Thermo-Technical Retrofitting of State-Owned Schools and Kindergartens in Ulaanbaatar, Mongolia

Thermo-Technical Retrofitting of State-owned Schools and Kindergartens In Ulaanbaatar, Mongolia

Preliminary study Main Report

Ulaanbaatar, Mongolia, 2014

Contents Introduction 6 1. Rationale 6 2. Background, objectives and the methods of the study 9 2.1. Background 9 2.3 Method and approach of the study 11 2.3.1 Scope of the study 12 2.3.2 Study tools 12 3. Issues related to the education sector of Mongolia and conditions of school and kindergarten buildings in Ulaanbaatar 12 3.1. Current situation and objectives of education development 12 3.2 School and kindergarten buildings, learning environment and challenges facing 15 3.3 School and kindergarten buildings in Ulaanbaatar 17 3.4 Need for thermo-technical retrofitting of buildings, legal frame work (Building norms and regulations (BNR), other legislation) 17 3.5 Tariff system 19 3.6 Experience and results of the demonstration project GIZ/USAID 19 4. The study results and analysis 22 4.1. The study results on kindergartens in Ulaanbaatar 22 4.1.1 General information 22 4.1.2 The current physical and operational conditions of buildings 26 4.1.3 Operational conditions of buildings 27 4.1.4. Kindergarten budget, expenses for heating, maintenance and overhaul work 43 4.2. The survey results and analysis of schools 45 4.2.1 General Information 45 4.2.2. The current physical and operational conditions of buildings 48 4.2.4 Engineering infrastructure provision 53 4.2.5 School budget, expenses for heating, maintenance and overhaul work 63 5. Recommendations for selection of buildings for TTR 66 6. TTR investment calculation and savings 69 6.1. Kindergarten buildings 69 6.2. School buildings 69 6.3. Total investment 70 6.4. Heat energy saving and results 74

List of Abbreviations ADB Asian Development Bank BMZ Germany Federal Ministry for Economic Cooperation and Development (Bundesministerium für Wirtschaftliche Zusammenarbeit und Entwicklung) CDM Clean Development Mechanism EUR Еuro GASI General Authority for Specialized Inspection GIZ German International Cooperation ICLEI SEA International Council for Local Environmental Initiatives South East Asia JICA Japanese International Cooperation Agency KfW Kreditanstalt für Wiederaufbau KOICA Korean International Cooperation Agency CDIA “Cities Development Initiative for Asia” MES Ministry of Education and Science MEGD Ministry of Environment and Green Development MNT Mongolian National Tugrik MCUD Ministry of Construction and Urban Development MED Ministry of Economic Development UN ESCAP United Nations Economic and Social Commission for Asia and the Pacific TTR Thermo-Technical Retrofitting (meaning insulation of the building envelope such as external walls, roof, floor, replacement of windows and entrance doors, renovation of the heating system) Exchange rate: 1 USD = 1750 MNT1

List of Appendices Appendix 1- General data of schools and kindergarten Appendix 2- Energy savings and calculation of Investment Appendix 3- Basic information of schools and kindergartens Appendix 4- Photo documentation of schools and kindergartens Appendix 5- Plan of schools and kindergartens

1 Official exchange rates of bank of Mongolia, April, 2014

List of Tables

TABLE 1: LOCATION OF SCHOOLS AND KINDERGARTENS STUDIED, BY DISTRICTS ...... 12 TABLE 2: PLAN FOR KINDERGARTEN BUILDINGS AS OF MASTER PLAN ...... 14 TABLE 3: PLAN FOR SCHOOL BUILDINGS ...... 15 TABLE 4: THE NUMBER OF KINDERGARTEN FACILITIES ...... 23 TABLE 5: NUMBER OF THE SCHOOLING BUILDINGS ...... 46 TABLE 6: TYPE 1 KINDERGARTEN BUILDING...... 71 TABLE 7: TYPE 2 KINDERGARTEN BUILDING...... 71 TABLE 8: TYPE 1 SCHOOL BUILDING ...... 72 TABLE 9: TYPE 2 SCHOOL BUILDING ...... 72 TABLE 10: TYPE 3 SCHOOL BUILDING ...... 73 TABLE 11: TYPE 4 SCHOOL BUILDING ...... 73 TABLE 12: TYPE 5 SCHOOL BUILDING ...... 74

List of Figures FIGURE 1: NUMBER OF SCHOOLS AND KINDERGARTENS IN ULAANBAATAR ...... 9 FIGURE 2: NUMBER OF SCHOOL AND KINDERGARTEN CHILDREN IN UB ...... 10 FIGURE 3: BUILDING NO.8, CHINGELTEI DISTRICT, 5 TH KHOROO ...... 19 FIGURE 4: SCHOOL NO.63 IN KHAN-UUL DISTRICT, YARMAG ...... 20 FIGURE 5: SOLAR COLLECTORS FOR WARM WATER ON ROOF OF SCHOOL NO.63 ...... 21 FIGURE 6: PROPORTION OF 431 STATE OWNED AND NOT STATE OWNED KINDERGARTEN IN UB ...... 22 FIGURE 7: NUMBER OF SCHOOLS AND KINDERGARTENS BY DISTRICT ...... 23 FIGURE 8: DAY CARE CENTER NO.10 FOR CEREBRAL PARALYZED CHILDREN, BAYANZURKH DISTRICT, ...... 24 FIGURE 9: CAPACITY OF KINDERGARTENS, (BY NUMBER OF CHILDREN)...... 24 FIGURE 10: OVERLOADING OF KINDERGARTENS IN UB ...... 25 FIGURE 11: TEACHER G.MEGZER OF KINDERGARTEN NO. 157, BAYANGOL DISTRICT ...... 25 FIGURE 12: KINDERGARTENS BY YEAR OF CONSTRUCTION ...... 26 FIGURE 13: KINDERGARTEN BUILDINGS IN NEED OF ROOF RENOVATION ...... 27 FIGURE 14: ROOF OF KINDERGARTEN NO.106, SONGINOKHAIRKHAN DISTRICT (PARTIALLY RENOVATED) 27 FIGURE 15: THE FAÇADE DAMAGE DUE TO RAIN WATER, KINDERGARTEN NO. 121, KHAN-UUL DISTRICT 28 FIGURE 16: THE CRACKED WALL, KINDERGARTEN NO.4, CHINGELTEI DISTRICT ...... 28 FIGURE 17: NUMBER OF KINDERGARTEN BUILDINGS IN NEED OF WALL REPAIR, ...... 29 FIGURE 18: BROCKEN AND DILAPIDATED FLOOR, KINDERGARTEN NO.145, KHAN-UUL DISTRICT ...... 29 FIGURE 19: NUMBER OF KINDERGARTENS IN NEED OF FLOOR REPAIR, BY CONSTRUCTION YEARS ...... 30 FIGURE 20: NUMBER OF KINDERGARTENS REQUIRING WINDOW REPLACEMENT, ...... 30

FIGURE 21: VACUUM WINDOW AND MOLD APPEARANCE, KINDERGARTEN NO.71, KHAN-UUL DISTRICT 31 FIGURE 22: OTHER REPAIRS REQUIRED, DIVIDED BY YEARS OF CONSTRUCTION ...... 31 FIGURE 23: OUTSIDE AREA, KINDERGARTEN NO.52, BAYANZURKH DISTRICT ...... 32 FIGURE 24: KINDERGARTENS WITHOUT OVERHAUL, BY YEARS OF CONSTRUCTION ...... 32 FIGURE 25: HEATING SYSTEM OF KINDERGARTENS ...... 33 FIGURE 26: HEATING BOILER, KINDERGARTEN NO.62, BAYANZURKH DISTRICT ...... 34 FIGURE 27: ELECTRICAL HEATING BOILER, KINDERGARTEN NO.188, SONGINOKHAIRKHAN DISTRICT ...... 34 FIGURE 28: THE HEATING QUALITY OF KINDERGARTENS ...... 35 FIGURE 29: CONDENSATION AND MOLD GROWTH IN CLASSROOM, KG. NO.100, BAYANGOL DISTRICT ... 35 FIGURE 30: HEATING QUALITY SHOWN BY CONSTRUCTION YEARS ...... 36 FIGURE 31: LOWEST TEMPERATURE IN KINDERGARTENS ...... 36 FIGURE 32: CONDENSATION AND MOLD IN CLASSROOMS, KINDERGARTEN NO.71, KHAN-UUL DISTRICT 37 FIGURE 33: AVERAGE ROOM TEMPERATURE BY DISTRICTS ...... 37 FIGURE 34: CONNECTION TO WATER GRIDS ...... 38 FIGURE 35: KINDERGARTEN DEEP WELL KIOSK, KINDERGARTEN NO.166, SUKHBAATAR DISTRICT ...... 38 FIGURE 36: SEWAGE TANK, KINDERGARTEN NO. 62, BAYANZURKH DISTRICT ...... 39 FIGURE 37: KINDERGARTENS IN NEED FOR SANITATION RENOVATION, BY YEAR OF CONSTRUCTION ...... 39 FIGURE 38: STATUS OF SANITATION PIPES, KINDERGARTEN NO.3...... 40 FIGURE 39: SANITATION FACILITIES, KINDERGARTEN NO.3 ...... 40 FIGURE 40: WASHING MACHINES, KINDERGARTEN NO.101, SONGINOKHAIKHAN DISTRICT ...... 41 FIGURE 41: NUMBER OF KINDERGARTENS REQUIRING THE RENOVATION OF ELT. INSTALLATIONS, ...... 41 FIGURE 42: OUT-DATED ELECTRICAL WIRING, KINDERGARTEN NO.27, KHAN-UUL DISTRICT ...... 42 FIGURE 43: NUMBER OF KINDERGARTENS IN NEED OF VENTILATION SYSTEM RENOVATION, ...... 42 FIGURE 44: KITCHEN VENTILATION DUCT, KINDERGARTEN NO.101, SONGINOKHAIRKHAN DISTRICT ...... 43 FIGURE 45: BUDGET OF KINDERGARTEN NO.30 OF BAYANGOL DISTRICT...... 44 FIGURE 47: HEATING BUDGET OF THE KINDERGARTENS ...... 44 FIGURE 48: PROPORTION OF 203 STATE-OWNED AND NON-STATE-OWNED SCHOOLS IN ULAANBAATAR 45 FIGURE 49: NUMBER OF SCHOOLS BY DISTRICT ...... 45 FIGURE 50: CAPACITY OF SCHOOLS, (BY NUMBER OF CHILDREN) ...... 46 FIGURE 51: OVERLOADING OF THE SCHOOLS IN ULAANBAATAR ...... 47 FIGURE 52: SCHOOL NO.92 OF BAYANZURKH DISTRICT, NUMBER OF SEATS 960 (2013) ...... 47 FIGURE 53: TEACHER O.SARANTUYA OF SCHOOL NO.93, BAYANGOL DISTRICT ...... 48 FIGURE 54: SCHOOLS BY YEARS OF CONSTRUCTION ...... 49 FIGURE 56: SCHOOL NO. 38, CONSTRUCTION YEAR 1956 ...... 49 FIGURE 57: SCHOOL BUILDINGS IN NEED OF ROOF RENOVATION ...... 50 FIGURE 58: ROOF OF SCHOOL NO. 88, BAYANZURKH DISTRICT ...... 50

