saint Lucia

2023

31

19

14

48

39

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Saint Vincent and
the Grenadines

2023

22

54

13

51

36

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

99

1

<1

Samoa

2023

76

18

15

42

43

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

San Marino

2023

6

98

16

31

53

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Sao Tome
and Principe

2023

89

76

21

42

37

-

-

15

-

-

-

-

-

-

-

-

-

-

-

10

-

-

5

Saudi Arabia

2023

9 007

85

22

40

38

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Senegal

2023

7 035

50

22

40

38

73

20

7

70

23

7

76

16

9

-

-

-

-

-

15

-

-

<1

Serbia

2023

1 000

57

25

25

50

98

<1

2

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Seychelles

2023

23

59

15

41

44

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Sierra Leone

2023

3 509

44

21

39

40

39

10

50

-

-

-

-

-

-

-

-

45

37

15

48

49

15

36

Singapore

2023

628

100

25

44

31

>99

<1

<1

>99

<1

<1

NA

NA

NA

-

-

-

>99

<1

<1

>99

<1

<1

Slovakia

2023

981

54

19

24

57

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Slovenia

2023

342

56

18

38

44

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Solomon Islands

2023

278

26

22

39

39

31

-

-

-

-

-

-

-

-

-

-

-

34

-

-

35

-

-

Somalia

2023

7 249

48

24

42

34

53

42

5

-

-

-

-

-

-

-

-

-

53

47

<1

57

23

21

South Africa

2023

16 212

69

29

44

28

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

South Sudan

2023

5 132

21

22

42

35

-

-

33

-

-

-

-

-

-

-

-

12

-

-

-

-

-

7

Spain

2023

6 951

82

17

39

44

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Sri Lanka

2023

5 121

19

12

32

56

87

6

7

-

-

-

-

-

-

-

-

-

88

-

-

89

-

-

State of Palestine*

2023

1 765

78

16

30

54

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Sudan

2023

15 205

36

18

47

36

43

17

40

61

21

18

39

23

39

-

-

-

43

19

38

-

-

-

Sweden

2023

2 002

89

25

38

37

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Year

COUNTRY, AREA
OR TERRITORY*WHO reports refer to ‘occupied Palestinian territory (including east Jerusalem)’.
PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

92

Annex 3: WASH in schools estimates

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Romania

91

-

-

-

-

-

-

-

-

64

-

-

64

-

-

87

-

-

91

-

-

-

-

-

-

-

-

64

-

-

64

-

-

87

-

-

No hygiene service(no facili ty or no water)-<1

Limited hygiene services(facility with water, but no soap)<1<1

Basic hygiene services(facility with water and soap)

<1

>99

No hygiene service(no facility or no water)

>99

<1

Limited hygiene services(facility with water, but no soap)<1-

Basic hygiene services(facility with water and soap)<1-

No hygiene service(no facility or no water)

>99

<1

Limited hygiene services(facility with water, but no soap)<1-

Basic hygiene services(facility with water and soap)<1-

No hygiene service(no facility or no water)>99-

Limited hygiene services(facility with water, but no soap)--

Basic hygiene services(facility with water and soap)--

No hygiene service(no facility or no water)--

Limited hygiene services(facility with water, but no soap)--

Basic hygiene services(facility with water and soap)--

No hygiene service(no facility or no water)--

Limited hygiene services(facility with water, but no soap)--

Basic hygiene services(facility with water and soap)--

No sanitation service(no facility or unimproved)-

5

Basic sanitation services(improved, usable and single-sex)<1

5

No sanitation service(no facility or unimproved)<1

90

Basic sanitation services(improved, usable and single-sex)

Limited sanitation services(improved, not usable or not single-sex)

SECONDARYBasic sanitation services(improved, usable and single-sex)

PRIMARY

No sanitation service(no facility or unimproved)

PRE-PRIMARY

Limited sanitation services(improved, not usable or not single-sex)

RURAL

Basic sanitation services(improved, usable and single-sex)

URBAN

No sanitation service(no facility or unimproved)

TOTAL

>99

No sanitation service(no facility or unimproved)

Limited sanitation services(improved, not usable or not single-sex)

SECONDARY

Republic of Korea

Basic sanitation services(improved, usable and single-sex)

Limited sanitation services(improved, not usable or not single-sex)

PRIMARY

Republic of Moldova

COUNTRY, AREA
OR TERRITORY

Limited sanitation services(improved, not usable or not single-sex)

