INVESTIGATING THE IMPACTS OF FLOODS ON

PRIMARY SCHOOL EDUCATION IN CHIKWAWA

DISTRICT.

BY
CHRISSY PHALAWALA, MEC/OO9/19
THYOLO, MALAWI.

DISSERTATION SUBMITTED TO NDATA SCHOOL OF CLIMATE

AND EARTH SCIENCES OF THE MALAWI UNIVERSITY OF
SCIENCE AND TECHNOLOGY IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE BACHELOR OF SCIENCE DEGREE IN
METEOROLOGY AND CLIMATE SCIENCES.

12 June 2024
DISSERTATION APPROVED BY:

SUPERVISOR:

Names: Signature:

ASSESSOR:
Title, Initials, Name: Signature: ___________________________________

DECLARATION

ii
I, Chrissy Phalawala, do declare that this is my own work submitted to Ndata School of
Climate and Earth Sciences of the Malawi University of Science and Technology in partial
fulfilment of the requirements for the Bachelor of Science degree in Meteorology and
Climate Sciences. No one has ever done this study in any university.

Signature: ______________________________

DISCLAIMER

iii
This document describes work undertaken as part of a program of study at Ndata School of
Climate and Earth Sciences of the Malawi University of Science and Technology. All views
and opinions expressed therein remain the sole responsibility of the author(s), and do not
necessarily represent those of the school.

COPYRIGHT STATEMENT

iv
This copy of the dissertation has been supplied on condition that anyone who consults it is
understood to recognize that its copyright rests with its author and that no quotation from the
dissertation and no information derived from it may be published without acknowledgement.

ABSTRACT

Floods are recurrent natural disasters that significantly affect communities in Malawi.
In Chikwawa district, floods pose a considerable threat to primary education. This study

v
aimed to assess the impacts of flood occurrences on primary schools in the district. The
research employed purposive sampling to select 29 respondents, including teachers, learners
and district officials. A descriptive study design was followed to analyze the effects of floods
on school infrastructure, student attendance and learning outcomes. Findings reveal that
floods led to school closures, damage to facilities and disruptions in the teaching-learning
process. Recommendations include disaster preparedness measures, infrastructure
improvements and community engagement to mitigate the adverse effects of floods on
education.

Keywords: education, floods, enrolment, attendance, performance, mitigation.

ACKNOWLEDGEMENT

I would like to thank God for the courage and good health during my entire program. Not
forgetting the Malawi University of Science and Technology especially the Ndata School of
Earth and Climate Sciences for offering me an opportunity to study and impart professional

vi
knowledge in me. Special thanks to my supervisor Mr Thokozani Kapichi for the support
rendered throughout the write up of this thesis. Special thanks my Mum (Iness Anderson) and
my siblings (Chimango and Upile) for the moral, spiritual and financial support rendered
throughout my tertiary studies. Lastly, I would like to thank Mr Fedson Anderson and Ruth
Markus and all my friends for their support.

TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION.......................................................................................................1
1.1 Background......................................................................................................................................
1.2 Problem Statement..........................................................................................................................
1.4 OBJECTIVES....................................................................................................................
1.4.1 Main objectives............................................................................................................3

vii
 1.4.2 Specific objectives........................................................................................................4
1.4 Research questions.............................................................................................................
1.5 Significance of the study....................................................................................................
CHAPTER 2: LITERATURE REVIEW...............................................................................5
2.1 Introduction........................................................................................................................
2.2 The Impact of Floods and Climate-Related Events on Physical
Infrastructure of Schools........................................................................................................
2.3 Examining the Effects on Student Attendance, Academic Performance, and
Dropout Rates...................................................................................................................6
2.4 Collaborative Efforts to Minimize the Effects of flooding on the
Education Sector......................................................................................................................
CHAPTER 3: METHODOLOGY..........................................................................................8
3.1 Research Design.................................................................................................................
3.2 Study area...........................................................................................................................
3.3 Sample Size.........................................................................................................................
3.4 Sampling methods............................................................................................................
3.5 Data collection..................................................................................................................
3.5 Target Population............................................................................................................
3.6 Sample...............................................................................................................................
3.7 Data Analysis....................................................................................................................
3.8 Limitations........................................................................................................................
CHAPTER 4: RESULTS AND DISCUSSION...................................................................12
4.1 Results...............................................................................................................................
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS......................................13
5.1 Conclusions.......................................................................................................................
5.2 Recommendations............................................................................................................
5 REFERENCES.......................................................................................................................1
APPENDICES..........................................................................................................................3
ABBREVIATIONS/ACRONYMS
DoDMA Department of Disaster Management Affairs
FEMA Federal Emergency Management Agency
MVAC Malawi Vulnerability Assessment Committee
SPSS Statistical Package for Social Sciences
T/A Traditional Authority
UNICEF United Nations Children Emergency Fund

