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  "modified": "2025-05-26",
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  "name": "visus-school-safety-assessment-in-zimbabwe",
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  "name": "visus-school-safety-assessment-in-zimbabwe",
            
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  "notes": "Natural disasters frequently damage or destroy school 
50
  "notes": "Natural disasters frequently damage or destroy school 
            
84
infrastructure, jeopardizing educational opportunities and putting 
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infrastructure, jeopardizing educational opportunities and putting 
            
85
school children's lives in danger. This was experienced by children 
52
school children's lives in danger. This was experienced by children 
            
86
and staff\r\nmembers in Zimbabwe, Chimanimani and Chipinge districts 
53
and staff\r\nmembers in Zimbabwe, Chimanimani and Chipinge districts 
            
87
in particular during cyclone Idai which hit eastern Zimbabwe in 2019 
54
in particular during cyclone Idai which hit eastern Zimbabwe in 2019 
            
88
and the cyclones that followed. More than 140 schools were affected by 
55
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 
56
the floods and the land slides. The situation at St. Charles Lwanga 
            
90
High School, where 200 children, teachers and support staff were 
57
High School, where 200 children, teachers and support staff were 
            
91
stranded for two days and had to face the cyclone, shows 
58
stranded for two days and had to face the cyclone, shows 
            
92
the\r\nimportance of safe school infrastructure. To better prepare for 
59
the\r\nimportance of safe school infrastructure. To better prepare for 
            
93
such eventualities, UNESCO through the Zimbabwe Idai Recovery Project 
60
such eventualities, UNESCO through the Zimbabwe Idai Recovery Project 
            
94
funded by World Bank and managed by UNOPS collaborated with the 
61
funded by World Bank and managed by UNOPS collaborated with the 
            
95
University of Udine and the University of Zimbabwe to implement the 
62
University of Udine and the University of Zimbabwe to implement the 
            
96
VISUS (Visual Inspection for\r\nDefining the Safety Upgrading 
63
VISUS (Visual Inspection for\r\nDefining the Safety Upgrading 
            
97
Strategies), a multi-hazard school safety assessment methodology 
64
Strategies), a multi-hazard school safety assessment methodology 
            
98
that\r\nhelp policymakers decide where to focus risk reduction efforts 
65
that\r\nhelp policymakers decide where to focus risk reduction efforts 
            
99
based on available resources and\r\nscientific evidence.\r\nThe VISUS 
66
based on available resources and\r\nscientific evidence.\r\nThe VISUS 
            
100
methodology helps assess schools using a holistic, multi-hazard 
67
methodology helps assess schools using a holistic, multi-hazard 
            
101
approach that considers\r\nfive aspects: site conditions, structural 
68
approach that considers\r\nfive aspects: site conditions, structural 
            
102
performance, local structural criticalities, 
69
performance, local structural criticalities, 
            
103
non-structural\r\ncomponents, and functional aspects. The methodology 
70
non-structural\r\ncomponents, and functional aspects. The methodology 
            
104
has also been improved to consider outbreak of\r\ndisease such as 
71
has also been improved to consider outbreak of\r\ndisease such as 
            
105
COVID-19. The VISUS methodology was conceived as an effective decision 
72
COVID-19. The VISUS methodology was conceived as an effective decision 
            
106
making\r\ntool for planning risk mitigation actions.\r\nThe project 
73
making\r\ntool for planning risk mitigation actions.\r\nThe project 
            
107
helped mainstream school safety components into the UNOPS\u2019 School 
74
helped mainstream school safety components into the UNOPS\u2019 School 
            
108
Rehabilitation\r\nProgram and could contribute to the Civil Protection 
75
Rehabilitation\r\nProgram and could contribute to the Civil Protection 
            
109
Unit\u2019s School Disaster Education Programme. The\r\nteam\u2019s 
76
Unit\u2019s School Disaster Education Programme. The\r\nteam\u2019s 
            
110
efforts also assisted in making investments decisions to strengthen 
77
efforts also assisted in making investments decisions to strengthen 
            
111
the safety of schools\r\nefficiently and economically.",
78
the safety of schools\r\nefficiently and economically.",
            
112
  "notes_translated": {
79
  "notes_translated": {
            
113
    "en": "Natural disasters frequently damage or destroy school 
80
    "en": "Natural disasters frequently damage or destroy school 
            
114
infrastructure, jeopardizing educational opportunities and putting 
81
infrastructure, jeopardizing educational opportunities and putting 
            
115
school children's lives in danger. This was experienced by children 
82
school children's lives in danger. This was experienced by children 
            