PRE-PRIMARY

No sanitation service(no facility or unimproved)

RURAL

Limited sanitation services(improved, not usable or not single-sex)

URBAN

Basic sanitation services(improved, usable and single-sex)

TOTAL

Russian Federation

-

-

<1

-

-

-

-

-

-

-

-

<1

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Rwanda

70

20

11

-

-

5

-

-

5

-

-

7

67

23

10

73

13

14

-

-

<1

-

-

-

-

-

-

-

-

<1

-

-

<1

-

-

<1

Saint Kitts and Nevis >99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Saint Lucia

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

99

1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

97

3

<1

Saint Vincent and
the Grenadines

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

99

1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

99

1

<1

Samoa

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

78

22

<1

-

-

-

-

-

-

-

-

-

68

32

<1

87

13

<1

San Marino

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Sao Tome
and Principe

76

8

16

-

-

-

-

-

-

-

-

-

70

15

15

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

<1

Saudi Arabia

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Senegal

78

7

15

-

-

7

-

-

18

-

-

42

80

4

16

-

-

8

22

30

49

-

-

43

-

-

56

-

-

-

25

-

-

9

-

-

Serbia

99

<1

1

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

85

14

1

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Seychelles

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Sierra Leone

49

40

12

-

-

-

-

-

-

-

-

14

40

49

12

53

47

<1

22

30

47

-

-

-

-

-

-

-

-

8

21

25

54

27

27

46

Singapore

>99

<1

<1

>99

<1

<1

NA

NA

NA

-

-

-

>99

<1

<1

>99

<1

<1

>99

<1

<1

>99

<1

<1

NA

NA

NA

-

-

-

>99

<1

<1

>99

<1

<1

Slovakia

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Slovenia

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Solomon Islands

19

-

-

-

-

-

-

-

-

-

-

-

16

-

-

28

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Somalia

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

South Africa

-

-

<1

-

-

-

-

-

-

-

-

-

-

-

<1

-

-

<1

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

South Sudan

37

38

25

-

-

-

-

-

-

-

-

17

37

35

29

-

-

7

18

-

-

-

-

-

-

-

-

-

-

-

18

-

-

-

-

-

Spain

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Sri Lanka

90

10

<1

-

-

-

-

-

-

-

-

-

90

-

-

94

6

<1

87

12

<1

-

-

-

-

-

-

-

-

-

-

-

-

-

-

<1

State of Palestine*

97

2

<1

-

-

<1

-

-

<1

-

-

<1

>99

<1

<1

>99

<1

<1

-

-

1

-

-

-

-

-

-

-

-

-

-

-

1

-

-

Sudan

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

8

18

75

15

23

62

5

16

79

-

-

-

8

18

75

-

-

-

Sweden

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

93

Annex 3: WASH in schools estimates

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

SECONDARYBasic water services(improved and available)

PRIMARY% secondary

PRE-PRIMARY% primary

RURAL% pre-primary

URBAN% urbanSchool-age population (thousands)

