Changes

On May 26, 2025 at 9:47:16 AM UTC, IHP-WINS:
Changed value of field doi_date_published to 2025-05-26 in VISUS School Safety Assessment in Zimbabwe
Changed value of field doi_status to True in VISUS School Safety Assessment in Zimbabwe
              
    
          
          
        
        
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            27     { 27     {
            28       "description": "As part of Zimbabwe Idai Recovery Project  28       "description": "As part of Zimbabwe Idai Recovery Project 
            29 (ZIRP), funded by the World Bank and managed by UNOPS, the UNESCO  29 (ZIRP), funded by the World Bank and managed by UNOPS, the UNESCO 
            30 Regional Office for Southern Africa (ROSA) implemented the project  30 Regional Office for Southern Africa (ROSA) implemented the project 
            31 \u2018Comprehensive Resilience Building in the Chimanimani and  31 \u2018Comprehensive Resilience Building in the Chimanimani and 
            32 Chipinge Districts\u2019. The project has clear synergies with the  32 Chipinge Districts\u2019. The project has clear synergies with the 
            33 regional programme \u2018Be-Resilient\u2019, which aims to strengthen  33 regional programme \u2018Be-Resilient\u2019, which aims to strengthen 
            34 climate change resilience building and proactive Disaster Risk  34 climate change resilience building and proactive Disaster Risk 
            35 Reduction in established and proposed UNESCO Biosphere Reserves. This  35 Reduction in established and proposed UNESCO Biosphere Reserves. This 
            36 project seeks to reduce the vulnerability of communities in the  36 project seeks to reduce the vulnerability of communities in the 
            37 Chimanimani and Chipinge Districts to natural disasters, such as  37 Chimanimani and Chipinge Districts to natural disasters, such as 
            38 floods, droughts and landslides; and to enhance water resource  38 floods, droughts and landslides; and to enhance water resource 
            39 management as well as ecosystem services in response to the  39 management as well as ecosystem services in response to the 
            40 uncertainty of future climate change.", 40 uncertainty of future climate change.",
            41       "display_name": "Be Resilient Zimbabwe", 41       "display_name": "Be Resilient Zimbabwe",
            42       "id": "bd133254-5b43-4a89-acd9-4cb47a54e338", 42       "id": "bd133254-5b43-4a89-acd9-4cb47a54e338",
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            45       "name": "be-resilient-zimbabwe", 45       "name": "be-resilient-zimbabwe",
            46       "title": "Be Resilient Zimbabwe" 46       "title": "Be Resilient Zimbabwe"
            47     }, 47     },
            48     { 48     {
            49       "description": "Zimbabwe is a UNESCO member since 1980, and  49       "description": "Zimbabwe is a UNESCO member since 1980, and 
            50 forms part of Group Va (Africa).\r\nDatasets that are related to  50 forms part of Group Va (Africa).\r\nDatasets that are related to 
            51 Zimbabwe can be found here.", 51 Zimbabwe can be found here.",
            52       "display_name": "Zimbabwe", 52       "display_name": "Zimbabwe",
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            56       "name": "zimbabwe", 56       "name": "zimbabwe",
            57       "title": "Zimbabwe" 57       "title": "Zimbabwe"
            58     } 58     }
            59   ], 59   ],
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            82   "name": "visus-school-safety-assessment-in-zimbabwe", 82   "name": "visus-school-safety-assessment-in-zimbabwe",
            83   "notes": "Natural disasters frequently damage or destroy school  83   "notes": "Natural disasters frequently damage or destroy school 
            84 infrastructure, jeopardizing educational opportunities and putting  84 infrastructure, jeopardizing educational opportunities and putting 
            85 school children's lives in danger. This was experienced by children  85 school children's lives in danger. This was experienced by children 
            86 and staff\r\nmembers in Zimbabwe, Chimanimani and Chipinge districts  86 and staff\r\nmembers in Zimbabwe, Chimanimani and Chipinge districts 
            87 in particular during cyclone Idai which hit eastern Zimbabwe in 2019  87 in particular during cyclone Idai which hit eastern Zimbabwe in 2019 
            88 and the cyclones that followed. More than 140 schools were affected by  88 and the cyclones that followed. More than 140 schools were affected by 
