project completion report - waisenkind completion report_sda school...14.1 school construction...

Govinda e.V/ Germany Shangri-La Development Association/ Nepal Shangrila Development Association/ Switzerland

SchoolBuildingReconstructionandEducationSupportProject(SBRES)

ProjectCompletionReport

SDA/GA/SASchoolReconstructionTeamMay22,2017

SCHOOLBUILDINGRECONSTRUCTIONANDEDUCATIONSUPPORTPROJECT

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TableofContents

1.MetaInformation.............................................................................................................................4

2.Summary..........................................................................................................................................4

3.Introduction.....................................................................................................................................5

4.TheSchoolBuildingReconstructionandEducationSupportProjectinMakwanpur..........................9

5.ManagementDimension..................................................................................................................9

5.1AssessmentandSelection.................................................................................................................10

5.2Overview...........................................................................................................................................10

5.3Legalissues.......................................................................................................................................11

5.4HumanResource..............................................................................................................................11

5.5Monitoring&Projectmanagementtools.........................................................................................12

6.FinanceDimension.........................................................................................................................14

6.1ControllingSystem............................................................................................................................14

6.2CommunityContribution..................................................................................................................15

6.3FinanceManagement&Expenditures.............................................................................................16

6.4FinanceSummary/Figures..............................................................................................................17

7.TechnicalDimension.......................................................................................................................18

7.1Schooldesign....................................................................................................................................18

7.2Supervision.......................................................................................................................................18

7.3SkillandTechnologyTransfer...........................................................................................................207.3.1Background:..............................................................................................................................207.3.2SkillTransferProcess:................................................................................................................207.3.3Contentoftraining....................................................................................................................217.3.4Methodology:............................................................................................................................21

8.SocialDimension............................................................................................................................24

9.Flankingmeasures..........................................................................................................................26

9.1Toilets...............................................................................................................................................26

9.2DeskandBenches.............................................................................................................................26

9.3GabionandRetainingWalls.............................................................................................................26

9.4EducationMaterials.........................................................................................................................27

9.5ChildFriendlyPainting/Classrooms.................................................................................................27

10.Sustainability................................................................................................................................27

11.Lessonslearned............................................................................................................................27

11.1Theimportanceofteamwork....................................................................................................2711.2Thetimefactor...........................................................................................................................2811.3Communityparticipation...........................................................................................................28


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11.4Monitoringtools/formatsandtheirimplementation................................................................2811.5Supervisionandqualitycontrol..................................................................................................28

12.Acronyms.....................................................................................................................................29

13.Bibliography.................................................................................................................................30

14.Appendix......................................................................................................................................31

14.1SchoolConstructionReport............................................................................................................31

14.2SkillTransferTestForm..................................................................................................................32

14.3Finance...........................................................................................................................................32Impressions........................................................................................................................................33


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1.MetaInformationProject SchoolBuildingReconstructionandEducationSupportProject (SBRES)ResponsibleConstructionTeam DeepakChhetri(SchoolConstructionCoordinatorGA/SA),DipeshShrestha(SchoolConstructionSupervisor),MaheshD.Chaulagain (SDAGeneralManagerTillApril2017),SagarThapa(SDAField Coordinator),AnilManandhar(BonafideEngeneering), HimanchalPathak(FinanceControllerGA/SA)ResponsibleConstructionBoardJayShankarUpadhyay(ChairpersonSDA),RoccoUmbescheidt

(FoundingandAdvisoryBoardChairpersonGA/AdvisorSA)SupportingOrganisations SDA-Shangri-LaDevelopmentAssociation,Lalitpur/Makwanpur,

Nepal GA-GovindaAssociation,Aalen,Germany Shangri-LaDevelopmentAidAssociation,Zurich,Switzerland Location KalikatarandBhartaVDCsofMakwanpurdistrict,NepalImplementationperiod1stSeptember2015to15thMay2017Constructionformats,managementtoolsetc.areatfreedisposalprovidedifSBRESisnamed.Organisationsareencouragedtocontactforfurtherinformation:GovindaAssociation/Govindae.V.Julius-Leber-Str.28,D-73430Aalen/GermanyPh:++49/7361/375079©The copyright and all other intellectual property rights in all material on this project completion report are held by or licensed to GA-Germany,SA-SwitzerlandandSDA-Nepal.Allrightsinalltexts,data’s,imagesandmaterialsappearinginthisreportarereserved.Youmaynotalteranymaterialordata’s,repostorsellitwithoutpermission.Commercialuseorpublicationofalloranymaterialanddata’sdisplayedandanychangingofcontents,withoutpriorwrittenpermissionfromGA,SAandSDA,isstrictlyprohibited.Permissionfortheuseofanymaterialsanddata’softhisreportcanberequestedfrom:[email protected].

2.SummaryTarget: Construction of 4 earthquake-resistant schools for 924 students of technically sound qualitythat minimise future risk of damage, which are built with the communities so as to develop highercapacitytorebuiltbetterandsaferschoolinfutureifrequired.Achieved target: Construction of 4 earthquake-resistant schools of good quality thatminimise futureriskofdamage,whicharebuiltwiththecommunitiessoastodevelophighercapacitytorebuiltbetterandsaferschoolinfutureifrequired,threetoilets,tworetainingwalls,skill&technologytransferandequipmentforallschools.Relevance is high. Policies, priorities and needs are addressed.Beneficiaries of school reconstructionbelongtothevulnerablegroups.Efficiencyisgood,thereissomescopeforimprovementinplanningandimplementation.Effectiveness:Theprojectisreachingitsobjectivesinschoolreconstructionwithinthetimeframeofthecooperationcontract.Thelong-termimpactistooearlytoassess.Sustainability isexcellent for theschools,especiallyasSDA-Nepal/Govinda -GermanyandShangrila-Switzerlandarecontinuouslyinvolvedinthesamearea,thusmaintenanceisfacilitated.


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3.IntroductionShangri-LaDevelopmentAssociation(SDA)isateamofyoungenergeticprofessionals,anon-profitnon-governmentorganization.TheorganizationwasregisteredinLocaladministrativebodyofNepalGovernmenton10thNovember2014whichbecamepartnerofGA/SAformallyon1stDecember2014.IthasbeenworkingfortheimprovementofthelivesofChepangcommunitythroughintegratedactivitiesinHealth,EducationandAgriculture.

Afteronlyfourmonthsofestablishment,on25April2015at11:56localtimeanearthquakemeasuring7.8on theRichterscale tookover8,000human lives1,madehundredsof thousandspeoplehomelessand inflicted substantial damage to infrastructure among which 5003 schools in 14 districts weredamaged2. A second earthquake with 7.2 on the Richter scale happened on May 12. Aftershocksoccurredformonthsandtheriskoflandslideswasveryhigh.ConditionswereaggravatedbythepoliticalblockadeofthebordertoIndiaandthebureaucratizationofassistancebythegovernment.

ImmediatelyaftertheearthquaketheproposalforreconstructionofschoolsandconstructionofLiteracyhomewasapprovedon8thOctober2015fromSWC3asSBRESprojectapartfromtheregularactivities inHealth, Education and Agriculture. Parallel to this Shangri-La Reconstruction and Development Project(SRDP)wasstartedbyourorganizations.

Parallel to the establishment of SRDP emergency aid activities were conducted in 11 of the 14mostaffected districts ofNepalwith 55 tons of relief supplieswhich reached 126 communities and 36,414people within onemonth. Monsoon aid support was given tomore than 5,000 people, consisting intemporary accommodation, temporary learning centres for 2,500 schoolchildren, hygiene training formorethan600peopleas wellasmedicalcare.

Target areas of SRDP for reconstruction wereMakwanpur district (Kalikatar and Bharta VDCs) andLalitpurdistrict.ThechoiceofthetwolocationswasduetothefactthatSOH/SISislocatedinLalitpurdistrict,andSDA'stargetregiontheVDCsofKalikatarandBhartainMakwanpurdistrict.IntheKalikatarandBhartaVDCsofMakwanpur,onlyone lifewas lost,but313privatehousesweredamaged(intotalthereare796householdsinKalikatarand693householdsinBharta),and13schoolbuilding were destroyed.4 In Lalitpur district 17,444 private houses were fully destroyed and 8064privatehouseswerepartiallydamaged,therewere180humancasualties,and149of200governmentschoolsweredestroyed5.

1Tobeexact,manyofthoseliveswerelostduetodisregardofbuildingcodesandurbanplanningnorms.2 MyRepublica,http://www.myrepublica.com/news/3543/ 3SocialWelfareCouncil4CommunityResearchandTrainingCenter(CRTC):PRAReportofKalikatarandBhartainMakwanpur,Nepal,Kathmandu,20155MinistryofHomeAffairs(MoHA),GovernmentofNepal:NepalEarthquake2015.DisasterRecoveryandReconstructionInformationPlatform,http://drrportal.gov.np


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In2011KalikatarVDC'spopulationwas4723(2384male,2339female),BhartaVDC's4169(2143male,2026female)6.TheVDCsaresituatedinthehillregion,withamajorityofChepangpeoplewhomostlyliveinscatteredsettlements.Thissettlementpatterncauseswalkingdistancestoschools,healthposts(oneineachVDC),policestation(oneinKalikatarvillage)andretailshopsthatsellbasicgoods(severalinKalikatarandBhartavillages)of1.5hoursonaverage,alongnarrow,steeptrails.Themainoccupationis subsistence farming with crops (mainly maize and millet) lasting on average for only six months.Forest resource collection livestock rearingand small scale fishing supplementnutrition,but seasonalmigrationforwagelabouriscustomary.Fullfoodself-sufficiencyisrare.Kalikatarvillageisconnectedbyan earthen road from via Namtar to Tribhuvan Highway (Chuniya), and by a seasonal roadalong/through Kalikhola river to Manahari (October to May). The latter road is served by publictransporttwiceaday.