TOTAL

Switzerland

2023

1 266

74

14

39

47

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Syrian Arab Republic

2023

7 350

57

15

37

48

85

-

-

-

-

-

-

-

-

-

-

-

83

-

-

87

-

-

Tajikistan

2023

3 214

28

32

28

41

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Thailand2023

11 560

54

18

40

42

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Timor-Leste

2023

465

32

20

40

40

70

-

-

-

-

-

-

-

-

-

-

-

71

-

-

68

-

-

Togo

2023

3 500

44

22

40

38

65

-

-

-

-

-

-

-

-

-

-

-

54

-

-

57

-

-

Tokelau

2023

1

0

11

34

55

>99

<1

<1

NA

NA

NA

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Tonga

2023

37

23

14

41

46

95

-

-

-

-

-

-

-

-

-

-

-

97

-

-

94

-

-

Tunisia

2023

2 838

71

23

39

38

-

-

6

-

-

-

-

-

-

-

-

-

-

-

11

>99

<1

<1

Turkmenistan

2023

1 753

54

23

29

47

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Turks andCaicos Islands

2023

6

94

17

43

40

99

1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

96

4

<1

Tuvalu

2023

4

66

21

39

41

77

23

<1

-

-

-

-

-

-

-

-

-

78

23

<1

76

24

<1

Türkiye2023

19 900

77

20

28

52

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Uganda2023

21 014

27

21

45

33

55

33

12

-

-

-

54

35

11

-

-

-

44

42

14

-

-

-

Ukraine

2023

5 222

70

23

35

42

91

4

5

-

-

<1

-

-

4

89

4

6

90

5

5

93

<1

6

United ArabEmirates

2023

1 337

88

17

34

49

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

United Republicof Tanzania

2023

23 177

37

9

53

39

-

-

23

-

-

8

-

-

34

-

-

-

-

-

28

-

-

12

United Statesof America

2023

62 752

83

19

39

42

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Uruguay

2023

685

96

17

41

41

67

<1

33

-

-

<1

-

-

-

-

-

-

67

<1

33

>99

<1

<1

Uzbekistan

2023

9 410

51

29

25

47

70

15

15

80

16

5

49

34

17

71

21

8

76

-

-

79

-

-

Vanuatu

2023

119

26

15

43

42

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Venezuela (Bolivarian
Republic of)

2023

7 556

88

19

43

37

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Viet Nam

2023

21 808

39

20

34

45

68

-

-

-

-

-

-

-

-

-

-

-

70

-

-

51

-

-

Yemen

2023

12 616

40

22

41

37

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

Zambia

2023

8 487

46

29

45

26

79

5

16

-

-

7

-

-

18

-

-

-

78

3

19

-

-

9

Zimbabwe

2023

6 062

33

15

50

35

70

20

10

-

-

-

-

-

-

-

-

-

67

23

10

69

19

12

Year

COUNTRY, AREA
OR TERRITORYPROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

94

Annex 3: WASH in schools estimatesNo sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)

No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facili ty or no water)

>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Syrian Arab Republic 87
85
89-

Tunisia

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

95
Annex 3: WASH in schools estimates

Limited hygiene services(facility with water, but no soap)

RURAL

Basic hygiene services(facility with water and soap)

No hygiene service(no facility or no water)

URBAN

Limited hygiene services(facility with water, but no soap)

TOTAL

Basic hygiene services(facility with water and soap)

SECONDARY

No hygiene service(no facility or no water)

PRIMARY

Limited hygiene services(facility with water, but no soap)

PRE-PRIMARY

Basic hygiene services(facility with water and soap)

Limited sanitation services(improved, not usable or not single-sex)

RURAL

Basic sanitation services(improved, usable and single-sex)

No sanitation service(no facility or unimproved)

URBAN
Limited sanitation services(improved, not usable or not single-sex)

Basic sanitation services(improved, usable and single-sex)

No sanitation service(no facility or unimproved)

Limited sanitation services(improved, not usable or not single-sex)

Basic sanitation services(improved, usable and single-sex)

No sanitation service(no facility or unimproved)

Switzerland
Limited sanitation services(improved, not usable or not single-sex)

COUNTRY, AREA
OR TERRITORY
Basic sanitation services(improved, usable and single-sex)

TOTAL
PRE-PRIMARYPRIMARY
SECONDARY

Tajikistan-

Thailand
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Timor-Leste
66
68
63
-

Togo
17
32
51
85
4
49
47
29
37
34
17
<1
83
93
17
<1
83
17
<1
83

Tokelau
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1
>99
<1
<1
NA
NA
NA
>99
<1
<1
>99
<1
<1

Tonga
96
98
94
84
82
85
-

<1
<1
<1
<1
<1
8
1

Turkmenistan
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Turks andCaicos Islands
99
1
<1
>99
<1
<1
96
4
<1
99
1
<1
>99
<1
<1
97
3
<1

3
1
4
3
3
82
91
97
-

United ArabEmirates
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

United Republicof Tanzania
44
53
3
59
41
<1
40
56
4
31
62
7
15
9
17
15
-

United Statesof America
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Tuvalu
86
80
91
9
<1
96
4
<1
>99
<1
<1
92
8
<1

Türkiye
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Uganda
75
23
2
71
22
7
53
29
18
61
29
10
79
15
7
39
16
45
12
5
83
35
22
43
24

UkraineUruguay
97
3
<1
83
97
3
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1
>99
<1
<1

Uzbekistan
80
6
14
86
4
10
62
31
7
72
24
5
79
80
92
5
4
91
5
4
89
5
6
5
91
92
-

Vanuatu-

Venezuela (Bolivarian
Republic of)-Viet Nam
93
95
90
72
79
67
-

Yemen
-

Zambia
17
97
<1
3
97
<1
3
98
<1
2

Zimbabwe
94
6
<1
<1
93
7
<1
95
5
<1
77
16
7
78
15
7
74
18
8

Annex 4

REGIONAL AND GLOBAL WASH IN SCHOOLS ESTIMATES

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

Basic water services(improved and available)