116
and staff\r\nmembers in Zimbabwe, Chimanimani and Chipinge districts 
83
and staff\r\nmembers in Zimbabwe, Chimanimani and Chipinge districts 
            
117
in particular during cyclone Idai which hit eastern Zimbabwe in 2019 
84
in particular during cyclone Idai which hit eastern Zimbabwe in 2019 
            
118
and the cyclones that followed. More than 140 schools were affected by 
85
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 
86
the floods and the land slides. The situation at St. Charles Lwanga 
            
120
High School, where 200 children, teachers and support staff were 
87
High School, where 200 children, teachers and support staff were 
            
121
stranded for two days and had to face the cyclone, shows 
88
stranded for two days and had to face the cyclone, shows 
            
122
the\r\nimportance of safe school infrastructure. To better prepare for 
89
the\r\nimportance of safe school infrastructure. To better prepare for 
            
123
such eventualities, UNESCO through the Zimbabwe Idai Recovery Project 
90
such eventualities, UNESCO through the Zimbabwe Idai Recovery Project 
            
124
funded by World Bank and managed by UNOPS collaborated with the 
91
funded by World Bank and managed by UNOPS collaborated with the 
            
125
University of Udine and the University of Zimbabwe to implement the 
92
University of Udine and the University of Zimbabwe to implement the 
            
126
VISUS (Visual Inspection for\r\nDefining the Safety Upgrading 
93
VISUS (Visual Inspection for\r\nDefining the Safety Upgrading 
            
127
Strategies), a multi-hazard school safety assessment methodology 
94
Strategies), a multi-hazard school safety assessment methodology 
            
128
that\r\nhelp policymakers decide where to focus risk reduction efforts 
95
that\r\nhelp policymakers decide where to focus risk reduction efforts 
            
129
based on available resources and\r\nscientific evidence.\r\nThe VISUS 
96
based on available resources and\r\nscientific evidence.\r\nThe VISUS 
            
130
methodology helps assess schools using a holistic, multi-hazard 
97
methodology helps assess schools using a holistic, multi-hazard 
            
131
approach that considers\r\nfive aspects: site conditions, structural 
98
approach that considers\r\nfive aspects: site conditions, structural 
            
132
performance, local structural criticalities, 
99
performance, local structural criticalities, 
            
133
non-structural\r\ncomponents, and functional aspects. The methodology 
100
non-structural\r\ncomponents, and functional aspects. The methodology 
            
134
has also been improved to consider outbreak of\r\ndisease such as 
101
has also been improved to consider outbreak of\r\ndisease such as 
            
135
COVID-19. The VISUS methodology was conceived as an effective decision 
102
COVID-19. The VISUS methodology was conceived as an effective decision 
            
136
making\r\ntool for planning risk mitigation actions.\r\nThe project 
103
making\r\ntool for planning risk mitigation actions.\r\nThe project 
            
137
helped mainstream school safety components into the UNOPS\u2019 School 
104
helped mainstream school safety components into the UNOPS\u2019 School 
            
138
Rehabilitation\r\nProgram and could contribute to the Civil Protection 
105
Rehabilitation\r\nProgram and could contribute to the Civil Protection 
            
139
Unit\u2019s School Disaster Education Programme. The\r\nteam\u2019s 
106
Unit\u2019s School Disaster Education Programme. The\r\nteam\u2019s 
            
140
efforts also assisted in making investments decisions to strengthen 
107
efforts also assisted in making investments decisions to strengthen 
            
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the safety of schools\r\nefficiently and economically.",
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the safety of schools\r\nefficiently and economically.",
            
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Programme (IHP), founded in 1975 following the International 
            
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Hydrological Decade (1965-1974), is the only intergovernmental 
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cooperation programme of the UN system dedicated to water research and 
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cooperation programme of the UN system dedicated to water research and 
            
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management, and related education and capacity development. It 
            
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addresses national, regional, and global water challenges, by 
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addresses national, regional, and global water challenges, by 
            
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supporting the development of sustainable and resilient societies. 
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supporting the development of sustainable and resilient societies. 
            
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Expanding a holistic understanding of water, improving technical 
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Expanding a holistic understanding of water, improving technical 
            
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capabilities, and enhancing human and institutional capacities are 
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capabilities, and enhancing human and institutional capacities are 
            
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IHP\u2019s main tools. IHP\u2019s work supports sound, evidence-based 
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IHP\u2019s main tools. IHP\u2019s work supports sound, evidence-based 
            
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water governance and decision-making drawing on transdisciplinary 
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water governance and decision-making drawing on transdisciplinary 
            
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science and technology other knowledge systems.",
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