Vulnerability of Kenyan schools to disaster

Abstract

This is an exploratory study on the vulnerability of Kenyan Schools to disasters. As we enter a new century, our schools are likely to face formidable challenges not previously encountered in our history as a nation. Technological and societal conditions exist today, which pose significant risks to the safety of our schools. In the recent past, the number of disaster situations in schools have escalated in both number and complexity. The general expectation by the parents, guardians and the society at large is that the schools have both moral and legal obligations to provide a safe and secure learning environment to those placed under their care. To meet the obligations, the schools must be prepared to respond to any emergency situation that may arise. Consequently, this exploratory study had the following objectives: - a) To identify and classify the types of hazards found in the schools in Nairobi. b) To study the extent to which secondary schools in Nairobi are vulnerable to disaster. c) To explore the relationship between the schools' administrative structures and disasters. d) To demonstrate the recovery strategies put in place in our schools to cope with disaster situations. The data was collected by use of structured questionnaires designed for teachers in public secondary schools; in-depth interviews with school principals or their deputies and where possible, an observation checklist. The questionnaires were administered on a "drop - and- pick - later" basis. According to the findings of this study, it was evident that: - 1. There are various types of hazards existing within the school set up in , different proportions that expose them to disaster situations. In some schools the magnitude of the hazards is higher than in others, implying that some schools are more vulnerable than others. 2. Other factors, other than trust in expert systems, make schools vulnerable to disasters. For example, lack of safety assessment on buildings, exposed electricity wires, overcrowding in dormitories, prefabricated buildings etc, all make schools vulnerable to disasters. 3. To some extent, the degree of exposure to disasters in schools is influenced by the administrative framework of the school. For example, lack of early warning systems to help control fire in its early stages; lack of disaster preparedness plans; lack of fire drills and First Aid Kits; lack of basic training on security; lack of fire extinguishers in key areas or lack of emergency exits etc, expose schools to disasters. 4. Adequate strategies have not been put in place to cope with disaster , situations and schools are not prepared at all for disasters. To achieve reasonable levels of minimization, it is necessary to reduce the adverse effects of disasters through effective precautionary measures. The study thus recommends that there be a national policy, formulated, by all the stakeholders, that has clear strategies on how to prevent and control disasters. This would be best achieved through joint workshops and seminars of parents, school . administrators, relevant NGOs and the government. Further, the government should adequately fund this effort, to enable schools' purchase the required equipments, materials and other facilities that would ensure disaster preparedness. The schools should also employ security staff with comprehensive safety training capable of dealing with any emergencies. It also recommends that every school should have an emergency preparedness plan that is communicated to all the members of the school community. It is also recommended that safety courses such as First Aid and fire-fighting training, be made part of the school curriculum. Frequent courses, in-service and refresher courses on safety assessment should be availed to the school principals and teachers. Finally, it is recommended that the ministry of works performs safety assessment on school buildings at least once every three years. In addition, the study recommends that further research should be undertaken mainly on those schools that have experienced major disasters in each province. The findings would give invaluable insight on the specific causes of schools disasters. Such a comparative study would help shed light on whether the causes of disasters in schools are similar. The study further recommends that there is need to compare vulnerability of public and private schools to disasters. This would help understand why there aren't many cases of disasters in private schools. The study also proposes the need for action research to enable the schools acquire the much required equipments, materials and facilities that would ensure disaster preparedness.