TheTibeto-BurmanethnicgroupoftheChepang,untilafewgenerationsagosemi-nomadichuntersandgatherers, have been called "the poorest of Nepal's poor"7. They number around 52,000 and themajoritylivesinthedistrictsofDhading,Chitwan,GorkhaandMakwanpur.Adultilliteracy,malnutrition,alcoholism, exploitation and discrimination characterise their living conditions aswell as lack of foodsecurityandlackofresourceownershipandevencitizenshipcertificates8.28ofSRDPMakwanpur's34beneficiariesareChepang(whilethefewothersareTamangandDalit).

InLalitpurdistrict thesituation isacompletelydifferentone. Infrastructureandaccessibility facilitateoverall conditions for its 468,132 inhabitants. The diversity of the Kathmandu valley's inhabitants ismirrored by SRDP Lalitpur's group of beneficiaries whose only common denominator is their fragileeconomicsituation.Bahun,Chhetri,ethnicgroups(suchasNewar,Tamang),Dalit-allarerepresented.Thehousesare located in themunicipalitiesofBajrabarahi,KaryabinayakandGodawari (formerly theVDCsLele,ChapagaonandChhampi),on thesouthernedgeof theKathmanduvalley.Contrary to theMakwanpurbuildingsites,allhouseshaveroadaccessinLP.

FirstownerDrivenReconstructioninNepalcompletedIn August 2016 it was possible to complete the first owner driven reconstruction in Nepal and 104euarthquakeresistanthousesinSRDP.TheODHRmethodologywasimplementedthefirsttimeinNepal.126Masons and Carpenters received certified skill trainings and 431 workers/ boardmembers havebeeninvolvedtoaccomplishthischallengingtasksundermostdifficultcircumstancesinNepal.

©Umbescheidt/GovindaandShangrilaEntwicklungshilfeGermany/Switzerland

6CentralBureauofStatistics,GovernmentofNepal:2011NationalPopulationandHousingCensus,Kathmandu20117Beine,David/Caughley,Ross/Shrestha,Dwarika:Chepang-thenandnow.LiveandChangeamongtheChepangofNepal,BlurbBooks20128Bista,DorBahadur:PeopleofNepal,Kathmandu1996;Maharjan,KeshavLall/Piya,Luni/Joshi,NirajPrakash:AnnualSubsistenceCycleoftheChepangsinMid-HillsofNepal,in:HimalayanJournalofSociology&Anthropology-Vol.IV,2010


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Lalitpurhousedesign:BrickandRCCInitially the design for Lalitpur houses was based on interlocking brick technology with severaladvantages,butbecauseofthebureaucraticprocessesinthegovernment,anapprovalwasimpossible.Allplanswerethereforere-developedandahousedesignbythegovernmentwastaken.It has two rooms and a CGI roof. Cement bricks were chosen because they are more environment-friendly (less pollution during production), are bigger in size than red bricks, less costly.Quality testsconfirmedthis.FourdifferentsubtypesoftheLalitpurhousedesignhavebeendeveloped.

Makwanpurhousedesign:StoneWoodInitiallythedesignforMakwanpurhouseswasbasedonstonemudmortar concept but subsequently it was realized that theimplementationofthisdesignwasverycriticalasthesamerequiredlotofstonechiselling,transportationofthestonesfromthesourcetoconstructionsiteand thiswas furtheraggravatedby the lackofavailabilityofskilledandunskilledmanpowerintheremotevillagesof Makwanpur district having serious impact on time and costfactorsoftheproject.


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Thus, the initialdesignwas suggested tomodify so that thehouses canbebuiltwith adjustments indesign along with compliance with national standards and accordingly the stone wood design wasagreed tobe implementedwhich required very lowquantityof stone in comparison to initial design,although thequantityofwoodwas significantlyveryhigh.Tocheck thepracticalavailabilityofwood,the same was checked with house-owners and with the vendors during rainy season (emergencysituation)andfinallythesamegotsuccessfullyimplemented.Theinitialhousedesign(MudMortar)wasawardedbythegovernmentandincludedinthecountrywidegovernmentcatalogue.

Afterthecompletionofthese104earthquakeresistanthouses,twootherearthquakesafebuildingshavebeencompletedin2016:

TheSDAliteracyhomeinKalikatar/MakwanpurasonecomponentofSBRESProject(ProjectofSDA/GA/SA)

HouseNr.105:TheLiteracyHome-EducationandFuturePerspectivesforGirlsinNepal

ThecommunityhallinChampi/Lalitpur(ProjectofSOH/SDA/GA/SA)

HouseNr.106:TheCommunityHall–TrainingandMeetings/MultiplicationofEQSafe

ReconstructionPrinciples


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4.TheSchoolBuildingReconstructionandEducationSupportProjectinMakwanpur

ThoughtheschoolreconstructionprojectwasproposedrightaftertheearthquakeandevenbeforetheNational ReconstructionAuthority(NRA)was establishedby the government for the reconstructionofearthquake damaged infrastructures; The reconstruction could not start immediately as the situationwasinconsistentandthegovernmentrulesandregulationswerechanging.The approval from SWC was obtained with the concept of the management that School will beconstructedwithInter-Lockingblocksandanewtechnologywouldbeintroducedinthearea.After the earthquake, government published design catalogue on October 2015 which excluded theInterlockingBrickstechnologyandthusalltheeffortsinvestedindesigningthedrawingsofSchoolwaslostinvain.AgainnewdesignwasmadeandsubmittedforapprovalinDUDBCasthedesignpublishedbyGovernmentwasnotfeasibleforthelandareaoftheschoolsinthehillsofKalikatarandBharta.The Design was approved from DUDBC9 on 20th September 2016 and the execution of the plan ofreconstruction began. The actual physical activity started on October 2016. Initially the materialcollectionforself-contributiontookplacewhichconsumedalotoftime.The extensive reconstruction of the schools began only on January 2017. This late execution of theconstruction activities was result of various circumstances such as the bureaucratic procedure ofGovernmentforapprovalofdesigns,prolongedprocedures, frequentchange inregulations,confusionofauthorityonSchoolreconstructionamongdepartmentsofGovernment,FocusonSRDPasroofabovetheindividualinmonsoonwasimmediateneedthanthecommunitybuilding.16schoolssince1998infourdistrictsofNepalSince 1998, it has been a great experience to work with the people of Nepal tomanage the futuredevelopment and education of the country. With the construction of the four new schools inMakwanpur,since1998,atotalof16schoolbuildingshavebeenbuiltinfourdistrictsofNepalformorethan 4000 Nepalese children. We were able to support Nepal significantly in reaching SustainableDevelopmentGoal4:"Forallpeopleinclusive,guaranteeingopportunitiesandhigh-qualityeducationaswell as opportunities for lifelong learning". Since 1998,we have been able to support almost 60,000peopleinNepalandarecurrentlyimplementingeightprojectsinthreedistricts.BesidetheconstructionSDAsupportsallfourschoolswithuniforms,stationary,healthcheck-ups,teachingmaterialsanddailymid-daymealsforstudentstofightmalnutrition&tocreateabettereducationalenvironment.

5.ManagementDimensionAsschoolsweredamagedintheworkingareaandthebeneficiarychildrenhadtostudyinclassesmadeout of bamboo/woods and CGIs, SDA along with GA/SA decided to reconstruct schools that weredamagedbythequake.

Thedecisionforreconstructionofschoolswasfollowedbyhugeamountofpaperworkandthefollowupofgovernmentoffices.Initiallytheexistinghumanresourceoftheorganizationwasinvolvedinthedocumentationprocessashiringnewmanpowerforsamewouldonlyincreaseadministrativecostsincethetimeconsumedbythetaskwasunknown.

Thedynamics in theboard level,amongpartnerorganizationsand in the implementation teammadethe project successful. The learning from SRDP played crucial role in management, supervision andmonitoring. Due to ODHR experience in SRDP, a Community Driver School Reconstruction (CDSR)10projectwassuccessfulinSBRESproject.

9DepartmentofUrbanDevelopmentandBuildingConstruction10CDSR-CommunityDrivenSchoolReconstructionissimilartoODHRbuthereowneristhecommunityandthereconstructionbuildingisof

School


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82 47 38

289

456

9132 36

309

468

17379 74

598

924

0

100

200

300

400

500

600

700

800

900

1000

ShreePrajaUtthanPrimary

School

ShreeKalikaPrimarySchool

ShreeSatyadeviPrimarySchool

ShreeBhawaniSecondarySchool

Total

Boys

Girls

Total

FrequentvisitofBoardmembersofSDAandofGA/SAkeptthemonitoringandsupervisionintact.Thecrucialdecisionsweremadeinthefieldregardingtheimplementationoftheproject.Dailycallsystemwas arranged between the construction coordinator, SDA chairperson and GA/SA Advisory boardchairperson for swift, smoothandpromptdecisions. Thishelped to reduce thedelaysor stoppageofworks due to lackof decisions from the authority. The teamof reconstructionwasmade so that thebureaucracywasreducedtominimum.

