World Bank Study

48898 AFRICA HUMAN DEVELOPMENT SERIES Public Disclosure Authorized Public Disclosure Authorized School Construction Strategies for Universal Primary Education Public Disclosure Authorized in Africa Should Communities Be Empowered to Build Their Schools? Serge Theunynck Public Disclosure Authorized School Construction Strategies for Universal Primary Education in Africa School Construction Strategies for Universal Primary Education in Africa SHOULD COMMUNITIES BE EMPOWERED TO BUILD THEIR SCHOOLS? Serge Theunynck THE WORLD BANK Washington, DC © 2009 The International Bank for Reconstruction and Development / The World Bank 1818 H Street, NW Washington, DC 20433 Telephone 202-473-1000 Internet www.worldbank.org E-mail [email protected] All rights reserved. 1 2 3 4 12 11 10 09 This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The findings, interpretations, and conclusions expressed in this volume do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legalstatusof any territory or the endorsement or acceptance of such boundaries. Rights and Permissions The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development / The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly. For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center Inc., 222 Rosewood Drive, Danvers, MA 01923, USA; telephone: 978-750-8400; fax: 978-750-4470; Internet: www.copyright.com. All other queries on rights and licenses, including subsidiary rights, should be addressed to the Office of the Publisher, The World Bank, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2422; e-mail: [email protected]. ISBN: 973-0-8213-7720-8 eISBN: 973-0-8213-7721-5 DOI: 10.1596/973-0-8213-7720-8 Cover photo: Arne Hoel / World Bank Library of Congress Cataloging-in-Publication Data School construction strategies for universal primary education in Africa : should communities be empowered to build their schools? / World Bank. p. cm. Includes bibliographical references. ISBN 978-0-8213-7720-8 (paper pack) — ISBN 978-0-8213-7721-5 (e-book) 1. School buildings—Design and construction—Africa. 2. Education , Primary—Aims and objectives—Africa. 3. Education—Parent participation—Africa. 4. Community organization—Africa. 5. Rural development projects—Africa. I. World Bank. LB2319.A4S36 2009 372.16096 2009018199 Contents Preface xi Acknowledgments xiii Abbreviations xv CHAPTER 1. THE CHALLENGES OF AFRICA’S PRIMARY SCHOOL INFRASTRUCTURE1 The Growth Trend in Primary School Classrooms 1 The Quality of Primary School Infrastructure 2 Conclusion 12 CHAPTER 2. SCHOOL LOCATION PLANNING AND CONSTRUCTION NORMS 15 School Location Planning 15 School Quality Norms 19 Inefficiencies of Centralized Planning 24 Conclusion 25 CHAPTER 3. CLASSROOM CONSTRUCTION TECHNOLOGY 29 The Classic Classroom 29 The School Shelter 32 Local Materials and Appropriate Technology Classrooms 35 Industrialized Prefabrication 40 Classroom Prefabrication 42 The Modern Construction Model 45 Conclusion 48 CHAPTER 4. TECHNOLOGY FOR SANITATION AND WATER 51 Sanitation in Schools 51 Water Supply for Schools 53 Conclusion 54 v vi • Contents CHAPTER 5. PROCUREMENT AND CONTRACT MANAGEMENT 55 Procurement Managed by Central Administration 55 Delegation of Contract Management 66 Decentralization of Contract Management 88 Conclusions 106 CHAPTER 6. SETTING UP COMMUNITY MANAGEMENT 111 Accountability 112 Community Empowerment 116 CHAPTER 7. SCHOOL MAINTENANCE 125 CHAPTER 8. CORRUPTION IN SCHOOL CONSTRUCTION 129 CHAPTER 9. THE DONOR FACTOR 135 CHAPTER 10. FRAMEWORK FOR ACTION 139 What Countries Should Do 142 What Donors Should Do 147 Areas for Further Research 148 APPENDIXES 1. School Infrastructure Matters: The Research Evidence 151 2. Architectural Design of Primary Schools: Examples of 2- and 3-Classroom Blocks 156 3. Examples of Appropriate Technology Schools 159 4. Examples of Latrine Technology 161 5. A Brief History of Industrialization in the Construction Industry Worldwide 162 6. Unit Costs of Some Contract Management Agencies in School Construction 164 7. Implementation Schemes for School Construction Projects Sponsored by NGOS 166 8. Decentralization of School Construction in Africa: Country Examples 168 9. The CDD Implementation Process in Benin and Uganda 172 10. School Construction by Local Government Implementation Arrangements 173 11. Stakeholder Roles for Primary School Construction in a CDD Approach 175 12. Toolkits to Harmonize Norms and Standards and Implementation