School management’s disaster risk reduction approaches in flood-affected schools in South Africa’s Vhembe District: A literature review

School management’s disaster risk reduction approaches in flood-affected schools in South Africa’s Vhembe District: A literature review

Azwidowi Aubrey Mokwebo

Issue: Vol. 7 No.9 2026 Article 17 pp.2708 – 2727
DOI: https://doi.org/10.38159/ehass.20267917 Published online 28th October 2026

32 Downloads

DOWNLOAD PDF

ABSTRACT

Flooding remains one of the most disruptive climate-related hazards affecting schools in rural South Africa, compromising infrastructure, learner safety, and continuity of education. In the Vhembe District of Limpopo Province, recurrent flood events have exposed weaknesses in school preparedness, governance systems, infrastructure resilience, and learning continuity mechanisms. Despite growing scholarship on disaster risk reduction and school safety, limited attention has been paid to how school management practices contribute to institutional resilience in flood-prone rural schools. This study examined Disaster Risk Reduction (DRR) approaches relevant to flood-affected public schools and explored how school management practices contribute to institutional resilience. Guided by Disaster Resilience Theory (DRT), the study adopted a qualitative desktop-based systematic literature review using the PRISMA 2020 framework. Literature published between 2014 and 2026 was sourced from academic databases and institutional repositories. Following the application of inclusion and exclusion criteria, ten South African studies were selected and analysed through thematic synthesis. The findings revealed three interrelated themes: governance, risk reduction and school resilience; infrastructure vulnerability and preparedness challenges; and educational continuity during disruptions. The review found that weak institutional capacity, fragmented governance structures, inadequate hazard mapping, poor infrastructure, and limited preparedness continue to undermine school resilience. Furthermore, digital inequalities and the absence of formal continuity-of-learning systems constrain educational continuity during disaster-related disruptions. The study proposes the Vhembe School Disaster Resilience Model, comprising four pillars: risk anticipation, structural absorption, governance and preparedness, and continuity-of-learning adaptation. The model offers practical guidance to strengthen resilience in flood-prone rural schools.

Keywords: Disaster Risk Reduction, Disaster Resilience, School Resilience, Flood Preparedness, Educational Continuity, School Management, Vhembe District.

BIBLIOGRAPHY

Arksey, Hilary, and Lisa O’Malley. “Scoping Studies: Towards a Methodological Framework.” International Journal of Social Research Methodology 8, no. 1 (February 2005): 19–32. https://doi.org/10.1080/1364557032000119616.

Banham, L., and E. Papakosta. “Disability and Inclusive Education: A Stock Take of Education Sector Plans and GPE-Funded Grants.” Global Partnership for Education, Washington, DC, USA. Available At, 2018.

Boonzaier, Floretta, Monique Huysamen, and Taryn van Niekerk. “Men from the South.” Men, Masculinities and Intimate Partner Violence, 2020, 52.

Botha, D, D Van Niekerk, G Wentink, T Tshona, and S Mafuleka. “Disaster Risk Management Status Evaluation in South Africa .” Jàmbá: Journal of Disaster Risk Studies 3, no. 2 (2011): 313–22.

Byaruhanga, Nicholas, Daniel Kibirige, and Glen Mkhonta. “Understanding South Africa’s Flood Vulnerabilities and Resilience Pathways: A Comprehensive Overview.” Water 17, no. 17 (September 3, 2025): 2608. https://doi.org/10.3390/w17172608.

Czerniewicz, Laura, Najma Agherdien, Johan Badenhorst, Dina Belluigi, Tracey Chambers, Muntuwenkosi Chilli, Magriet De Villiers, Alan Felix, Daniela Gachago, and Craig Gokhale. “A Wake-up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning.” Postdigital Science and Education 2, no. 3 (2020): 946–67.

Fu, Qingchen, and Xing Zhang. “Promoting Community Resilience through Disaster Education: Review of Community-Based Interventions with a Focus on Teacher Resilience and Well-Being.” PLOS ONE 19, no. 1 (January 2, 2024): e0296393. https://doi.org/10.1371/journal.pone.0296393.

