Introduction to Community Asset Management (CAM)

1. Introduction to Community Asset Management(CAM) Training Toolkit for Engineers

2. Community Asset Management Introduction Community asset management envisages improved capacity for the management, life-time planning, construction and physical maintenance of common assets to be carried out by the communities of the urban poor themselves in partnership, where appropriate, with local government, local businesses, NGOs, state and national government on one hand, and with technical maintenance service providers, such as Building Centres, on the other Training Toolkit for Engineers

3. Conceptual Framework • The three-circle diagram represents the concept behind the preparation of this tool kit. • Placing an asset at the centre, the training programme looks at the most important tasks each of the three categories of stakeholders namely the community, the technical service providers and the asset owners Training Toolkit for Engineers

4. Conceptual Framework ASSET-OWNERS Asset-owners refers to all agencies which own these public assets, State or Central Government departments such as the Education department (schools), the Health Department (Primary Health Centres) or the State Housing Boards/Development Authorities and the Municipal Corporations COMMUNITY  Communities form the second group of stakeholders, and refer to the specific group of people who are benefited by the building/use it/are affected by its physical condition Training Toolkit for Engineers

5. Conceptual Framework TECHNICAL –SERVICE PROVIDERS The term technical service providers here refer to agencies/ building centers who are charged with the task of carrying out maintenance activities and require technical skill and expertise for the same. Building Centre are best suited to be these service providers Training Toolkit for Engineers

6. Community Asset-owners • Technical - Service Providers • Partnership with each other • Direct reporting system to avoid time delays • Accept `ownership’ of the asset • Inventory and Condition Surveys of Buildings and other assets • Accept housekeeping responsibilities • Budgeting and maintenance schedules • Contribute to condition survey and repair • Acceptance that users can help in maintenance ASSET • Contribution NOT to be taken for • granted • Attitude of engineers to community to change Partnership, including private participation between each other for maintenance • Develop maintenance skill and know-how • Links between each other to be strengthened • Market these skills Training Toolkit for Engineers

7. CAM Field Research in India As part of the community asset management project, field-work was conducted in three cities - Hyderabad, Bhubaneswar and Ranchi – during March-May 2001. The purpose was • To understand the PREPAREDNESS for community asset management, • DEMAND for technical advice on community asset management and • the SUPPLY of technical advice through the building centres. Training Toolkit for Engineers

8. CAM Field Research in India • In each city the team selected two authorised settlement sites for detailed local survey and interviews. • Four main groups were consulted as part of the field research - the local authorities, the users and current managers of the community buildings, the individual households and building centres in each respective area. Training Toolkit for Engineers

9. Observation on Demand • More people, even in the poorer communities, contribute financially to their community buildings rather than through physical effort or both • Cultural buildings tend to be developed on a regular basis on the initiative of the community • Buildings suffer neglect if there is dependency on landlords, engineering departments or NGOs. However, in most cases users are aware of maintenance problems, although they may not know the correct reason for them or the techniques of correction Training Toolkit for Engineers

10. Observation on Demand • The accommodation of one in six households was in need of major repair. People are likely to spend consistently on repair where the users better understand maintenance tasks. Training Toolkit for Engineers

11. Observation on Preparedness • local authorities do not have the most up to date information about community assets, their current state, the resources available to manage them, and even resources already spent on their management • Overall the delivery of national policies on public participation, decentralisation and community development to local communities is a success. Training Toolkit for Engineers

12. Observation on Preparedness • Although local administration is implementing community friendly policies, their own practice has not fallen in line and they are unable to communicate the programme aims to their own departments or to the target groups. • Most respondents could not elaborate upon the way community buildings were managed or maintained and how their contributions were used. Training Toolkit for Engineers

