**9. Approaching flood**

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

**157**

failure.

**Acknowledgements**

time and library resources.

**Conflict of interests**

*Flooding and Its Impact on Education*

**10. Conclusion**

*DOI: http://dx.doi.org/10.5772/intechopen.94368*

flooding is common issues worldwide.

cal significance of the schools within communities [43].

locations and students are denied continuous schooling, many will never be able to catch up and will drop out permanently [21]. The disruption of education due to

This is where governments and their development partners could make it priority to harness the capabilities of each community to respond to flood threats, since during a flood the first responders are active community members. Wisner et al. [26] penned that schools are more than just the site for educating students, there is more to a school that being classrooms that house the students for their lesson and these include recognising the symbolic, cultural, economic and politi-

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

We are deeply grateful to National University of Science and Technology (NUST) and Cambridge School for allowing us to compile this paper using their

The authors declare that they have no conflict of interests.
