Promoting Occupational Health and Safety

OCCUPATIONAL HEALTH AND SAFETY
1.1 INTRODUCTION
There exist five types of occupational health and safety problems namely: biological, chemical,
ergonomics, physical, and psychosocial hazards. According to Ooteghem (as cited in Seoke &
Kamungoma-dada, 2014), for the past decade more than 1000 work-related accidents were
reported in Botswana. These accidents that result in more than three days absence from work,
indicate that work-related injuries could be much higher, as some workers can continue working
despite an injury. Pertaining to tertiary education students, every graduate are expected to enter
the workforce hence a need to maintain good health and being attentive to safety related issues at
all times.
However, the issue of occupational Health and Safety global phenomenon that have drawn
attention of several scholars. One such study was conducted at international level by Bhardwaj
et.al who established that students from lower and middle income countries had more positive
attitudes toward the importance of OHS within their institutions. Similarly, in the USA Joseph
A. Schafer, Charern Lee, et.al established that it is necessary for institutions to consider the
attitudes of students oertaining to decisions about campu safety policies. However, Ariyaratne,
TDCP Gunasekara et.al found out that in India there was inadequate knowledge on safety
rules and practices on them. Still in Asia, MHJD Ariyaratne, TDCP Gunasekara et.al
reported that in Sri Lanka, the attitudes, practices and satisfaction of facilities of medical and
nursing students were unsatisfactory. Hence pointing out for the need to improve OHS programs
that will sufficiently fill the gaps on the existing knowledge. In Africa, a study was conducted in
Nigeria by Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed to assess the availability of OHS
facilities in schools. It was established that that there is dearth of safety and health /equipment
throughout the Kaduna region. In South Africa, Mothusi Samosamo Christel Marais, et.al
noted that the effectiveness of OHS induction within the workplace plays a crucial role. This was
support also by Nghitanwa Emma Maano, Zungu Lindiwe who indicated that in Namibia
there is a neef to provide Occupational health and safety awareness among workers from various
industries. This being the case, poor knowledge on OHS is related to ineffective OHS induction
within the workplace. It should be noted that in Botswana, there is posit of literature pertaining
to the the knowledge levels and practices on safety issues. Only one cross-sectional study was

conducted by SY Seoke and IM Kamungoma-Dada to review OHS management systems in
Boswana. The study established that large enterprises have a better management of OHS then
medium enterprises
Despite existence and wide coverage on this issue, several factors have been identified as
contributors to occupational injuries and accidents. These include leadership and responsibility,
illiteracy, stress, lack of health and safety training, working long hours (overtime), night shift,
poor working conditions (environment), individual factors (age, gender, work experience),
violence, substance abuse (drugs, alcohol), and non- communicable diseases (Smallwood et al,
2013). Therefore if these factors are not fully prevented, the chances of causalities are very high.
Unless otherwise safety measure are in place, then a positive value to prevent injuries, save lives,
and improve productivity and outcome will be in existence. Supporting this is Kulothungan
(2015) who indicated that safety is actively a crucial component of each an every organization,
as it bestows a sense of confidence and caring in all of the people who work there. Similarly in
the workplace, a strong safety culture is required to protect employees . This is relevant
especially for higher learning institutions where there is a need to develop students’ skills and
awareness on work-related safety precautions. Such actions also protects the academic
institutional reputations. This culture emanates from ethical, moral, and practical considerations,
rather than regulatory requirements (Kulothungan, 2015). Academic administrators, faculties,
and staff members have ethical responsibilities to care for their students’ safety and to instill
awareness about safety. They need to teach students the safety skills required to work in
laboratories on campus and in the workplace. In a strong safety culture, students will acquire the
skills to recognize hazards, to assess the risk of exposures to those hazards, to minimize the risk
of exposures to hazards, and to be prepared to respond to laboratory emergencies (Olufemi
Oludare Aluko, Ayobami Emmanuel Adebayo et.al., 2016).
1.2 Justification
The fundamental reasons behind this research is to stress on the need and the importance of
instilling knowledge and accurate practices pertaining to safety issues among higher learning
institutes students. These are the very same graduates to be absorbed in the workplace to advance
their careers. According to a report by Global health (2015), in Southern Africa there is a
concern about increased workplace injuries, illnesses and fatalities .Therefore it is vital to