Namibia PDNA 2009 - GFDRR

damaged hostels at Onesi Secondary in Omusati. Finally, the
third largest category was school revenues to public schools
in the Caprivi Region. In Caprivi, particularly, 1,378 learners
were relocated from flooded schools and 10 percent are
consequently not expected to be able to pay fees (regional
average N$75/term).
Impact on educational processes
(teaching/learning, curriculum,
learning outcomes)
Access to schools was disrupted in all regions affected as
schools had to be closed for varying times, depending on the
severity of the flood waters. Schools affected were either
partially (generally pre-primary and junior primary levels) or
completely closed because flooded roads prevented access to
school.
Across the affected Regions, schools at all levels developed
plans to catch up with teaching and learning times lost by
offering extended hours, holiday classes and/or double shifts
so that learners are ready for examinations. However, some
learners were not absorbed in the school system. In Caprivi,
110 learners from Nakabolelwa Combined School did not
benefit from access to temporary school arrangements and
effectively lost almost three months of education. The provision
of tents for use as temporary shelters near pupils’ school of
origin was recently requested. Remedial measures adopted in
other schools (double shift and use of school holidays) are
unlikely to be enough to allow them to catch up with the
significant period of time lost so far.
As suggested by anecdotal evidence in interviews with school
principals (five in Caprivi), relocation due to floods is expected
to have a detrimental effect on the quality of educational
outcomes, especially performance in final examinations.
Disaster preparedness and management
While FEMCO and REMU take the lead in disaster preparedness
and response, the level of disaster preparedness was minimal at
best at the Regional Education Offices and within schools. There
is currently no disaster preparedness sensitization or planning
at the school levels. The Ministry of Education does not have
a dedicated line item to respond to disasters and liaises with
FEMCO/REMU for that purpose. While regional authorities do
coordinate with FEMCO and the regional equivalents, REMU,
there are time lags reported between requests and delivery of
resources required to cope with the floods.
Cross-Cutting Themes
HIV & AIDS
In Namibia, more than 180,000 people aged 15-49 are
estimated to live with HIV (i.e. prevalence rate of 15.3 percent).
HIV and AIDS disproportionately affects young people aged
15-24; females; and those living in the Northern regions of
Namibia, which have been affected by the 2009 floods.
Nationally, the epidemic is affecting the size, growth rate, age,
and skill composition of both current and future workforces,
the largest proportion of which is employed in the education
sector (approximately 38,000 employees). The HIV and AIDS
epidemic is also changing the demand supply, and quality of
education.
Displacement and disruption of schooling can have significant
and detrimental effects on socio-economic and health
conditions. Providing temporary schooling, and ensuring
education facilities are reconstructed, can provide safe spaces
for vulnerable children, including orphans and children living
with HIV, to access key services (such as school grants, guidance
and counselling, or feeding programmes). Formal and nonformal
education can contribute to the prevention of increased
prevalence rates through awareness raising activities.
Protection and child protection
Displacement of communities and damage to school buildings
disrupt educational provision and put individuals at risk in
environments that should be protective. Relocation and the
necessity to travel further distances to school, increases the
risk of abuse and harassment and deters parents from sending
children, particularly girls, to school. Within temporary shelters,
a lack of adequate lighting, inadequate and mixed toilets and
bathing facilities, unclean water, overcrowded tents and poor
location combined with inadequate perimeter fencing also
increase the risk of gender-based violence and child abuse. In
Caprivi, in particular, the lack of sanitation facilities has been
noted as a vital concern.
Schools can act as protective providers of adequate facilities.
Under appropriate conditions of security, provision of education
can also help protect children and youth from forced labour,
prostitution, criminal activities and drug abuse. Education
can provide life-saving messages regarding flood-onset and
promote early warning systems. Non-formal education and
awareness-raising of circumstantial dangers for women and
children can help to build community resilience and capacity to
develop protective mechanisms at the local level.
Gender
Girls are at particular risk of exploitation and abuse during
displacement. Inadequate lighting and bathing facilities in
temporary shelters make women and girls vulnerable and
fearful of sexual abuse and harassment. Teenage pregnancy is
a common cause of school dropout after emergencies, and
cases were reported in the regions assessed. Education can
impart safe-sex messages to children and communities, both in
regular school curricula and through informal activities during
times of displacement. Changing circumstances, such as the
need to travel further distances to school and the need to care
for younger siblings, are also reasons for dropout at times of
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