viii
LIST OF FIGURES
Figure 1: Graphical represantation of research design

Figure 2: Map of study area

ix
LIST OF TABLES

x
xi
 CHAPTER 1: INTRODUCTION

1.1 Background
Climate variability refers to long-term shifts in the Earth's climate that occur over periods
ranging from decades to centuries. These shifts can have significant impacts on the weather
systems of a particular region. Extreme weather events such as storms, droughts, and flooding
can result from both climate variability and climate change (Kaur & Preet, 2020). Floods are
among the most frequent and harmful effects of climate change which is mainly due to an
increase in the amount of rainfall that area receives and which has been the case in many regions
of the world. For example, certain areas may have prolonged droughts that enhance their
vulnerability to flash floods, while other areas may encounter more frequent and severe flooding
during periods of greater rainfall and storm activity. Increasing sea levels and other climatic
changes can potentially result in flooding in low-lying areas (Kabir et al., 2016).
In the southern region of Malawi, especially the Lower Shire valley, floods are events of annual
occurrence. Where periodic floods occurring a river, it forms what is known as the flood plain.
Flood plains are most often very good for agricultural purposes, as the alluvial soil deposited
during flooding is highly nutritious (Smith, 2009). The impact that a flood has is not solely a
function of its intensity, but also of societal factors such as human-induced soil degradation and
deforestation, urbanization and settlement patterns, and poor urban drainage. Such features
increase the risk that floods will cause damage, and will magnify the impacts of flooding such as
destruction of infrastructure, displacements and disruption of education for children.
Floods have been identified as a major challenge for the education sector globally (Sulaiman et
al., 2020). The occurrence of floods has significant implications for education systems, including
the disruption of schooling, damage to infrastructure, and adverse effects on student
performance (Zhang & Sun, 2020).
In 2022, Malawi experienced one of the heaviest floods in nearly 10 years in the flood plains. A
rapid inter-agency assessment led by the MVAC in 2022 found that about 945,728 people were
directly affected (situation analysis). A large number of these people were displaced, crops were
submerged, and water schemes polluted. Flood associated health problems affected especially
children. In addition, children were also subjected to the disruption of their primary education.
In this regard, the 2022 flood assessment found that over 228 schools were severely affected.
For instance, school walls collapsed and water caused damages to school furniture and school

1
documents and files. It was estimated that of the 114,218 school going children displaced by the
flooding, at least 10,000 were deprived of education (MVAC, 2022). Beside the loss of
infrastructure, the resumption and continuation of children’s education was a major challenge.
Unfortunately, the 2022 flooding was not a singular event; serious flood-induced disruption of
education has been reported in the subsequent year as well.
Floods can also lead to destruction of property, disruption of transportation and communication
systems, and pose serious dangers to human life and health thereby resulting in prolonged school
closures. Since schools play a vital role in necessitating for human capital formation, and the
importance of human capital formation in turn for economic development, are therefore a
particularly unfortunate victim of flooding. Over the years, heavy floods in Malawi have had a
negative impact on school children. In many communities, an increase in family poverty
(influenced by floods) has led to more children working rather than attending school
(UNOCHA, 2003).
This study focuses on Chikwawa district in the southern region of Malawi. The district is highly
prone to flooding each rainy season. These floods affect the education system of the people
living in the district since it causes a disruption in school routines, damage infrastructure, and
displace students and teachers leading to short-term and long-term consequences on enrolment,
attendance, and academic performance.
The purpose of this study is to investigate the effects of floods on primary education in
Chikwawa district. Specifically, this study aims to examine the extent to which floods affect the
enrolment rates, attendance patterns and academic performance of primary school students in
Chikwawa district. The study seeks to provide insights into the challenges and opportunities of
ensuring access to quality education in flood-prone areas, as well as the resilience and adaptation
strategies of schools, families, and communities. Ultimately, the findings of the study can inform
policy and practice in disaster risk reduction, education and development with the goal of
improving the educational outcomes and well-being of children and youth in Chikwawa and
other areas in Malawi prone to disasters.

