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Presentation on the Mauritanian experience

regarding the COMMUNITY-DRIVEN APPROACH TO SCHOOL

CONSTRUCTION

Presented by:Mohamed Mahmoud O. Chrif M’hamed

CTC/DPEF/MEN

22ndnd Africa Region Education Capacity Development Africa Region Education Capacity Development Workshop Workshop

“Country Leadership and Implementation for Results “Country Leadership and Implementation for Results in the EFA-FTI Partnership”in the EFA-FTI Partnership”

Tunis, December 2007Tunis, December 2007

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Programs of structural adjustment and economic recovery Weak financial capacity of the State Increasing demand for schooling in an environment marked

by the vastness of the country, the dispersed population and the low population density…

Despite the difficult context, the people are there…

Using their own resources, communities have started building classrooms which, despite bringing an immediate solution to the needs, suffer from several quality-related problems.

A BIT OF HISTORY : General context

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Buildings that do not meet the standards (size, materials, surroundings, …)

A BIT OF HISTORY : General context

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Precarious buildings (materials, methods of construction, …)

A BIT OF HISTORY : General context

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Location problems

A BIT OF HISTORY : General context

The classroo

m

The teacher

The bell

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How can we produce school buildings that:

Conform to the standards (size, surroundings, quality of materials, implementation)

Are durable Are of a reasonable cost Are built within the shortest possible time Are equitably allocated Meet the actual demand of the population

Starting point

Birth, in 1990, of the idea of relying on the mobilization of the beneficiaries and to take

advantage of community initiatives for school construction

A BIT OF HISTORY : General context

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COMMUNITY-DRIVEN APPROACH Basic principles

Support the community effort in school construction through various basic principles

Delegation/Empowerment Financial contributions Quality requirements Technical assistance Priority to motivated and relevant demands Involvement of the local authorities (administrative,

educational, community) in the planning and follow-up process

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COMMUNITY-DRIVEN APPROACH Essential elements

The specific nature of those carrying out the orders (communities are often poor and lack technical skills and knowledge of execution procedures for state orders) would need an administration that would guarantee:

High responsiveness and swiftness in payment Extreme mobility and adequate human and material

resources to enable rapid intervention where necessary

Qualities that are incompatible with the bureaucracies of the classic public administration

Setting up the Education and Training Projects Directorate (ETPD) responsible for, among others, the implementation of the Community-driven Approach of

School Construction

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COMMUNITY-DRIVEN APPROACH ETPD : Implementation mechanism of

the Approach

Collect basic information for planning purposes

Ensure the coordination of the communities before, during and after the operation

Provide technical assistance to the communities

Pilot, monitor and supervise the execution of the work and manufacture school furniture

Mobile units. « Cheville ouvrière » of the implementation of the Approach

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1. Training/Action… Testing the methods, techniques and tools Direct participation of the CTRs on-site Trainer builders

COMMUNITY-BASED APPROACH HOW IT EVOLVED

Prior to reaching maturity, the Approach went through three levels:

2. Popularization/Consolidation… skills transfer Awareness (pre-planning) Promotion (at the time of commencement) Assistance and close supervision (throughout)

3. Generalization… Systematization and adoption as preferred approach Information Punctual interventions Periodic follow-up

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1. Elaboration and visa request

2. Demand Transmission

3. Programming of principle

4. Validation at the regional level

5. Notification of the programming

COMMUNITY-DRIVEN APPROACH PLANNING MODEL

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1. Contractual schedule: Co-financing agreement signed between the ETPD and the Community and

stamped by the regional and communal authorities, the MNE regional departments and the Hydraulics Department

COMMUNITY-DRIVEN APPROACH IMPLEMENTATION SCHEDULE

2. Financing Schedule: 70% of the costs provided by the Ministry 30% mobilized by the Community

3. Undertakings by the Ministry: Financial contribution To provide the Community with the necessary technical assistance and follow-

up4. Undertakings by the Community:

To carry out the work in accordance with the technical dossier supplied by the Ministry

Within the agreed upon timeframe To accept the technical assistance from the Ministry and the resulting measures

5. Methods of supervision and control: Achievement of a sufficient number of supervisory missions (at least 5) Ensure the necessary promotion to guarantee optimal assimilation of the

dossier by the Community

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COMMUNITY-DRIVEN APPROACH COST ELEMENTS

Community-driven approach Call for Tenders

Year B50C C50T B50C C50T

1 992 5 400 3 200 7 500 5 000

1 997 6 500 3 800 8 200 5 500

2 002 7 600 4 300 10 800 7 200

2 007 9 300 5 400 12 400 8 200

The SDC built by communities is 33% cheaper than that built by construction enterprises!!!

Evolution of the average implementation costs (in US$) of the various types of SDC over the past 15 years according to the implementation methods:

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COMMUNITY-DRIVEN APPROACH Some result elements

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COMMUNITY-DRIVEN APPROACH Some result elements

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COMMUNITY-DRIVEN APPROACH Some elements of the schedule

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Hakem (Commissioner)

The CTR

President of the

APE

COMMUNITY-DRIVEN APPROACH Images that speak

A visit to a new school construction site

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COMMUNITY-DRIVEN APPROACH Images that speak

Children in front of a classroom built by the parents….. In the background, a new community building site

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Finishing off the SDC … in the background, the former classroom built by the parents of the pupils

COMMUNITY-DRIVEN APPROACH Images that speak

20The pressing need… SDC under construction, already

utilized

COMMUNITY-DRIVEN APPROACH Images that speak

21A CTR during ordinary supervision … checking the completed floor

level

COMMUNITY-DRIVEN APPROACH Images that speak

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COMMUNITY-DRIVEN APPROACH Images that speak

A new 2 SDC school… which has now become an element of urban and architectural reference in most of Mauritanian villages

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For the Ministry:

Adoption of an approach resolving the structural problems due to the national context (vastness of the country and dispersal of the population) and the absence of a national entrepreneurial fabric capable of coping with public demand for school construction;

Achievement of the construction of a maximum number of schools at competitive costs, within record timeframes and to the full satisfaction of the beneficiaries;

Method accepted and supported by the key investors of the Sector (WB, AfDB, FDA …)

CONCLUSIONAdvantages of the Approach

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For the Communities:

Access to financial resources for build their schools;

Ownership of school infrastructures and effective participation in school affairs;

Creation of a local economic channel promoting job creation, income generation and as a result, the fight against poverty.

CONCLUSIONAdvantages of the Approach

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For the National Education System:

Indisputably promotes the schooling of a maximum number of children in welcoming conditions and decent quality.

CONCLUSIONAdvantages of the Approach

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Thank you for your attentionThank you for your attention