Holloway, A., and G. Fortune. Disaster Risk Science in South Africa. Springer, 2018. https://www.ndmc.gov.za/Home/DRRSchoolKit.

Jansen, J. D., and G. Blank. “Learning under Lockdown: The Educational Implications of the COVID-19 Pandemic in South Africa.” South African Educational Scholarship, 2020.

Koen, Tiana, Christo Coetzee, Leandri Kruger, and Karen Puren. “Assessing the Integration between Disaster Risk Reduction and Urban and Regional Planning Curricula at Tertiary Institutions in South Africa.” The Journal for Transdisciplinary Research in Southern Africa 20, no. 1 (April 24, 2024). https://doi.org/10.4102/td.v20i1.1451.

Lunga, Wilfred, Charles Musarurwa, Olivia Kunguma, Konosoang Sobane, Caiphus Baloyi, Gcina Malandela, Samantha Tshabalala, and Charles Hongoro. “Critical Zones, Disaster Risk Science, and Education for Sustainable Development in Africa.” Frontiers in Education 10 (December 15, 2025). https://doi.org/10.3389/feduc.2025.1635554.

Masocha, Wonder, Norman Takaidza, Albert Manyani, and Christopher Mutseekwa. “Disaster Risk Reduction Integration into School Curriculum: A Global Analysis.” European Journal of Sustainable Development Research 9, no. 1 (January 2, 2025): em0276. https://doi.org/10.29333/ejosdr/15820.

Mhlongo, T. “School Safety and Disaster Preparedness in Rural South African Schools.” South African Journal of Education 43, no. Special Issue (2023): 1–12.

Munyai, Rendani B, Hector Chikoore, Agnes Musyoki, James Chakwizira, Tshimbiluni P Muofhe, Nkosinathi G Xulu, and Tshilidzi C Manyanya. “Vulnerability and Adaptation to Flood Hazards in Rural Settlements of Limpopo Province, South Africa.” Water 13, no. 24 (2021): 3490.

Munzhedzi, P. H. “ An Evaluation of Disaster Management Systems and Structures in South African Local Government.” Jàmbá: Journal of Disaster Risk Studies 13, no. 1 (2021): 1–10.

Nethengwe, Nthaduleni S. Integrating Participatory GIS and Political Ecology to Study Flood Vulnerability in the Limpopo Province of South Africa. West Virginia University, 2007.

Niekerk, Dewald van. “A Critical Analysis of the South African Disaster Management Act and Policy Framework.” Disasters 38, no. 4 (October 5, 2014): 858–77. https://doi.org/10.1111/disa.12081.

Page, Matthew J, Joanne E McKenzie, Patrick M Bossuyt, Isabelle Boutron, Tammy C Hoffmann, Cynthia D Mulrow, Larissa Shamseer, et al. “The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews.” BMJ, March 29, 2021, n71. https://doi.org/10.1136/bmj.n71.

Pal, Anushree, Takuji W. Tsusaka, Thi Phuoc Lai Nguyen, and Mokbul Morshed Ahmad. “Assessment of Vulnerability and Resilience of School Education to Climate-Induced Hazards: A Review.” Development Studies Research 10, no. 1 (December 31, 2023). https://doi.org/10.1080/21665095.2023.2202826.

Peters, Micah D J, Casey Marnie, Andrea C Tricco, Danielle Pollock, Zachary Munn, Lyndsay Alexander, Patricia McInerney, Christina M Godfrey, and Hanan Khalil. “Updated Methodological Guidance for the Conduct of Scoping Reviews.” JBI Evidence Implementation 19, no. 1 (2021): 3–10.

Pham, Mai T., Andrijana Rajić, Judy D. Greig, Jan M. Sargeant, Andrew Papadopoulos, and Scott A. McEwen. “A Scoping Review of Scoping Reviews: Advancing the Approach and Enhancing the Consistency.” Research Synthesis Methods 5, no. 4 (December 24, 2014): 371–85. https://doi.org/10.1002/jrsm.1123.