1.2 Problem Statement

Malawi despite having the Department of Disaster Management Affairs (DODMA) that is
responsible for disaster risk managements covering disaster preparedness, response and
recovery, Chikwawa district has been experiencing an increase in the frequency and intensity of
floods due to climate variability, which has resulted in significant disruptions to the education
sector (Kondwani & Sikira, 2020).

2
Inadequate measures in mitigating the impacts and creating a resilient community to flooding to
maintain a normal livelihood in time of flooding in Chikwawa district, has led to an increase in
the disruption of education life to students as well as teachers in the district. Chikondi and
Kumwenda (2018) reported that floods in Chikwawa have led to the displacement of students
and teachers, thereby affecting the continuity of education. They further insisted that floods have
led to the closure of schools, destruction of school infrastructure and supplies, displacement of
students and teachers and interruption of learning, resulting in decreased educational
opportunities and lower academic performance. For example, Kamowa and Sikira (2020),
reported that the floods that occurred in Chikwawa in 2019 affected over 25 schools, leading to
the closure of some schools for months. This was due to the damage of school infrastructure,
including classrooms, latrines, and water sources, making it difficult for students to attend
school. Not much research has been done in Malawi to show how floods affect primary
education, despite the fact that children's rights to an education must be upheld and that (basic)
education is a significant development issue. Relatively little factual data exists regarding the
harm that floods do to children's schooling. Flood-related effects on children's education in
flood-prone locations have received relatively little scholarly attention; yet, this could have long-
term effects on kids and communities because household coping mechanisms and policy
responses may not always be adequate or at all.

1.4 OBJECTIVES

1.4.1 Main objective

The main aim of this study is to investigate the impact floods on primary education in Chikwawa
from 2013 to 2023 senior students preferably standard 8 students.

1.4.2 Specific objectives

i. To analyse the trend of floods, attendance, enrolment and performance of students

from 2019 to 2023 for standard 8 students.
ii. To determine the relationship that exist between these parameters (attendance,
enrolment and performance) in relation to floods.
iii. To examine the effects of floods on the availability and accessibility of
educational facilities, such as schools and textbooks, in the affected areas.
iv. To analyze the school’s coping mechanisms and mitigation measures to floods.

3
 1.4 Research questions
1. How do floods affect the physical infrastructure of schools in Chikwawa, such as buildings,
furniture, and equipment?
2. What is the impact of floods on the academic performance of students in Chikwawa,
including attendance, grades, and dropout rates?
3. What collaborative efforts can education stakeholders, including teachers, students,
parents, and local communities, undertake to minimize the effects of climate variability on
the education sector in Chikwawa?

1.5 Significance of the study

The research will bring out the potential impacts of flooding on primary education based on the
damage to school infrastructure and houses, performance of students, length of the school terms,
student’s enrolment and student’s attendance or participation. Therefore, the understanding of
these impacts on primary education is critical as it will help in developing effective strategies to
mitigate the effects of floods on students, teachers, and the broader community. The information
will as well help different stakeholders, policy makers and the local leaders to opt for measures
that will build a resilient community to withstand the impact of floods without affecting the
primary education and their livelihoods over the district.

