Craig Harlequin*, Nasrudeen Ally and Ameera Fatema Wajidally
School authorities are expected to provide healthy indoor environments for children. However, managing Indoor Air Quality (IAQ) is a challenge resulting in unhealthy school environment. The IAQ in two nursery schools located in Georgetown was at an unacceptable level due to high particulate matter (PM2.5), airborne bacteria and fungi. It was revealed through discussions with Ministry of Education officials that an IAQ management plan does not exist. Therefore, this study was undertaken to determine the components of an IAQ management plan and policy, as well as global guidelines. A qualitative design was used employing secondary data and interviews as the data collection instruments. The data obtained was used to construct an IAQ management plan for nursery schools. In Guyana, there are no guidelines for IAQ. As a result, the WHO threshold limits for nitrogen dioxide, carbon monoxide, sulphur dioxide, particulate matter and airborne microorganisms were recommended. Exposure to pollutants above the threshold limit can cause severe health implications in children such as cardiovascular and respiratory diseases. The objectives of this paper focused on determining the global guidelines for indoor air quality in schools, the elements of an indoor air quality policy for nursery schools and the elements of an indoor air quality management plan for nursery school. The interviews revealed the components of the IAQ policies should include definition of terms, objectives, guiding principles, applicability, policy outcomes and responsibilities, areas of concern, enforcement and annual review. The results indicated an IAQ management plan can be derived from the IAQ policy.
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