Limited water services(improved, not available)

No water service(no facility or unimproved)

SECONDARYBasic water services(improved and available)

PRIMARY% secondary

PRE-PRIMARY% primary

RURAL% pre-primary

URBAN% urbanSchool-age population (thousands)

TOTAL

Australia and New Zealand

2023

5 770

87

13

46

41

>99

<1

<1

-

-

-

-

-

-

-

-

-

>99

<1

<1

>99

<1

<1

Central and Southern Asia

2023

5 55 953

38

18

34

48

84

7

9

91

<1

9

88

<1

12

-

-

-

83

5

12

81

9

9

Eastern and South-Eastern Asia

2023

441 997

61

17

42

41

90

5

5

-

-

-

-

-

-

-

-

-

90

5

5

89

6

5

Europe and Northern America

2023

190 604

78

20

35

45

>99

<1

<1

-

-

-

-

-

-

-

-

-

98

2

<1

99

<1

<1

Latin America and the Caribbean

2023

150 199

81

18

39

43

75

12

13

-

-

4

70

4

26

-

-

14

76

10

14

81

9

10

Northern Africa
and Western Asia

2023

151 649

62

18

41

41

80

1

18

-

-

-

-

-

-

-

-

-

82

<1

18

93

7

<1

Oceania

2023

4 691

21

25

39

37

51

7

42

-

-

-

-

-

-

35

7

57

51

6

43

67

21

12

Sub-Saharan Africa

2023

436 243

42

19

44

37

45

16

39

56

27

17

-

-

42

-

-

42

41

18

41

56

16

28

Landlocked Developing Countries

2023

203 279

31

22

41

38

53

11

36

-

-

17

-

-

30

-

-

25

49

10

41

62

8

30

Least Developed Countries

2023

399 317

36

20

42

38

60

4

36

-

-

19

-

-

36

-

-

38

55

7

38

72

7

20

Small Island Developing States

2023

18 133

55

21

40

39

71

7

22

-

-

8

-

-

-

-

-

-

72

7

20

81

11

8

Fragile contexts

2023

649 595

43

18

42

40

50

15

35

-

-

19

-

-

43

-

-

-

48

12

40

59

21

20

Low income

2023

268 702

34

22

42

36

49

6

45

-

-

-

-

-

40

-

-

41

46

7

47

59

5

36

Lower-middle income

2023

889 248

43

17

38

45

75

10

15

82

7

11

81

<1

19

-

-

-

72

8

20

77

11

12

Upper-middle income

2023

565 225

69

19

40

41

80

15

5

-

-

3

-

-

-

-

-

15

-

-

5

85

11

5

High income

2023

205 594

82

18

37

44

>99

<1

<1

-

-

-

-

-

-

-

-

-

99

1

<1

>99

<1

<1

WORLD

2023

1 937 106

54

18

39

43

77

8

15

-

-

7

74

5

21

-

-

-

75

8

17

81

9

10

Year

REGIONSDG REGIONSOTHER REGIONAL GROUPINGSINCOME GROUPINGS

Key:

-

No estimate

Note: For JMP estimation methods see Annex 1. For unrounded estimates see (http://washdata.org).

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

96

Annex 4: Regional and global WASH in schools estimates

Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)
Basic sanitation services(improved, usable and single-sex)
Limited sanitation services(improved, not usable or not single-sex)
No sanitation service(no facility or unimproved)

Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)
Basic hygiene services(facility with water and soap)
Limited hygiene services(facility with water, but no soap)
No hygiene service(no facility or no water)

Limited hygiene services(facility with water, but no soap)
No hygiene service(no facili ty or no water)

REGION

Australia and New Zealand>99 <1<1>99 <1<1 >99 <1<1 >99 <1<1>99 <1<1 >99 <1<1

Central and Southern Asia
76
11
13
85
2
13
73
12
15
75
10
15
80
9
12
57
21
21
60
26
14
46
23
31
55
22
23
56
28
15

Eastern and South-Eastern Asia
93
91
5
4
94
<1
6
91
1
8
91
2
7
89
1
10

Europe and Northern America>99 <1<198
2<1 >99 <1
<1
98
2
<1
98
2
<1 >99 <1<1

Latin America and the Caribbean
81
14
5
82
15
3
69
15
16
6
80
16
4
84
12
4
61
24
15
60
28
12
63
33
5