Strategies 177 13. Illustrations from the Senegal Social Fund Community Handbook 179 Contents • vii 14. Detailed Projections of the Classroom Needs 180 15. Summary of the Various Implementation Schemes 183 16. The Situation of School Construction Programs in Selected African Countries: Who Does What and How 184 17. List of Projects Reviewed 215 REFERENCES 225 INDEX 247 BOXES 2.1 School Buildings as a Learning Aid at No Cost 22 3.1 School Construction Programs: A Chance for the Informal Sector 31 3.2 The Shelter Model in Ghana 35 3.3 Three Experiences with Prefabricated Classroom Construction 46 5.1 Contracting to NGOs—The Case of Guinea 78 5.2 Community Delegation in Mauritania 93 6.1 Norms to Be Established by MoEs 114 6.2 Essentials for a Community Request 115 6.3 Essential Elements of a Financial Agreement 118 6.4 Community-based Procurement: Key Features 119 6.5 Handbook Essentials 120 7.1 Budgeting for School Maintenance in Pakistan 127 8.1 Factors That Facilitate and Limit Corruption in School Construction 131 8.2 Approach to Limit Corruption at the Community Level: The Senegal Social Fund 132 9.1 Characteristics of Sectorwide Approaches 137 10.1 Essential Elements of Stocktaking Exercise 143 10.2 Technical Audit and Beneficiary Assessment: Key Features 147 TABLES 1.1 Growth in Classroom Stock, Needs versus Actual 2 1.2 Number and Condition of Primary Classrooms 3 1.3 Availability of Latrines and Water 4 1.4 Cost of Furniture per Classroom 6 1.5 Indicators of Overcrowding 9 1.6 School Construction Needs, 2005–2015, for 33 African IDA Countries 12 2.1 School Size and Minimum Village Population Required 18 2.2 Average Net Classroom Area (m2) Over Time 21 2.3 Office and Storage as Percentage of Classroom Area in 10 Selected Projects 23 2.4 Unit Cost of Teacher Housing in Selected Countries 24 3.1 Range in Unit Costs of the Classic Classroom Technology in Senegal 33 3.2 Unit Cost of Local Material Technology Compared to Informal Sector 38 3.3 Comparison of the Cost of Prefabricated Classrooms Compared with the Clas- sic Model 43 viii • Contents 4.1 Unit Cost of Latrines in Selected Countries 52 4.2 Cost of Water Supply per School in Selected Countries 54 5.1 Costs of ICB Combined with Community Participation Compared to Other Methods 60 5.2 Evolution of Gross Unit Costs of Classrooms Procured through ICB and NCB 64 5.3 AGETIP Performance at Inception Compared to Previous Administrations 71 5.4 AGETIP Performance Compared to MoE Administration through Other Arrangements 71 5.5 Unit Costs of Classrooms Built by NGOs (3 approaches) Compared with Other Methods 76 5.6 Cost of Classrooms Built by Social Funds Operating as Contract Management Agencies, Compared to Other Agencies 85 5.7 Cost of Classrooms Built by Social Funds with Community Implementation, Compared to Other Agencies 86 5.8 Cost of Classrooms Built by Deconcentrated Branches of Administration Compared with Other Agencies 91 5.9 Cost of Classrooms Built by Communities Compared with Other Management Arrangements 95 5.10 Status of Decentralization of School Construction in Selected Countries 96 5.11 Cost of Classroom Construction Built by Local Government through Different Modalities Compared with Other Agencies 98 5.12 Examples of Gross Unit Costs Obtained in Benin, Ghana, Senegal, and Uganda 100 5.13 Regression Estimates of the Impact of Project- and Country-Specific Variables on the Classroom Construction Cost per Gross m2 from Various Classroom Construction Projects 102 5.14 Parallel Centralized and Decentralized Projects/Programs During 2000–04 in Selected African Countries 104 5.15 Local Government Expenditure as a Share of GDP and Government Expenditure, 1997–99 104 5.16 Status of Decentralization of School Construction in Selected Countries 105 7.1 The Cost of Maintenance 128 10.1 School Construction Needs, 2005–15, for 33 African IDA Countries 140 10.2 Financing Needs for EFA in 2015 in 33 African Countries 141 10.3 Estimated Annual Cost of Maintenance of the Programs to Be Built in the 33 African Countries During 2005–15 142 10.4 A Stock-taking Exercise on Who Does What and How in Primary School Construction: Example with Ghana 145 A12.1 Norms and Standards 177 A12.2 Toolkit for Donor Harmonization in Implementation Strategies 178 FIGURES 1.1 Typical School Furniture in African Classrooms 5 1.2 Gross Enrollment Rates and Distance to School in Chad, Guinea, Mali, and Niger 7 Contents • ix 1.3

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