            89 the floods and the land slides. The situation at St. Charles Lwanga  89 the floods and the land slides. The situation at St. Charles Lwanga 
            90 High School, where 200 children, teachers and support staff were  90 High School, where 200 children, teachers and support staff were 
            91 stranded for two days and had to face the cyclone, shows  91 stranded for two days and had to face the cyclone, shows 
            92 the\r\nimportance of safe school infrastructure. To better prepare for  92 the\r\nimportance of safe school infrastructure. To better prepare for 
            93 such eventualities, UNESCO through the Zimbabwe Idai Recovery Project  93 such eventualities, UNESCO through the Zimbabwe Idai Recovery Project 
            94 funded by World Bank and managed by UNOPS collaborated with the  94 funded by World Bank and managed by UNOPS collaborated with the 
            95 University of Udine and the University of Zimbabwe to implement the  95 University of Udine and the University of Zimbabwe to implement the 
            96 VISUS (Visual Inspection for\r\nDefining the Safety Upgrading  96 VISUS (Visual Inspection for\r\nDefining the Safety Upgrading 
            97 Strategies), a multi-hazard school safety assessment methodology  97 Strategies), a multi-hazard school safety assessment methodology 
            98 that\r\nhelp policymakers decide where to focus risk reduction efforts  98 that\r\nhelp policymakers decide where to focus risk reduction efforts 
            99 based on available resources and\r\nscientific evidence.\r\nThe VISUS  99 based on available resources and\r\nscientific evidence.\r\nThe VISUS 
            100 methodology helps assess schools using a holistic, multi-hazard  100 methodology helps assess schools using a holistic, multi-hazard 
            101 approach that considers\r\nfive aspects: site conditions, structural  101 approach that considers\r\nfive aspects: site conditions, structural 
            102 performance, local structural criticalities,  102 performance, local structural criticalities, 
            103 non-structural\r\ncomponents, and functional aspects. The methodology  103 non-structural\r\ncomponents, and functional aspects. The methodology 
            104 has also been improved to consider outbreak of\r\ndisease such as  104 has also been improved to consider outbreak of\r\ndisease such as 
            105 COVID-19. The VISUS methodology was conceived as an effective decision  105 COVID-19. The VISUS methodology was conceived as an effective decision 
            106 making\r\ntool for planning risk mitigation actions.\r\nThe project  106 making\r\ntool for planning risk mitigation actions.\r\nThe project 
            107 helped mainstream school safety components into the UNOPS\u2019 School  107 helped mainstream school safety components into the UNOPS\u2019 School 
            108 Rehabilitation\r\nProgram and could contribute to the Civil Protection  108 Rehabilitation\r\nProgram and could contribute to the Civil Protection 
            109 Unit\u2019s School Disaster Education Programme. The\r\nteam\u2019s  109 Unit\u2019s School Disaster Education Programme. The\r\nteam\u2019s 
            110 efforts also assisted in making investments decisions to strengthen  110 efforts also assisted in making investments decisions to strengthen 
            111 the safety of schools\r\nefficiently and economically.", 111 the safety of schools\r\nefficiently and economically.",
            112   "notes_translated": { 112   "notes_translated": {
            113     "en": "Natural disasters frequently damage or destroy school  113     "en": "Natural disasters frequently damage or destroy school 
            114 infrastructure, jeopardizing educational opportunities and putting  114 infrastructure, jeopardizing educational opportunities and putting 
            115 school children's lives in danger. This was experienced by children  115 school children's lives in danger. This was experienced by children 
            116 and staff\r\nmembers in Zimbabwe, Chimanimani and Chipinge districts  116 and staff\r\nmembers in Zimbabwe, Chimanimani and Chipinge districts 
            117 in particular during cyclone Idai which hit eastern Zimbabwe in 2019  117 in particular during cyclone Idai which hit eastern Zimbabwe in 2019 
            118 and the cyclones that followed. More than 140 schools were affected by  118 and the cyclones that followed. More than 140 schools were affected by 
            119 the floods and the land slides. The situation at St. Charles Lwanga  119 the floods and the land slides. The situation at St. Charles Lwanga 
            120 High School, where 200 children, teachers and support staff were  120 High School, where 200 children, teachers and support staff were 