FIGURE 59: NUMBER OF SCHOOL BUILDINGS IN NEED OF WALL REPAIR, BY CONSTRUCTION YEARS ...... 51 FIGURE 60: THE CRACKED WALL, SCHOOL “MONGENI”, BAYANGOL DISTRICT ...... 51 FIGURE 61: NUMBER OF SCHOOLS IN NEED OF FLOOR REPAIR, BY CONSTRUCTION YEARS ...... 52 FIGURE 62: NUMBER OF SCHOOLS REQUIRING WINDOW REPLACEMENT, BY CONSTRUCTION YEARS ...... 53 FIGURE 63: OTHER REPAIRS REQUIRED, BY YEARS OF CONSTRUCTION ...... 53 FIGURE 64: HEATING SYSTEM OF SCHOOLS ...... 54 FIGURE 65: HEATING BOILER, SCHOOL NO. 113, BAYANGOL DISTRICT ...... 55 FIGURE 66: SCHOOL “AMGALAN”, BAYANZURKH DISTRICT ...... 56 FIGURE 67: THE HEATING QUALITY OF SCHOOLS ...... 56 FIGURE 68: LOWEST TEMPERATURE IN SCHOOLS ...... 57 FIGURE 69: AVERAGE ROOM TEMPERATURE IN WINTER, BY DISTRICT ...... 57 FIGURE 70: MOTOR-EQUIPPED WELL, SCHOOL NO. 87, (BAYANZURKH DISTRICT) ...... 58 FIGURE 71: SCHOOL NO. 85 WATER TANKS, BAYANZURKH DISTRCT ...... 58 FIGURE 72: WASTE WATER TANK OF SCHOOL NO. 55, (BAYANZURKH DISTRICT) ...... 59 FIGURE 73 SCHOOLS IN NEED FOR SANITATION RENOVATION, BY YEAR OF CONSTRUCTION ...... 59 FIGURE 74: SANITARY OF SCHOOL NO. 84, BAYANZURKH DISTRICT ...... 60 FIGURE 75: PIT LATRINE OF SCHOOL NO. 35, SUKHBAATAR DISTRICT ...... 60 FIGURE 76: NUMBER OF SCHOOLS REQUIRING THE RENOVATION OF ELECTRICAL INSTALLATIONS, ...... 61 FIGURE 77: ELECTRICAL WIRING OF SCHOOL NO.15, KHAN-UUL DISTRICT ...... 62 FIGURE 78: NUMBER OF SCHOOLS IN NEED OF VENTILATION SYSTEM RENOVATION, ...... 63 FIGURE 79: PERCENTAGE OF FIXED COSTS IN THE TOTAL ANNUAL BUDGET OF SCHOOL NO. 40,...... 64 FIGURE 80: COMPOSITION OF THE FIXED COSTS BY HEATING SYSTEM ...... 64 FIGURE 81: HEATING BUDGET OF THE SCHOOLS ...... 65 FIGURE 82: KINDERGARTEN NO.141 IN BAYANGOL DISTRICT, BUILT IN 1991...... 67 FIGURE 83: KINDERGARTEN NO. 45 IN BZD, CONSTRUCTION YEAR 2003, AREA WITH MOLDS ...... 67

Introduction The pre-school, primary and secondary education is the most important phase in the education system providing the theoretical and practical knowledge, right social life attitude and skills and basic knowledge to obtain a higher education. In general the overall quality of education defines the country’s labour productivity. But the education quality depends on factors such as teaching method quality, learning environment and finance. Especially children’s health and learning capability are highly dependent on the school and kindergarten environment. Learning environment in Mongolia is defined by Mongolian Education Law, paragraphs 42.1, 42.4, 42.5, 42.6, Preschool Organization Law provisions 5.1, 8.3, 8.4, 8.12, 9.7, 10.1, 10.3, 11.2.1, 11.2.10, 11.2.11, 12.1, 12.8.3, 12.8.4, security requirements for school and kindergarten external and internal environment, relevant provisions of the Decree of Minister of Education No.405, 41, 354, and the relevant provisions of "Bylaw on hygienic requirements for operation of training and educational institutions". Schools and kindergartens in Ulaanbaatar are spending approximately 10 percent of total funding for fixed costs such as costs for electricity, heating, water, sewage and fuel transportation. Out of these 75-77.6 % of the fixed costs are costs for heating.2 The implementation of thermo-technical retrofitting measures in public schools and kindergartens would help to reduce significantly this type of costs and creating a healthy and enhancing learning environment for the young Mongolian generation in Ulaanbaatar already strongly battered by air pollution and other environmental damages. This preliminary study analyses the general conditions , construction quality, performance, age and infrastructure provision of public school and kindergartens in Ulaanbaatar city as well as the number of public schools and kindergarten, their installed capacity, occupancy rate and number of teaching and administrative staff. In the frame work of this study the following quantitative survey/analysis has been carried out such as the number of existing state owned public schools and kindergartens in Ulaanbaatar, number of children enrolled, initially designed capacity, number of employees, building deficiencies, performed repair works, maintenance, heating budget and other important data. Furthermore, the percentage of fixed and maintenance costs in the total budget expenditure of public schools and kindergartens has been elaborated.

1. Rationale The rapid urbanisation of the Asia-Pacific region entails the risk of widening supply gaps, in particular for water supply and sanitation systems, energy supply, land use and food security. However, the majority of cities/municipal administrations and municipal utilities in Asia-Pacific continue to plan and manage along sectoral lines and within municipal boundaries, and rarely in a coordinated and integrative manner. Consequently they are not able to fully utilise the interaction and synergies between water, energy and

2 “Education sector overview study”, Economic Research Institute, Mongolian Education Alliance, 2013

food security and the potential co-benefits arising from integrated resource management and planning for cities and their regions. It is increasingly evident that the resource footprint of cities, as well as ecosystem boundaries, transcend administrative boundaries, calling for coordination across actors and institutions. The need for integrated planning requires a multi-disciplinary approach as well as effective and dynamic governance. The nexus approach aims at integrated planning and management processes of the key sectors of energy, water and food security, and this can contribute substantially to the long-term sustainable development of rapidly growing cities and their regions. It is crucial, in this context, to involve municipal and regional actors and utilities towards more integrated planning and management of the nexus sectors. To respond to these needs, the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH and the United Nations Economic and Social Commission for Asia and the Pacific (ESCAP) are implementing the project “Integrated resource management in Asian Cities: the urban nexus”, financed by the German Federal Ministry of Economic Cooperation and Development (BMZ). This project will assist in introducing of integrated resource management approaches in city planning and management of energy, water, and food supply security in selected 10 cities of 6 countries of the Asia and the Pacific region. The policy partner of this project is UN ESCAP based Bangkok and ICLEI SEA is the implementing partner. Ulaanbaatar is one of the 10 cities selected within this project, and has submitted specific proposals for cooperation to the regional GIZ project. One of these proposals is “Thermo-Technical Retrofitting of state-owned schools and kindergartens in Ulaanbaatar”. In times where the supply of buildings with district heating in Ulaanbaatar becomes more difficult day by day heat energy savings and efficient usage of heat energy are getting utmost important. Therefore the capital city of Ulaanbaatar is paying increased attention to this issue and elaborating project and programs for reduction of thermal losses and increasing energy efficiency of buildings by saving of heat energy in existing apartment and public buildings. A survey on state owned primary and secondary schools and kindergartens in Ulaanbaatar identifying buildings where the thermo-technical retrofitting is necessary is an essential part of this effort. On the one hand the thermo-technical retrofitting on public schools and kindergartens would improve the learning environment of students and children and on the other hand it would decrease the running costs contributing to the decrease the pressure on the city budget as a result of energy saving. Especially l insulation of schools and kindergartens not being connected to the central grid would allow reducing costs for heat only boilers and thus contributing to the air pollution reduction in the city as demonstrated by a demonstration project3 implemented by GIZ/USAID in 2012.

3 Thermo-technical retrofitting of three schools in Ulaanbaatar, Mongolia, financed by USAID and implemented by the GIZ Integrated Urban Development Program in 2012.

The prefeasibility study on “Thermo-Technical Retrofitting of Ulaanbaatar State-owned Schools and Kindergartens” was conducted in March/April 2014, covering all state owned schools and kindergartens in the six core districts of Ulaanbaatar city4. In Ulaanbaatar there are 203 schools, 115 of them being state-owned and 431 kindergartens, 181 of them being state-owned. Out of the 115 public schools 5 school buildings are out of use, 4 schools don’t have own schooling facilities, thus renting spaces for their school operation. Out of the 168 public kindergartens 7 are out of use due to inability to meet building norms and standards especially with regard to earthquake resistance. The Specialized Inspection Authority of Ulaanbaatar city issued an inspection report recommending demolishing of another 12 school and 31 kindergarten buildings.5 Most of the existing 115 school and 168 kindergarten buildings face excessive heat loss, leaking roofs, poor airtightness of windows and doors, poor ventilation, worn out and leaking water pipelines, excessive humidity and moulds in classrooms, blocked horizontal and vertical pipelines, and in winter the temperature reaches as low as 10- 17°С. This clearly demonstrates the urgent need for comprehensive thermo-technical renovation. Out of 115 state-owned schools, 33% (38 school buildings) and out of 168 state-owned kindergartens, 29.7% (50 kindergarten buildings) are not connected to the central heating grid presenting optimal conditions for complementation with renewable energies (solar thermal) for warm water provision for hand washing, for the kitchens and eventually showering after sports. 41 schools and 57 kindergartens are located in the ger district. This means some schools (3 schools) and kindergartens (7 kindergartens) in the ger district are connected to the central heating system”.

On the basis of this study several criteria for implementation of thermo-technical rehabilitation (TTR) have been developed (see chapter 6). With these criteria 5 school and 2 kindergarten building types being economical and technical wise feasible to be retrofitted were selected for TTR in the initial phase.

42 school (10 schools in ger districts) and 50 kindergarten buildings (4 in ger districts) or in total 92 buildings are proposed to be part of this initial phase.

The total area of these 92 school and kindergarten buildings for TTR is 259.509m2. Based on unit cost of 258.865,00 MNT/m2 (USD 145 or EUR 105) the total investment for thermo-technical retrofitting will require an investment of 23.664.907.000,00 MNT.6

4 Bayanzurkh, Bayangol, Chingeltei, Khan-Uul, Sukhbaatar, Songinokhairkhan 5 Inspection and Monitoring report of GASI on “Implementation status of some Regulation and Guidelines in schools and preschool institutions“, 2011; 6 See Attachment 2-1

2. Background, objectives and the methods of the study 2.1. Background All together there are a total of 203 schools, out of which 115 are state owned schools and 431 kindergartens, out of which 168 are state-owned kindergartens operating in Ulaanbaatar. However, there is a chronic shortage of pre-schooling and schooling places7. The shortage of school and kindergarten places has following reasons. These include: - The Mongolian government interventions to support the population growth increasing the birth rate by financial incentive mechanisms - The ever increasing number of migrants from rural areas settling in the capital city, - The introduction of the 12 - year general education system since 2008, - The transition to the 12-years secondary education system since 2008, - Most school and kindergarten building operation conditions are worsening due to lack, irregular and insufficient maintenance because of funding difficulties and mentality8, - Although the government is increasing the number of newly built and expanded kindergartens, schools, dormitories and gyms the current number of school and kindergarten places, their installed capacities are not able to meet the emerging needs, especially in urban areas. The number of schools and kindergartens and the number of involved children for the last 5 years are shown in Figure 1, 2.

500 450 431 400 342 350 300 303 299 300 250 Schools 209 206 206 206 203 200 Kindergarten 150 100 50 0 2010 2011 2012 2013 2014

Figure 1: Number of schools and kindergartens in Ulaanbaatar

7 www.meds.gov.mn 8 There is a lack of discipline and comprehension for the value of routine maintenance & repair works to be performed in all sectors of the Mongolian society only changing gradually.

Until 2012 the number of kindergartens was quite constant. But due to ever increasing demand for pre-school education institutions, the Mongolian Government started since 2012 to provide support to individuals and organizations willing to establish a pre-school education facility. As result by 2014 the number of kindergartens has increased up to currently 431 in comparison to 300 in 2010. But the number remains still insufficient compared to the needs.