13. Observation on Supply • Overall the building centres have good infrastructure, but production of building materials is the main activity. • Wherever training programmes are being conducted, the maintenance aspect is not taught. • Amongst the artisans, there is general lack of awareness about the employment opportunities after training in maintenance. • Maintenance related work is not looked upon as a profitable venture by those artisans that were interviewed. Training Toolkit for Engineers

14. State of Preparedness & Relative Training • Municipal Corporation workers may benefit from awareness training in community asset management, skills in out-reach to community networks and technical training to engineers on conducting maintenance works and technical training to community liaison workers to identify community needs • NGOs may benefit from awareness training about maintenance and its technical aspects Training Toolkit for Engineers

15. State of Demand & Relative Training • Empowering people in charge of community buildings and providing them with training in technical aspects identifying and supervising maintenance works, resources management and working with the community Training Toolkit for Engineers

16. State of Supply & Relative Training • For Building Centres Managers training they receive must have technical aspects of maintenance and training in community out-reach and building a profile of an efficient and quality centre for supply of building products • Artisan’s training in technical aspect of maintenance is mandatory Training Toolkit for Engineers

17. UK Study Visit A team from India working on the project went on a 12-day visit to the United Kingdom which covered London, Bristol, Dudley and Liecester Lewisham Community Refurbishment Scheme (CRS) The CRS scheme offered training and employment to local youth in construction. This was linked to a repairs programme, since most of the Council housing (government-owned ) was in a very bad shape and in need of repair The scheme brought a marked improvement in indicators such as drug abuse cases and teenage pregnancies. Training Toolkit for Engineers

18. UK Study Visit On-Site Bristol • This is an example of a partnership between a city council, and two Govt. Departments which is working very well. The key is perhaps the tie up with on-going site work/ projects for employment, and this is also linked to National Vocational Qualifications (NVQ) qualifications. • Apart from socio-economic details, work record (includes details of previous employment and special comments) The computer in the on-site office is also connected on-line to the computer at the job centre (equivalent of our employment office) and job vacancies are also known through this. This matching ensures connection between demand & supply. Training Toolkit for Engineers

19. UK Study Visit Community Refurbishment Scheme, Dudley • This scheme forms part of the community development plan for the Burough. • The Role of CRS as part of the community development plan, is to complete physical environmental improvements to both land and houses, linked to structured training for unemployed people. • With all training linked to real work for real people to agreed and monitored standards, we are able to equip trainees with the skills and work experience demanded by employers, which is not possible through training in simulated settings or classrooms. Training Toolkit for Engineers

20. UK Study Visit Community Refurbishment Scheme, Dudley • Some of the trainees live in conditions, which are not conductive for learning, which may include homelessness, a poor living environment, etc. In recognition of this, the CRS developed the Live & Learn Centre, based on the Priory estate. CRS trainees • The centre offers sheltered living accommodations for up to 14 residents, who have access to one of our training courses. Our aim is moving residents onto independent living and employment or mainstream education. Training Toolkit for Engineers

21. UK Study Visit Leicester Development Plan, Leicester • Modern Leicester is the biggest city in the East Midlands and a successful commercial and manufacturing centre. • Leicester is also renowned for its provision of culture activities through its museums, sports facilities and parks. • Leicester has gained international recognition as Britain’s first Environment City and more recently earned the prestigious title of European Sustainable City. These developments have brought economic growth and improvements in standards of living. Training Toolkit for Engineers

22. UK Study Visit Leicester Partnership for the Future’? • Leicester Partnership for the Future (LPF) was launched in 1998 to bring together some key players and representatives of the Leicester community. • Two levels of membership, The strategic coordinators group The local supporters group Training Toolkit for Engineers

23. UK Study Visit Leicester Partnership for the Future’? • The strategic coordinators group is chaired by the Leader of the City Council and has representatives from the Young People's Council, Higher Education, Schools, the Police, the Health Authority, the Chamber of Commerce and a range of voluntary organisations. • In addition there is a broad-based group of local supporters who represent a range of individual interests, groups and organisations. Together, they have a vision. Training Toolkit for Engineers