Though the administrative task in getting approval took time, the management team nevercompromisedwithqualityandearthquakesafety.Themanagementteamwasalwaysreadyeventotakecritical decision of demolishing the parts where quality seemed to be compromised due to variousreasons.

Ifeltabitsadwhenthealreadydoneworkshadtoberedoneduetoerrorsanddeviationsinqualitybutwhenthenewbuildingwascompleted,Ifeelproudofthosedecisions.ThenewBuildinghasmadeuseasiertoconductclassesanduseteachingequipment.Previouslyclassesweredisruptedbyrainwhile

teachinginTLC.RamBabuShah,Principal,PrajaUtthanPrimarySchool,Dhushrang

5.1AssessmentandSelectionThe assessment of the damages in theworking clusters of SDAwasdone right after earthquake in June after which it was found thatextensiverepair11ofShreePrajaUtthanPrimarySchoolinKalikatar-9,Dhusrangwasrequired.Theotherthreeschoolshadtobemadefromthe foundation level. All of these four schools weremarked by redstickers12 by the preliminary building assessment team ofGovernment.Theschoolswereselectedastheywereintheworkingzone of SDA. The location of School, condition of affected school(incl. details about damage), temporary shelter plan, sanitarycondition(toilet,drinkingwater),typeofsoil,availabilityofconstructionmaterials,analysisofreusablematerials,roadaccess,forestlocation,supportbyotherorganisations,skill/manpoweravailability,andother remarks were assessed initially. Additionally, photos of the red sticker marked schools weretaken. 5.2Overview

SchoolwiseStudentoverview

11Extensiverepairrefersthatwholebuildingistobedemolishedexceptthetrussstructureandwallstobemadeonsamefoundation12Redstickermeansthattheschoolisnotrepairableandhastobedemolished


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5.3LegalissuesAfter the proposal for the school building reconstruction was approved from SWC, there wasrequirementthatthecoordinationbedonewiththelocalstakeholdersandtherelateddepartment.Asafirststepaletterofrequestwasobtainedfromtheconcernedschoolsforreconstruction.Once the letters were obtained, along with the design, the contact was made to Department ofEducation (DoE), Bhaktapur once the letter of recommendation was achieved from the DistrictEducation office,Makwanpur. Department of Education gave approval for extensive repair of ShreePrajaUtthanPrimaryschooloncethedesignwascheckedbytheengineerofthesamedepartment.AtthetimeapprovalwastakenforDhushrangschool,theNationalReconstructionAuthority(NRA)hadbeenformed,sotheapprovalforother3schoolshadtobeobtainedfromNRA.Theapprovalprocesswas prolonged because the design of schools that weremade took nearly 1 year for approval fromDUDBC.Approval fromDUDBC for thedrawingmoved theprocess forwardand thenewoffice tobevisitwasCLPIU13.AfterapprovalfromDUDBCandaletterofrecommendationfromCLPIU,thentheNRAofficewasvisitedfrequentlyfortheapprovalofprojectandthethreepartyagreement.5.4HumanResourceManagementAs the approval for the school design had been slowed down by the bureaucratic systemimplementationstartedonlyinOctober2016.Beforeconstruction,thestonemasonryofDhushrangwasdemolishedcompletelyandofKalikatarwascompletelyDemolished.AgreementandunderstandinghasbeendoneforthedemolitionofSchoolsinSarsiandDekhariaftertheLocalElectionandinspectionfromtheGovernmenttechnicians.Tofacilitateimplementationthefollowingpersonnelhadbeenrecruitedfortheproject:SDA/GA/SAstaffandhonoraryboardsConstructionCoordinator DeepakChhetri*Constructionsupervisors DipeshShrestha*Accountants SamjhanaPoudel-AlsoregularprojectsFinancecontroller HimanchalPathak*Fieldlogisticscoordinators SurendraLimbu,DevLalBal,RamKumarPraja,RamshingPraja,Nirajan

PrajaSDACoreTeam SagarThapa(SDA),MaheshD.Chaulagain(SDA)(tillApril2017),

ForeignprojectSupervisorsofGovinda–Germany/Shangrila-Switzerland

CarolaPeschl,MarkusHeindl,RoccoUmbescheidt

Honorarycontributionsbyexperts/boardsthroughoutthecompleteprojectperiod:

ProjectManagementbyChairpersons,GeneralmanagerandProjectcoordinator: Jay Shankar Upadhyay (SDA), Rocco Umbescheidt(GA/SA)Construction Experts: Carola Peschl, Yvonne Umbescheidt, SixtenSchoo,SörenKiesslingvonHoltumLawyers:AchimMettangGraphicDesign:YvonneUmbescheidt

Peoplemarkedwith*werefinancedoutsidetheSBRESprojectbudgetbyGovinda-Germany/Shangrila-Switzerland.

EngineeringCompaniesandExternalContractorBonafideEngineeringConsultancyandConstructionPvt.Ltd

Anil Manandhar, Amit Subedi, Miyush Maharjan, Kamal Sharma,DammarOli,BikkiShyama,UtsavPokharel,SamirPradhan

PalanchowkBhagawatiEngineeringConstructionPvt.Ltd

BindraLalShrestha,LilaShrestha,AshishKunwar

13CentralLevelProjectImplementationUnit


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020406080100120140

6 10 11 2 3 12 16 7

56

123

No.ofManpower

SMCandtheMasonsforTechnologyIntroductionSchoolReconstructionCoordinationCommittee

Kalikatar: Bir Bahadur Chepang, Ram Naresh Gosai, Vishnu PrasadTimalsinaSarsi:AitaSinghPraja,RajkumarPraja,AatmaRajMoktanDekhari:LalBahadurThing,BrijaLalGhalan,SakuntalaMoktanDhushrang:JangilalPraja,GaneshPraja,RamBabuShah

KTMMasons/TrainerforLocalMasons Hari Narayan maharaja, Govinda Shrestha, Kasi Lal Maharjan, MailaMaharjan, Baburam Maharjan, Ghanashyam Maharjan, GhanashyamDesar

ConstructionLabourers

Masons 16Carpenters 11Barbenders 2Welders(roofingwork) 4UnskilledLabourers 56Total 89

HumanResourceOverviewofSBRES

SBRESprojectwassupportedbySchool,ManagementCommittee(SMC)and.Ineachschool3membersSchoolCommittee(SRC)wasformedcomprisingchairpersonofSMC,MemberofSMCandPrincipalofSchoolwhoactivelyparticipatedinthereconstructionprocess.

SMCandSRCmeetings, in theplanningphaseand implementationphase,were conducted regularlyasanintegralandimportantpartoftheconstructionprocess.Themeetingstookplaceschool-wiseandtopicssuchaself-contribution, transportationofmaterials,availabilityof localmaterials,weeklyplanandparticipationwerediscussed.

Labourers were employed on a need-basis, employment times varied between one week and 6.5months.Thenumberofunskilledlabourishighasitincludesthecommunitypeoplewhocontributedforself-contributionalso.Theoperationalteamcanberegardedasofsufficientsizeandqualitytoassurepropermonitoringoftheactivities,especiallyasnumbershadbeenraisedasperneed.5.5Monitoring&ProjectmanagementtoolsConstructionprogresswasmonitoredcloselyandeffectivelyfrommanagementlevelandBoardlevelondailybasis.

• Make Progress visible: A CONSTRUCTION PROGRESS REPORT with progress, weekly andbiweekly forecastwas regularly sharedamong the teamtohaveoverviewof theconstructionprogressandefficientandeffectivemanagementofmanpowerandmaterials.


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• Participation at all Levels: Direct Board Supervision/ DAILY CALLS have been conducted

between the construction coordinator to SDA chairperson and between SDA chairperson toGA/SAAdvisoryBoardChairperson.Thedailycallwasarrangedfordailyupdatesaswellasswiftdecision on need basis. The daily calls removed the barriers to construction as a result ofdecisiondelays.

• Avoidknowledgeandexperiencegapsthrough integratedexchangeofexperiences:WEEKLY

INTEGRATEDMEETINGSbetweenFLCs,SiteengineersandconstructionteaminfieldtookplaceeveryFriday.Theintegratedmeetingsolvedtheproblemsraisedfromalldimension(Technical,Managerial,SocialandFinancial.Theyalsohelpedasimportantmanagement/teamtoolcreateabetter interdisciplinaryunderstandingofallactors, to increasetheefficiencyof thework, toavoidmisunderstandingsand togenerate teamwork. Theweekly integratedmeetingwasalsothe tool for handover of responsibility as therewas change in leaders in field as thework inLalitpurandkalikatarhadtobemanagedsimultaneously.

• BIWEEKLY CONSTRUCTION SKYPE was conducted to have transparent overview and tomake

the decisions valid. The biweekly Skype between SDA and GA/SA team solved the problemsfromalldimensions.