250,000

200,000 187,283 184,595 186,704 186,822 192,942

150,000 Schools 100,000 Kindergarten 74,957 65,665 54,205 54,748 58,303 50,000

0 2010 2011 2012 2013 2014

Figure 2: Number of school and kindergarten children in UB Source: Statistical information of MES (2010-2014)

Day-care centers and kindergartens belong to the pre-school education facility. Children from the age of 18 months go day-care centers/nursery and children at the age from 3 years onward go to kindergartens. By 2010, 54.205 children were involved in pre-school education. By 2014, this number has increased by 38% to 74.957 children. Since 2010, the number of schools in Ulaanbaatar remained relatively constant (although new schools have been built, many schools have been taken out of operation.). But the number of school children has increased from 187.283 in 2010 to 192.942 in 2014. According to a Study carried out by Information and Monitoring department of MEC in 20139, there is a need for the construction of 270 new kindergartens, 78 new schools, one dormitory and 14 gyms in the Ulaanbaatar, in total 363 new buildings. Beside the insufficient number of schools and kindergartens, also the worsening of the operational and physical conditions of the currently used education facilities has been reflected in the above Study. In this Study it has been observed that 90% of all school and kindergarten buildings have the following fundamental problems. These are: - Leaking roofs,

9 Study of Information and Monitoring Department of MEC, 2013

- Cracked ceiling and walls and dilapidated wooden floors and windows, - Poor sanitation system, - Not functioning ventilation pipes, - Dangerous electricity wiring, - Molds and excessive humidity in rooms. Due to excessive thermal losses the heat energy consumption and heating expenses are high. It is estimated that starting from 2014 Ulaanbaatar heat energy demand will exceed the installed capacity. For example, Ulaanbaatar municipality has recently announced a list of over 80 new buildings which cannot be connected to the district heating due to capacity shortage. Therefore, there is an urgent need to start thermo-technical retrofitting of existing buildings. At the same time, there is a need for application of renewable energy sources for warm water provision and heating support especially for those public schools and kindergartens which are not connected to central grid. This would contribute to more sustainable development reducing the carbon footprint and improving he living standards of the children including their learning environment.

2.2 Objective of the study The objective of this study is to analyze the situation and current conditions in state- owned school and kindergarten buildings and to determine the need for thermo- technical retrofitting. The following specific issues were investigated under this study for thermo-technical retrofitting of state-owned school and kindergarten buildings:  Location and capacity of schools and kindergarten buildings,  Year of construction, general conditions,  Connection for infrastructure,  Quality of heating supply,  Temperature in classrooms,  Damages in buildings, status of repair,  Budget, cost for recurrent repair,  Heating budget,  Status of utilization,  Feasibility of thermo-technical retrofitting.

2.3 Method and approach of the study The study on the current conditions of the existing 279 schools and kindergartens (115 schools and 168 kindergartens, 4 schools do not have own school facilities) in Ulaanbaatar used quantitative and qualitative methods, including a questionnaire, photo documentation, interviews and document reviews.

The scope of the study intended to cover all state-owned school and kindergarten buildings operating in 9 districts of Ulaanbaatar.

2.3.1 Scope of the study The target groups were limited by state-owned school and kindergartens, and taking into account the feasibility of thermo-technical retrofitting, only six core districts10 of Ulaanbaatar were selected for field work data collection and processing.

District School Kindergarten population11 Bayangol 19 30 200.163 Bayanzurkh 22 30 304.323 Chingeltei 14 23 155.859 Sukhbaatar 27 26 133.293 Songinokhairkhan 17 37 277.312 Khan-Uul 16 22 131.097 Total 115 168 120.2047 Table 1: Location of schools and kindergartens studied, by districts

2.3.2 Study tools The main tool used in this study was a 5 page-questionnaire consisting of open-ended, semi-open, and closed questions. The questionnaire contains 40 questions grouped in 6 headings: 1. General information 2. Building capacity 3. Connection to infrastructure provisions 4. Building deficiencies and repair status of buildings 5. Quality of heating and supply 6. Heating budget 3. Issues related to the education sector of Mongolia and conditions of school and kindergarten buildings in Ulaanbaatar 3.1. Current situation and objectives of education development The Mongolian Constitution adopted in 1992, Article 16, paragraph 7 states "A Mongolian citizen has the right for education. The State provides the general education for citizens free of charge".

10 Bayanzurkh, Bayangol, Chingeltei, Khan-Uul, Sukhbaatar, Songinokhairkhan. 11 City Department of Statistics, monthly report Jan, 2014

The Education Law12, 40.1 and 40.2 regulates that "State owned education institutions will be financed by fixed and normative costs", " the fixed costs of all state - owned schools, all accommodation expenses in secondary school and vocational training center dormitories, some part of kindergarten food costs, regardless of the form of ownership the normative costs per kindergarten and school pupils and attendees of the formal and informal trainings will be financed by the state budget". Accordingly, the full costs of all public schools and variable costs of all non-state- owned kindergartens, primary, secondary and high schools and vocational education schools are funded by state budget. In the last 10 years, Mongolia spent around 18% of its annual budget and 6.5-7.6% of the GDP for the education sector13. Starting from 2000, the Mongolian Government has undertaken a range of measures to create an equal educational environment for children of poor and vulnerable families and herders. These include paying all expenses for dormitories by the Government, provision of textbooks free of charge and uniforms for vulnerable families free of charge, paying university tuition for one child of herder or poor families, and paying tuition for one child if 3 or more children attend university or for university students who are orphans or disabled. Internal migration has created an additional burden for Ulaanbaatar city and other urban settlements which are already overloaded. Because of migration some urban centers have been forced to introduce up to 3 shifts in schools and due to overloading the number of students in one classroom reaches 40-50 persons. Because the migrants’ children are often not registered at the particular administration unit, their undefined status or school overloading lead to the situation that they cannot attend the school and hence the number of children not going to school is on the rise. Provision of rural schools with dormitories, constant upgrade of educational and living environment of dormitories, supporting bagh (smallest administration unit in rural areas) primary schools and mixed school classes in rural areas constitute a strategy of the Mongolian Government to guarantee the right to education of herders’ children and it fits to specifics of rural lifestyle and culture. Mongolia made a transition to the 11-year schooling system in 2004, and then, to the 12-year schooling system in 2008, following the international trend. In this connection, there is a need to resolve many issues step by step in the near future, including updating educational curriculum and content, revising textbooks, increasing educational tools, materials and equipment, providing computers, introducing information and communication technologies, retraining teachers, and providing tea and lunch for primary school students. The Government Resolution No.192 from 16 August 2006 approved the “Master Plan for Development of Education Sector of Mongolia for 2006-2015”. The scope of the Master Plan includes: - Education of pre-school pupils - General education (primary, secondary, high school)

12 Education Law, 2002, revised in 2012 13 “Education sector overview study”, Economic Research Institute, Mongolian Education Alliance, 2013

- Informal and adult education - Vocational and technical education - Higher education - Sub and inter-sectorial plans. The Master Plan consists of 5 main parts: 1. Current situation and challenges of the education sector, 2. Policy objectives and strategies (2006-2015), 3. Mid-term action plan, indicators to be used for evaluation of implementation results, 4. Estimation of needs and required resources for implementation of the plan, 5. Management, monitoring and evaluation for implementation of the plan. The financial estimation of the Education Development Master Plan was based on an assumption that the annual GDP growth per person will be 10.4%, the share of the state budget in GDP will be 47.0%, and the education sector expenditure will be not more than 20% of the total state budget. The amount of required funding was estimated to reach an annual average of 252.3 billion MNT between 2006 and 2010, and an average of 425.0 billion MNT between 2011 and 2015. The Master Plan indicated that 85% of the urban children will attend kindergartens, 14% will attend the other types of pre-school facilities, whereas 35% of rural children will attend kindergartens and 64% will attend the other types of pre-school facilities. Moreover, as shown below, estimation on the number of new buildings required was carried out. Over the period covered by the Master Plan, the number of kindergarten places was to be increased by 8,000. Construction cost for building kindergartens would reach an annual average of 3.4 billion MNT between 2006 and 2010, and an annual average of 4.4 billion MNT between 2011 and 2015.

Annual Total for Annual Total for average for average for 2006-2010 2011-2015 2006-2010 2011-2015

Construction work 3,380,181 16,900,905 4,352,710 21,763,548

Number of new 846 4,230 730 3,650 beds/seats required Table 2: Plan for kindergarten buildings as of Master plan As part of the Master Plan, new school buildings and extensions with 72.3 thousand seats, and dormitories with 5.2 thousand beds were supposed to be constructed. As of 2014, a total of 164 buildings are under construction, including 52 schools with 25,296 seats, and 74 kindergartens with 7,855 beds, 22 dormitories with 2,500 beds, and 16 sports halls. These buildings will be put into operation in 2014.

Target 2005 2008 2010 2015 2006 2009 2011 2016

Number of school seats to be 72.279 2.672 23.394 9.825 36.388 newly built or extended

Number of school dormitory 52.00 200 1.500 1.000 2.500 seats to be newly built / extended Table 3: Plan for school buildings There is a need to increase the number of school seats by 69.6 thousands in 2006- 2015. Building of new schools and extensions with 69.6 thousand seats will require a total financing of 204.5 billion MNT for 2006-2015. For 2006-2010, 15.2 billion MNT would be needed on average annually and 25.7 billion MNT would be required annually for 2011-2015. There would be a need to increase the capacity of dormitories by 500 beds every year. For the funding of these activities in 2006-2010, 2.4 billion MNT on average was planned for each year, and 3.5 billion MNT was planned for each year on average in 2011-2015. The Education Master Plan provided that variable costs per school child, recurrent expenditure to be used for maintenance and overhaul will rise by 8% annually. As of 2013, in order to improve the educational environment around 18% of the state budget was spent for the building of new schools, kindergartens and extensions. The new Government of Mongolia having started its activity in 2012, launched within of its power a so called "Educated Mongolian People" program in the education sector. Within the framework of this program, it is intended to create a comfortable and child friendly learning environment by increasing the number of schools and kindergartens and their expansions, implement a lunch program, improve school toilets and hand washing facilities, supply dormitories with warm water, wireless Internet and libraries, introduce a remuneration system for teachers based on their skills, capability and performance and a program to improve salaries and housing conditions of teachers in remote aimags and sums.

3.2 School and kindergarten buildings, learning environment and challenges facing The “Master Plan for Education Sector Development for 2006-2015” put forward following challenges as priority issues. The main reasons for inadequate availability of pre-school facilities for pre-school age children are: - Capacity of kindergartens in urban areas is not sufficient, - The kindergarten building conditions, material environment do not meet requirements for healthy and safe growth and learning of children. Challenges of primary, secondary and high school education are: - There is wide gap in primary and secondary education services between urban and rural areas and between central and peripheral urban districts, - Children with disabilities and those who require special education do not have an equal opportunity for education and development, - Urban schools are overcrowded and rural schools do not reach their full capacity, which hinders the implementation of a sustainable education development policy, - Due to differences in quality of school buildings, infrastructure, access to drinking water, heating and power supply, children do not get equal opportunities and a favorable environment for learning and education, - Policy, planning and management are not evidence-based and not result-based.