Ramulumo, Moleboheng, and Soane Mohapi. “Utilizing Blended Learning to Mitigate the Challenges Brought by Natural Disasters in South African Schools.” Research in Social Sciences and Technology 8, no. 4 (November 1, 2023): 76–93. https://doi.org/10.46303/ressat.2023.33.

Raphela, Tlou D., and N. Ekeke. “Resilience and the Dissemination of Flood Disaster Early Warning Messages in a Township in South Africa.” Frontiers in Communication 10 (July 2, 2025). https://doi.org/10.3389/fcomm.2025.1503016.

Raphela, Tlou D., and Mollin Matsididi. “The Causes and Impacts of Flood Risks in South Africa.” Frontiers in Water 6 (January 7, 2025). https://doi.org/10.3389/frwa.2024.1524533.

Reid, P, and D Van Niekerk. “A Reflective Review of Disaster Risk Reduction in South Africa.” Jàmbá: Journal of Disaster Risk Studies 1, no. 1 (2008): 1–9.

Rofiah, Nurul H., Norimune Kawai, and Elli N. Hayati. “Disability-Inclusive Disaster Risk Reduction in Schools: A Confirmatory Factor Analysis.” Jàmbá: Journal of Disaster Risk Studies 16, no. 1 (July 11, 2024). https://doi.org/10.4102/JAMBA.v16i1.1559.

Spaull, Nic. “COVID-19 and Schooling in South Africa: Who Should Go Back to School First? N. Spaull.” Prospects 51, no. 4 (2022): 563–72.

Tiyiselani, Nkuna Philile, Mathonsi Masingita, and Mulovhedzi Shonisani Agnes. “The Impact of Flood Disasters on School Infrastructure and Learning Continuity in Limpopo Province.” International Journal of Innovative Science and Research Technology, February 9, 2026, 3291. https://doi.org/10.38124/ijisrt/26jan1632.

Tricco, Andrea C., Erin Lillie, Wasifa Zarin, Kelly K. O’Brien, Heather Colquhoun, Danielle Levac, David Moher, et al. “PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation.” Annals of Internal Medicine 169, no. 7 (October 2, 2018): 467–73. https://doi.org/10.7326/M18-0850.

United Nations Office for Disaster Risk Reduction. “ Resilience (Sendai Framework Terminology on Disaster Risk Reduction),” 2017. https://www.undrr.org/terminology/resilience.

Veroniki, Areti Angeliki, Brian Hutton, Adrienne Stevens, Joanne E. McKenzie, Matthew J. Page, David Moher, Jessie McGowan, et al. “Update to the PRISMA Guidelines for Network Meta-Analyses and Scoping Reviews and Development of Guidelines for Rapid Reviews: A Scoping Review Protocol.” JBI Evidence Synthesis 23, no. 3 (March 2025): 517–26. https://doi.org/10.11124/JBIES-24-00308.

Williams, L. A. R. “The Impact of Disaster on Education: Understanding Loss and Pathways to Recovery.” Education and New Developments 2 (June 28, 2025). https://doi.org/10.36315/2025v2end041.

ABOUT AUTHOR(S)

Dr Aubrey Mokwebo is a lecturer at the University of Venda (UNIVEN) with a strong academic background that includes a PhD, MEd, BEd (EM), PGDL, PGCE, and BCom (Economics). His research interests are centered on educational leadership and management, school governance, quality assurance, educational finance, higher education, and the integration of emerging technologies in education. He has contributed to scholarly work on school financial management, education policy, student success, and community participation in education, with a particular focus on addressing challenges and advancing educational quality in South Africa. As an academic and researcher, Dr Mokwebo is committed to producing evidence-based knowledge that informs policy and practice, promotes equitable access to education, and supports sustainable educational development in diverse contexts. He actively engages in research, teaching, supervision, and academic service, striving to enhance educational outcomes and contribute to the transformation of the education sector.

TO CITE ARTICLE

Mokwebo, Azwidowi Aubrey. “Evaluating the effectiveness of impact-based severe weather Early Warning Systems for Flood Risk Management in South Africa: A conceptual review.” E-Journal of Humanities, Arts and Social Sciences 7, no.9 (2026): 2708 – 2727. https://doi.org/10.38159/ehass.20267917