Level of Student Disaster Risk Reduction Awareness in Public Secondary Schools in Kisumu County, Kenya

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International Journal of Research and Innovation in Social Science (IJRISS)
The recurring, widespread and sudden nature of fire and floods disasters pose high degree of risks frequently in secondary schools. However, the capacity of the affected secondary schools is limited due to paucity of student’s disaster risk reduction awareness. The study endeavoured to assess the level of student disaster risk reduction awareness in secondary schools in Kisumu County. The study grounded on Planned Behaviour and Disaster Preparedness theory while adopting a descriptive research design. A sample size of 86 out of 172 public secondary schools was used. All principals from sampled schools were selected. Also, 172 students comprising of 2 student leaders, one Head of Department from each selected schools were sampled totalling to 86, and 4 ministry of education officials from Kenya School of Curriculum Development were purposively sampled. Data was collected using questionnaires and observation schedule. Qualitative data collected was put under themes consistent with the research objective. Quantitative data was coded and entered in the computer for analysis using the Statistical Package for Social Sciences (SPSS) version 27. Descriptive statistics such as percentages, means and frequencies were used to analyse the data. The study revealed that there was no disaster risk reduction and resilience in current curricula in secondary school. Students lacked capacity to respond to disasters in secondary schools in Kisumu County since they lacked disaster management training. The study recommends formulation of effective and practical disaster syllabi, alongside specialized training for teachers who would be delivering DRR education which builds on students’ existing knowledge and experience by developing additional competencies needed for effective disaster management. Rehearsal drills in disaster preparedness must be done in secondary schools by students since it re-emphases points made in separate training programs and test the systems as a whole and invariably revealing several gaps that otherwise might have been overlooked.