• Community Driven School Reconstruction: Continuousmeetingswith the SMCs and locals in

thefieldtookplacethroughouttheprojectperiod.

• InvolvementofGovernment:OnetimevisitoftheDistricteducationofficialsandfrequentvisitof the VDC secretary took place in the field for the monitoring/supervision from the localgovernmentside.

• BIWEEKLY CONSTRUCTION SKYPE was conducted to have transparent overview and tomake

the decisions valid. The biweekly Skype between SDA and GA/SA team solved the problemsfromallschoolconstructiondimensions.

• Continuous Field Presence of transparent Supervision structures: The monitoring system

furtherconsistedofCONSTRUCTIONSUPERVISIONREPORTS:aftereachconstructionstagesareport was filled out for each school by the construction supervisor, topics included wheretechnical execution, labourmanagement,materialmanagement,monitoringprocess, finances(self-contribution,labourpayments)andoverallrecommendations.

• Systematization of complex time management and working procedures: An OPERATIONALCALENDAR was kept until end of April and helped the team to break their work down. Theintendedtimeframehadbeenexceeded (all schoolswerecompletedby15May). The leaveplan of the General manager, Construction Coordinator, Construction supervisor and projectcoordinatoraspertheoperationalplanhelpedtohavebettermonitoringoftheconstructionaswellasitwasatooltoincreaseefficiency.

• Systematization of complex finance processes and training of the field teams:MASTER BOQAND SEVERAL FINANCEMONITORING TOOLS have been developed together with dozens offieldfiles.Trainingswiththefieldteamstookplaceatseveraltimepoints.

• Make itvisible:APICTURELOGwasmaintained foreachschoolandcontainedphotosof thedamaged schoolprior to full demolishment,of the constructionprocess indifferent stagesaswellasthecompletedschool.


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REGULAR EC MEETING in Lalitpur took place for the updates on school construction progress andsolvingexecutive issues ifany inthefieldduring implementation.TheECmeeting inLalitpurprovidedthelegalbaseforeachactivityofconstructionprogressaswellasforregularactivities.

• 15 Regular SRCMeetingwas held to involve, empower, structure andmotivate a communitydrivenreconstruction.ApartfromthisSMCmeetingandcommunitymeetingswereconductedasperneedduringtheplanningaswellasimplementationphase.

• Visualizations in the field,meetings,workshops and at the construction sitewere specifically

used to simplify complexprocesses/ contents and tomake themaccessible and visible for allactorsintheschoolconstructions.

• A Skill and Technology Transfer Concept was developed to describe the training of the local

masonsbyspecialists,bothpedagogicallyandstructurally.

• Examinations of the trainees (localmasons)with skill checklistswere developed tomake theprogress of the learning process transparent and to design the coaching in a need-orientedmanner

6.FinanceDimensionSBRESprojecthasbeen financially sound.Approaching theCommunitydriven reconstruction strategyand the organization itself being involved in procurement andmanagement of resources has led theprojecttohavelessadministrativecostandbewithincostbracket.6.1ControllingSystemTheconstructionteamwasawarethatconsistentmonitoringandsupervisionisintegralpartofprojectandshouldgosimultaneouslyforbettermanagementoffieldworkandthustheprojectwasfacilitatedby close financial supervision andmonitoring so that the system alignswith the financial plan of theproject and for successful implementation of the same, various steps were taken into considerationsinceinceptionofthework.Thecontrollingsystemwasimplementedinplanned&phasedmannerandcustomized tools were introduced so that the information delivered is always numerically clear &effective.Someoftheimportantaspectsofcontrollingsystemareexpressedbelow:ONEtoONECOSTESTIMATE/BUDGETINGTheprojectconsistedofschools,protectionwalls&toiletsallbeing located within same geographical area but at different locations. The nature of issues liketransportation,availabilityofskilledmanpowerandconstructionmaterialsvariedfromoneconstructionunittoanotherconstructionunit.Hence,tohavebetterfinancialplanning,thecostofdifferentschoolswascalculatedbyengineersandaccordinglyafterperusalof thesame itwasaccepted for forwardingtheconstructionwork.

SarsiSchoolConstruction


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ANALYSISofCRITICALELEMENTSThiswasthemostchallengingworkduringtheplanningphaseastheoperation calendar of project would not have been achieved without solving the issue of criticalelements.Foridentifyingcriticalelements,MasterBillofQuantity(MBoQ)wastakenintoconsiderationanddetailedstrategyforcollectionofcriticalmaterials&managementofskilledlabourerswaskeptintoppriority.Thedefinitionofsomeofthecriticalelementsvariedwithrespecttodifferentconstructionunits.STRATEGY For ACHIEVING SELF-CONTRIBUTION After identifying the realistic issues of eachconstructionunits, strategy for self-contributionwas formulated. Theparticipationof community andschool was kept in top priority for ensuring the feeling of ownership/awareness and sustainability.Participation to the extent of 20% of total cost of the building structure was expected from thecommunity/school for achieving the philosophy of sustainable social development. The areas whereschool&communityagreedtomakecontributionwasthroughthecollectionofmaterialswhichwerelocally available such as collection of stones, aggregates, transportation of sand and manualtransportation of procured materials, example bricks and iron rods. The quantity of material to becollectedwasfixedandfurthertokeepthepaceofcollectionofmaterialsfinanceflowwasstartedatlaterstage,sothatthecommunitypeopledonotfacefinancialpressureduetotheirexcesscontributiontowards construction of building & structures. Thus, after achieving nearly 15% of self-contributionfinanceflowwasstarted.MODEofPAYMENT&FINANCECAPPINGThiswasoneofthemostimportantstepinfinancecontrollingprocess.Theelementsforwhichexpenseswouldbeincurredthroughstaffadvances&elementswheretheexpenseswouldbeincurredthroughbankpaymentswereidentifiedandlimitforeachschoolwasfixed.Every-timethepaymentwasdonethesamewascomparedwiththelimitofavailableresourcessoastoestablishearlywarningsystem.REGULARFIELDVISIT&INTEGRATEDMEETINGSRegularfieldvisitwasoneofthekeytoachievingthefinancial goals by the project. During every visit the earlier set limits of finance flow and self-contributionwere reviewed and necessary decisions for ensuring smooth financemanagementweretakenbasedonfieldreviews.USEOfFINANCECONTROLLINGTOOLSVariousfinancecontrollingtoolswereintroducedtoensurethemanagementwithclear/transparentfinancialinformation.6.2CommunityContributionCommunitycontributionachievedbydifferentschoolswasworthappreciatingandthisbecamepossibledue to clear strategies in relation to vendor management, logistic management & communityparticipation.Theestimatedcosts,actualcostsandsavingsarereflectedbelow:

OverviewofSchoolCost

The community contribution/savings achieved in Dekhari, Sarsi and Kalikatar was really very goodhowever,contribution/savingsincaseofDhursangwasrelativelylessduetogeographicalcomplexitiesandintroductionofnewtechnologytrainingtolocalmasonswhichslowedtheworkuptosomeextent.TheactualcostofschoolinDhushrangishighalsobecauseofthemanagementdecisiontosubstantiallyrectify the constructionwork inwhich the quality of constructionwas foundout to be compromised


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0.00% 5.00%

10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% 50.00%

ShreePrajaUttahanPrimarySchool,

Dhursang

ShreeBhawaniMaviPrimarySchool,

Kalikatar

ShreeSatyaDeviPrimarySchool,

Dekhari

ShreeKalikaPrimarySchool,Sarsi

CommunityContributionin%

because of various factors. Since the implementing and funding partnerwere in favour of build backbetterconcept,thedecisionwastakenapartfrombeingcriticaldecisionforprojectimplementationandfinancialburden.The reason for higher savings in rest of the clusters is due to better labour efficiency,wellmanagedefficient labour hours being used with facility of good breakfasts, and collection of stones, sand,aggregatesandsal-woodthroughefficientmanagementofmanpowerandstrategytoreleasemoneyinlessamountafterself-contributionwasobtained.

SavingsOverview

6.3FinanceManagement&ExpendituresTheschoolconstructionprojecthasachievedsuccessfullyitsfinancialplanandthiswaspossiblebecauseofexperienceofmanagementandconstructionteamfromSRDP.Themajorreasonforfinancialsuccessof project lies in the strategy of achieving community contribution before introducing active financeflowintheinitialstageandthroughcontrolledreleaseoffinanceforcollectionofmaterialsinthestageslater.Forthepurposeofensuringproperfinancemanagementandcontrolvariousprocessandfinancialtoolswereintroduced.Someoftheprocess/toolsappliedfordifferentpurposesarementionedbelow:

• ORIENTATIONOfFINANCEPROCESSwasdonetoensurethatfinancialpolicy iscompliedwithduringtheconstructionprocessassomehumanresourcewerenewtotheorganization.

14Savingsincludetheamountexcesstoestimatedcostasaresultofself-contributionofcommunityandefficientmanagement.Furthertheestimatedcostwasreviewedbasedonlatestfielddevelopment.Thecostofconstructionwasbasedontheestimatesprovidedbyengineers,whichwaslesserinimplementationbecauseofthehighmanagementefficiencyoftheschoolconstructionteam.

