Sandra D’Urzo, independant architect/reconstruction specialist

Brussels 20 November 2008

SHELTER MEETING 08b

Learning in Safer Environments

Challenges and achievements of appropriate school reconstruction in vulnerable areas

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

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

DESIGN CHALLENGE

STRUCTURAL SAFETY

COST CONSIDERATIONS

CLIMATE & ENVIRONMENT

FUNCTIONAL REQUIREMENTS

SCHOOL PACKAGE AND SIZE

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respect/improvement of national standards if inadequate or outdated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

DESIGN CHALLENGE

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:

WoodSteelReinforced concrete frames

STRUCTURAL SAFETY

STRUCTURAL SAFETY

Material Advantage Disadvantages

Wood Local available and expertiseEasy to fabricateRelatively cheapEasy to transport

Environment.Heavy and difficult for large spanDurability

Steel Pre fabricated - Fast erectionLarge span possibleQuality can be controlledEasy to transport

CostCorrosion (needs protection)

RC frame Cheaper than steelAcceptability (looks strong)Large span possible

Quality depends on quality of materials and executionSevere damage when collapse

‘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

Initial investment cost

Durability & maintenance of building components + equipments

Proper management can expand the lifespan of buildings

FINANCIAL AND SOCIAL 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

CLIMATE AND ENVIRONMENTAL CONSIDERATIONS

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%)

FUNCTIONAL REQUIREMENTS, SCHOOL PACKAGE/ SIZE

INNOVATION & RISK

QUALITY, QUANTITY & STANDARDS

SMALL-SCALE ‘TRENDMAKERS’

Aid agencies and professionals at work…

CORDAID RECONSTRUCTION PROGRAMME ON SIMULUE ISLAND, ACEH PROVINCE

CORDAID RECONSTRUCTION PROGRAMME ON SIMULUE ISLAND, ACEH PROVINCE

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!)

SIMEULE: findings

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)

SIMEULE: Challenges…

Unicef recently completed school in North Aceh, IndonesiaBank)

Quantity & Quality Standards: the challenge of Childfriendly schools (Unicef) and Fundamental School Quality Project /FSQP (Word Bank)

FSQP in East Timor (completed))

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.

Small-scale ‘trendmakers’ ?

1.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

Gando school , Burkina, by Francis Kéré

METI School, Radrapur by Anna Heringer (Shanti NGO)

“Children need firm roots and broad wings!” Goethe