Northern Africa
and Western Asia
93
5
2
98
1
<1
89
11
<1
84
4
13
87
<1
12
89
11
<1

Oceania
51
14
36
48
13
39
51
13
36
70
13
18
19
38
43
16
37
46
18
38
45
29
35
36

Sub-Saharan Africa
50
23
28
64
20
16
39
30
31
22
44
24
33
61
17
22
37
15
48
41
14
45
25
12
64
34
13
52
37
15
48

Landlocked Developing Countries
54
16
29
42
35
23
51
15
34
72
4
24
42
15
43
36
17
48
42
9
48

Least Developed Countries
56
24
20
12
24
24
50
20
30
75
9
16
43
16
40
37
17
46
49
16
35

Small Island Developing States
70
7
23
85
73
6
21
82
9
10
64
12
24
63
12
25
69
13
18

Fragile contexts
52
24
24
66
14
19
37
32
31
47
19
34
63
22
16
42
14
44
43
24
33
15
20
65
35
13
52
45
15
39

Low income
49
20
31
22
45
18
37
66
12
22
28
14
58
23
19
58
27
17
56

Lower-middle income
74
11
15
79
6
15
67
13
20
71
10
19
77
10
13
58
16
26
54
25
21
42
22
36
56
15
29
57
23
20

Upper-middle income
80
14
6
9
78
19
3
87
8
5
76
18
6
75
19
6
78
16
6

High income>99 <1<1>99 <1<1 >99 <1<1 >99 <1<1>99 <1<1 >99 <1
<1

WORLD
78
11
83
8
8
60
21
20
75
13
10
21
42
18
40
65
23
17

11

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS
11

97
83
8
67
12

RURAL
PRE-PRIMARY

Annex 4: Regional and global WASH in schools estimates

PRIMARY

12

Basic hygiene services(facility with water and soap)

URBAN

No hygiene service(no facility or no water)

TOTAL

Limited hygiene services(facility with water, but no soap)

SECONDARYBasic hygiene services(facility with water and soap)

Basic hygiene services(facility with water and soap)

No sanitation service(no facility or unimproved)

Limited sanitation services(improved, not usable or not single-sex)

PRIMARY

Basic sanitation services(improved, usable and single-sex)

PRE-PRIMARY

No sanitation service(no facility or unimproved)

RURAL
Limited sanitation services(improved, not usable or not single-sex)

URBAN

Basic sanitation services(improved, usable and single-sex)

Basic sanitation services(improved, usable and single-sex)

TOTAL
SECONDARYSDG REGIONSOTHER REGIONAL GROUPINGSINCOME GROUPINGS

67
16

PROGRESS ON DRINKING WATER, SANITATION AND HYGIENE IN SCHOOLS

98

Annex 4: Regional and global WASH in schools estimates

UN-Water
reports

UN-Water coordinates the efforts of United Nations entities and international organizations working on water and sanitation issues. UN-Water publications draw on the experience and expertise of UN-Water’s Members and Partners.

PERIODIC REPORTS
United Nations System-wide Strategy for Water and Sanitation
The United Nations System-wide Strategy for Water and Sanitation provides a system-wide
approach for the United Nations to work collaboratively on water and sanitation. In
September 2023, Member States adopted General Assembly resolution 77/334, which
requested the Secretary-General to present a United Nations system-wide water andsanitation strategy in consultation with Member States before the end of the seventy-eighth
session. The strategy has been developed by UN-Water under the leadership of the UN-Water
Chair, as requested by the Secretary-General, and will be launched in July 2024.
Blueprint for Acceleration: Sustainable Development Goal 6 synthesis report on water andsanitation 2023
The report, written by the UN-Water family of Members and Partners, is a concise guide todelivering concrete results, offering actionable policy recommendations directed towards
senior decision-makers in Member States, other stakeholders, and the United Nations system
to get the world on track to achieve SDG 6 by 2030. It was released ahead of the discussionsof Member States and relevant stakeholders at the 2023 High-level Political Forum on
Sustainable Development (HLPF), which included a Special Event focused on SDG 6 and theWater Action Agenda.
United Nations World Water Development Report
The United Nations World Water Development Report is UN-Water’s flagship report on waterand sanitation issues, focusing on a different theme each year. The report is published by
UNESCO on behalf of UN-Water, and its production is coordinated by the UNESCO World
Water Assessment Programme.
Policy and Analytical Briefs
UN-Water’s Policy Briefs provide short and informative policy guidance on the most pressing
freshwater-related issues that draw upon the combined expertise of the United Nations system.
Analytical Briefs provide an analysis of emerging issues and may serve as the basis for further
research, discussion and future policy guidance.