SchoolName Amount(NRs)TotalEstimatedCostAfterTechnologyTransfer(A) 9,522,110.47TotalActualCostIncurred(B) 6,511,497.49Savings(A-B) 3,010,612.9814AverageContribution 31.62%


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• FUNDSMOVEMENTREPORTwaspreparedalwaysatthetimeofmakingeverypayments.Theentrywouldbeupdatedalongwithrespectiveschool/worktokeepthetrackoffinancecapping.

• ADVANCE REQUEST FORM was implemented to ensure school-wise funds requirement intriplicate,whichwasdifferentfromthenormaladvancerequestformoftheorganization.

• ADVANCESETTLEMENTFORMtoensurethereisnodiversionoffunds.

• LOGISTICREPORTtoensureseamlessinventorymanagement.

• ADVANCE AGEING REPORTwas timely updated so that the old advances are identified andsettledintime.

• The cost of material & labourers were updated after finishing collection of materials upto acertainlevelinMASTERBILLOfQUANTITY(MBoQ)andbasedontheapprovedcoststheworkwasbeingcarriedinthefield.

• PHASE-WISE COST ANALYSIS the cost of schools was analysed after every 15-20 days whichhelpedinidentifyingtheexactfieldproblemandtakingnecessaryfinancialdecision.

• SystematicformatsofLABOURRECORDSwereintroducedadditionallyfortrackingthelabourer

combination,labourmovementandefficiencyoflabourerslikeminimumbrickworkperday/perperson.

6.4FinanceSummary/Figures

The school constructionproject had successfully usedexisting resourcesof organization for achievingthe project objectives. Since, the project being carried inMakwanpur was not a standalone project,ratheritwasoneoftheadditionalprojectsoftheorganizationwithinthesameworkingarea,ithelpedinsavingadditionalexpenditureswhicharenormallyincurredinstandaloneprojects.The cost of hiring additional manpower, infrastructure setup, lodging and food ofmanagement/visitors/engineerswassavedtoaverylargeextent.Thesameisexplainedbyfiguresbelow:

Theschoolconstructionprojectwasbaseduponthephilosophyofcommunityparticipationand self-involvement in the process unlike construction through the contractor. This philosophy has not onlyensured community awareness but also saved a lot of financial resources of the organization as theorganizationhadtopaythecontractorthelocaltaxesandcertainmarginfortheconstructionwork.Thisalonehassavedaround30to35%directcostofschools, roughlyNRs.22.80Lakhs i.e.35%16ofNRs.65.11lakhs.Besidesthese,theself-drivenapproachwithcommunityparticipationhasenrichedtheknowledgeandexperience of construction related works of staffs with community and for the community for thesustainabledevelopment.

15ThepercentageisbasedontheresourcesofSDAinNepal.Iftheamountpaidforprojectcoordinatorandconstructionsupervisordirectlyby

GA/SAistakenintoconsideration,thepercentagewouldhavebeenadmin9.65toprogram90.351615to20%suppliermargin&13%ValueAddedTax

Description Amount(NRs) %AgeAdminCost 395,146.26 3.73%15ProgramCosts 10,201,833.51 96.27%Total 10,596,979.77 100.00%


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7.TechnicalDimensionSBRESprojecthadadopteddoublechecksystemforqualityassuranceandearthquakesafety.BonafideEngineering consultancy was hired which provided engineers that stayed in site for technicalsupervision. Above these site engineers was the Construction Supervisor Dipesh Shrestha whosupervised the quality of work done. Also the German Technical team had been regularly providingfeedbacks on the issues that came up during the course of implementation. Thus, the project wastechnicallysoundasaresultofmanagement,financeandtechnicalteamworkinginclosecoordination.7.1SchooldesignIdentificationofconstructionconsultancycompanieswas initiatedduringAutumn2015,andsincetheinitialconceptwastoconstructtheschoolswith interlockingblocks,EcotechBuildingSystemsPvt.Ltdwas consulted. Afterwards construction and execution plans were designed in close cooperationbetween Nepalese and German architecture teams while the national building codes were strictlyfollowed.Thedesignoftheschoolwasinitiallymadewithinterlockingblockswithrigorousinput.Butasitwasnotincluded in building catalogue, the interlocking blocks were replaced by bricks and again new set ofdesignweremade. Cross checksweremade and a close cooperation of German andNepalese teamfinalizedthedesign.The consultancy companywas also given the responsibility of approval fromDUDBC. Since the initialconsultancy company failed to get approval, Bonafide Engineering Consultancy and Constructioncompany was approached as at this time point Bonafide already had experience in working atMakwanpurthroughSRDPproject.AgainthedesignwerecrosscheckedfromGermantechnicalteamtofinalizethedrawingsoftheschool.Thebasicrequirementsfortheschooldesignwere:

- ConsiderationoftheNationalBuildingcode- Technicallysoundmaterials- Realizationandcosteffectivenessinconstructionandoperation- Structure- Energeticconcept- Architecturalandfunctionalquality- Technical requirements (earthquake resistant

technologiesandmonitoring(- Logistics/Procurementandsupplyofmaterials- Communitydrivenconstructionproject- Temperature/circulation- Financiallimitation- Timeframe- Supervisionandmonitoringmechanisms- Total concept (how coherent is the overall

concept). Obtaining government approval for the final house design proved much more time-consumingthatexpected,delayedthebeginningoftheimplementationprocessbynearlyayearandresultedinanimmensetimepressureregardingthearrivalofthenewschoolsession.

7.2SupervisionInordertobuildschoolaccordingtodesign,siteengineerswereappointedinrespectivesite.Theroleofengineers on sitewas to inspect proper layout of building, construction of foundation as per design,installation of reinforcement bar according to design, laying brickwork in perfect line and level andproper roof work. Engineers also need to mobilize manpower to give progress on work as perconstruction schedule and supervise their work for technical accuracy. The construction supervisor,


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DipeshShresthawasappointedtorecheckanytechnicalerrorfromsiteengineers.Thishadresultedinlesstechnicalerrorsandasaferbuildings.Thetimeandagainvisitofseniorengineersfromconsultantsidewasalsomadetochecktechnicalaccuracyofthebuilding.Anychangestobedoneduringtheimplementationoftheprojectwasdecidedindifferentlevels.Firstly,designswouldbechangedasperneedofsitewhichwouldbesupervisedbytheconstructionsupervisor.ThenthischangewouldbeinformedtoLalitpurwhichwasinformedtoGermantechnicalteamandfinaldecisionwouldbemade.Thecommunicationwasswiftandeveryonerespondedpromptlytoreducethetimeconsumedindecidingthedesigns.TECHNICAL SUPERVISION / INSPECTION VISITS by construction coordinator and supervisor wereconductedoneachconstructionsiteonceaweekormoreoftenasperneed.Fieldvisitreportsincludingconstructionphotosandconstructionstagechecklistswereassembledaftereachvisit.Thispartofthemonitoringprocesscanberegardedasmostcentraltoensurethatqualityoftheschool.Oursupervisorystructureinthetechnicaldimension-securedbymulti-stagestructures:

1. Structuredtrainingofconstructionworkers(Checklists,Trainings,SkillTransferConcept,Posters

andformatsatconstructionsites)

2. Buildingengineersofthecompany(directlyandcontinuouslyplacedatthefieldsite)

3. Fieldvisitsoftheinternalsupervisoroftheconstructioncompany

4. Dailyinspectionoftheconstructioncompanybyouradditionalowncivilengineers(directlyand

continuouslyplacedatthefieldsite)

5. Review of all plans and implementation steps by international construction experts with

progressreportsandfieldvisits

6. Direct and close supervision of all teams by the board members (field visits, daily tracking,

weeklyrecheckofall4managementdimensions)

Supervisionandcontrolofconstructionprojects inNepal isofcentral importance.Nepalhashadverygoodregulationsandplansforyears,butthequalitativeimplementationandaconsequentcontrollingandthesupervisionlackalot.Habitsof skilledworkers / homeowners, non-existent skills, ineffective trainings, the inaccessibilityofthe country, the lack ofwill towork in rural areas but also the comfort of highly paid engineers andbuilders are just some of the highly complex backgrounds that must be taken into account in theconstructionoftheprojectmanagementofasuccessfulreconstructionproject.Thefear isvery justifiedthatapartofthehundredthousandhousesthataretobebuilt inthewholecountrywill not be earthquake-proof because of these reasons andmissing supervision / controllingstructures.Basedonourexperiences in4 reconstructionprojects, justover1000engineerswhohavebeen employed are not enough for the national reconstruction, as measured by the amount ofconstruction sites, the intensity required in the construction supervision, the local conditions and theestimatesofrenownedseismologistsregardingnewevenstrongerearthquakesthatNepalcouldbe inthefuture.

“ThisschoolisoneofthemostqualitativeandsafebuildingIhaveseen.Ifithadbeenfinishedcompletely,wewouldconducttheelectionhere”

-SecurityofficerofKalikatarforLocalElection2017-


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7.3SkillandTechnologyTransferTheconstructionshavebeenundertakenwithlocalworkers,tobringnotonlythebenefitofconstructedschools, but also to involve the local people in the development of their area. To secure a good andearthquakesafeconstruction,SDAwas implementingskill& technology transferconcept for the localpeople.Traininghavebeenimplementedasanon-jobtraining.Afterthetraining,thelocalmasonsgottheopportunitytotakeanexamwithcertificationfromSDA.Thetrainingtookplaceasanone-by-onemodelwithcertified,experiencedmasonsfromKathmanduwhohavebeentrainedandemployedintheprevious reconstructionprojects I-III. The SDA site-engineer& supervisor andanexperienced trainerfromSDAside,assuredthequalityoftrainingandtheearthquakesafetyofthebuildings.