Up to 80% of school and kindergarten buildings currently operating in Mongolia are buildings that were built between 1960-1980 being in need of major overhaul. Some of them are not repairable anymore. As of the end of 2012, there were 51 kindergarten and 27 school buildings across the country, which were operating despite the notice issued by the Specialized Inspection Authority to demolish them, due to aging or failure to meet building code requirements14. The basic structural materials of these buildings are mainly small size items, such as bricks or wood, the slab structure design is made by wooden or reinforced concrete materials. The likelihood that brick and wooden structures will be destroyed during earthquakes is high. Especially, many buildings constructed in 1950-1960 without any earthquake resistance measures are commonly used for kindergarten and school purposes and they are likely to collapse first in emergencies, such as an earthquake. In 2011, the Ministry of Education, Culture and Science carried out a study on the current conditions of preschool facilities, covering kindergarten building capacity, aging, building security, water supply, and heating situation. According to this study:  26.2% of kindergartens reviewed were operating within their design capacity, while 73.8% were operating beyond their capacity.  30.6% of kindergarten buildings had already reached the maximum age, but are still operating. For all buildings built before 1960, the service life has already been reached. The breakdown of these buildings shows that 42.8% of buildings built in 1960-1969, 18.8% of buildings in 1970-1979, and 12.0% of buildings constructed in 1980-1992 have reached their service life.  Of 87 kindergartens reviewed under this study, 79.3% were constructed according to professional design drawings whereas 13.4% were built without such professionally drawn designs.  61.0% of buildings for which the General Authority for Specialized Inspection issued a notice related to their operation conditions, have had repair in the last 5 years. 54.5% of buildings which exceeded their service life had been repaired in the last 5 years whereas 73.3% buildings which do not exceed service life had been repaired.  In terms of water supply of kindergarten buildings, 84.1% of kindergartens in the capital city and 79.1% of rural kindergartens are connected to water supply network. Of kindergartens which are not connected to a supply network and without own water supply, 40.0% use portable water, 8.3% obtain water from open springs and wells.  Ulaanbaatar kindergartens do not use renewable energy sources while 28.6% of rural kindergartens and 13.3% of kindergartens in apartment area districts of aimags use renewable energy or other sources of energy15. The proposals for follow-up measures to be taken in response to this inspection include, for example, assigning aimag Governors and the capital city Mayor to:  Improve the quality of preschool educational services, provide an environment for young children to learn and develop which meets health and safety requirements, and take measures to provide adequate buildings, equipment, educational tools and toys needed for maintaining regular operation;  Draw attention to surrounding environment of kindergarten causing threat to children and take measures to create a safe environment;

14 Inspection and Monitoring report of GASI on “Implementation status of some Regulation and Guidelines in schools and preschool institutions“, 2012; 15 Report 2011 and 2012 of National Renewable Energy Program, 2013 Ulaanbaatar

 Stop using plots of land of kindergartens for other purposes and build playground, sports facilities or greeneries that are necessary for learning, development and health of children.

3.3 School and kindergarten buildings in Ulaanbaatar Most school and kindergarten buildings of Ulaanbaatar were built from 1960s to early 1990s, using a uniform design developed usually in the USSR and the Central Construction Design Institute of Mongolia. Buildings that were built prior to this date do not have any protection against earthquake. Of Ulaanbaatar kindergartens with coal burning boiler, 21.4% get heating from their own boiler while 78.6% obtain their heat energy from boilers that belong to private heating companies. In January 2011, the Capital city Division of the General Authority for Specialized Inspection made a decision to stop the use of 12 school buildings and 31 kindergarten buildings, and submitted the proposal to the Capital city Division of Education. However, these buildings have not been demolished due to shortage of schools and kindergartens16.

3.4 Need for thermo-technical retrofitting of buildings, legal frame work (Building norms and regulations (BNR), other legislation) One important measure to improve the learning environment, especially of old schools and kindergartens is the thermo-technical retrofitting. This will reduce heating expenses by half, reduce recurrent budget expenditures, and ultimately, create favorable learning conditions for children and will be environmentally friendly reducing CO2 emission and contributing to the reduction of air pollution. In addition to creating a favorable educational environment for children, the Ministry of Education and Science aims to meet international standards as much as possible when constructing or renovating school buildings. Renovation of old school and kindergarten buildings is particularly important, although there is still a lack of experience and funding for renovating buildings in an energy efficient manner. Beside these efforts, improving of sanitation conditions of ger district schools and kindergartens, for example, by eliminating external toilets and installing modern toilets, hand wash facilities and showers, is one of the priority tasks of the Ministry of Education and Science and Ulaanbaatar municipality in line with the Mongolia’s Millennium Development Goal targets. Ulaanbaatar’s old schools and kindergartens, in accordance with the construction code and regulations being effective at the time of their construction, have no insulation on their external walls; roofs were insulated using ashes from boilers. Because of the lack of proper water proof protection a constant repair of roofs would have been required but was not done. In most cases the thermal heat losses through wooden frame doors and double framed windows not being airtight is high.

16 Inspection and Monitoring report of GASI on “Implementation status of Education and Preschool education Laws, Bylaws, some Regulations and Guidelines approved by Order of Minister of Education and Science”, performed in accordance with the Action plan of GASI for 2011 and Guideline No.02/05 approved by Vice Director.

As result, buildings in general demonstrate substantial thermal losses leading to condensation and mold grow on the cold external walls and inside of the buildings creating uncomfortable and unhealthy indoor conditions during the cold season in Ulaanbaatar (heating season lasts 8 months, heating load calculation temperature is - 39°C, outside average air temperature is -10.1°C). Even during the warmer summer months mold growth within and outside of the buildings creates unhealthy conditions for the pupils. Due to the lack of major overhaul the heating system is deteriorated, heating pipelines are blocked, and due to inefficient and usually broken valves heating regulation is hardly possible, resulting in common excessive heat or cold indoor temperatures. This affects negatively the educational environment for teachers and students. The only way to regulate the heat in rooms is to open windows. This is the most inefficient way to regulate the indoor temperature. Most school and kindergarten buildings built before 1991 in urban places have masonry walls without any insulation layer, and hence, do not meet the current Building thermal performance code requirement for external walls, indicating the thermal resistance or R- value (In Ulaanbaatar R=3.7 W/m²C). For instance with EPS17 board insulation applied on building walls this code requirement can be met. The TTR measures need to be performed in compliance with the relevant building norms and standards. The “Building thermal performance” construction code (CCM 23- 02-09) adopted by the Ministry of Road, Transport, Construction and Urban Development in 2009 is the major construction code to be followed for this kind of work. This code establishes the values for thermal resistance or R-value (W/m²C) for the building envelopes. Moreover, enacting of the Energy Conservation Law - recently drafted by the Ministry of Energy – through the Mongolian Parliament would play an important role for the implementation of an energy efficiency policy in the construction sector supporting thermo-technical retrofitting of the existing building stock. With the Annex 2 of the Decree No.305 (2011) of the Minister of Road, Transport, Construction and Urban Development, the “Regulation for Planning of School Building” was adopted. This regulation is to be followed for developing construction drawings for new building, extension and major overhaul of schools, schools with dormitory for disabled children, and shall be used together with "Public and Civil Buildings " (BNR 31-03-03), "Integrated Norm for Educational and Training Building Design" (BNR II-66-88) and "Norm for Planning Normal for Secondary Schools and Dormitory Building" (ТН-II-2.2-1985) codes. This regulation serves as guidance document for planning of internal space of schools with dormitories for disabled children, elements and composition of school classrooms to be provided in accordance with curriculum, their floor area, engineering equipment, lighting, land use, and for determination of building locations.

17 EPS is the abbreviation of expanded polystyrene It is an insulation material for construction.

3.5 Tariff system The heating tariff/pricing system is carried out and set by the Mongolian Energy Regulatory Commission (ERC). Currently the lump-sum tariff for public buildings is set at 323 MNT/m3 (without VAT) and metered tariffs is set at 20,886 MNT/Gcal. Despite the subsidized heating tariff, heating costs make up a substantial part of running expenditures of administrative and public buildings like schools, kindergartens and hospitals. Thermo-technical retrofitting (TTR) of buildings would significantly reduce heating expenditures and improve thermal condition and thermal comfort. But consumption based and cost covering tariffs should not be the only incentive for the implementation of TTR measures. The policy support and commitment of involved stake holders for investment into energy efficiency of buildings including renewable energies under strict appliance of related norms and standards is essential. 3.6 Experience and results of the demonstration project GIZ/USAID Under the GIZ “Integrated Urban Development Program” being implemented between 2006-2012, the first thermo-technical retrofitting of a pre-cast panel apartment building in Ulaanbaatar (5 story apartment for 30 families, Building No.8, Chingeltei district) has been successfully carried out in 2007. As a result of this demonstration project, apartments became warmer, heat energy savings of 30% were achieved and building façade became attractive.

Figure 1: Building No.8, Chingeltei district, 5 th Khoroo Given these visible results Ulaanbaatar municipality is working on developing a city wide program for scaling up of this TTR project. This pilot project was financed jointly by the GIZ and the Ulaanbaatar city Government. In future, replacement of the heating system with two-pipe heating system and

introduction of consumption based cost covering tariffs would increase the heat energy saving up to 50-60%. Another pilot project (thermo-technical retrofitting of 3 schools in Ulaanbaatar financed by USAID) carried out by the GIZ program shows the possibility of improving children's learning environment, reducing CO2 emissions, and application of renewable energy sources by public buildings as well.18

Figure 4: School No.63 in Khan-Uul district, Yarmag In the frame work of this GIZ project financed by USAID, three school buildings have been thermo-technically retrofitted in 2012. One of them is the school No.63 for disabled children located in Khan-uul district, 4th Khoroo, constructed in 1975 and designed for 320 children.

18 GIZ, UDCP Final Report, Mongolia, 2006-2012

Figure 5: Solar collectors for warm water on roof of School No.63 According to the information provided by the director of the school, Mr. Erdenebaatar, after the completion of TTR measures the indoor thermal comfort and quality has been improved significantly, and there are no classrooms with molds and condensation or other kind of damage caused by moisture in the classrooms any more. The room temperature of the classrooms used to drop down up to 8°С whereas now it is between 20-22°С after the TTR measures. The school heating and warm water supply system has a stand-alone solution combining two sources such as coal fired heat only boiler and solar collector on the roof (see Figure 5). As a result of this project, the amount of СО2 emissions has been reduced by 52% or 389 tons. Furthermore, the school’s waste water and sanitation system has been renewed and a small treatment plant was built to replace the pit latrines outside of the school. Also the gym which had been closed down by the Inspection Authority was renovated and put back in to operation. This example shows clearly, that with the implementation of TTR measures it is possible to improve the learning environment in schools and kindergartens. Also, within the frame work of this project, it has been proven that renewable energy sources can be fully utilized for school and kindergarten buildings.

4. The study results and analysis 4.1. The study results on kindergartens in Ulaanbaatar 4.1.1 General information

The detailed information on the operational conditions of kindergarten buildings located in the 6 core districts of Ulaanbaatar has been incorporated in to this study through interviews, and photo documentation of each particular building. In total 431 public and private kindergartens are operating in 9 districts of Ulaanbaatar, including remote 3 districts. Out of these 168 state owned and 247 non- state owned kindergartens are operating in the 6 core districts of Ulaanbaatar. 12 state owned and 4 non state owned kindergartens are in operation in the 3 remote districts of Nalaikh, Baganuur and Bagakhangai.

168 state owned non-state-owned 247

Figure 6: Proportion of 431 state owned and not state owned Kindergarten in Ulaanbaatar The number and location of state owned and non-state owned kindergartens of the 6 core districts of Ulaanbaatar are shown by districts in Figure 6. It also shows that there is quite an even distribution of kindergartens between the districts. However, the number of non-state kindergartens in Bayanzurkh district is higher than in the other districts. The number of state owned kindergartens in the districts does not vary significantly. In total 55.079 children are attending 168 public kindergartens. The number of children enrolled in all state and non-state kindergartens amounts to 71.035 children. It shows also that 77.5 % of children at the preschool education institutions are attending state kindergartens (see Attachment 1-16). However, given the number of kindergartens 60% of all kindergartens are non-state kindergartens. The capacity of non-state kindergartens varies mostly between 40-100 children. The capacity of state-owned kindergartens varies between 50-380 children.

90 77 80 70 60 50 39 37 39 39 40 30 30 31 26 30 23 22 22 state owned 20 non-state-owned 10 0

Figure 7: Number of schools and kindergartens by district

State-owned 168 kindergartens of the pre-school education make up 187 kindergarten schooling buildings.(See Attachment1-3) In other words, 89.9% of them have one kindergarten building, 7.1 % have two buildings, 2.4% have three buildings and 0.6% has no building of its own (See Table 4).

