Effects of seasonal floods on teaching and learning activities in floods prone primary schools in Chemba District, Dodoma Region, Tanzania

Abstract

This study assessed the floods related factors affecting teaching and learning activities in floods prone schools in Chemba district, Dodoma region, Tanzania. The findings revealed floods factors such as schools’ inaccessibility due to impassable roads accompanied by distance to teaching and learning activities in floods prone schools due to pupils' psychological impacts, disruption of the school calendar, and increased insecurity. Moreover, the communities and schools employed different strategies to increase access to primary education, such as roads and footpaths repairing and maintenance, community participation in drainage activities, establishing satellite schools, and enforcing by-laws and remedial classes. Therefore, the study recommends government-community partnerships to address challenges in flood-prone areas to increase school-age children’s access to primary education.