Drinking or existing? The clean water crisis’ impact on gendered inequalities in access to education: wash initiatives as a means of emancipation for girls in Ethiopia

Abstract

This thesis examines how inadequate water, sanitation and hygiene (WASH) conditions undermine girls’ access to and retention in education in Ethiopia and how these shortcomings affect the realisation of their human rights to water and education. Although the human rights to water and to education are often treated as distinct, this thesis aims to prove that they are deeply interdependent: without safe water and adequate sanitation, the right to education cannot be fully realised, especially for girls. To prove this claim, the research analyses international human rights instruments, regional treaties and local frameworks, and then proceeds to compare it to studies done on the field of lived experiences. This thesis uses Ethiopia as a case study as the country is facing one of the biggest water crises in the Sub-Saharan region, illustrating perfectly how the right to education is deeply interlinked with the right to water and that, in such situations, girls are keener to be deprived of these rights. This thesis is structured around three dimensions: the limitations of governmental and NGO-led WASH initiatives in addressing gender-specific needs; the impact of water scarcity and water-collection responsibilities on school attendance; and the role of sanitation and menstrual hygiene management in shaping girls’ daily experiences at school. The findings show that gender-responsive WASH services significantly increase girls’ attendance, reduce their dropout rates and protect them from early marriage, insecurity or health risks. This study concludes that effective WASH interventions are essential to allow girls to fulfil their human right to education.