The Effects of Flooding on Education in Central Tongu and Ada East Districts of Ghana

Abstract

Background: The possibility of the occurrence of floods have increased due to environmental changes and human activities. These floods have severe impact on human lives and educational infrastructure and activities. The recent floods in Volta and parts of the Greater Accra has impacted livelihood and destructed educational activities. However, the impact of these floods on education has been inadequately investigated. The reports on the floods acknowledges the growing frequency and severity of flooding events in these areas, and present considerable difficulties to local populations and educational institutions. The purpose of this research is to illustrate the education sector's vulnerability in the face of recurring flooding. Methods: The study used a quantitative cross-sectional approach. The study collected data on the direct and indirect effects of floods on educational infrastructure, student attendance, academic performance, and overall learning environments. A school-based cross-sectional survey was undertaken, with 270 students from two public schools in the Central Tongu and Ada East districts. Stata version 18 was used for data analysis. The results were presented in tables, charts, and graphs. The models will include frequencies, cross-tabulation, and a chisquare values. P-value was determined at 95% confidence intervals Results:The findings reveal that, 93% of the flooding had impact on schooling in their communities. The floods resulted in the closure of schools while 59% of the students noted that classes were not held during the floods. However, 41.9% reported damage to educational material such as books and laptops. The results of this study presents evidence on flooding for recommendations aimed at improving the resilience of the education system in the face of climate-related difficulties in Central Tongu and Ada East districts of Ghana.