European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.159722
Volume 2│Issue 6│2016
FACTORS INFLUENCING FIRE DISASTER MANAGEMENT
PREPAREDNESS: A CASE OF PRIMARY SCHOOLS IN
MAKUENI COUNTY, KENYA
David K. Ndetu1i, Veronica Kaluyu2
Africa Nazarene University, P.O Box 53067 -00200 Nairobi, Kenya
1
Dr, Africa Nazarene University, P.O Box 53067 -00200 Nairobi, Kenya
2
Abstract:
The study sought to establish the factors influencing fire disaster preparedness in
primary schools in Makueni County in Kenya. Using multiple regression analysis, the
findings showed that fire safety policy knowledge had a beta ( 0.172 ), fire safety
0.67
0.210 . This infers that fire safety support resources provision affects fire disaster
guidelines implementation practices
and fire safety resources provision
management preparedness in primary schools to a great extent followed by safety
policy knowledge while fire safety guidelines implementation had the least effect.
Analysis of variance (ANOVA) indicated a significance value of 0.009 which is less than
0.05 thus the model was significant in predicting how policy knowledge, guidelines
implementation practices and support resources provision influence fire disaster
management preparedness in primary schools. A paired t-test revealed that there was
no significant difference ( 0.094) in the means of fire disaster preparedness in the
public and private primary schools. Therefore, the study recommends more emphasis
should be put on training of school stakeholders on fire disaster preparedness and
provision of fire safety support resources for combating fire disasters in primary
schools.
Keywords:
disaster
preparedness,
mitigation,
hazard,
disaster
management,
susceptibility, capacity building, resilience, risk reduction
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
63
David K. Ndetu, Veronica Kaluyu FACTORS INFLUENCING FIRE DISASTER MANAGEMENT PREPAREDNESS: A CASE OF PRIMARY
SCHOOLS IN MAKUENI COUNTY, KENYA
1.
Introduction
Fire incidents have been happening in schools in many parts of the world and it is likely
no country has been spared from the problem. These fire incidences have brought
devastating damages and loss of lives. A survey conducted in the United Kingdom by
Arson Control Forum in 2006, revealed that nearly half of all schools surveyed had
experienced incidences of fire serious enough to call fire rescue services in the past three
years (Arson Control Forum, 2006).
A report from the United States Fire Administration, National Fire (2007)
revealed that there were fire cases in schools, but the impact to the life of people was
minimal. This is contributed by enforcement of policies and strict monitoring.
Institutions such as schools have firefighting equipment installed on buildings, conduct
regular fire drills and their occupants are trained on fire disasters so as to effectively
manage the disasters when fire breaks out (United States Fire Administration, 2007).
Fire cases in schools are common and frequent in Africa. For example, in 2001,
fire gutted a girls’ school in Gindiri village, Northern Nigeria where twenty-three
students lost their lives as the dormitory they were in was locked and fortified with iron
bars and a chain. This made it very difficult for students to access escape routes such as
doors and windows that should open outwards and without grills. In 2008, fire gutted
Budo School near Kampala and at least 19 girls and two adults died. It was later
established that the hostel doors were locked from outside (Mafaranga, 2009)
In Kenya, several fire incidences have been experienced where lives and
property has been lost. In 2001, 67 boys perished in a night inferno at Kyanguli School
in Machakos County. The dormitory doors had been locked causing a stampede at the
door-step. In 2012, 8 girls died in a dormitory at Asumbi Girls Boarding Primary School
in Homabay County. The fire could not be put out as the school did not have adequate
firefighting equipment (Kaluoch, Ocheing & Yonga, 2012).The above fire incidences and
many others that have occurred, depicts how schools are unprepared for fire disasters
since many schools do not have firefighting equipment and their occupants are not
trained in dealing with the disasters.
1.1
Research Hypothesis
The following research hypotheses were tested;
HO1: There is no statistically significant effect of fire safety policy knowledge on fire
disaster management preparedness in primary schools in Makueni County.