“Theschoolwithbrickandmixtureofcement,aggregateandsandismuchmorestrongerthanthepreviousstonewallbuilding.Itisahappymomenttoseetheschoolandtoparticipateinit.”

7.3.1Background:Localmasonsarenotusedtoworkinbrickwork.NobodymadeanybrickhousesinKalikatarandBharta(therespectiveVDCs)tillnow.Mostofthehousesarewoodenhutsoracombinationofstoneandmudwalls.Thereforethemasonsonlyknowaboutconstructiontechniqueswithstoneorwood.Thetrainingshallgivethemtheskillsandknowledgetoabouttheneededbrick-masonrywork.

7.3.2SkillTransferProcess:Thetrainingtookplaceasanon-jobtraining:

• To start this on-construction training, there has been a compulsory orientation day, toclarifytheconstructionstandardsofSDAandthetrainingcondition.

• Peer Mentoring System: Each local mason has been accompanied at all times by onetrainedmasonfromKathmandutogivethemthebestpossibleguidance

• Checklistswiththemostimportantskillsandaprogresscolumnhavebeenutilized• Posters with the building design and the most important EQ Safe Construction

methodologieshavebeenplacedateveryconstructionsite

• Site-engineer and trainer overlooked the construction work and the training to give thecertaintyofbestpossibleconstructionworkandefficiencyofthetraining.

• IntegrativeManagement:Theconstructionhasbeennotmoretimeconsumingcomparedto only experiencedmasonsworking since the time,material and labormanagement hasbeenmanagedinanintegrativeway

• The certification givesproof to the localmasonsof their gainedknowledgeafter the testpass

Thelocalmasonsbenefitedfromthenewlylearnedskill-set,whichcanhelpthemtofindworklateron.

Thetrainedtechniquesbenefittheareawithlearntearthquakesafetechniques(multiplication).


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7.3.3Contentoftraining1. Skilltransformation

a. Hiredmasonswillworkwithlocalmasonseveryday.b. Hiredmasonscorrectthemistakesdonebylocalsdirectlyonspotc. Localmasonsgetsupervisionbyengineers,trainerandhiredmason

2. Empowerthepeopleandtheirskillsa. Localmasonsgetnewskillsandbuilduptheconfidenceinbrickworksb. Empowerthelocalmasonrymarket

3. Onjobtraininga. Localmasonsworkwithhiredmasonsforschoolconstructionb. During this time local masons learn the bricks work, reinforced cement work,

Combinationofcementmortarforbrickworkc. Curingofbrickworkd. Cementmortarlevelbetweenthebrickse. Differentreinforcementbandsinwallconstructionforearthquakesafety

4. Getcertificatea. Aftertheconstructionworkiscompleted,theywilltakeatestregardingthebricksworkb. After passing this test, they will get certificate as skilled mason regarding steel

reinforcedbrickswork.

7.3.4Methodology:The training has been done close to the internationally accepted trainings method of CognitiveApprentice Ship (CAS). Cognitive apprenticeship describes a way of learning, specifically a teachingrelationshipbetweentwopeople.InCASlearninghappensthroughguidedexperienceoncognitiveandmetacognitive, rather than only physical skills and processes. In initial phases, learning is based onobserving and analyzing expert demonstrations. Learning is not a solitary activity. It is dependent oncoachingandclosecommunicationbetweenaninstructorandanapprentice.Having 15 years of higher vocational training experience with skill trainings in Nepal (Shangri-LaVocationalTrainingCenter),Switzerland,AustriaandGermany,weadjustedtheoriginalCASmodelofCollins, Brown and Newman17 to the construction site reality and added pre-knowledge activation(basedonmodernresearchinconstructivism)andskilltests:

• To gain an impressionof the locals skill-set, a pre-knowledge test and a repetitionof thepreviousdaystartedeachday

• Everystephasbeenshownasamodelfromtheexperiencedmason• Every step is done by the localmason under surveillance and help from the experienced

masonsfromKathmandu

• Thelocalmasonsgotthenthepossibilitytoworkmorefree,butstillundercontrollingandcheckingoftheexperiencedmasonsandsupervisedbysite-engineers

• Reflectionabouttheworkandfoundmistakesorbestpracticeexampleshelpedthemasonstounderstandtheimportanceandthereasonsofthetrainedtechniques

17Collins,A.,Brown,J.S.,&Newman,S.E. (1989).Cognitiveapprenticeship:Teachingthecraftsofreading,writing,andmathematics. InL.B.Resnick(Ed.)Knowing,learning,andinstruction:EssaysinhonorofRobertGlaser(pp.453-494).Hillsdale,NJ:LawrenceErlbaumAssociates.LudwigI.,UmbescheidtR.(2014):DritteLernortdidaktikinPflegeundSozialpädagogik–Erfahrungenaus10JahrenUmsetzung,Entwicklung&SchulunginDeutschland,ÖsterreichundderSchweiz.PädagogikderGesundheitsberufe0(1),32-54


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Towsley,2017

OurstructuredskilltransferprocesssupportstheobjectivesoftheCouncilforTechnicalEducationandVocationalTraininginNepal(CTEVT),whodescribesthenationwideneedinthissectorasfollows:“Thoughskillneedsassessment,qualityassurancesystemoraccreditationsystem,timelyproductionofhighqualityinstructorsand managers and licensing system managers, are the things the national bodies like council for technical education andvocationaltrainingshouldmostlyshouldertheresponsibilityof.(…)Asteadysupplyoftrainedmanpower,theiroptimumuse,desirablequalityconsciousnessamongtheemployeesisuntilthistimelesscaredandlessorganized.Probablythismattercouldhave been streamlined by the trade department. They too appear to beworkingwith short cited vision but if not carefullyhandledthesituationcouldbecomeworst inthecomingdays.Thatneitherhelpsthejobprovidersnorthejobseekers inrealsense.....Themutualtrustbetweentheemployerandemployeecanonlyhelpthebusinesstoprosperbutthingsareinoppositegears.Thisasksforaverywellknitbuilt-insystembetweentradetrainingorskilldevelopingagencies,employingagenciesandqualityregulatingbodieswhichunfortunatelyhasnotemergedasorganizedsectoryetinNepal.”18

Thetrainingwasdonewith integrationofknowledgefromtwo levels.The localmasonswoulddotheconstructionactivitiesunder supervisionof highly skilledmasonsofKTM, siteengineers, constructioncoordinatorandtheconstructionsupervisor.ThefeedbackwasprovidedfromalllevelandthetaskwasshownbydoingbytheKTMmasons.Inthiswayone-to-onetrainingwasdone.The traineewas taken test regularly (both theoretical-byaskinghowquestionsandpractical-bydoingthetask)andtheirresultwasrecorded inafile.Therecordingofthetestresulthelpedthetraineestoimproveintheirnextsteps.Evenwiththetrainingtoo,thequalityofthebuildingwasmaintained.

18 http://ctevt.org.np/files/Research%20Journal%202013.pdf


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SkillTestResultsNumerical

Theskilltesttakenonintervaloffixeddaysshowedthattherewasprogressionintheskillofthelocalmasons.Thereductioninsometestisalsobecausesometasksofironwasnotdonesuchasbindingofrods.“Thetraineeweregoodinstonemasonrybutduringandafterthetraining,theybecamemoreefficient

andskilledinbrickmasonrytoo.“AmitJungSubedi,BonafideEngineering

The training was conducted while constructing the schools. As the trainee had basic knowledge ofconstructionandstonemasonry, itwaseasiertotrainthembut initialtheyhadalotofproblems.Butwith continuous input from themasons from KTM and engineers, their skills increased. The chart ofresult innumberandpercentage includes the test resultsbutnotofall,asduringconstruction, sometestresultscouldnotberecordedduetopressureofconstructiontobecompleted.

