Assessing Educational Vulnerabilities in Flood Prone Area to Identify Strategies for Promoting Education: A Case of D.G. Khan District

Abstract

Natural disasters disproportionately affect education sector, especially in the developing world hence it causes both short term and long term disruptions. These disasters especially floods affected education facilities, interfere with learning systems and pose a major concern to learners, educators and education officials in Pakistan. Therefore, the objective of this study was to analyze the educational risks of 2022 flood on the education sector of D. G Khan and to address the issues affecting students in order to reduce the impacts of floods on education. This study adopted the qualitative research approach for the collection of data to gain profound understanding of the problem. Hence an open ended interview guide was developed for conducting individual face-to-face interviews with the participants to collect the data. As the research sample, 30 children and teachers of the primary school were chosen and thematic analysis techniques were used. The research revealed that the impacts of floods were on school structures, as well as administrative and institutional facilities. The study also underscored the continued educational activities that could not take place for several months demoralizing educators and students. The interventions include rebuilding of the affected schools, training of teachers, organization and integration to facilitate inter-departmental cohesiveness and partnership to connect with the lowest stratum of society. This research will help to educate others regarding the extent of loss that happened in the educational sector of D. G Khan and the need for support.