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David K. Ndetu, Veronica Kaluyu FACTORS INFLUENCING FIRE DISASTER MANAGEMENT PREPAREDNESS: A CASE OF PRIMARY
SCHOOLS IN MAKUENI COUNTY, KENYA
HO2: There is no statistically significant effect of fire safety guidelines implementation
practices on fire disaster management preparedness in primary schools in Makueni
County.
HO3: There is no statistically significant effect of support resources provision on fire
disaster management preparedness in primary schools in Makueni County.
HO4: There is no statistically significant difference between public primary schools and
private schools in Makueni County in terms of fire disaster preparedness.
1.2
Theoretical Framework
1.2.1 Modern Disaster Theory
Modern Disaster Theory by Chen (2011) proposes the modern disaster law that consists
of portfolio of legal rules in dealing with catastrophic risks. According to Chen (2014),
preparedness is the performance of legal institutions and rules during disaster, adjusted
for risks posed by environmental, hazard and social vulnerability. Defining disaster
preparedness as institutional performance discounted by risks express the goals of
disaster law in financial terms. Disaster law must increase social preparedness for
calamitous events and must bring the optimal portfolio of rule to bear when such
events occur. Preparedness is the reciprocal of disaster, that is, the effects of a disaster
will always depend on how well the organization, family or individual was.
Breaking down vulnerability into its constituent components of susceptibility
and resilience aligns all four variables along a single dimension:
Hazard
Susceptibility
Resilience
Capacity.
Individuals, communities and organizations are susceptible to hazards and
therefore should be capacitated so that they are resilient. According to KESI (2011) the
severity of the effects of a disaster may vary depending on the degree to which man has
created an environment susceptible to damage that is an environment in which life and
property are at risk. Therefore, all institutions, schools in particular, must put in place
all legal frameworks for disaster preparedness, social networks as well as social support
if proper disaster management is to be realized.
2.0
Literature Review
Fema (2009) defines disaster management preparedness as the leadership, training,
readiness and exercise support and technical and financial assistance to strengthen
citizens, communities, states, local and tribal governments and professional emergency
workers as they prepare for disasters, mitigate the effects of disasters, respond to
community needs after a disaster and launch effective recovery efforts. Disaster
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David K. Ndetu, Veronica Kaluyu FACTORS INFLUENCING FIRE DISASTER MANAGEMENT PREPAREDNESS: A CASE OF PRIMARY
SCHOOLS IN MAKUENI COUNTY, KENYA
management preparedness ensures necessary resources needed for disaster responses
are in place and that all concerned parties in disaster management have knowledge of
using them. Preparedness involves planning for resources, making emergency plans,
acquisition and storage of disaster resources and ensuring all concerned acquire needed
skills and competences so as to realize effective disaster risk reduction (NRC, 2006).
Makhanu (2009) observes that fire and safety departments in most learning
institutions are non-existent and members are not trained or equipped to fight a fire in a
school. This could be as a result of sheer negligence. The safety of students will be
enhanced if staff and students know what to do before, during and after an outbreak of
fire or other emergency. This can be achieved by ensuring that staff, students and other
school stakeholders receive appropriate training in fire disaster risk reduction. School
physical facilities should be appropriate and adequate and properly located devoid of
any fire disaster sign. Failure to adopt all legal requirements for disaster risk reduction
has caused the country loss of innocent boys and girls in school fire tragedies. For
example, all the 67 boys who died in the Kyanguli fire tragedy were in a poorly
maintained and overcrowded barracks style dormitory. One of the doors of the
dormitory was locked from outside and all its ten windows were grilled. There were no
fire extinguishers installed on the building. If the dormitory had big doors and
windows without grills, many boys would have escaped the fire before the roof fell in
(Rowan, 2001).
Studies by Mugiti (2012), Gichuru (2013) and Mwangi (2009) indicate that schools
are not yet prepared for fire disaster risk reduction. The three studies show that
firefighting equipment are inadequate, headteachers, teachers and students are not
trained on fire disaster risk reduction and some building policies have not been adhered
to. Akali, Khabamba and Muyinga (2009) observe that little has been done to prepare
schools for fires. Only a few schools have fire extinguishers in offices, classrooms,
dormitories and kitchen and most of them are not regularly serviced. School inspectors
(QASOs) hardly perform safety assessment during routine checks in schools. Many
schools experience water shortage more often and lack hydrant points that would be
effective in putting out fires.
The present study sought to establish factors influencing fire disaster
management in both public and private schools in Makueni County. The study
considered the influence of adequate fire safety resources on fire disaster management
preparedness as the most important in ensuring realization of fire disaster risk
reduction in schools. With increased research in this area in Africa, practitioners and
educationists can justify the need for improved adherence to safety regulations, disaster
training programs and provision of adequate firefighting equipment especially in
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David K. Ndetu, Veronica Kaluyu FACTORS INFLUENCING FIRE DISASTER MANAGEMENT PREPAREDNESS: A CASE OF PRIMARY
SCHOOLS IN MAKUENI COUNTY, KENYA
Africa where common and/or frequent fire incidences have been reported and many
lives and property lost.
3.0
Methods
The study employed a descriptive survey design. The design was appropriate for this
study because information was solicited from respondents using questionnaires. The
respondents gave their opinions based on their social construction and world view.
3.1
Sampling and Data Collection Tool
“ sample of 85 respondents, calculated using the Cochran’s formula developed by
Cochran (1963) was used from a total population of 962 primary schools and 24500
standard eight pupils. Multi-stage proportionate sampling was used to arrive at the
sample size of 13 headteachers and 353 pupils in public primary schools and 1
headteacher and 18 pupils in private primary schools. To address reliability of the
instruments, test-retest method was administered. Cronbach’s “lpha Reliability
Formula was used to calculate the reliability coefficient. The results yielded a coefficient
of 0.75 which was taken as high enough to consider the instruments as reliable.
3.2
Data Analysis
The filled questionnaires were coded and quantitatively analyzed using descriptive and
inferential statistics. Testing of hypotheses was done using multiple regression with the
coefficient of determination, r2 being the square of the sample correlation coefficient
between outcomes and predicted values. The main purpose of multiple regressions is to
learn more about how several independent of predictor variables influence a dependent
or criterion variable. Hypothesis on difference between public and private schools was
tested using T-test. The response rate for the questionnaires was 92.8 percent.
Qualitative information derived from interviews was analyzed in line with the
objectives of the study. The responses from the interviews for pupils required YES or
NO answers and were transformed into percentages and charts. The findings from
interviews for the education officer were reported using descriptive statistics. Results of
background information were presented using frequency distribution tables, bar graphs
and charts.
The Analysis of Variance (ANOVA) was used to test if the overall study model
was significant. A paired T-test was done to test the significance difference between
public and private schools in Makueni County in terms of fire disaster preparedness.
The Levene’s Test for Equality of Variances indicated that there was no significance
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David K. Ndetu, Veronica Kaluyu FACTORS INFLUENCING FIRE DISASTER MANAGEMENT PREPAREDNESS: A CASE OF PRIMARY
SCHOOLS IN MAKUENI COUNTY, KENYA
difference p 0.957 in the means of disaster preparedness in the public and private
schools.
3.3
Hypothesis Testing
Multiple regression was used to determine how knowledge of fire safety policy,
implementation of fire safety guidelines and provision of fire safety resources influence
fire disaster management preparedness in primary schools. Hypothesis on difference
between public and private schools in terms of fire disaster preparedness was tested
using a paired T-test. The model assumed that there is a linear relationship between
variables, a normal distribution of the variables and little or no muilticollinearity of
variables. Coefficient of determination r2 is the square of the sample correlation between
outcomes and predicted values. This explains the contribution of the three independent
variables (safety policy knowledge, implementation of guidelines practices and support
resources provision) to the dependent variable. Of the three independent variables only
55.1 % of fire disaster management preparedness in primary schools was presented by
R square (0.551). This means other factors not studied in this research contribute 44.9%
of fire disaster preparedness in primary schools. Multiple regression coefficients also
showed a strong prediction ratio of 0.742.
The ANOVA test showed a significance value of 0.009 which is less than 0.05
thus the model was statistically significant. The F critical at 5% level of significance was
2.39. Since F calculated was greater than F critical (value= 3.152), this shows that the
overall model was significant. Beta coefficient showed that fire safety knowledge had
(beta=0.172 and significance =0.276), implementation of fire guidelines (beta= 0.067 and
significance=0.202) and provision of support resources (beta =0.210 and significance
=0.0285). This infers that provision of support resources was significant and affects fire
disaster preparedness in primary schools to a great extent followed by fire safety policy
knowledge while guidelines implementation had the least effect.
Hypothesis HO1
Fire safety knowledge policy contributes to fire disaster management preparedness in
primary schools and therefore this study rejects the null hypothesis HO 1: There is no
statistically significant effect of fire safety policy knowledge on fire disaster management
preparedness.
Hypothesis HO2
Fire safety guidelines implementation practices contribute to fire disaster management
preparedness in primary schools and therefore this study rejects the null hypothesis
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David K. Ndetu, Veronica Kaluyu FACTORS INFLUENCING FIRE DISASTER MANAGEMENT PREPAREDNESS: A CASE OF PRIMARY
SCHOOLS IN MAKUENI COUNTY, KENYA
HO2: There is no statistically significant effect of fire safety guidelines implementation practices
on fire disaster management preparedness.
Hypothesis HO3
Fire safety support resources provision contributes to fire disaster management
preparedness in primary schools and therefore this study rejects the null hypothesis.
HO3: There is no statistically significant effect of support resources provision on fire disaster
management preparedness in primary schools in Makueni County. Notwithstanding all the
variables were significant as their P- values were less than 0.05.
A paired T-test was done to find out the difference between public and private
primary schools in terms of fire disaster management preparedness. The Levene’s Test
for Equality of Variances indicated that there was no significance difference (p=0.957) in
the means of disaster preparedness in public and private schools. Fire disaster
management preparedness was therefore found to be equally important in both public
and private primary schools. This study therefore accepts the hypothesis HO4: There is
no statistically significant difference between public and private primary schools in Makueni
County in terms of fire disaster management preparedness.
4.
Summary of Key Findings and Discussions
A beta coefficient was run to identify how the three independent variables (fire safety
knowledge, implementation of guideline practices and provision of fire safety support
resources) influence fire disaster management preparedness. The results revealed that
fire safety policy knowledge had a beta co-efficient ( =0.172), fire safety guidelines
implementation practices had a beta coefficient 0.067 , and fire safety support
resources provision beta coefficient 0.210 . This means that provision of fire safety
support resources contributes most to fire disaster management preparedness thus the
need for schools to acquire and install them on the buildings. The Levene’s T-test for
Equality of Variances indicated that there was no significant difference (p =0.957) in the
means of disaster preparedness in the public and private schools. Fire disaster
management preparedness was therefore equally important in both public and private
schools.
This study found out that fire safety policy knowledge has a direct bearing on
fire disaster management preparedness. This therefore calls for training or creating
awareness to school stakeholders on fire disaster preparedness. The results of this study
were consistent with a study done by Murage (2012), to find out factors influencing fire
disaster preparedness in the central business district of Nyeri town which showed that
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David K. Ndetu, Veronica Kaluyu FACTORS INFLUENCING FIRE DISASTER MANAGEMENT PREPAREDNESS: A CASE OF PRIMARY
SCHOOLS IN MAKUENI COUNTY, KENYA
the landlords/ladies and tenants had not been adequately trained in fire disaster
preparedness with means of 36.7, 68.8, 72.5 and 67, 9 for never trained, once, twice and
thrice respectively.