SkilltestResult%

0

5

10

15

20

25

30

PointsinSkilltest1

PointsinSkilltest2

PointsinSkilltest3

PointsinSkilltest4

PointsinSkilltest5

PointsinSkilltest6

MangalThing

SanoKanchaPraja

KabirajChepang

Average

0

10

20

30

40

50

60

70

80

90

100

PointsinSkilltest1

PointsinSkilltest2

PointsinSkilltest3

PointsinSkilltest4

PointsinSkilltest5

PointsinSkilltest6

MangalThing

SanoKanchaPraja

KabirajChepang

Average


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“Ihadnotworkedwithbricksbefore.IworkedinSRDPtooforthehousesinstonemasonry.Butnowaftertraining,Ihave

confidencethatIcanworkwellwithbricksandbarbending.Thedais(Brothers)ofKTMhavetaughtmewellandnowIcanwork

withonlyinstructionofengineerstoo.”MangalThing,Trainee-SkillandTechnologytransfer

“Itwaspleasuretocomeandworkinplacelikethis.Constructingschoolsforchildrenmademeproudand

satisfied.Wedidourbestinconstructingtheschoolsanditfeelsgoodtoteachotherstodothework.Iwishallthebestfor

futureoftheorganization.”GovindaShrestha,Trainer/KTMmason-Skilland

TechnologyTransfer

8.SocialDimensionODHR–OwnerDrivenHousingReconstructionODHR as we practised it, in the first successfully completed reconstruction in Nepal after theEarthquakesof2015(SRDPandBRSPproject)isahabitatsolutionthatisparticipatoryandsustainable,thatpromotessocialcohesion,andincreasesself-reliance.Ithadbeensuccessfullyimplementedinpost-disasterareasinPakistan,Haiti,India,SriLankaetc.PartofODHRisalongstart-upperiodmarkedbyassessmentsandparticipatoryplanning.Comparedtootherhousingprojectsthereareoveralllowercostsforonehouse,buthigherexpendituresbecauseofsupervisionandassessments.ThreePrincipleswerefollowedclosely:• participatoryprocessofdecisionmaking• adequatetechnicalsupport(design,approvals,training,technicalassistance,supervision)• adequatefinancialassistance

ACompleteGraphicofODHRinSRDPispresentedonPage5.CDSR–CommunityDrivenSchoolReconstruction

The decision to imply a self-contribution schemewas animportantdevelopmentalfactor,whichiswidelypractisedinNepalandwaspartofprevious12Shangrila/Govindaschoolconstructions formore than4000children in fourdistricts inNepal.Wehavea longexperience in realizingschool constructions with the local communities. Besidean increased sense of ownership to involve thecommunitycloselytothewholeprocess(CDSR),resultingin a higher sense of ownership than in standardreconstruction projects where the local community ismerely a passive recipient, so that the project costsdecreasedaswell.Theinvolvementandself-contributionofcommunity,isanoftenunderestimatedandimportantfactorindevelopmentcooperation.


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The local implementation, the participation, the integration of existing knowledge and the sense ofownershipareincreasingimmensely.Wehaveseendozensofunfinishedprojects,orprojectsthatarenotmaintained/ utilized inNepal after the construction. They speak a clear languagewhen the rightbalance isnot found to involve the local communityactively,or fast,andoftensimplerand/ormoreexpensivewaysaregone.Projectsarethenoftendesignedatdesks,andthelostresourcesforNepalareimmense.Thus, the project had to be tailored tomeet the social and cultural context, especially regarding thesituation in Makwanpur (high illiteracy rate, low awareness levels, high poverty, an extremelyunderprivileged target group). For transportation cash was paid out In Makwanpur most materials

(stones, wood, mud, bricks, sand) were procured and transported by the Community membersthemselves.The involvement of the community, SMC and SRC made it much more easier in planning theprocurement and construction of the schools. In the regular meetings, decisions regarding materialcollection,transportationandworkingtime(timeforcultivationwaspre-decided)werediscussed.TheSMCandSRCmeetingwithcommunitymadethepaymenttobeasperthetrendinthecommunitysothatitwassocialyetnotoverpriced.Someworkwhichweregivenincontractbasisinthecommunityitselfwerenegotiatedsothatitwouldbejustifiableforbothparties.

Theself-contributionisshowninChapter6.Maleandfemalewereequallyaddressedbytheproject.Labourpaymentformenandwomenwerethesameasdecidedbytheboards,whileatthesametimewomenwerenotpermittedtocarryveryheavyloads.Theinvolvementindecisionmakingfromthecommunitywasalsoequallyaddressed.Therewasaspecialfocusonwomen'sneeds/practicalgenderneedsregardingflankingmeasures:

• SufficientSanitarySystemsGirlsleavetheschoolsoften,whentoiletsystemsarenotexisting.

• SDALiteracyHome:

Girlsbreaktheattendanceoftheschoolearlyduetothelongschoolroutesintheregion.Accordingtoastudyby theNepalese government, 63%ofwomenaremarriedbefore they reach the ageof 18, 7%alreadybeforethe10th.InruralareaslikeMakwanpur,scripturesandcustomsaremorethanlawsandwomenarerarelyequaltomen.Mostmarriagesarearranged,widowsareexpelled,andmanywomenare left alone by men who migrate abroad. In addition to the ethical aspects and tragic destiniesassociatedwiththis,alargenumberofstudiesprove:Education of girls is driving their own development and that of thewhole country. Theymarry laterwhentheygotoschoolanddevelopmoreself-confidence inorder todefendthemselves forexample


Page26of36

againstachildren'smarriage.Thebirthrateisdecliningwithincreasingeducationalattainmentandthehealthstatusinthewholefamilyisincreasing.Girls' incomesincreaseby15-25%witheachcompletedschool year, and evenmore, they reinvest 70% of their salary in the family. Children'sweddings arereducedby70%.Therearestudiesshowingthatadoublingofthegirlsintheadvancedlevel,accompaniedbyanincreaseineconomicgrowthof30%.Manyprojectexamples thatwehaveobserved inNepal inmorethan18yearsconfirmthis.AlreadyintheprojectsinWestNepal(Jumla/Mughu)wehaveincreasinglyfocusedtheinvolvementofwomen.“Shangri-Laisdifferentthanotherorganizations.Itsworkingstyleisdifferentandinfavourofpeopleeventhoughpeoplecompletely

don’tunderstandit.Schoolconstructionhasfinished,whichisstrongandgood,andregularprogrammeofmid-daymealis

helpingtoincreaseattendanceofchildren.”RajkumarPraja,SMCMember,kalikaPrimarySchool,Sarsi

9.Flankingmeasures9.1ToiletsTheconstructionoftoilets(for3schools)startedwhentheschoolconstructionwasnearcompletion.Assanitationisacrucialelementandschoolistheplacewherechildrenlearnaboutit,theconstructionwasincludedasapartofschoolconstruction.Theconstructionoftoiletusedthestructurethatwasflexible.Thetoiletconsistedoflowerpartofbrickworkandupperhalfofwaterproofplysothatiftheschoolwantedforexpansion,itwouldbeeasier.Butwhileadoptingthismethodtoo,earthquakesafetywastakenhighlyinconsideration.ToiletinDhushrangschoolwasmadeoutofbricksastherewasexcessamountofbricksavailable.9.2DeskandBenchesAfterthefinishingworkoftheschooliscompleted,deskandbencheswillbesupportedtoeachschoolaspertherequirement.Sinceschoolisnotonlythebuildingbutalsotheinfrastructuretomakeitlearningfriendly,thesupportofdeskandbencheshavebeenincludedinthisproject.9.3GabionandRetainingWallsTheareaoflandwasnotsufficienttoconstructschoolinDekhari.So,thelandwasimprovedbyprovidinggabionwallinfrontandretainingwallforthesupportofslopelandonbacksideofschool.Bythispropersetbackisalsomaintained.TheareaoflandinSarsiwaswidenedbycuttingslopepartadjacenttoland.Gabionwallisconstructedwithstoneandgabionwireandtheretainingwallhasbeenconstructedwithstoneandcementwithaconcretebandonthetop.Thesewallsweremadeasadditionalsafetyofthebuildingthatwasmade.Theretainingwallistoreducetheloadofthelandbehindtheschoolandthegabionwallistosupporttheloadofthefoundationoftheschool.


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9.4EducationMaterialsOncetheschoolconstructioniscompleted,educationalmaterialssuchasalphabeticalposters,whiteboards,teachingmaterialsandothervisualizationposterswillbeprovidedtotheschools.9.5ChildFriendlyPainting/ClassroomsTheinternalpartoftheclassroomhasbeenpaintedinachildfriendlymanner.Theupperpartispaintedwithdistempercolourandthelowerparttill4feethasbeenpaintedwithwaterproofcoloursothatthecolourdoesnotgetstainsandaddsbrightnesstotheclassroom.Thedecisionofthecolouringwasdonetakinginconsiderationthepublicbuildingpaintingguidelineofthegovernmentandthesuggestionoftheteachersoftheschool.AstheschoolsinSarsiandDekhariareonly till grade3and thatofDhushrangandkalikatar is forprimary level, thepaintinghad tobechildfriendlyasthesesmallkidsarepronetomakingthewalldirty.The outer part of the school was neither plastered nor painted so that the people could see thetechnologythathasbeenintroducedandlearnwherethebandshavetobeconstructedforearthquakesafety.Theexposureofthetechnologymadetheschoolsliveexampleofthebrickmasonrywork.

10.SustainabilityToensureownershipcommunityhadbeeninvolvedinallplanningstagesandplayedamajorroleintheimplementationprocessthroughtheirself-contributioninkindandlabour.Maintenance is a crucial part of sustainability of the structures and requires not only a sense ofownership,buttechnicalskills,financialresources,accesstotoolsandfollow-upinspections.Asthelocalmasonswere trained during the construction, themaintenance is expected to be easier if needed infuture.ThehandingoverofthedesignsoftheschoolstotheSMCwillmakeiteasiertothecommunitytohaveknowledgeonhowthebuildingsweremadeandtomultiplythestructureifdesired.Athoroughmaintenancecheckfromtheengineeringcompaniestookplaceoncetheconstructionwascompleted. Theengineering companyand theexternal contractor for roofworkare responsible for aliabilityperiodof6monthsformaintainingthehouses.Nevertheless,themainresponsibilityfortheSchool isoftheSMCandcommunity,which isconfirmedand described in a "memorandum of understanding (MoU)", passed to the beneficiaries duringhandoveroftheschools.Due to the fact that SDA is active in Makwanpur together with Govinda- Germany and Shangrila-Switzerland there is no real phasing out of SBRES project. There will always be monitoring andsupervisionofthebuildings.