CHAPTER 2: LITERATURE REVIEW

2.1 Introduction
Climate variability has emerged as a pressing concern with far-reaching implications for
numerous sectors across the globe, including education. The education sector, especially in
developing countries, remains highly vulnerable to the consequences of climate-related events,
such as floods, droughts, and cyclones. In the context of Malawi, floods have emerged as a
significant threat, exerting a profound impact on the education system. The devastating
consequences of floods in Malawi extend beyond the physical infrastructure of schools,
affecting the academic performance of students in terms of attendance, grades, and dropout
rates. This essay delves into the multifaceted effects of floods on the education, drawing insights
from various sources of information and research. By examining studies conducted by
educational experts, reports from international organizations, and different articles, we gain a

4
comprehensive understanding of the challenges faced by educational institutions and the
implications for the future of education system.
2.2 The Impact of Floods and Climate-Related Events on Physical
Infrastructure of Schools.
Climate-related events such as floods can have devastating effects on the physical infrastructure
of schools. According to the United Nations International Children's Emergency Fund
(UNICEF) (2019), floods in Chikwawa have damaged school buildings, furniture, and
equipment, disrupting the education of children in the region. The impact of floods on school
infrastructure is not limited to Chikwawa alone. In a study conducted by Kaur and Preet (2020),
floods were identified as one of the major natural disasters affecting school infrastructure in
Punjab, India. The authors reported that floods had damaged school buildings, furniture, and
equipment, causing significant economic losses.
The damage caused by floods on school infrastructure can have long-lasting effects on the
education of children. According to Basher and Reilly (2019), the destruction of school
buildings and equipment can lead to the closure of schools, resulting in the interruption of the
education of affected children. The authors further noted that the rebuilding of schools can be a
lengthy process, which can further delay the education of children.
In addition to floods, other climate-related events such as storms and hurricanes can also impact
school infrastructure. According to the Federal Emergency Management Agency (FEMA)
(2019), strong winds from storms and hurricanes can damage school roofs, walls, and windows,
while flooding can damage school floors, walls, and electrical systems. These damages can
render schools unusable and may require significant repairs.

As a way of responding to the impacts of floods on school infrastructure, in their study, Kaur
and Preet (2020) suggested the use of disaster-resistant building materials and designs in the
construction of school buildings to reduce the impact of floods and other natural disasters. The
authors also recommended the development of emergency plans to facilitate quick response in
the event of natural disasters.
2.3 Examining the Effects on Student Attendance, Academic Performance, and
Dropout Rates.
Floods have a direct impact on students' attendance in affected areas. According to a study
conducted by Kabir et al. (2016), floods lead to school closures and, subsequently, reduced
attendance rates. In Pakistan, for instance, floods led to an average reduction of 19% in school

5
attendance (Kabir et al., 2016). Similarly, a study by Uddin et al. (2017) in Bangladesh revealed
that floods led to a decline in attendance rates by 6% to 12%.
Floods also have an impact on students' academic performance, particularly on their grades. A
study by Sharker et al. (2018) in Bangladesh found that floods significantly reduced students'
academic performance, particularly in mathematics and English. The study attributed the decline
in grades to the lack of learning opportunities and interruptions caused by school closures.
Similarly, a study by Islam et al. (2017) in Nepal revealed that floods negatively affected
students' academic performance, particularly in science and mathematics.
Floods can also lead to an increase in dropout rates, particularly for vulnerable students.
According to a study by Oxfam (2013), floods in Pakistan led to an increase in school dropout
rates, particularly for girls. Similarly, a study by Islam et al. (2017) in Nepal revealed that floods
led to an increase in dropout rates, particularly for students from marginalized communities.
2.4 Collaborative Efforts to Minimize the Effects of flooding on the Education
Sector.
The creation of climate resilient infrastructure is one of the cooperative projects that
stakeholders in education have undertaken. For instance, to ensure that children may continue to
access education even during floods, the government of the Philippines has been investigating in
the construction of flood resistant schools (Oxfam, 2020). To lower their carbon footprint and
their susceptibility to harsh weather events, some schools in the US have also implemented
sustainable design principles (U.S. Department of Energy, 2020).
The inclusion of climate change education in the curriculum is another joint initiative by
stakeholders in the education sector. For instance, the government of Australia has created a
national framework for environmental education, a crucial element of which is climate change
(Australian Government, 2011). With a focus on educating young people about the implications
of climate change and how to take action to address it, the government in the United Kingdom
has also incorporated climate change education into the national curriculum (Department for
Education, 2019). The impact of climate variability on the education sector has been brought to
light by advocacy and awareness’-raising initiatives by stakeholders in the field of education.
For instance, a group of students in Canada started a campaign to highlight the necessity of
taking action to lessen the consequences of climate change on schools and universities and to
increase awareness of those effects (Canadian Federation of Students, 2019). A campaign to
encourage sustainable practices in schools, such as the use of renewable energy and trash

