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Education Sector Joint Assessment Overview on Flood-Affected Schools


In the days following the floods, the FMoE began to gather information from affected states, prepared by locality level authorities. The information, while valuable, indicated that more detailed school-level assessments were required in order to have a better understanding of damage on a case-by-case basis and understand how the flooding had affected children at the school level. It was commonly agreed among Education Sector Partners and the Ministry of Education that a rapid assessment tool would be created and joint assessments undertaken in order to:

1) Gather school-level information on needs and gaps
2) Consult with teachers, parents, children, and community members on situation in flood-affected schools
3) Come to shared understanding of situation among sector and prepare response based on commonly identified priorities


• It was agreed between the MoE and Education Sector partners that, due to timeline and capacity restraints, the joint assessments would focus on the most affected primary schools in Khartoum
• An already established and approved assessment tool (developed during the NGO expulsion in 2010) was adapted to be appropriate for the flood assessments, which was condensed to 2 pages (with one instruction page) and made available in English and Arabic. Once finalized, the assessment teams confirmed that the tool was appropriate and easy to use
• Team coordinators and team members were responsible for compiling all of the assessments and sharing the data in Excel format. The school assessment papers are to be made available to any partner undertaking interventions or activities in the specific school. In addition, each of the 5 teams prepared a 1 page narrative of overall findings and analysis based on their assessments
• NGO partners, with particular emphasis on National NGOs, were keen to participate and organized themselves into the groups, electing their coordinator and sharing responsibilities as the assessments and data processing was undertaken
• All team coordinators shared the collected information with the MoE and the Sector Coordinator, a.i. for compilation, cleaning, and analysis

Key findings: 

Most children have returned to school, but some still do not have access (in Sharq el Neel and Um Baddah localities – mostly girls).

Of the assessed schools, the most affected fall primarily into 3 categories:
• Not functioning. Classrooms, latrines, and school grounds are majorly or totally destroyed;
• Partially functioning, but with destruction/damage to classrooms and total damage to latrines;
• Are functioning, but access is inhibited due to partial damage to classrooms and major or total damage to latrines.

Damaged/destroyed latrines are reported as the most affected component in schools resulting in strong negative impact on access – girls are particularly affected. In some closed schools, students are being accommodated in neighboring schools causing overcrowding. In other schools, children are taking classes in open air/under trees. In order to address the limited space and lack of latrines, some schools are taking shifts while others have shortened the school day.

In the 200 assessed schools, there are a reported 810 classrooms destroyed or damaged. Though only 4 schools have been reported as occupied, and 39 do not have safe drinking water, there are 313 latrines that are not functioning (damaged or destroyed).

The impact on girls has been the highest, particularly due to lack of sanitation facilities. It is estimated that about 14,743 children in the 200 schools are not accessing education due to the floods, with roughly 56 per cent of them being girls.

It is also important to note that of the 2,123 teachers in the 200 schools that had been trained on core subjects, only 25 had been trained on EiE and 38 on psychosocial support.

It is clear from the assessments that there is a need to restore access to education immediately (which has already begun), but with the longer term vision of “building back better”. If classrooms, latrines, teacher offices, fences, and infrastructure within schools are not reconstructed/rehabilitated using quality materials based on national standards (which have already been adopted across Sudan and are aligned to Child Friendly Schools guidelines), there will be a risk that impact of flooding on school aged children in the future will only be worse. In addition, having school-level plans and incorporating Disaster Risk Reduction into school lessons will ensure that teachers and students are better prepared to cope with future emergencies.

Sample size: 
200 schools
Assessment Report: 
Available on Request
Assessment Questionnaire: 
Available on Request
Assessment Data: 
Assessment Date(s): 
26 Aug 2013 to 29 Aug 2013
Report completed
Unit(s) of Measurement: 
Collection Method(s): 
Population Type(s): 
Marginalised groups
Leading/Coordinating Organization(s): 
United Nations Children's Fund
Other location: