**10. Conclusion**

*Natural Hazards - Impacts, Adjustments and Resilience*

hazards proving to be a barrier of these efforts.

**8. Education: a right in disaster situation?**

the achievements of the MDGs.

**9. Approaching flood**

preparedness programs in schools and institutions of higher learning, and implementing programs and activities in schools, that teach learners how to minimise the effects of hazards [5, 36]. In response to that call countries like Zimbabwe have made some strides in integrating disaster education in school curriculum [37]. Hence although, HFA lifespan has ended, it remains the rock on which her successor the Sendai Framework for Disaster Risk Reduction (SFDRR) (2015–2030) [38] is built on. Unlike its predecessor which had a ten year life span, the SFDRR has duration of 15 years. Priority 2 of the framework guides the strengthening of disaster risk governance to manage disasters risk through education. This priority encourages member states to formulate policies and legal frameworks relating to DRR education that are within their capacity, of all facets of their government to address key elements of DRR education. Importantly, it acknowledges schools as critically important facilities and calls for the implementation of structural, non-structural and functional disaster risk prevention and reduction measures. All the itemised intentions of the framework in question speak to the value of the education system. The Comprehensive School Safety Framework (CSS) provides a structure that can enhance school safety, strengthen disaster risk education, identify priorities to enhance students safety at school and ensure continued access to primary education for students following a catastrophic disaster [39]. It also allows for collaboration among the different stakeholders with a focus on aligning the education sector and disaster management policy [40, 41]. Not to be outdone and noted by [34] the Sustainable Development Goals also speaks to the value of education. These initiatives advanced and prioritised children's continued access to education, the safety of school sites and using education to assist countries in improving disaster risk reduction efforts. However, where governance issues slake flood is one of the

A number of global forums have enacted policy framework to acknowledge the importance of education to children. Sustainable Development Goal 4 stresses the importance of education by promoting an inclusive and quality education for all and lifelong learning as sustainability goal [21]. Wisner et al. [26] sees education as Children's right and this is supported by Article 28 of the United Nations Children Act that recognises that a child has a right to education. While these global commitments need to be applauded, there is also need to appreciate that these have not kept pace with the huge numbers of children affected [21]. Anecdotal evidence indicates that floods have potential to slow down and hinder the progress towards

Educational continuity is being threatened by floods and other disasters due to the adverse effects of climate change on countries in Africa. It is expected that children will bear a disproportionate share of the impacts of floods both in the immediate and long-term as documented by many researches [42]. Floods impact on education sector in different ways which include destruction of buildings and infrastructure, function of institutional and organisational structures as well as the wellbeing of individuals and communities [43]. Chang et al. [21] penned that, damaged schools disrupt hard won education right, and when instructional time is lost, ultimately quality of education drops, when there are no plans for alternative

**156**

Understanding floods as either natural or man-made is critical to not only intended interventions but also in locating education infrastructure. A number of studies around the world argue for the integration of DRR into education sector policy at multiple levels of government and stress importance of specific and strong local implementation based on national guidelines [44–46]. Post-flood educational continuity need to deeply engage with the physical, institutional and organisational context of the schools, as nuanced understanding of the vulnerabilities and capacities of school stakeholders must be central to strategic practice. Therefore, enabling environment and policy, strengthening communication and co-ordination between and among school stakeholders and governments as well as integrating DRR into education sector policies are key for averting flood induced school learning disruptions. Such an approach will ensure that building substandard and weak structures which are not resilient to flooding are eradicated. Such measures may include, raising the ground floor and adding floor levels, improving drainage systems and irrigation channels as well as promoting safe storage of teaching and learning equipment and supplies. A School disaster management framework that promotes standard the adoption of a flexible education calendar, taking cognisant of the need of adjusted exam schedules is paramount for promoting risk reduction and resilience education system. However, all may be seen to waste where flood is a disaster risk governance failure.
