Evaluating Disaster Risk Reduction Preparedness Strategies in Primary Schools in Kenya: Gaps, Challenges and Implications

Abstract

Globally disasters have increased unprecedentedly creating havoc on households and communities despite well-documented awareness levels. Governments and people levels of disaster preparedness have remained unabated in many countries in Africa. However, disasters’ impact can be reduced if people are sensitized about fundamental steps and strategies to reduce risks. Documented literature shows that if taken seriously, disaster risk reduction (DRR) measures are likely to cost less compared to the cost of loss of livelihoods, possessions and the cost of managing its consequences including loss of life. Preparing teachers and the schools for disasters is very important in creating sustainable strategies that can be integrated in day-to-day school activities. Using both quantitative and qualitative methods of data collection, this paper presents the evidence on the potential of preparedness and readiness of public primary schools to cope during and after a pandemic. With a sample of 240 teachers and 24 headteachers from 80 schools in 8 Sub-Counties distributed across Kenya, the findings show that the effectiveness of a school DRR mitigation measures can be a great indicator of how a school and its inhabitants: teachers and children can be prepared or not in times of a disaster. Disaster risk reduction strategies must be both supply-driven and demand-driven for buying in and to motivate teachers and learners to avoid disasters. This study brings out what the gaps and challenges are in primary schools in Kenya and suggests what can be done at both national and regional levels to help the schools cope with disasters.