Number of schooling Number of Kindergartens Ratio in % facilities

1 151 89.9 2 12 7.1 3 4 2.4 Without own facility 1 0.6 Total 168 100.0 Table 4: The number of kindergarten facilities

As shown inTable4, 89.9% of all buildings or151kindergartens have 1 one building, and 9.5% 2-3 buildings. The day care center No.10 for cerebral paralyzed children in Bayanzurkh district is out of use since May 2013 due to notice of the Specialized Inspection Authority forbidding it’s operation. Since then they are waiting for a new building to be constructed renting meanwhile common kindergarten facilities which are not appropriate for those children.

Figure 8: Day care center No.10 for cerebral paralyzed children, Bayanzurkh district, teacher N.Baigalmaa and Ya.Oyunchimeg With regard to the capacity of 187 state kindergarten buildings, 75 buildings have less than 100 seats, 46 buildings have 100-190 seats, 57 buildings have 190-280 seats and 9 buildings have over 280 seats (Figure 8). Only 4 out of all kindergartens are operating within their installed capacity, whereas the capacity of 63.7% kindergartens is exceeded by 10-100% and 31.5% by 100-200% (Figure 9). As explained by the administrators of kindergartens the main reason for the capacity overloading is the high population density. Another major problem is the lack of land for the construction of new buildings and extensions. Land allocation is very difficult especially in Ger areas.

>281 9

191-280 57

101-190 46

<100 75

0 10 20 30 40 50 60 70 80

Figure 9: Capacity of kindergartens, (by number of children)

Another factor contributing to this situation is the fact that regardless of their respective districts the parents are tending to give their children to kindergartens located near to their work place.

>200%

101-200%

10-100%

normal

0 20 40 60 80 100 120

Figure 10: Overloading of kindergartens in UB

Another problem arising from the overloading is that the number of teachers and learning advisors is becoming more and more insufficient. The number of employees working in 168 public kindergartens is 5.564 out of whom 1.685 are teachers, 82.8% of the employees are women (Attachment 1-7).

Figure 11: teacher G.Megzer of kindergarten No. 157, Bayangol district Although the number of pupils per class in preschool education institutions theoretically has to be up to 20 in low classes and up to 25 in upper classes, in most cases there are

more than 30 children enrolled and thus the teachers are not able to provide the required care for each child19. The planning of the number of employees from MES is based on the normative number of children20. This leads to the situation that one teacher has to take care of 30-40 children.

4.1.2 The current physical and operational conditions of buildings The study on the existing physical and operational conditions of buildings has been carried out through identifying the year of construction, the infrastructure connection and existing deficiencies through direct interviews, a photo documentation and conclusions of professional organizations (Appendix 1-13). The detailed information regarding the physical and operational conditions of kindergarten buildings were collected via interviews of the relevant officials such as administrators, learning advisors and senior accountants. Especially the kindergarten administrators provided valuable support through detailed explanations of the problems also demonstrating defect parts of the buildings. The capacity overloading, inadequate heating, molded walls and ceilings, dilapidated floors, cracked and settled walls, inadequate ventilation and insufficient funding especially for repair, maintenance and overhaul are the most common problems of kindergartens. 10.2% of the 187 buildings of 168 state-owned kindergartens of Ulaanbaatar were built before 1960, 16,1% were built between 1960-1970, 14,0 % were built between 1970- 1980, 28,0 % were built in 1980-1990 and 31,7 % of them were built after 1990 (Appendix 1-4).

60 52 50 41 40 30 30 26 19 20 14 10 5

0 before 1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 12: Kindergartens by year of construction As shown in Figure 11, because of the political and economic situation of Mongolia during the transition period in between 1990 – 2006, the construction of new

19Planning rules of pre-school buildings 20 www.meds.gov.mn

kindergartens showed stagnation but started again with the stabilization of the economy since 2007.

4.1.3 Operational conditions of buildings In this part information about the roof, wall, floor, window, building damage, maintenance, renovation and repair works required are summarized. The conditions of main building parts such as roof, wall, floor and windows, the description of their deficiencies, also information on conducted repair and maintenance works in the past as well as needed overhauls are shown below. Roof There are 122 kindergarten buildings in need for roof renovation. Figure 12 shows these buildings differentiated by year of construction.

35 30 25 20 15 10 5 0 before 1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 13: Kindergarten buildings in need of roof renovation It means, that 67% of the kindergarten buildings require roof repair.

Figure 14: Roof of kindergarten No.106, Songinokhairkhan district (partially renovated) Because of lack of funding for major overhaul the roofs are renovated partially not preventing the moisture (rain water and melting snow) from entering requiring frequent repair especially after the winter season.

Figure 15: The façade damage due to rain water, kindergarten No. 121, Khan-Uul district Another major problem is the lack of appropriate roof drain pipes in some kindergarten buildings causing façade wall damage.

Walls The walls of 118 kindergarten buildings are in need of repair. Mostly the leaky roofs cause the water penetration in to walls damaging wall plastering and painting.

Figure 16: The cracked wall, kindergarten No.4, Chingeltei district Additionally there are 23 kindergarten buildings which have to be reinforced to strengthen resistance against earth quake impact (Attachment 1-15).

30 28

25 22 23 20 17 16 15 9 10

5 3

0 before 1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 17: Number of kindergarten buildings in need of wall repair, by construction year.

It is of utmost consideration that there are 35 kindergarten buildings that have serious wall damages like cracks and settlements.

Floor There are 95 kindergartens out of total 168 kindergartens requiring floor repair.

Figure 18: Brocken through and dilapidated floor, kindergarten No.145, Khan-uul district In most cases the wooden floors in kindergarten buildings are broken and rotten (see Figure 17).

30 24 25 21 20 15 13 15 11 10 8 5 3 0 before 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014 1960

Figure 19: Number of kindergartens in need of floor repair, by construction years In some few cases kindergartens had pure concrete flooring violating the hygienic requirements. The lack of regular maintenance and repair of the sanitation system for a long time is an additional reason for destroying the wooden floor structure. It can also be the reason for moisture and condensation damages of concrete floors and for wall settlements.

Window Building parts disposing of considerable thermal losses are the windows. From all kindergarten buildings 88.7% have replaced wooden windows by vacuum ones at a rate of 10-100% (see Figure 19). Because of insufficient funding and lack of knowledge there is a constant shortage of funds for running expenses, maintenance and repair works in preschool education institutions. Thus they are often looking for additional financing sources, donations from domestic and foreign organization/projects, parents especially for the replacement of old windows. As a consequence, depending on available funds some kindergartens are trying to replace few windows step by step each year. This is the reason why some kindergartens replaced only 10-50% of all windows whereas some have 100% replacement. Currently there are 19 kindergartens in total which did not manage to replace windows (Figure 19).

7 6 6 5 5 4 4 3 2 2 2 1 0 0 0 <1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 20: Number of kindergartens requiring window replacement, by construction years

Figure 21: Vacuum window and mold appearance, kindergarten No.71, Khan-Uul district Many kindergartens have replaced old wooden windows by vacuum windows. But the condensation problems, mold growth and cold air blowing from windows show that many of them do not meet the thermo-technical requirements for windows.

Other repair work required The beautification of the outside places, repair of fences and surrounding area belongs to repair works to be done. As seen by kindergarten administrators there are 62 kindergartens which require beautification of the outside places, maintenance and improvement of sport halls and cultural premises (see Figure 20).

18 17 16 14 11 12 10 10 10 8 7 6 5 4 2 2 0 before 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014 1960

Figure 22: Other repairs required, divided by years of construction

It is obligatory to provide green facilities and toys meeting the early childhood development needs on kindergarten outside land.

Figure 23: Outside area, Kindergarten No.52, Bayanzurkh district However, quite often toys and entertainment equipment provided do not meet the children’s development needs. Moreover, there is a lack of green areas surrounding the facilities. For example, kindergarten No.52 of the Bayanzurkh district, constructed in 1965, has a capacity of 125 children, but is operating with 280 children. This kindergarten has 24 employees, 6 of them are teachers. Toys and entertainment equipment in the outside area, Kindergarten No.52, do not meet the needs of children aged 3-6 years.

Maintenance and overhaul The number of kindergartens where no overhaul has been done is given by years of construction in Figure 23.

5 4 4 4 3 3 3 2 2 2

1 0 0 <1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 24: Kindergartens without overhaul, by years of construction

As shown here there are 13 kindergarten buildings built before 1996 where major overhaul has never been carried out. Minor maintenance works executed each year include typical works like façade painting, painting of classroom wall floors and lime coating of ceilings, and partial roof renovation. Often there is not enough money for the replacement of electrical wiring and renovation of the sanitation system.

4.1.3 Engineering infrastructure provision The status of kindergarten engineering infrastructure provision has been identified through direct interviews and photo documentation. The connection to the district heating system and quality of heating supply Out of 168 state-owned kindergartens 118 kindergartens are connected to the district heating system, whereas 50 or 29.8% have standalone heating systems (see Figure 24).

29.80%

70.20%

district heating decentral

Figure 25: Heating system of kindergartens Out of 50 kindergartens without district heating 29 kindergartens have heating boiler of their own, 4areelectricallyheated and the remaining 17 kindergartens are supplied with heat from external heating sources. Most boilers and stoves are manufactured in China and Russia. Some kindergartens have boilers installed by ANUN Services LLC and this company supplies heat energy under long-term contracts. The supplier has the obligation to supply the heat on the basis of a fixed price until the investment costs are paid back.

Figure 26: Heating boiler, kindergarten No.62, Bayanzurkh district

At kindergartens with own heating furnace depending on heated area and capacity the monthly coal and fire wood consumption amounts to5-250 tons. Assuming that the average price of 1 ton of coal is amounting to MNT 80’000 kindergartens pay between MNT 400’000 – 20’000’000 for heating.

Figure 27: Electrical heating boiler, kindergarten No.188, Songinokhairkhan district If the kindergartens use electricity for heating they pay in between MNT 1’800’000 – 3’200’000. With regard to heating quality it was assessed though direct interviews using the following three ratings: sufficient, deficient and bad. (Appendix 1-12).

The heating quality of 101 kindergartens or 60% out of totally 168 kindergartens has been evaluated by kindergarten staff as being sufficient. Of these 75 are connected to district heating, 26 have standalone systems. Whereas the heating quality of 6 kindergartens has been evaluated as being average. Out of these 4 were connected to district heating and 2 had standalone systems. The heating quality of 36.3% of all kindergartens was evaluated as being bad (see Figure 24).

80 75 70 60 50 39 40 central 26 boiler 30 22 20

10 4 2 0 sufficient deficient bad

Figure 28: The heating quality of kindergartens As shown in the graph 60% of all buildings have a heating quality being indicated as sufficient but in-depth examination reveals that many kindergartens have problems such as mold growth, high humidity level in classrooms, inadequate heating showing bad heating quality and poor operation of the ventilation system (see Figure 28). For instance, personnel of kindergarten No.100 have evaluated the heating as being good. But by additional questions they provided information that classrooms are molded, the temperature in winter months falls down to 7°C and high thermal loss through walls and ceilings and bad airtightness of windows have been observed.

Figure 29: Condensation and mold growth in classroom, kindergarten No.100, Bayangol district By comparing with the year of construction it shows that 59% of the buildings built before 1960 have classrooms with the poor heating, 28% of the classrooms have molds and 21% of them have classrooms with high humidity level.