11.Lessonslearned11.1TheimportanceofteamworkItcannotbeemphasisedenoughhowimportantteamrelatedissueswere.Teamworkcanberegardedas one of themajor success factors. Good communication, respectful cooperation, commitment andteam-buildingmeasurescontributedtothis.


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11.2ThetimefactorThetimefactorisanotherveryimportantissue.Timepressurecaneasilybecausedbecausesituationsarisethatpreventpeoplefromwork-inourcasethelocalelections.

Anotherexampleforasituationthataddedtothetimepressurewaswhenthemanagementstructures,whomwepractisedandevaluatedalreadyinSRDPhaven’tbeenimplementedinNovember-December2016. After the reasons for the time/ finance loss have been assessed and proper structures (asdescribed in Chapter 5,6 and 7) have been implementedwith high field presence of the leaders, theprogresswentrapidlyforward.

Acquiringgovernmentapprovalsforreconstructionprovedtobeextremelytime-consuming.Inadditionregulationsmaychangeandthusrequiredesigns tobere-donefor1.5yearswitha loadofextraandnightworkforengineers,teamandboardmembers.

11.3CommunityparticipationTheprincipleofOWNINGthereconstructionprocessproveddifficultforthebeneficiariesinthepreviousSRDP. A proper implementation of board decisions and leadership has avoided this problem in theschoolreconstruction,sothataweachievedaverysuccessfulcommunityparticipation.Thehighself-contributionisjustoneofthegreatresultsinthisregard.

11.4Monitoringtools/formatsandtheirimplementationMonitoring tools and formats, especially regarding finances, but also for procurement, constructionsupervision,self-contributionetc.areessentialforanyconstructionproject.Correctimplementationhastobeassuredandstaffhavebeentrainedintheiruse.Thetools'andformats'havebeenutilizedmuchbetterthanthepreviousSRDPproject.Themanagementofa largebuildingproject infourruralareaswithoutroadsandtechnologies,withthesefinancialresultsandadministrationcostsisunique.11.5SupervisionandqualitycontrolClosesupervisionandtechnicaladviceisessentialtoensurequalityconstruction.Constructionexpertsdemonstrationandsupportconcerningconstructiondetailsespeciallyregardingearthquakesafetyhavebeen proved fruitful not only to the masons but to the engineers as well. Regularmonitoring/supervision visits of all construction sites by experts (architects/carpenters) are necessaryonaweeklybasisatminimum-moreoftenatcriticalpoints. Maintainingfieldvisitreports(includingphotosofconstructiondetails)andconstructionstagechecklistsisanimportantpartofthesupervision.


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12.AcronymsGA GovindaAssociation(Germany)SDA Shangri-LaDevelopmentAssociationSAShangrilaDevelopmentAssociation(Switzerland)SBRES Shangri-LaSchoolBuildingReconstructionandEducationSupportprojectNRA NationalReconstructionAuthorityCLPIU CentralLevelProgrammeImplementationUnitDoE DepartmentofEducationVDC VillagedevelopmentCommitteeHO HouseownerLP LalitpurMP MakwanpurODHR OwnerDrivenHousingReconstructionCDSR CommunityDrivenSchoolreconstructionSC self-contributionMBoQ MasterBillofQuantityBoQ BillofQuantityFLC fieldlogisticcoordinatorMoU MemorandumofUnderstandingSE siteengineerSOH Shangri-LaOrphanageHomeSIS Shangri-LaInternationalSchoolSRDP Shangri-LaReconstructionandDevelopmentProjectSWC SocialWelfareCouncilDUDBC DepartmentofUrbanDevelopmentandBuildingConstructionTLC TemporarylearningCentreRCC ReinforcedCementConcreteCGI CorrugatedgalvanisedironSMC SchoolManagementCommitteeSRC SchoolReconstructionCommitteeEC ExecutiveCommitteeEQ EarthquakeCAS CognitiveApprenticeShipCTEVT CouncilforTechnicalEducationandVocationalcenterSVTC Shangri-LaVocationaltrainingCentreKTM Kathmandu


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13.BibliographyBeine,David/Caughley,Ross/Shrestha,Dwarika:Chepang-thenandnow.LiveandChangeamongtheChepangofNepal,BlurbBooks2012Bista,DorBahadur:PeopleofNepal,Kathmandu1996Central Bureau of Statistics, Government of Nepal: 2011 National Population and Housing Census,Kathmandu2011Collins,A.,Brown,J.S.,&Newman,S.E.(1989).Cognitiveapprenticeship:Teachingthecraftsofreading,writing, andmathematics. In L. B. Resnick (Ed.)Knowing, learning, and instruction: Essays in honor ofRobertGlaser(pp.453-494).Hillsdale,NJ:LawrenceErlbaumAssociates.Community Research and Training Center (CRTC): PRAReport of Kalikatar andBharta inMakwanpur,Nepal,Kathmandu,2015CTEVT-CouncilforTechnicalEducationandVocationalTraininginNepal(CTEVT):TechnicalandVocationalEducationandTrainingDevelopmentJournal,2013,http://ctevt.org.np/files/Research%20Journal%202013.pdfIFRC-InternationalFederationofRedCross/RedCrescentSocieties:Owner-DrivenHousingReconstructionGuidelines,2010,http://www.ifrc.org/PageFiles/95526/publications/E.02.06.%20ODHR%20Guidelines.pdfLudwigI.,UmbescheidtR.(2014):DritteLernortdidaktikinPflegeundSozialpädagogik–Erfahrungenaus10JahrenUmsetzung,Entwicklung&SchulunginDeutschland,ÖsterreichundderSchweiz.PädagogikderGesundheitsberufe0(1),32-54Maharjan,KeshavLall/Piya,Luni/Joshi,NirajPrakash:AnnualSubsistenceCycleoftheChepangsinMid-HillsofNepal,in:HimalayanJournalofSociology&Anthropology-Vol.IV,2010MinistryofHomeAffairs(MoHA),GovernmentofNepal:NepalEarthquake2015.DisasterRecoveryandReconstructionInformationPlatform,http://drrportal.gov.np


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14.Appendix14.1SchoolConstructionReport


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14.2SkillTransferTestForm(FileavailableinNepaliLanguageinSDAOffice)14.3Finance

Shangri-LaDevelopmentAssociationSchoolConstructionProject,MakwanpurFinancialPositionasatMay15,2017

Description Amount(NRs)

A.SourcesofFunds GrantsReceived 12,741,507.01Payables 1,827,769.19

Total(A) 14,569,276.20B.Applicationoffunds ApplicationasExpenses A.AdministrativeCosts TravelExpenses 53,989.90 SalaryofSupervisor&FieldLogisticCoordinators 227,666.36 FieldMeeting&OtherExpenses 113,490.00 395,146.26

Subtotal(A) 395,146.26B.ProgramCosts B1.SchoolConstruction Design,Drawings&ConstructionSupervision 1,718,113.00 1,718,113.00LogisticManagementforEngineers&FieldCo-ordinatorsinfield 229,795.00TechnologyTransferCost

949,956.59

DirectCostincurredforSchool ShreePrajaUttahanPrimarySchool,Dhursang 2,046,075.73 ShreeSatyaDeviPrimarySchool,Dekhari 1,549,089.24 ShreeKalikaPrimarySchool,Sarsi 1,435,748.55 ShreeBhawaniMaviPrimarySchool,Kalikatar 1,480,583.97 6,511,497.49B2.Toilet ConstructionDesign&SupervisionbyEngineersDirectcostincurredfortoilet 90,427.00ShreePrajaUttahanPrimarySchool,Dhursang 120,183.71 ShreeSatyaDeviPrimarySchool,Dekhari 105,810.61 ShreeKalikaPrimarySchool,Sarsi 274,983.24 500,977.56B3.ProtectionWalls GabionWireWall 104,148.32 RetainingWall 96,918.56 201,066.88C.BankBalance 3,972,296.43

Subtotal(B) 14,174,129.94Total(A+B) 14,569,276.20

Note:OurfinancialstatusisbalanceofNRs.39.72lakhsfromwhichfurtherworkoffurnituresupportandretentionwallatthebacksideofTLCofDekharischoolispending.


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14.4Impressions

SchoolPicturesreportsandpicturesonourwebsite:http://www.waisenkind.ch/_hp2/index.php?nr=B3

DhushrangSchool

SarsiSchool

DekhariSchool


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KalikatarSchool

FlankingMeasures

Retaining/GabbionWall

ClassroomwithWhiteboard(new)andbenches(old-whichwillbereplacedwithinthismonth)andToilet


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ProjectArea–ConstructionsitesinRuralAreaswithoutRoadAccess

FortheFutureofNepal

Thisprojectwasrealized,suffered,learnedfromSDA-thefirstgenerationofSOHandfutureofNepal


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- Nepalwillriseagain–Changedoesnotbeginanywhereotherthanwithyou-

project completion report - waisenkind completion report_sda school...14.1 school construction...

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