Over decades, Somalia had been known for recurrence of complex emergencies. The drought Conditions have rapidly worsened and triggered mass displacement of people from the affected areas. The drought conditions exacerbated water shortage which led rivers to remain dry for several months. In the first quarter of 2018. Heavy rains have started that resulted both rivers spilled out and runoffs splashed large areas.

River Shabelle could not hold the downpour and such heavy rains have caused the flow rate to exceed River Shebelle’s capacity particularly at its bends/meanders. Two large breakage of levee have caused massive flood to the East and west of Jowhar. The floods caused damage to homes and large agricultural land have been affected heavily, remaining under the flooded water.

The break levees occurred at two meanders – BAYAHOW and MAANDERE. Bayahow breakage overflew to the East and Maanderes overflew to the est . The flow to the west has threatened to cut the road to Jowhar from Mogadishu – which is the main route of business to Jowhar area.

According to the rapid assessment in the flood-affected areas conducted by SHEDU, 24 schools located inside and outside of Jowhar areas were drastically pounded by the flood. Education for over 4,500 children were disrupted. School structure were damaged and forced children to be away from schools as many school structure have come under the flooding situation. Wash facilities were also smashed and many cesspools become full of water and collapsed.

Considering the urgency of humanitarian needs in general, with minimum disruption of education for children, the following interventions are planned to support flood affected/damaged schools, to speed up resumption of education for over 4,500 affected children whose schools are now under the water. The intervention to the flood emergency is also crucial for early recovery of schools in the post-flood phase.

Integrated elements in the response proposed this PD include:
1.School Improvements: The flash floods made schools full of mud and brought other washed out dirties to schools. Schools need thorough cleanness by washing down inside and outside the classrooms. The flash flood brought muddy things which are to be removed to make schools environment clean and attractive to the leaners. All murals for teaching aids had been taken away by the waters and needs remaking them on the walls. Walls for 2 permanent structure schools need repainting and furniture also need to be repaired and coated with varnish. Teachers, head teachers, CEC are all engaged in the activities and according to the school context, will decide what to be done in order to schools environment .. The flood caused adverse effect on two permanent structure schools in Jowhar Township which came under flood and children are sitting under the trees and walls of the flooded compound. 26 permanent structure classrooms were devastated by the flood and need urgent renovations. In addition, 24 TLS schools require renovation and improvement which were equally devastated by the flood. Emergency school grants are proposed to improve and refurbish the damaged schools in the form of provision of essential school furniture, school meals and other mitigation measures against negative emergency impacts.. School improvement /renovations are intended to make schools environment conducive to the leaners and serve as pathway to early recovery.
2.Financial support and capacity building of the teachers: in emergency situation, provision of incentives could increase teachers attendance and retention in schools. The incentives provide relief of financial burden to the parents and creates opportunity for the parents to send their children to schools as long as they know school fee is exempted and is not obliged them to pay. In general teacher incentives are being contributed by school fees that are required to be paid by parents, hence it encourage parents to send their children in schools of learning. Building capacity of the teachers through training enables them to acquire new skills and ability which are necessary for them to deliver quality basic education services. 111 teachers will be given skill upgrades on pedagogy, psychosocial care, emergency education and management of the classrooms, child-centred teaching and learning methodologies with active engagement of children in learning process that will be the basis for improving the learning outcome of children.
3.Building capacity of the community:
The focus is to empower community for its community- outreach and decision-making power that affect their development and acknowledgement of the rights of their children to get education. Community will be trained on being duty bearers so as to nurture children in positive manner. Being capable of managing aspects of children’s full participation and hence promoting their survival and development, participation, protection and education.
4.Provision of safe drinking water: The provision of safe drinking water for 24 targeted schools is an essential element in humanitarian service delivery. Having water available at schools will increase the access to sanitation, contribute to reduce the daily burden for children spending time on searching and fetching water, and protecting children from other harmful acts that might occur while they are left alone away from home for water fetching.