**7. Flood risk management and education continuity**

A number of frameworks have been devised to understand how flood impact education systems as giving directions on initiatives for the protection of children during disasters and for education continuity. The Hyogo Framework for Action [31] which recognised the necessity for including disaster risk assessment, disaster preparedness programs and activities that minimise disaster impacts in schools clearly comes to mind. The Hyogo Framework for Action (HFA) 2005–2015 was adopted in 2005 by 168 member states including Zimbabwe, to build resilient nations and communities through substantial reduction in disaster losses by 2015 [32, 33]. It was the primary global framework for DRR to give critical guidance to all nations in their efforts to reduce risk [34]. As such, five key indicators were formulated to guide nations towards a more disaster resilient society. Closely related to disaster risk reduction (DRR) education integration is Priority 3 which reads "Use knowledge, innovation and education to build a culture of safety and resilience at all levels" [35], p. 8. This was to be implemented by integrating DRR knowledge in relevant sections of school curriculum, including local risk assessment and disaster

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 hazards proving to be a barrier of these efforts.