SDG 6 progress updates – Eight reports, by SDG 6 global indicator
This series of reports provides an in-depth update and analysis of progress towards the different
SDG 6 targets and identifies priority areas for acceleration. It includes Progress on Household
Drinking Water, Sanitation and Hygiene; Progress on Wastewater Treatment; Progress on Ambient
Water Quality; Progress on Water-use Efficiency; Progress on Level of Water Stress; Progress on
Integrated Water Resources Management; Progress on Transboundary Water Cooperation;
Progress on Water-related Ecosystems; and Progress on International Cooperation and Local
Participation. The reports, produced by the responsible custodian agencies, present the latest
available country, region and global data on the SDG 6 global indicators, and are published every
two to three years. The next updates will be published in July/August 2024.
Progress reports of the WHO/UNICEF Joint Monitoring Programme for Water Supply, Sanitationand Hygiene (JMP)
The JMP is affiliated with UN-Water and is responsible for global monitoring of progress towards
SDG 6 targets for universal access to safe and affordable drinking water and adequate andequitable sanitation and hygiene services. Every two years, the JMP releases updated estimatesand progress reports for WASH in households (as part of the progress reporting on SDG 6, seeabove), schools and health care facilities.
UN-Water Country Acceleration Case Studies
To accelerate the achievement of SDG 6 targets as part of the SDG 6 Global Acceleration
Framework, UN-Water releases SDG 6 Country Acceleration Case Studies to explore countries’
pathways to achieving accelerated progress on SDG 6 at the national level. Since 2022, six casestudies have been released from Costa Rica, Pakistan, Senegal, Brazil, Ghana and Singapore. Three
new case studies are planned to be released in July 2024 from Cambodia, Czechia and Jordan.
UN-Water Global Analysis and Assessment of Sanitation and Drinking-Water (GLAAS)
The GLAAS report is produced by WHO on behalf of UN-Water. It provides a global update on thepolicy frameworks, institutional arrangements, human resource base, and international and national
finance streams in support of water and sanitation. It is a substantive input into the activities of
Sanitation and Water for All, as well as the progress reporting on SDG 6. The next report will be
published in 2025.

UN-WATER PLANNED PUBLICATIONS
UN-Water Policy Brief on Transboundary Water Cooperation – update

More information: www.unwater.org/publications

KEY MESSAGESDRINKING WATER IN SCHOOLS IN 2023

SANITATION IN SCHOOLS IN 2023

• 138 countries and all SDG regions had estimates for• 144 countries and all SDG regions had estimates forbasic sanitation services in schools.

• 77% of schools had a basic drinking water service, 8%• 78% of schools had a basic sanitation service, 11%
had a limited service, and 11% had no service.

• 447 million children lacked a basic drinking water• 427 million children lacked a basic sanitation service
at their school, including 222 million whose school
still had no sanitation service.

• Achieving universal access (>99%) to basic drinking• Achieving universal access to basic sanitation services
in schools by 2030 would require a 2x increase in thecurrent rate of progress.

HYGIENE IN SCHOOLS IN 2023

MENSTRUAL HEALTH IN SCHOOLS• 134 countries and all SDG regions had estimates forbasic hygiene services in schools.

• 30 countries and 7 out of 8 regions have national data
related to the emerging menstrual health indicators• 67% of schools had a basic hygiene service, 12% had
a limited service, and 21% had no service.

• Based on emerging national data, around 2 out of 5
schools (39%) provide menstrual health education and
1 in 3 (31%) have bins for menstrual waste in girls’ toilets.

basic drinking water services in schools.

had a limited service, and 15% had no service.

service at their school, including 293 million whose
school still had no water service.
water services in schools by 2030 would require a 2x
increase in the current rate of progress.

• 646 million children lacked a basic hygiene service attheir school, including 406 million whose school still
had no hygiene service.
• Achieving universal access to basic hygiene services
in schools by 2030 would require a 4x increase in thecurrent rate of progress.

JMP website:
https://washdata.org• The most common data relate to facilities, knowledge,
and materials, but very few countries have data on
impacts, discomfort/disorders, or a supportive social
environment.
• Definitions vary widely between countries and data
sources. Indicator harmonization is needed.