6
reduction, was started by a group of teachers in India (Centre for Science and Environment,
2019).

CHAPTER 3: METHODOLOGY
3.1 Research Design
The research design refers to the overall strategy that one chooses to integrate the different
components of the study in a coherent and logical way, thereby, ensuring effectively addressing
the research problem; it constitutes the blueprint for the collection, measurement, and analysis of
data. The study employed two designs, descriptive and case study design. The descriptive study
design is a research design that involves describing the characteristics, features, or patterns of a
phenomenon or population (Davision, 1993). The case study design is a type of research design
that involves an in-depth and detailed investigation of a single or multiple case of a phenomenon
or situation. These two designs were chosen so as to provide a detailed investigation of the
impacts of the occurrence of floods on primary school education and the interventions and
strategies that might be implemented as coping mechanisms. The study also employed a mixed
methods approach, that it, both qualitative and quantitative methods were used to collect and
analyse data. The approach provided a more comprehensive understanding of the research
problem. In addition to this, it also allowed the gathering of both numerical data (quantitative)
and non-numerical data such as observation and textual analysis (qualitative).

7
 Research design (descriptive and case study)

Research method(qualitative and quantitative)

Collection of research data

Data Analysis (Expected Results)

Figure 1: Graphical represantation of research design

3.2 Study area

The study was conducted in four primary schools namely; Bereu Primary School, Natchengwe
Primary School, Kalima Primary School and Mlomba Primary School all found in traditional
authority Maseya. T/A Maseya is located in the southern part of Chikwawa district, Malawi on
the west bank of the Shire River. The district is bordered by Nsanje to the south, Blantyre to the
east, and Mozambique to the west. The population of T/A Maseya is estimated to be around
32,000 people, based on the 2018 national census. The majority of the population are Chewa and
Lomwe, with some Nyanja and Yao people also present. The area is predominantly rural, with
most people engaged in subsistence agriculture as their primary source of income. Its
geographical coordinates are: Latitude: -16° 02' 0.67" S and Longitude: 34° 48' 3.28" E.

8
Figure 2: Map of study area
3.3 Sample Size
Data was collected from the headteacher, teacher and 5 students from the schools within the
study area. The other data was collected from the district education official, particularly the
one responsible for disaster using a questionnaire. This is because only these people will be
able to give the qualitative information to meet the research objectives. The sample size w as
29 respondents.
3.4 Sampling methods
The study area and "information-rich" participants who have in-depth knowledge and firs-
hand personal experience relevant to the impact of floods on primary school education
within the community under research were chosen using a method known as purposive
sampling due to the fact the research was primarily qualitative in nature and required lived
and conscious experiences. Purposive sampling refers to a group of non-probability
sampling techniques in which units are selected because they have characteristics or
attributes that are needed in the sample (Campbell, Greenwood, & Walker, 2020).

