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  "author": "IHP-WINS",
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  "author": "IHP-WINS",
            
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  "contact_email": "k.verbist@unesco.org",
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  "contact_email": "k.verbist@unesco.org",
            
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  "contact_name": "Koen Verbist",
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  "contact_name": "Koen Verbist",
            
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  "groups": [
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  "groups": [
            
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    {
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    {
            
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      "description": "As part of Zimbabwe Idai Recovery Project 
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      "description": "As part of Zimbabwe Idai Recovery Project 
            
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(ZIRP), funded by the World Bank and managed by UNOPS, the UNESCO 
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(ZIRP), funded by the World Bank and managed by UNOPS, the UNESCO 
            
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Regional Office for Southern Africa (ROSA) implemented the project 
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Regional Office for Southern Africa (ROSA) implemented the project 
            
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\u2018Comprehensive Resilience Building in the Chimanimani and 
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\u2018Comprehensive Resilience Building in the Chimanimani and 
            
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Chipinge Districts\u2019. The project has clear synergies with the 
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Chipinge Districts\u2019. The project has clear synergies with the 
            
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regional programme \u2018Be-Resilient\u2019, which aims to strengthen 
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regional programme \u2018Be-Resilient\u2019, which aims to strengthen 
            
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climate change resilience building and proactive Disaster Risk 
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climate change resilience building and proactive Disaster Risk 
            
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Reduction in established and proposed UNESCO Biosphere Reserves. This 
35
Reduction in established and proposed UNESCO Biosphere Reserves. This 
            
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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 
            
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uncertainty of future climate change.",
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uncertainty of future climate change.",
            
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      "name": "be-resilient-zimbabwe",
            
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      "title": "Be Resilient Zimbabwe"
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      "title": "Be Resilient Zimbabwe"
            
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    },
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    {
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    {
            
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      "description": "Zimbabwe is a UNESCO member since 1980, and 
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      "description": "Zimbabwe is a UNESCO member since 1980, and 
            
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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 
            
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Zimbabwe can be found here.",
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Zimbabwe can be found here.",
            
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      "display_name": "Zimbabwe",
            
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      "name": "zimbabwe",
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      "name": "zimbabwe",
            
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      "title": "Zimbabwe"
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  "identifier": "VISUS-School-Safety-Assessment-in-Zimbabwe",
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  "identifier": "VISUS-School-Safety-Assessment-in-Zimbabwe",
            
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  "metadata_created": "2025-05-26T09:44:09.933860",
            
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  "modified": "2025-05-26",
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  "modified": "2025-05-26",
            
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  "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.",
            
142
    "es": "",
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    "es": "",
            
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    "fr": ""
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    "fr": ""
            
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  "organization": {
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  "organization": {
            
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    "approval_status": "approved",
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    "approval_status": "approved",
            
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    "created": "2023-09-30T19:14:02.098737",
149
    "created": "2023-09-30T19:14:02.098737",
            
150
    "description": "The UNESCO Intergovernmental Hydrological 
150
    "description": "The UNESCO Intergovernmental Hydrological 
            
151
Programme (IHP), founded in 1975 following the International 
151
Programme (IHP), founded in 1975 following the International 
            
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 
            
161
science and technology other knowledge systems.",
161
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