Short- and long-term response to extreme weather events by the education sector in Zimbabwe

Zimbabwe's education sector responded to tropical cyclone Idai by implementing a multi-stakeholder cluster system and using SMS-based reporting to coordinate aid. Recovery efforts highlighted the need for psychosocial support and the challenge of schools serving as emergency shelters, which delayed the return to learning in Manicaland. Long-term resilience is being addressed through projects supported by the Global Partnership for Education and the European Union, focusing on resilient infrastructure and inclusive, home-based learning tools in Manicaland and Matebeleland North.

• Following tropical cyclone Idai in March 2019, Zimbabwe's education sector established a multi-stakeholder "cluster" coordination forum involving government and development partners to manage response efforts. This system utilized SMS-based short questionnaires sent to all heads of school to rapidly identify damage to lives, learning materials, and buildings, allowing cluster members to coordinate support on a geographical basis.
• Disaster response in the education sector must address often-overlooked mental and psychosocial needs for teachers and learners who experience trauma from flooding and high winds, as well as practical needs such as boarding facilities and fees for children who have lost parents.
• Long-term recovery is complicated by the use of school buildings as emergency shelters for displaced community members, which can delay the return of learners. In Manicaland, tropical cyclone Idai caused an initial loss of 40 days of teaching, with further delays occurring due to the need to repair buildings and find alternative accommodation for those sheltering in schools.
• Zimbabwe has implemented several "building back better" and risk reduction initiatives in the education sector: a Global Partnership for Education project rebuilt 139 schools across six districts to be more inclusive and resilient, and a European Union initiative is promoting disaster preparedness and inclusive education in 250 schools across five districts in Matebeleland North and Manicaland Provinces using solar radios and offline programming.

APA

Vincent, K., & Moosa, S. (n.d.). Short- and long-term response to extreme weather events by the education sector in Zimbabwe. Climate and Development Knowledge Network. https://cdkn.org/story/short-and-long-term-response-extreme-weather-events-education-sector-zimbabwe

Chicago

Vincent, Katharine, and Shehnaaz Moosa. Short- and long-term response to extreme weather events by the education sector in Zimbabwe. Climate and Development Knowledge Network, n.d. https://cdkn.org/story/short-and-long-term-response-extreme-weather-events-education-sector-zimbabwe.

Wikipedia

{{cite report |last1=Vincent |first1=Katharine |last2=Moosa |first2=Shehnaaz |title=Short- and long-term response to extreme weather events by the education sector in Zimbabwe |publisher=Climate and Development Knowledge Network |url=https://cdkn.org/story/short-and-long-term-response-extreme-weather-events-education-sector-zimbabwe |access-date=17 August 2026 |via=Climate Insights Directory}}

BibTeX

@techreport{vincentndshort, author = {Vincent, Katharine and Moosa, Shehnaaz}, title = {{Short- and long-term response to extreme weather events by the education sector in Zimbabwe}}, institution = {Climate and Development Knowledge Network}, url = {https://cdkn.org/story/short-and-long-term-response-extreme-weather-events-education-sector-zimbabwe}, urldate = {2026-08-17}, note = {Indexed by Climate Insights Directory} }