9
 3.5 Data collection
The research used questionnaires to gather qualitative data from students, teachers and other
stakeholders in the education sector to understand how floods have affected the primary
education over the district. The research also used data to be collected from the Department of
Disaster Management Affairs (DODMA) for specific areas and years of Flood occurrences.
Collection of data from multiple sources will enable the research to meets its objectives.
3.5 Target Population
The target population for the study included primary schools in T/A Maseya in Chikwawa
district.
3.6 Sample
A subset of individuals, objects, or units chosen from a broader population that the
researcher plans to examine is referred to as a sample. The particular group that is selected
to take part in the study is the one from which information will be gathered and examined.
Twenty students from all of the schools, four head teachers, a total of four teachers from
different departments within the school, and one district education official in charge of
disasters made up the sample size for this study, which had a total of 29 respondents in all.

3.7 Data Analysis

After data collection exercise, all the research instruments were assembled for editing. The
researcher employed methods which involved mixing or combining quantitative and
qualitative research techniques, approaches, concepts or language into a single study
(Johnson, 2004). This use of mixed methods helped the researcher to understand
contradictions between quantitative and qualitative results. Data obtained was then
summarized in frequency tables, graphs and percentage using Statistical Package for
Social Sciences (SPSS). In trying to find out respondents’ views, knowledge, experience,
opinions or values from a set of qualitative data thematic analysis was used. A thematic
analysis is a method that is used to identify, analyze and report patterns or themes within
qualitative data and helps in understanding the content of textual information. The
researcher will make conclusions by observing and understanding the trends in the data
collected.

3.8 Limitations
The researcher encountered the following challenges during the course of the research:

10
 a) Mobility challenges – most of the roads were impassable during the course of the
study as the schools were far away from each other.
b) Handout syndrome – most of the respondents especially learners expected
handouts from the researcher.

REFERENCES
Sulaiman, N. H., et al. (2020). Impact of Natural Disasters on Education: A Systematic Review.
Journal of Education and Learning, 9(4), 52-64. doi: 10.5539/jel.v9n4p52
[Link]
Kamowa, J., & Sikira, A. (2020). The impact of floods on the education sector in Chikwawa
district,
Malawi. Journal of Disaster Risk Studies, 12(1), 1-8. [Link]

Australian Government. (2011). National framework for environmental education in Australian

schools.
Retrieved from [Link]
4fcf-a7c4-
4dcd90c8d918/files/[Link]

Canadian Federation of Students. (2019). Students organize for climate justice. Retrieved from
[Link]
[Link]

11
Centre for Science and Environment. (2019). Teachers for a sustainable future. Retrieved from
[Link]

Cummings, W. K., & King, L. (2018). Climate change and education: An untapped opportunity.
UNESCO
Education Research and Foresight, 22. Retrieved from
[Link]

Department for Education. (2019). Geography programmes of study: Key stage 3. Retrieved
from [Link]
Basher, R., & Reilly, M. (2019). The impacts of natural disasters on children. Child Indicators
Research, 12(3), 731-749. [Link]

Federal Emergency Management Agency. (2019). Protecting your business or nonprofit from
disaster.
Retrieved from [Link]
94e09efdd6888459cdf7e8c2bc102ee7/Protecting-Your-Business-or-Nonprofit-from-Disaster-
[Link]

Kaur, K., & Preet, K. (2020). A study of natural disasters and their impact on school
infrastructure in Punjab. International Journal of Scientific and Technology Research, 9(3),
2247-2252. [Link]
Impact-On-School-
[Link]
UNICEF. (2019). Malawi: Floods Situation Report No. 4 (as of 7 February 2019). Retrieved
from [Link]

Islam, M. M., Khan, M. N. H., & Akanda, A. M. (2017). Flood and its impact on education in
Nepal.
International Journal of Scientific and Research Publications, 7(7), 147-155.

Kabir, M. M., Shikur, M. A., & Uddin, M. S. (2016). Impact of climate change on education: An
analysis of the role of education policy in tackling climate-induced disasters in Bangladesh.
International Journal of Climate Change Strategies and Management, 8(1), 62-77.

12
Oxfam. (2013). Pakistan floods: Ensuring girls' education is not forgotten. Oxfam Briefing Note.
Sharker, M. H., (Year of publication not mentioned). A study on the impact of flood on
education in Bangladesh. International Journal of Scientific and Research Publications, 6(2), 32-
39.

APPENDICES

13