For the buildings built between 1970 - 1990, the above statements are 50-60%, 14-53% and 42-44% respectively (see Figure 29). 70 59 60 60 60 60 53 51 49 50 47 48 50 44 42 42 42 40 40 31 28 30 26 21 20 20 14 10 0 before 1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

numbers of buildings with not adequately heated classrooms in percent

Figure 30: Heating quality shown by construction years

With regard to buildings built after 2007 these numbers appear to be lower (26-48%) but still reveal that some kindergarten buildings do not meet the thermo-technical requirements. Another factor indicating the heating quality is the lowest classroom temperature during the winter month. As of study results the average temperature in classrooms during the winter months is 17°C (see Figure 30).

120 98 100

80 51 60

40 19 20

0 5-10°C 11-20°C >20°C

Figure 31: Lowest temperature in kindergartens But in 19 kindergartens the lowest temperature varies between 5-10°С during the winter, sometimes it even falls down to -5°С. At 95 kindergartens it varies between 10-20°С, whereas in 51 buildings it is over 20°С respectively.

The inadequate heating and low temperature in winter affects negatively the early childhood development and health. It is common practice in kindergartens that the children during noon sleep on mattresses/beds placed on floor. Especially if it is a concrete floor it is unhealthy for children. For example, the kindergarten building No.71 in Khan-Uul district has a temperature falling down to 10-12°С in winter months leading to condensation and mold growth almost in all classrooms (see Figure 31).

Figure 32: Condensation and mold in classrooms, kindergarten No.71, Khan-Uul district The kindergarten No.71 was constructed in 1979 has a capacity of 150 children, however it is operating with 303 children. No major overhaul has been undertaken yet, it has a standalone heating boiler, does not connect to centralized sewer and has a cold water connection only.

20 17.8 18.7 17.2 18.3 17.4 15.3 15

Figure 33: Average room temperature by districts Beside the kindergarten and school buildings thermo-technical behavior the heating quality depends also on many other factors such as the heating system as such and the heating supplier performance etc.

The connection to sewer and water grid 84.5 % of all of the kindergartens are connected to the central water grid and 15.5 % of them are not connected to the central water grid (see Figure 33).

142

central decentral

Figure 34: Connection to water grids 11 of the26 kindergartens with decentralized water supply use portable water supply and 10of them obtain water from a well. All kindergartens with portable water have tanks for drinking water storing.

Figure 35: Kindergarten deep well kiosk, kindergarten No.166, Sukhbaatar district Some kindergartens have a sewage tanks emptied 4-8 times monthly. One kindergarten has a small waste water treatment plant and treated water afterwards is infiltrated in to the soil.

Figure 36: Sewage tank, kindergarten No. 62, Bayanzurkh district Sanitation system From the total of 168 kindergartens about 84% have a need for renovation of the sanitation system.

50 46 45 40 35 30 24 21 25 18 20 15 13 15 10 4 5 0 before 1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 37: Kindergartens in need for sanitation renovation, by year of construction The existing sanitation deficiencies are leaking, dilapidated and blocked pipes not renovated for a long time.

Figure 38: Status of sanitation pipes, kindergarten No.3. One of the pressing issues in kindergartens is deficient sanitation equipment like WC pans and hand wash basins not appropriate for preschool children.

Figure 39: Sanitation facilities, kindergarten No.3 There is also a lack of centralized laundry service for kindergartens. For instance kindergarten No.101 in Songinokhaikhan district is forced to use 2 washing machines for washing of bedding of 400 children. This leads to excessive indoor moisture problems also due to bad ventilation.

Figure 40: Washing machines, kindergarten No.101, Songinokhaikhan district

Electrical installation and wiring The electrical system of kindergartens has hardly undergone any kind of renovations. To the deficiencies of the electrical installations and wiring can be summarized being short- circuits, bad voltage resistance, degraded wiring not fulfilling modern standard requirements etc.

45 42 40 35 30 25 22 19 20 15 14 15 12 10 4 5 0 before 1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 41: Number of kindergartens requiring the renovation of electrical installations, by years of construction

Out of a total of 187 kindergartens buildings or 168 kindergartens 60% are in need for comprehensive renovation of the electrical installation and wiring.

Figure 42: Out-dated electrical wiring, kindergarten No.27, Khan-Uul district Commonly seen failures of electrical wiring are unprotected cables installed loosely causing short-circuits.

Ventilation system There are 35 or 20.8% of all kindergarten buildings requiring the repair of the ventilation system (see Figure 42).

14 13 12 10 8 7 6 5 4 4 3 3 2 0 0 <1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 43: Number of kindergartens in need of ventilation system renovation, by construction years

The poor operation of the ventilation system is one of the main reasons for excessive humidity and molds in classrooms, causing damages on wall plastering and painting and on children’s health.

Figure 44: Kitchen ventilation duct, kindergarten No.101, Songinokhairkhan district

For example, the kitchen ventilation of kindergarten shown in the picture does not work properly, being noisy when working, causing condensation damages on walls and ceilings.

4.1.4. Kindergarten budget, expenses for heating, maintenance and overhaul work The annual budget of a kindergarten consists of salary, social insurance contribution, fixed costs and variable and other costs. The variable and other costs belong to normative cost such as maintenance cost, official journey, teaching and production costs, product costs, benefits and premiums for employees. The annual budget of a kindergarten depends on the capacity, number of employees and their infrastructure and is between 200 million to over 2 billion tugrug. As an example, the annual budget of the kindergarten number 30 Bayangol district is shown. Kindergarten number 30 is connected to the district heating system. This kindergarten No.30 was constructed in 1964 having a capacity of 150 children, but operating with 242 children. This kindergarten has 25 employees, 6 of them are teachers. The total annual budget is 251.965.000 ₮ (141.556 U.S. dollars). Salaries make up 59.1% of the total and the social insurance contribution make up 6.5 %. The fixed costs include costs for heating, electricity, water and sewage. The fixed costs make up 8.4 % of the total budget.

25.90% Salary social insurance contributions 8.40% fixed costs 59% variable and other costs

6.50%

Figure 45: Budget of kindergarten No.30 of Bayangol district. Heating costs make up 57.3% of the fixed costs. That’s 21.271.000 tugrug and is 4.9% of the total budget. For the centrally heated kindergartens, the heating costs are 50-60% of the total budget For the kindergartens heated decentralized, the heating costs are 60-80% of the total budget As an example, the annual budget of the kindergarten number 102 Chingeltei district is demonstrated. Kindergarten number 102 is not connected to the district heating system. This kindergarten No.102 was constructed in 1985 and has a capacity of 230 children, but is operating with 360 children. This kindergarten has 41 employees, 9 of them are teachers. Kindergarten No.102 has a boiler installed by ANUNS services LLC and this company supplies heat energy under a long-term contract. The supplier has the obligation to supply the heat on the basis of a fixed price until the investment is paid back. The total heating budget is 35.000.000 tugrug (19.662 US. dollars) for the heating boiler of the kindergarten No.102. The heating budget makes up 70.5% of the fixed costs. However, the fixed costs of electricity amount to 14.1% and sewerage costs amount to 15.35% of the fixed costs. The following Figure shows the heating budgets of the kindergartens in Ulaanbaatar.

35 30.3 30 25 23.4 20 14.8 district heating, [%] 15 11.3 8.9 10 decentral [%] 4.7 5 1.82.4 0.61.2 0 0.6 0 <10 Million 10-20 20-50 50-80 80-120 >120 Million Million Million Million Million

Figure 47: Heating budget of the kindergartens

Kindergartens annual maintenance costs are very low and account for only 0.2% of the total budget. Therefore 74% of the kindergartens in Ulaanbaatar get financial support, donations and investments from parents for funding the kindergarten activities. In the last 5 years, 66.2% of the kindergartens spent 200.0-400.0 thousand MNT and 19%of the kindergartens spent 600.0-800.0 thousand MNT on repair works respectively. Because of insufficient budget, they used 1% of the service and procurement expenditure and the donations from the parents for maintenance renovations.

4.2. The survey results and analysis of schools

4.2.1 General Information All together there are 203 state-owned and private schools operating in Ulaanbaatar. 115 of them are state-owned while 76 of them are non-state-owned located in the 6 core districts of Ulaanbaatar. 9 state-owned schools and 3 non-state-owned schools are operating in the 3 remote districts of Nalaikh, Baganuur and Bagakhangai. The proportion of state-owned and non-state-owned schools in the total number of schools are shown in Figure 48.

38.9% non-state-owned 61.1% state-owned

Figure 48: Proportion of 203 state-owned and non-state-owned schools in Ulaanbaatar In total 171.834 children are attending 115 state-owned schools in the 6 core districts. The number of schools and their location are shown in Figure 49.

30 27 23 25 19 20 16 14 16 15 10 5 0

Figure 49: Number of schools by district

State-owned 115 schools make up 143 schooling buildings. In other words, 72.2 % of them have one schooling building, 18.2% have 2 schooling buildings, 5.1% have 3 schooling buildings and 0.9% have no building of their own.( Appendix 1-2 and table 5)

Table 5: Number of the schooling buildings Number of the schooling Number of schools Ratio, % buildings

1 83 72.2 2 21 18.3 3 6 5.1 4 1 0.9 without own buildings 4 3.5 Total 115 100.0

Capacity of schools The capacity of schools by number of children is shown in Figure 50.

35 30 30 24 25 25 20 14 15 11 11 10 5 0 ˂280 281-480 481-680 681-880 881-1080 >1081

Figure 50: Capacity of schools, (by number of children)

There are 7 schools with 320 seats each, 14 schools with 640 seats, 8 schools with 720 seats, 19 schools with 920 seats, 11 schools with 960 seats and there are no schools with less than 100 seats respectively.

Figure 4 shows the overloading of schools. Totally 15 schools or 15.3% of the schools are operating according to their capacity whereas the rest of them which is 84.7% are operating over exceeding their capacity by 10-300%. (Appendix 1-5; Figure)

Over 200% 7

101-200% 34

10-100% 59

normal 15

0 10 20 30 40 50 60

Figure 51: Overloading of the schools in Ulaanbaatar For example, school No.92 of the Bayanzurkh district has an installed capacity of 960 seats, but it has 1540 children attending the school in 2 shifts.

Figure 12: School No.92 of Bayanzurkh district, number of seats 960 (2013) Because of the ever increasing number of students, 16 schools introduced 3 shifts and 84 schools introduced 2 shifts. In addition, the classrooms are overcrowded. Although the number of pupils per class in schools should be up to 2521, in most cases there are more than 35 children enrolled in each class. According to the existing rules a child is supposed to dispose of 2 m2 class room space22. This means that class rooms should theoretically have more than 60 m2. In reality the classrooms usually have between 39-65 m2.

21 According to …

Employees The number of employees working in 115 state-owned schools is 11.188 out of whom 7.953 are teachers, 69% of the employees are women. (Attachment 1-6)

Figure 53: Teacher O.Sarantuya of school No.93, Bayangol district The main problems of the teachers are poor working conditions, poor hygiene, high workload and low wages.

4.2.2. The current physical and operational conditions of buildings The 115 state-owned schools make up 143 school buildings in the 6 core districts of Ulaanbaatar. Over 9.8% of the 115 state owned school buildings were built before 1960, 14.7% were built between 1960-1970, 27.3 % were built between 1970-1980, 18.9% were built between 1980-1990 and 29.4% were built after 1990. (Attachment 1-4)

22 Planning rules of school building, 1989

45 39 40 35 27 30 24 25 21 20 14 15 15 10 3 5 0

Figure 54: Schools by years of construction In other words, 70.7% of the buildings were built before 1990. These buildings – nevertheless- were built according to the construction standards valid at their time of construction. However, due to the fact that repair and maintenance was not carried out regularly, the operational conditions of the building deteriorated.

Figure 56: School No. 38, construction year 1956 For example, school No.38 of the Bayangol district is out of use due to notice of the Specialized Inspection Authority forbidding its operation.

