Report 2

Data

In the report, we will use a modified version of data from the WHO/UNICEF Joint Monitoring Programme for Water Supply, Sanitation and Hygiene (JMP) (WHO/UNICEF Joint Monitoring Programme for Water Supply, Sanitation and Hygiene 2024) – with major processing by Our World in Data). See Table 1 for a codebook.

Table 1: Codebook for the water dataset

Column	Type	Definition
income	factor	development level: “low”, “lower-middle”, “upper-middle”, or “high”
year	integer	year of measurement
access	factor	drinking water service type: “surface”, “unimproved”, “limited”, “basic”, or “safe”
pcnt	double	the share of the population using this type of access

We will also use a modified version of this dataset in wide format, which was created using tidyr (Wickham, Vaughan, and Girlich 2024). See Table 2 for a codebook.

Table 2: Codebook for the water_wide dataset

Column	Type	Definition
income	factor	development level: “low”, “lower-middle”, “upper-middle”, or “high”
year	integer	year of measurement
surface	double	percent of the population using surface water as a primary source of drinking water
unimproved	double	percent of the population using unimproved drinking water services
limited	double	percent of the population using limited drinking water services
basic	double	percent of the population using only basic drinking water services
safe	double	percent of the population using safely managed drinking water services

Tables

Water access in 2022 (Table 4) was greatly improved over access in 2000 (Table 3).

Table 3: Water access by income level for the year 2000.

		Access Types
income	year	safe	basic	limited	unimproved	surface
low	2000	19%	23%	10%	32%	17%
lower-middle	2000	44%	33%	4%	13%	5%
upper-middle	2000	69%	14%	1%	13%	3%
high	2000	92%	6%	0%	2%	0%

Table 4: Water access by income level for the year 2022.

		Access Types
income	year	safe	basic	limited	unimproved	surface
low	2022	29%	30%	20%	16%	5%
lower-middle	2022	64%	26%	4%	4%	2%
upper-middle	2022	81%	17%	1%	2%	0%
high	2022	94%	5%	0%	1%	0%

Plots

Water Access by Income Level

See Figure 1 and Figure 2 for a visual representation of the distribution of water access by income level in 2000 versus 2022.

A stacked bar plot with Income Level on the x-axis (low, lower-middle, upper-middle, high) and Percent of Population n the y-axis (0-100). Types of access are shown by colours (safe = blue, basic = green, limited = yellow, unimproved = orange, surface = red). Low has roughly equal percentage in each type, while high is mostly safe, and the other income levels are in between. — Figure 1: Water access by income level for the year 2000.

The same as the previous figure, but there are fewer surface and unimproved and more safe across all income levels. — Figure 2: Water access by income level for the year 2022.

Safe Water Access

Safe water access increased most for the lower-middle income band from 2000 to 2022 (Figure 3).

A line plot with year on the x-axis (2000 to 2022) and Percent of Population with Safe Drinking Water on the y-axis (0-100). Income levels are represented by shapes (high = square, upper-middle = circle, lower-middle = triangle, low = diamond). Values for high are stable around 90%, upper-middle increases from 70-80%, lower-middle increases from 45-65%, and low increases from 20-30%. — Figure 3: Safe water access by income level from 2000 to 2022.

All Water Access

Figure 4 shows how all types of water access changed from 2000 to 2022 for all four income levels.

Describe your figure for screen readers — Figure 4: Create your own plot and figure caption to illustrate this

References

WHO/UNICEF Joint Monitoring Programme for Water Supply, Sanitation and Hygiene. 2024. “Progress on Drinking Water, Sanitation and Hygiene in Schools 2015–2023.” New York: UNICEF; World Health Organization.

Wickham, Hadley, Davis Vaughan, and Maximilian Girlich. 2024. Tidyr: Tidy Messy Data. https://doi.org/10.32614/CRAN.package.tidyr.

Reflections

What did you learn in the course of doing this assessment? (100-300 words)

Sources of Learning

Please explain the sources of independent learning you used in this assessment, including the book, help sessions, peers, online sources, and generative AI. (up to 300 words)

Generative AI Declaration

Indicate [YES] or [NO] to all statements below to show how you have used generative AI tools in this assignment. You MUST declare all use of AI and take responsibility for the content of the assignment. We consider it a misuse of generative AI if you do not declare all uses, including initial exploration of the subject, literature searching, writing and editing, corrections for grammar and spelling, as well as any other tasks from the course.

[YES/NO] Do you take full responsibility for the content of this submission, ensuring its adherence to academic integrity standards and compliance with University and subject-specific regulations regarding generative AI use as detailed in the assessment information sheet?

Did you use AI for:

[YES/NO] General learning about a topic
[YES/NO] Idea generation or scoping of topic or research question
[YES/NO] Searching and consulting the scientific literature
[YES/NO] Summarising or explaining primary sources like journal articles
[YES/NO] Planning the overall structure of a piece of work?
[YES/NO] Translation of your own text from another language into English
[YES/NO] Rephrasing your own text at sentence level
[YES/NO] Language editing for spelling, grammar, clarity or tone
[YES/NO] Referencing support, for example checking or producing citations, DOIs or formatting
[YES/NO] Analysis support, for example statistical or qualitative analysis advice or interpreting output
[YES/NO] Coding assistance, for example writing or debugging code
[YES/NO] Visuals or media support, for example figures, diagrams, slide layout or transcription of my own * recordings
[YES/NO] Something else (explain under Sources of Learning)
[YES/NO] Avoided use of AI tools in any way to assist with this assignment or my learning of the topic