24. UK Study Visit Partnership vision is for Leicester to be, “a premier city in Europe with a thriving and diverse society in which everyone is involved and in which everyone can have a decent, a happy and fulfilling life. A city with a strong economy, a healthy, caring and educated society, a safe and attractive environment, and an improving quality of life - a sustainable city.” The LPF is responsible for making sure the Community Plan does its job. Training Toolkit for Engineers

25. UK Study Visit The LPF group worked with the business sector, the public sector, voluntary sector, voluntary organisations and focus groups to work out what needs to be done. The priority areas identified were: •  Diversity • Community Safety • Education • Health & Social Care • Environment Jobs & Regenerations Each priority area has a number of ‘indicators’. These are set out next to the goals Training Toolkit for Engineers

26. Training Toolkit for Engineers

27. RUP-APPEP Project –Ten Major Achievements 1. Capacity building of the community and grassroots engineers • Learning proper housekeeping that will keep defects away from the buildings • Detection of distress in the buildings • Site level management for the repair work - Quality control of the construction work -Maintaining accounts • How to estimate costs of construction works Training Toolkit for Engineers

28. RUP-APPEP Project –Ten Major Achievements 2. Community ownership Involvement of the community in the condition survey and the planning and implementation of repairs has developed a greater sense of ownership. Some of the schoolteachers have tremendous creative abilities, which have turned out to be an asset in improving the school environment. 3. Cost reduction Involvement of the community in decision-making has reduced the cost of materials and labour charges. In some schools active participation of the schoolteachers and students in work such as painting has also reduced the overall cost. Training Toolkit for Engineers

29. RUP-APPEP Project –Ten Major Achievements 4. The perception of the community on maintenance was changed Earlier, the community had little or no interest in maintenance, which was left to the engineers and the contractors. In the present programme, repair work was integrated with the teaching and learning process as an exercise of observation and analysis. This showed the users of the schools a different and better way to improve the school environment and generated interest in the process. 5. The local school became a source of learning for the entire community While interacting with the community, the idea came up of writing slogans for campaigns related to health or the education of girls on the school walls, which is visually accessible to the community. Training Toolkit for Engineers

30. RUP-APPEP Project –Ten Major Achievements 6. Transparency in financial transactions of public funds • Periodic meetings with the community regarding financial expenditure have contributed to transparency in the process. • In general, the increased involvement of the schoolmasters has contributed much to the transparency. Vigilance of the community through awareness has been another factor. 7. A further step towards assessing Low Cost Construction (LCC) • Inadequate information on LCC has been the major deterrent for the dissemination of CECT, since its sustainability could not be ascertained. The buildings have withstood both the environment and varied climatic conditions for almost five years and hence the present exercise has provided a reliable set of data for calculating the LCC of all the technologies used Training Toolkit for Engineers

31. RUP-APPEP Project –Ten Major Achievements 8. Analysis of rates for repair works introduced Analysis of rates for repair work has been the weakest link in the maintenance chain. Rates related to a standard meant for new infrastructure were applied to repair work, which are impractical to maintain quality work. This usually defeats the purpose. Poor repair has to be repeated time and again. The present project has provided an accurate basis for analysis of rates for repair works. 9. An understanding of pre-emptive maintenance • Defects that can be avoided at the planning and design stage were identified. Repetition of one technology in several buildings and the recurrence of a particular type of defect have made the work of diagnosis easier. The result of the research will help in creating improved new infrastructure. Training Toolkit for Engineers

32. RUP-APPEP Project –Ten Major Achievements 10. The community as the alternative implementation agency for maintenance • At present the maintenance of education infrastructure is usually carried out by the district administration appointing local contractors, whose main objective is to maximise their profit. The quality of such repair work is bound to suffer specially when the contractor works with impractical notes and brief. . Training Toolkit for Engineers