4.2.3 Operational conditions of school buildings In this part information about the roof, wall, floor, window, building damage, maintenance, renovation and repair work required is summerized. The conditions of main building parts such as roof, wall, floor and windows, the description of their deficiencies, also information on conducted repair and maintenance works in the past as well as needed overhauls are shown below. (Attachment 1-13)

Roof There are 101 school buildings in need for roof renovation. Figure 10 shows these buildings differentiated by year of construction.

40 34 35 30 25 20 18 14 15 12 12 10 10 5 1 0 before 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014 1960

Figure 57: School buildings in need of roof renovation Because of lack of funding for major overhaul the roofs are renovated partially not preventing the moisture (rain water and melting snow) from entering requiring frequent repair especially after the winter season.

Figure 58: Roof of school No. 88, Bayanzurkh district Another major problem is the lack of appropriate roof drain pipes in some schools buildings causing façade wall damage.

Walls The walls of 90 school buildings in total are in need of repair (Figure 12). Mostly the leaky roofs cause the water penetration in to walls damaging wall plastering and painting.

35 29 30 25 20 17 15 15 10 9 9 10 5 1 0 before 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014 1960

Figure 59: Number of school buildings in need of wall repair, by construction years For example, school “Mongeni” of the Bayangol district was constructed in 1971 having a capacity to accommodate 250 children, but operating with 1151 children in 2 shifts.

Figure 60: The cracked wall, school “Mongeni”, Bayangol district 51

The school building has serious wall damages like transverse cracks passing through the bearing wall. The existing sanitary defects consist of leakages with water running out constantly. This resulted in getting cracks and settlements on the walls. The wall of the school must be reinforced to be strengthened and build up resistance against earth quake impact.

Floor There are 76 school buildings out of a total of 115 schools requiring floor repair(Figure 61). In most cases the wooden floors in school buildings are broken and rotten.

25 22 20 14 15 10 11 11 10 7 5 1 0 before 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014 1960

Figure 61: Number of schools in need of floor repair, by construction years

The lack of regular maintenance and repair of the sanitation for a long time is an additional reason for destroying the wooden floor structure. It can also be the reason for moisture and condensation damages of concrete floors and for wall settlements. For example, school No.20 of the Bayangol district was constructed in 1984 having a capacity of 1076 children, but operating with 1888 children in 2 shifts. In wet classrooms the floors are in poor condition. There is also mold growth on the ceiling.

Window Building parts disposing of considerable thermal losses are the windows. From all school buildings 85% have replaced wooden windows by vacuum ones at a rate of 10- 100%. Currently there are 18 schools in total which did not manage to replace windows. The number of schools requiring window replacement is shown by construction years in Figure 62.

4.5 4 4 3.5 3 3 3 3 2.5 2 2 2 1.5 1 1 0.5 0 <1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 62: Number of schools requiring window replacement, by construction years The schools replace their windows with the help of parents and foreign projects. This means that they exchange only a few windows per year, and the windows of a school are from different companies.

Other repair work required The beautification of the outside places, repair of fences and surrounding area belongs to repair works to be done. This also includes setting up of sports areas, asphalt paving of walkways, parking place and maintenance and improvement of sport halls and cultural premises.

18 17 16 15 14 12 10 10 8 8 6 6 4 4 2 1 0 before 1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 63: Other repairs required, by years of construction

4.2.4 Engineering infrastructure provision The status of school engineering infrastructure provision has been identified through direct interviews and photo documentation. There are 143 buildings.

The connection to the district heating system and quality of heating supply

Out of 115 state-owned schools (143 buildings altogether) 105 schools are connected to the district heating system, whereas 38 schools have standalone heating systems (see Figure 18).

decentral district heating 73

Figure 64: Heating system of schools

Out of 38 schools without district heating 16 schools have heating boilers of their own, 22 schools are supplied with heat from external heating sources.

Figure 65: Heating boiler, school No. 113, Bayangol district For example, school No.113 of the Bayangol district was constructed in 2009 and has a capacity of 640 children, but operating with 1292 children and 93 teachers. The total heating area is 14918 m2, monthly expenses for fuel is 10 Mio. tugrug, annual the budget for heating is 70 Mio. tugrug. School with their own heating boiler burn monthly 5-250 t of coal and wood. At schools with their own heating furnace depending on heated area and capacity the monthly coal and fire wood consumption amounts to 5-250 tons. Assuming that the average price of 1 ton of coal is amounting to 80’000 tugrug schools pay between 400’000 – 20’000’000 tugrug for heating per month. Some schools that have multiple buildings, have different heating systems.

Figure 66: School “Amgalan”, Bayanzurkh district For example, school “Amgalan” of the Bayanzurkh district was constructed in 1976 and has a capacity of 650 children, but operating with 2464 children in 3 shifts. The school “Amgalan” has 2 schooling buildings. One building is connected to the district heating system, the other one has a standalone heating system. The annual budget for heating is 113 Mio. tugrug. The heating quality was assessed though direct interviews using the following three ratings: good, average and bad. (Appendix 1-12 and Figure 67).

45 41 40 35 30 25 25 23 central 20 boiler 15 11 12 10 5 3 0 sufficient deficient bad

Figure 67: The heating quality of schools As shown in the graph 57.4 % of all buildings have a heating quality being indicated as sufficiently good but in-depth examination reveals that many schools have problems such as mold growth, high humidity level in classrooms, inadequate heating showing bad heating quality and poor operation of the ventilation system (see Figure 22). For example, even though it has been evaluated that the heating temperature of the classrooms of the 5th secondary school of Chingeltei district has been 20°С or satisfactory, there was 3 class rooms with high humidity level and extreme mold growth. 56

This is caused by the poor air conditioning system and it is due to the poor heating quality system and also there has been a heating bridge built up. In other words, the classroom needs technical renovation. Another factor indicating the heating quality is the lowest classroom temperature during the winter month. (Figure 68)

90 80.8 80 70 60 50 40 30 20 10.5 8.7 10 0 5-10°C 10-20°C >20°C

Figure 68: Lowest temperature in schools

As of study results the average lowest temperature in classrooms during the winter months is 17.4°C. But at 12 schools the lowest temperature varies between 5-10°С during the winter, sometimes it even falls down to -5°С. At 3 schools it varies between 10-20°С, only at 10 buildings it is over 20°С respectively. Comparing the average room temperature of the secondary schools in between the districts, the heating system for the districts of Chingiltei and Songinokhairkhan has been comparatively better. (Figure 24)

25 19.9 19.3 17.8 18.2 20 16.1 16.5 15 10 5 0

Figure 69: Average room temperature in winter, by district

The heating system quality is dependent on many factors; not only the heating systems technical figures, but also, it depends on the heating system providers.

The connection to sewer and water grid 80.8 % of 115 state-owned schools are connected to the central water grid and 19.2 % of them are not connected to the central water grid. 17 of the 22 schools with decentralized water supply use portable water supply and 5 of them obtain water from a well.

Figure 70: Motor-equipped well, school No. 87, (Bayanzurkh district) 16 schools which are not connected to the sewerage system have drinking water tanks.

Figure 71: School No. 85 water tanks, Bayanzurkh distrct

13 schools which are not connected to the sewerage system have waste water tanks. The waste water tanks are emptied 4-8 times in a month. 8 schools have a treatment system for wastewater.

Figure 72: Waste water tank of school No. 55, (Bayanzurkh district)

Sanitation system From the total of 143 schooling buildings about 116 have a need for renovation of the sanitation system. (Figure 73)

35 32 30 25 21 19 20 14 15 11 11 10 5 2 0 before 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014 1960

Figure 73 Schools in need for sanitation renovation, by year of construction The existing sanitation deficiencies consist of leaking dilapidated and blocked pipes not renovated for a long time. (Figure 74)

Figure 74: Sanitary of school No. 84, Bayanzurkh district Another sanitation problems is that the toilets are not appropriate. They have pit latrines.

Figure 75: Pit latrine of school No. 35, Sukhbaatar district

For example, school No.35 in Sukhbaatar district was constructed in 1974 and has a capacity of 1290 children, but is operating with 1652 children. The school has 2 school buildings. The school No.35 is connected to the central water grid, but not connected to the sewerage system, and has a sewage tank emptied 4-8 times monthly.

Electrical installation and wiring Out of a total of 115 schools 84 schools are in need of comprehensive renovation of the electrical installation and wiring (Figure 76).

35 32 30 25 20 17 14 15 8 10 6 6 5 1 0 before 1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 76: Number of schools requiring the renovation of electrical installations, by years of construction

Figure 77: Electrical wiring of school No.15, Khan-Uul district For example, school No.15 in Khan-Uul district was constructed in 1974 having a capacity of 920 children, but operating with 930 children. Commonly seen failures of electrical wiring are unprotected cables installed loosely causing short-circuits. Ventilation system The number of schools requiring the repair of the ventilation system is 19. (see Figure 78).

8 7 7 6 5 4 4 4 3 2 2 1 1 1 0 0 <1960 1961-1970 1971-1980 1981-1990 1991-1996 1997-2006 2007-2014

Figure 78: Number of schools in need of ventilation system renovation, by construction years The poor operation of the ventilation system is one of the main reasons for excessive humidity and molds in classrooms, causing damages on wall plastering and painting and on children’s health.

4.2.5 School budget, expenses for heating, maintenance and overhaul work The annual budget of a school consists of salary, social insurance contributions, fixed costs and variable and other costs. The annual budget of a school depends on the capacity, number of employees and their infrastructure and is between 200 million to over 2.5 billion tugrug. Salaries make up between 60-70% of the total annual budget and the social insurance contributions make up between 7-8 % of the total annual budget. The variable and other costs belong to normative cost such as maintenance cost, official journeys, teaching and production costs, product costs, benefits and premiums for employees of schools making up between 15-20% of the total annual budget. The fixed costs include costs for heating, electricity, water and sewage. The fixed costs make up between 3-8 % of the total budget. As an example, the fixed costs of the school No. 40 Bayangol district is shown.(Figure 35) School No. 40 is connected to the district heating system.

2,76%

1,64%

0,5%

Budget for the heating Budget for the electricity Budget for the drinking water

Figure 79: Percentage of fixed costs in the total annual budget of school No. 40, Bayangol district

For example, school No.40 in Bayangol district was constructed in 1980 having a capacity of 720 children, but operating with 1573 children in 2 shifts. This school has 105 employees, 83 of them are teachers. The total annual budget is 1 203 749 900 ₮ (676.264 U.S. dollars). The fixed costs make up 58.983.745 ₮ and this is 4.9% of the total budget.

Heating costs make up 2.76% of the total budget. That’s 33.223.497 ₮.

8 7.3 7 6 5 4 2.7 3 2 1 0 district heating decentral

Figure 80: Composition of the fixed costs by heating system The following Figure 37 shows the heating budgets of the schools in Ulaanbaatar.

>120 Million 9.6 9.7 decentral

80-120 10.5 central Million 4.3

7.8 50-80 Million 6.1

5.2 20-50 Million 27.0

1.7 10-20 Million 13.0

0.8 <10 Million 4.3

0.0 5.0 10.0 15.0 20.0 25.0 30.0

Figure 81: Heating budget of the schools The heating budget of a school depends on the capacity and their infrastructure and is between 10 million to over 120 million tugrug. Schools annual maintenance costs are very low and account between 0.6-0.8 % of the total budget. Minor maintenance works executed each year include typical works like façade painting, painting of classroom wall floors and lime coating of ceilings, and partial roof renovation. Maintenance is between 200 thousand to 10 million tugrug (5617 US.dollar). In the last 5 years, 8 schools spent 200 thousand to 1 million tugrug and 63 schools spent between 1-10 million tugrug, 8 schools between 10-41 million on repair works respectively. The money made available and spent on repair works only allows very rudimentary repair work. It is more of “cosmetics” leading to a severe dilapidation of the school buildings over time. For the painting done highly toxic paint23 is used with a high grad of emissions over a long span of time. This is causing long-term health damaged to the teachers and the children.