            121 stranded for two days and had to face the cyclone, shows  121 stranded for two days and had to face the cyclone, shows 
            122 the\r\nimportance of safe school infrastructure. To better prepare for  122 the\r\nimportance of safe school infrastructure. To better prepare for 
            123 such eventualities, UNESCO through the Zimbabwe Idai Recovery Project  123 such eventualities, UNESCO through the Zimbabwe Idai Recovery Project 
            124 funded by World Bank and managed by UNOPS collaborated with the  124 funded by World Bank and managed by UNOPS collaborated with the 
            125 University of Udine and the University of Zimbabwe to implement the  125 University of Udine and the University of Zimbabwe to implement the 
            126 VISUS (Visual Inspection for\r\nDefining the Safety Upgrading  126 VISUS (Visual Inspection for\r\nDefining the Safety Upgrading 
            127 Strategies), a multi-hazard school safety assessment methodology  127 Strategies), a multi-hazard school safety assessment methodology 
            128 that\r\nhelp policymakers decide where to focus risk reduction efforts  128 that\r\nhelp policymakers decide where to focus risk reduction efforts 
            129 based on available resources and\r\nscientific evidence.\r\nThe VISUS  129 based on available resources and\r\nscientific evidence.\r\nThe VISUS 
            130 methodology helps assess schools using a holistic, multi-hazard  130 methodology helps assess schools using a holistic, multi-hazard 
            131 approach that considers\r\nfive aspects: site conditions, structural  131 approach that considers\r\nfive aspects: site conditions, structural 
            132 performance, local structural criticalities,  132 performance, local structural criticalities, 
            133 non-structural\r\ncomponents, and functional aspects. The methodology  133 non-structural\r\ncomponents, and functional aspects. The methodology 
            134 has also been improved to consider outbreak of\r\ndisease such as  134 has also been improved to consider outbreak of\r\ndisease such as 
            135 COVID-19. The VISUS methodology was conceived as an effective decision  135 COVID-19. The VISUS methodology was conceived as an effective decision 
            136 making\r\ntool for planning risk mitigation actions.\r\nThe project  136 making\r\ntool for planning risk mitigation actions.\r\nThe project 
            137 helped mainstream school safety components into the UNOPS\u2019 School  137 helped mainstream school safety components into the UNOPS\u2019 School 
            138 Rehabilitation\r\nProgram and could contribute to the Civil Protection  138 Rehabilitation\r\nProgram and could contribute to the Civil Protection 
            139 Unit\u2019s School Disaster Education Programme. The\r\nteam\u2019s  139 Unit\u2019s School Disaster Education Programme. The\r\nteam\u2019s 
            140 efforts also assisted in making investments decisions to strengthen  140 efforts also assisted in making investments decisions to strengthen 
            141 the safety of schools\r\nefficiently and economically.", 141 the safety of schools\r\nefficiently and economically.",
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            152 Hydrological Decade (1965-1974), is the only intergovernmental  152 Hydrological Decade (1965-1974), is the only intergovernmental 
            153 cooperation programme of the UN system dedicated to water research and  153 cooperation programme of the UN system dedicated to water research and 
            154 management, and related education and capacity development. It  154 management, and related education and capacity development. It 
            155 addresses national, regional, and global water challenges, by  155 addresses national, regional, and global water challenges, by 
            156 supporting the development of sustainable and resilient societies.  156 supporting the development of sustainable and resilient societies. 
            157 Expanding a holistic understanding of water, improving technical  157 Expanding a holistic understanding of water, improving technical 
            158 capabilities, and enhancing human and institutional capacities are  158 capabilities, and enhancing human and institutional capacities are 
            159 IHP\u2019s main tools. IHP\u2019s work supports sound, evidence-based  159 IHP\u2019s main tools. IHP\u2019s work supports sound, evidence-based 
            160 water governance and decision-making drawing on transdisciplinary  160 water governance and decision-making drawing on transdisciplinary 
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