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Challenges of School Reconstruction in Vulnerable Areas

Learn about the challenges and achievements of appropriate school reconstruction in vulnerable areas, including design considerations, structural safety, financial and social considerations, climate and environmental factors, and functional requirements.

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Challenges of School Reconstruction in Vulnerable Areas

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  1. SHELTER MEETING 08b Learning in Safer Environments Challenges and achievements of appropriate school reconstruction in vulnerable areas Sandra D’Urzo, independant architect/reconstruction specialist Brussels 20 November 2008

  2. “Without education, development is a dream” Francis Kéré, architect

  3. The type of design, neglect of building codes, poor quality of materials used and poor workmanship have contributed to the destruction of the schools.

  4. DESIGN CHALLENGE • STRUCTURAL SAFETY • COST CONSIDERATIONS • CLIMATE & ENVIRONMENT • FUNCTIONAL REQUIREMENTS • SCHOOL PACKAGE AND SIZE

  5. DESIGN CHALLENGE • balance between several elements: functional, earthquake/cyclone resistant, considerations on climate, environment, materials, building method and cost • respect/improvement of national standards if inadequate or outdated • pilot schools construction to verify choices and improve performance on large scale

  6. STRUCTURAL SAFETY • Single storied buildings. In case unavoidable, double storied designs can be allowed but special attention (additional reinforcement) to be paid to the structural elements and floors. • Lightweight roof, lightweight partition walls. • Avoid ceilings or use non-damaging (“soft”) material i.e. avoid asbestos sheets. • Escape routes and external doors opening to the outside. • For the choice of the load bearing structure there are in principle three options: • Wood • Steel • Reinforced concrete frames

  7. STRUCTURAL SAFETY ‘One of the most dangerous and deadly arms of mass destruction is badly reinforced concrete’ Guy Besacier, engineer and earthquake specialist Source: Technical options for Cordaid’s School reconstruction programme, Simulue, consultant:H.Meyerinck

  8. FINANCIAL AND SOCIAL CONSIDERATIONS • Initial investment cost • Durability & maintenance of building components + equipments • Proper management can expand the lifespan of buildings

  9. CLIMATE AND ENVIRONMENTAL CONSIDERATIONS • Appropriate location ie. Accessibility, water supply, natural drains etc • Maximize ventilation both at low and high levels. • Obtain cool air, for instance plant trees in the vicinity of buildings. • Protect walls and interior from sunshine to avoid heating up of internal air, through large roof extensions. • Sufficient height (internal volume) for hot air to rise above human level. • Roofing and ceiling materials that insulate or at least minimize heat radiation. • Look at local materials availability which do not deplete/low impact on natural resources

  10. FUNCTIONAL REQUIREMENTS, SCHOOL PACKAGE/ SIZE • The international classroom minimum norm (UNICEF/UNESCO) is 1.2 m2 per pupil. (but other norms are practiced). • Administration facility • Library, small store, catalogue and information area. • Multipurpose area is used for a variety of functions, such as indoor games, music, drama and group play. • WATSAN. Care need to be taken for proper drainage at supply points. Sanitary facilities for both staff and pupils at a norm. • Outdoor area and site works. Other site works include fencing, gates, natural and manmade drainage, and landscaping. (escape routes in some cases) • classroom size based on enrolment figures + population increase (20%)

  11. Aid agencies and professionals at work… • INNOVATION & RISK • QUALITY, QUANTITY & STANDARDS • SMALL-SCALE ‘TRENDMAKERS’

  12. CORDAID RECONSTRUCTION PROGRAMME ON SIMULUE ISLAND, ACEH PROVINCE

  13. CORDAID RECONSTRUCTION PROGRAMME ON SIMULUE ISLAND, ACEH PROVINCE

  14. SIMEULE: findings • consistent improvement of earthquake resistant design and building technology ( structurally sound + culturally/socially appropriate) – DRR used as link between rehabilitation and long term activities. Don’t become ‘builders’! • Adequate internal ventilation, roof bracing, watsan facilities • Design choices make schools cost effective and appropriate to scale & location • Potential for advocacy and replication/dissemination of the model at national and international level (INGOs have a role to play!) • Risk management & preparedness: it’s not enough to have escape routes, double exit doors if insufficient ‘software’is done (this takes time!)

  15. SIMEULE: Challenges… • Challenges that remain to be addressed: • • The lack of a functioning school maintenance system (despite training manuals, ‘software’ side • • The reliance on communities and local administration to provide water/electricity for powering waterpumps for sanitation facilities built under the programme. • Taking on the long-term development component of the programme (not in line with mandates of relief INGOs)

  16. Quantity & Quality Standards: the challenge of Childfriendly schools (Unicef) and Fundamental School Quality Project /FSQP (Word Bank) Unicef recently completed school in North Aceh, IndonesiaBank) FSQP in East Timor (completed))

  17. Quantity & Quality Standards: findings • Project implementation periods (project duration) often not in line with estimated planning, phasing out, capacity to adjust to external factors. Most of these problems were related to shortcomings in management, procurement, construction design and the estimate of construction costs. • The process to change implementation procedures if quality or progress are not satisfactory is slow and time-consuming. • Staffing and qualified national expertise hard to find in some areas.(ie. Conflict areas, remote rural areas) and scaling up needs quality control and supervision. • gap between the higher ‘development goals’ and the (existing) procurement procedures for tendering and purchasing of building materials. • Difficulty to work on large numbers of schools in association with inexperienced Ministry of Education (East Timor) and unqualified contractors.

  18. Small-scale ‘trendmakers’ ? • Gando school , Burkina, by Francis Kéré • 2. Meti school – Radrapur, Bangladesh, by Anna Heringer (head of Shanti, Team Leader) • What do these projects have in common/what makes them ‘different’? • built in remote, climatically harsh environments, limited ‘visibility’ • initiated by local grassroot NGOs with technical support of national/international architects • both gained international recognition through the Aga Khan Award for Architecture • architect’s strong knowledge of local building traditions and materials • potential for replicability not as design (‘uniqueness’) but as process and technical indicators

  19. Gando school , Burkina, by Francis Kéré

  20. METI School, Radrapur by Anna Heringer (Shanti NGO)

  21. “Children need firm roots and broad wings!” Goethe

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