Disaster risk reduction in Namibia (flooding) : responses and best practices

This study was undertaken in order to obtain an understanding of how Namibia in general, and the education sector in particular, deal with flood emergencies. The goal of the National Policy for Disaster Risk Management in Namibia (2009) is “to contribute to the attainment of sustainable development in line with Namibia’s Vision 2030 through strengthening national capacities to significantly reduce disaster risk and built community resilience to disasters” (Republic of Namibia, 2009). This goal was the starting point for determining the extent to which the Ministry of Education complies with these national standards, and for gauging, in the light of responses to flood emergencies so far, the Ministry’s preparedness and response capacities, in line with international frameworks that Namibia has ratified. This qualitative study is situated within the theory of resilience, and sustainable resilience particularly. To obtain some of the information sought, a non-probability sampling method was used to ‘hand-pick’ subjects within the Ministry of Education to be interviewed at their respective locations, nationally and regionally. Five education officials who were intimately involved in past responses to flood emergencies were interviewed – three in Oshana and Ohangwena Regions, and two at Head Office in Windhoek – by means of a semi-structured interview. In addition, a literature review was conducted. The conclusions drawn from both the literature review and the information obtained from the respondents accord with the research problem identified: the Ministry of Education does not appear to be adequately prepared for, and does not assign the necessary priority to deal with, flood emergencies in particular. Possible recommendations for uptake within the Ministry of Education include: • mainstreaming Disaster Risk Reduction at all decentralized levels; • sensitizing all education officials, school community members and relevant stakeholders to policy frameworks and accountability structures to strengthen resilience within school communities; • deeming costed contingency planning a priority, and hence strengthening links between decentralized regional structures; and • continuously monitoring implementation of designed interventions