According to Murage (2012), the landlord/ ladies and tenants reported that their
premises had not been often inspected for fire compliance where 38 out of 44
interviewed indicated NO and the rest otherwise. This study found out that few
schools had adequate firefighting equipment such as fire extinguishers, fire blankets,
hose reels, sand, water, and smoke detectors as indicated by a mean of 2.25 and
standard deviation of 1.184. This conforms with a study done by Mwangi (2008) on
factors influencing implementation of fire disaster risk reduction in public secondary
schools in Nyandarua South District which showed that respondents majorly disagreed
that schools had been fitted with sufficient fire extinguishers, first aid kits, reliable
alarms systems, sufficient lighting arrestors and maintained school emergency kits.
Lack of these fire devices led to poor or no fire disaster risk reduction in the schools
hence serious fire in the effected schools were experienced leading to loss of lives and
property.
The current study also found out that there was no significant difference
between public and private primary schools in terms of fire disaster preparedness since
a T-test for Equality of Means showed no significance difference (p=0.094). Therefore,
both public and private primary schools should put in place proper mechanism for
training their stakeholders and availing the necessary firefighting equipment.
More developed countries have defined structures and systems that must be
followed by the schools for fire disaster risk reduction. In the United States of America,
state governments require specific disaster preparedness activities in their school
systems. In California schools are required to develop a disaster plan, have periodic
drop cover hold
practices, hold regular drills for staff and students and hold
educational and training programs for students and staff (FEMA, 2009). With this kind
of structures/ systems, it is easier to develop quality policies and programs for fire
disaster risk reduction in schools.
5.
Conclusions and Recommendations
The study sought to find out the factors influencing fire disaster management
preparedness in primary schools in Makueni County. From the findings, it was
management preparedness as shown by a beta coefficient 0.172 . Staff and other
confirmed that fire safety policy knowledge had a significant effect on fire disaster
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David K. Ndetu, Veronica Kaluyu FACTORS INFLUENCING FIRE DISASTER MANAGEMENT PREPAREDNESS: A CASE OF PRIMARY
SCHOOLS IN MAKUENI COUNTY, KENYA
school stakeholders should therefore be trained on fire disaster for effective
management of disasters.
The study found that fire safety guidelines implementation practices have a
significant effect on fire disaster management preparedness as indicated by a beta
coefficient ( 0.067) . Staff and other school stakeholders should therefore conduct fire
drills regularly and inspection for compliance of fire safety guidelines should be
conducted often.
management preparedness since the results showed a beta coefficient 0.210 . Safety
Provision of fire safety support resources had a significant effect on fire disaster
devices such as fire extinguishers, fire blankets, hose reels, water and detectors have to
be acquired, installed in their right places and regularly serviced for realization of
effective fire disaster management in schools.
The means of responses from public and private primary schools were compared
and a T-test for Equality of Means (p=0.094) showed that there was no significant
difference between them in terms of fire disaster preparedness. Therefore, fire disaster
preparedness in both categories of schools was found to be equally important to focus
on.
The ministry of education should introduce the disaster preparedness theory and
practice into schools and training institutions’ curriculum at all levels to equip
stakeholders with adequate skills for prevention and management of disasters. More
input on disaster management should be made in the provision of fire safety support
resources as they have the greatest effect on fire disaster management preparedness in
primary schools. Policies and guidelines on fire safety should be backed by law and an
effective monitoring of safety guidelines conducted if proper fire disaster management
is to be realized.
Finally, the current study can be replicated in other counties and other levels of
learning institutions such as secondary schools and colleges so as to have a larger
picture of the situation in the whole country. Further research should also be conducted
to establish causes of the rising cases of fire incidences in schools in Kenya, especially
secondary schools.
Acknowledgement
The authors of this paper acknowledge Africa Nazarene University for providing and
enabling environment to accomplish this research.
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David K. Ndetu, Veronica Kaluyu FACTORS INFLUENCING FIRE DISASTER MANAGEMENT PREPAREDNESS: A CASE OF PRIMARY
SCHOOLS IN MAKUENI COUNTY, KENYA
About the Authors
Dr. Veronicah Kaluyu is a Senior Lecturer and a Quality Assurance Coordinator at
Africa Nazarene University in Kenya
David Ndetu is a Senior Primary School Head Teacher in Makueni County, Kenya
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