23 The toxic paint, mainly coming from China, is the cheapest paint available.

5. Recommendations for selection of buildings for TTR The following criteria for selection of school and kindergarten buildings for TTR were applied:  Construction year  Operational conditions of school buildings  Engineering infrastructure provision  Possibility to reduce emissions  Economic efficiency after TTR The year of the construction of the building is proposed as one of the main criteria hereby. The school and kindergarten buildings constructed before 1960 and 1970 are obsolete and their lifetime is expired. The conditions of those buildings are degraded making them unfit for further use. It is obvious that those buildings do not meet the current requirements for the earthquake resistance of buildings. But in some cases it would be necessary to conduct detailed investigation for the possibility of application of the enforcement measures to enhance the structural resistance of buildings. The following construction period covers 1970’s, 1980’s and 1990’s. 46.2% of all school buildings and 42.3% of all kindergarten buildings were constructed in between 1970- 1990. They are in relatively good physical conditions. For the construction of these buildings few standard designs were used and this makes it easier to carry out TTR measures on these buildings with limited standards solutions as well. The TTR would extend the lifetime of the buildings significantly and at the same time improve the learning environment and increase heat energy efficiency.

Figure 82: Kindergarten No.141 in Bayangol district, built in 1991 With regard to the “Building Thermal Performance Code”24 the first major update has been undertaken in 1997 integrating for the first time energy conservation requirements additionally to the minimal thermal requirements. It means that all buildings constructed before had been constructed without considering energy conservation requirements. Therefore is it common that the annual heat energy consumption of these buildings is amounting to 350-450 kWh/m2 and via TTR it is possible to reduce the consumption down to 200 kWh/m2, which means a reduction of up to 50-60%. Following these amendments in the code mentioned above in buildings constructed after 1997 should meet higher energy conservation requirements. For instance, the permitted thermal loss (or thermal conductance value of the wall) through 1m2 wall by 1°C difference has to be minimized from 1W to 0.26 W taking the climate condition of Ulaanbaatar, means less than 4 times. This high requirement initiated the usage of insulation measures on building envelopes to some extent. But at that time (period after Code amendments in 1997) due to weak construction supervision, poor quality of construction materials used and the insufficient basic understanding on how to ensure the compliance with new norms and of building physics related issues, schools and kindergartens built since 1997 still have poor construction and insulation quality. As consequence the heat consumption could not be decreased considerably and a lot of mistakes have been committed during the designing and construction phase influencing negatively on the construction quality and lifetime of the buildings.

Figure 83: Kindergarten No. 45 in BZD, construction year 2003, area with molds

24“Building thermal performance” construction code (CCM 23-02-09). This code establishes the values for thermal resistance or R-value (W/m²C) for the building envelopes. The code is – theoretically – legally building.

These planning and construction failures are the reason for the “thermal bridges” leading to thermal losses and it is also a reason for condensation and mold growth speeding up the degradation of buildings. Furthermore the buildings after 1997 have different architectural designs and layouts which make the use of standardized technical solutions impossible. Thus it is necessary to conduct a detailed survey and calculate separately the annual heating consumption for each particular building to establish a reference value. In order to carry out TTR in every particular case it is necessary to determine to what extend the TTR has to be implemented.

If the reduction of the CO2 emissions envisaged is taken as a criteria then schools and kindergartens should be selected which have own heating furnace using for instance raw coal as fuel. Some kindergartens and schools have boilers installed by ANUN Services LLC or other companies and they supply heat energy under long-term contracts. The supplier has the obligation to supply the heat on the basis of a fixed price until the investment costs are paid back. Whereas with regard to buildings connected to the district heating system (as source using a combined power plant) it is impossible to reduce carbon dioxide emission directly, but to set free heating energy capacities. If the reduction of heating expenditure of school and kindergarten buildings is the main objective, the form of heating payment is very important. With regard to buildings connected to the district heating system it is crucial that the heating bills are based on the consumption measured via heat meter. In case of schools and kindergartens having own heating furnace and flat-rate or heated space billing only the heating provider will benefit from TTR measures. For the improvement of the building envelope thermal insulation is the most effective solution to reduce the heat energy consumption and the TTR should emphasize on the economically most appropriate solutions for minimizing of the thermal losses. Therefore the TTR should have 2 steps. First the buildings should get as much as possible thermal insulation to reduce the demand and in a second step the furnace and heating system has to be replaced adjusted to the decreased demand. In the frame work of this study the following criteria for the selection of school and kindergarten buildings for TTR in Ulaanbaatar is suggested:  The building is constructed after 1970 and has a standard design,  Examine of the operational conditions of buildings (roof, floor, wall, window, resistance against earth quake impact ),  Examine the state of sanitation, electrical wiring specifically,  Implement individual buildings thermo technical measurements, because many different types of buildings are available. The next chapter deals with the implementation of TTR measures at most numerous built school and kindergarten buildings with the standard design and showing costs for these measures.

6. TTR investment calculation and savings Calculation of costs for the buildings that were built in between 1970-1990 have been performed considering two types of kindergarten and five types of schools. 6.1. Kindergarten buildings

There are 40 kindergarten buildings of type 1 and 10 buildings of type 2, in total 50 kindergarten buildings of the 168 kindergartens. The most numerous built kindergarten building type 1 with standard design (see Attachment 2) in Ulaanbaatar were planned with a capacity to accommodate 280 children and 40 of the total of 168 kindergarten buildings were built in Ulaanbaatar during 1980ies. The total floor area this building is 1883.5 m2. There are 10 kindergartens of type 2. The total floor area this building is 1607.7 m2. The average annual heating consumption of these buildings is 400 kWh/m2 and depending on the location, received budget for heating, the conditions of the heating system, consumption behaviour etc. the heat energy consumption varies from case to case. The required investment cost calculation for reducing of present heating consumption by 50-60% is shown in the Attachments 2-1 and 2-2. As shown in the calculation, investment of about MNT 485.0 million is needed for a standard building or about MNT 260 thousand per 1m2. For all 40 similarly designed kindergarten buildings in UB the investment for TTR amounts to MNT 19.37billion. The potential for heat energy savings amounts to 12.1 million kWh per year. This saved energy can be extracted from burning of 1.48 million kg coal or 1489 tons of coal. If we calculate the efficiency coefficient for heat converting with 50%, the coal amount from burning will be increased to be 2979 tons and this means 8972 tons of СО2 emissions will be saved per year.

6.2. School buildings

There are 22 school buildings of type 1, one buildings of type 2, one of type 3, 4 of type 4 and 14 of type 5 from the total of 42 school buildings of the 115 schools. As for the schools, the school building type-1 shown in the appendix 2-3, has a floor area of 4260.9 m2. This standard building was built not only in Ulaanbaatar but throughout Mongolia in great numbers in 1970–1980. For TTR of 22 of type 1 of buildings built in Ulaanbaatar an investment of MNT 22.5 billion is required. Assuming energy saving of 50-60% it is possible to save energy equal to 13,8 million kWh per year. And for TTR of type 2-5 of buildings built in Ulaanbaatar an investment of MNT 14.7 billion is required. This saved energy can be extracted from burning of 1.69 million kg coal or 1694 tons of coal. If the efficiency coefficient for heat converting with 50% is calculated, the coal amount from burning will be increased to be 3389 tons and this 10204.5 tons of СО2 emissions will be saved per year (see Attachment 2-8).

6.3. Total investment Within the frame work of school and kindergarten TTR measures, it is possible to reduce building thermal losses as described below:  Additional insulation of wall and roof;  Replacement of doors and windows with high air leakage;  The renovation and insulation of main heating pipes in basement floor ;  Introduction of consumption based billing by installation of heat metering units. This is a minimum list of necessary works to be done. Also the heat losses of heating distribution pipes from the substation to the buildings could be reduced in the frame work of TTR. Implementing TTR measures at the schools and kindergartens located in Ger areas the replacement of building heating furnaces, increasing the efficiency of heating system, connection to water and sewage system and the construction of small treatment plants has to be analyzed case by case. The economic advantage of TTR measures at school and kindergarten buildings constructed in 1970, 1980, 1990ies, and the technical necessity of these measures have been elaborated in previous chapter. In tables 1-7 the economic wise most efficient TTR of buildings to be implemented first have been presented. These are 2 types of kindergartens and 5 different types of school buildings. There are 40 kindergarten buildings of type 1 and 10 buildings of type 2, in total 50 kindergarten buildings.

There are 5 types of school buildings. Of these 22 belong to type 1, 1 to type 2, 1 to type 3, 4 to type 4 and 14 to type 5, altogether 42 school buildings. Construction layouts for each type are presented in Attachment 2. In Appendix 1-16 below, the required investment for TTR, energy saving and money saving are shown for each building type.

Table 6: Type 1 kindergarten building

Table 7: Type 2 kindergarten building

Table 8: Type 1 school building

Table 9: Type 2 school building

Table 10: Type 3 school building

Table 11: Type 4 school building

Table 12: Type 5 school building

The total area of these 42 schools and 50 kindergartens requiring TTR is 259509.0 m2. The expenditure for TTR of 1m2 is USD 145.0 (EURO 106.0). Altogether an investment of USD 37’628’800 (EURO 27’507’900) will be required.

6.4. Heat energy saving and results In times of increasing difficulties to supply the building stock with district heating energy savings and efficient usage of heat energy are getting of utmost important. Therefore the capital city is paying much attention to TTR and elaborating certain projects and programs for reduction of thermal losses increasing of energy efficiency through heat energy savings in existing apartment and public buildings. A survey on state owned primary and secondary schools and kindergartens in capital city identifying buildings for TTR is an essential part of this program. Within this frame work, the survey among 279 state-owned schools and kindergartens buildings in UB has been conducted to determine those school and kindergarten buildings to identify buildings apt for TTR. On the one hand the thermo-technical retrofitting of public schools and kindergartens would improve the learning environment of children and students, on the other hand it would decrease the running costs benefitting the Capital city’s budget burdens. By implementing of TTR of the proposed 42 school and 50 kindergarten buildings, Ulaanbaatar city will annually save heat energy amounting to 38.35 million kWh or MNT 4.65 billion.

In addition to this, 28.380 tons of СО2 emission would be saved per year in terms of coal amount converted in to standard coal and this number could be increased significantly by additionally using renewable energy.

Especially by additional insulation of school and kindergarten buildings which are not connected to the district heating system, the expenditure for the heating boilers could be decreased tremendously and the air pollution hence would be reduced as well. This has been clearly demonstrated by the GIZ/USAID pilot project for TTR of 3 school buildings implemented in 2012. By implementing TTR of the Ulaanbaatar’s school and kindergarten buildings, the following results would be achieved:  In terms of social and economic impacts: Through implementing of TTR of school and kindergarten buildings the demand on heat energy supply will be reduced setting free heat energy capacity to connect many newly built buildings to the district heating system of Ulaanbaatar. By doing so it will decrease the need for construction of costly heat only boilers especially in Ger districts contributing to savings in state and local budgets. Furthermore the TTR will considerably prolong the lifetime of those buildings and will help to reduce running/heating costs. The heating quality and thermal comfort will be improved significantly and it will have a positive impact on the learning environment, hygienic conditions and health of children as well as students. The TTR will create new jobs in the construction sector of Mongolia.  Impacts on the city look: The TTR will improve the appearance/facade of buildings contributing to a more beautiful city.  Impacts on reducing air pollution of the city: Saving heating energy will reduce the fuel consumption of decentralized heating furnaces and so positively impact on reducing air pollution in the winter month as well as reducing the risk of respiratory deceases among the population.  Impacts on application of renewable energy sources The TTR of school and kindergarten buildings will create favorable conditions for the use of renewable energies. For instance, by application of renewable energy equipment such as solar collectors warm water for schools and kindergartens in Ger districts of Ulaanbaatar could be provided and it could also be used as an additional heating source. The combination of TTR with renewable energy applications is most effective to reduce fossil energy consumption.