In the past week the residents of KwaZulu-Natal caught a glimpse of hell when torrential rains, flashfloods and mudslides conspired to unleash untold devastation and suffering on the coastal province. At last count, a total of 443 people were reported dead, with 63 still missing and close to 14,000 households affected by the floods.
Some houses were partially destroyed while others were wholly destroyed which affected more than 40,000 people. Adding a macabre twist to this tragic plot were reports of human remains from a Durban community which had overflowed onto the roadway.
The estimated cost of the damage, particularly to road infrastructure is about R6bn. One of the severely affected sectors is education with 551 schools affected, some structurally damaged to the extent they will need mobile classrooms.
The crisis necessitated a temporary closure of schools until April 19. According to the provincial department of education, the strong flooding has caused a huge disruption and continues to impact negatively on teaching and learning at schools, while it remains a threat to the lives of pupils and teachers. The death toll of pupils stands at 17 with one teacher reported dead.
According to the education MEC, Kwazi Mshengu, the province still needed R238m to fix the damage from the recent storms and that now more than 500 schools need attention. This will add to the fiscal burden to a province still reeling from the effects of the July 2021 riots.
While the causes of the devastating floods are still being fiercely debated, the negative impact they have exerted on the education sector cannot be denied. Whether the forces of nature or human failings are to blame for the disaster, what remains is that children’s education will be severely interrupted with long-term consequences brought to bear.
Schooling will be undermined when those schools that have not been destroyed have to be used as shelters to house people displaced from their homes. With a corrupt and incompetent state, repairs may take too long which will ultimately lead to an overall reduction in educational attainment, lower academic performance and higher rates of absenteeism among children affected by the crisis.
It is important to note that children need protection and education even during times of crisis. Being in a safe learning environment with other children is crucial for recovery from trauma. Furthermore, children who experience natural disasters were shown to be more prone to physical health problems such as diarrhoea and mental health issues such as post traumatic stress disorder (PTSD) manifest through symptoms including recurring thoughts about the event, hyper-vigilantism and insomnia.
Long-term absence from school holds the danger of children being subjected to child labour practices, early marriage, trafficking and other associated risks. Increased drop-out rates will also add to the list of social ills.
Their world is a London-based global children’s charity committed to ending the global education crisis and unleashing the potential of the next generation. In its report, Safe Schools: The Hidden Crisis, it states that nearly 40m children a year have their education interrupted by natural disasters such as earthquakes and disease outbreaks.
“The impacts on children and young people’s education can be profound, with the poorest and most marginalised, including girls, most at risk. The devastation is often most severe and long-lasting in contexts where education capacity and resources are already low.”
The organisation also warns that education is rarely a core focus in emergency responses, adding that “the rebuilding of schools infrastructure is often considered a secondary priority, resulting in children being educated in temporary learning centres for years after the event”.
This statement strikes a familiar chord with the SA schools’ situation. What is clear is that natural disasters are a threat to children’s health and well-being, especially with the advent of climate change. Action is needed to mitigate this threat and ensure safe and quality education for all children. There is a need for infrastructure investments to ensure that school buildings can withstand the challenges posed by the forces of nature.
To this end, support can be given to organisations such as Education Cannot Wait – the fund for education in emergencies, which aims to unite global and national actors to generate the shared potential, operational and financial commitment needed to meet the education needs of the millions of children and young people affected by crises.
While praying for the residents of the province with sunny beaches, efforts should not be spared to strengthen urban planning and building resilience that will mitigate the catastrophic effects of climate change. In this way more lives and properties will be spared with fewer interruptions to the education of children.
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