DOCUMENT RESUME

ED 408 711 EA 028 458

AUTHOR Tamang, H. D.; Dharam, K. C. TITLE Innovation in Primary School Construction: Community Participation in Seti Zone, Nepal. Educational Building Report 20. A Case Study. INSTITUTION United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific. PUB DATE 95 NOTE 147p.; Photographs may not reproduce clearly. PUB TYPE Reports Research (143) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Building Design; Construction Costs; Construction Management; Construction Materials; Construction Needs; *Construction (Process); Construction Programs; Developing Nations; *Educational Facilities Design; *Educational Facilities Improvement; *Educational Facilities Planning; Efficiency; Elementary Education; Foreign Countries; School Buildings; *School Construction IDENTIFIERS *Nepal

ABSTRACT Nepal is one of the poorest countries in the world. In 1981 the Education for Rural Development in Seti Zone Project--more commonly known as the "Seti Project"--was part of the Nepalese government's effort to develop a system of basic education in that far western region of Nepal. The early success of the project provided the impetus for the development of the Primary Education Project, which is supported by the Work Bank/International Development Association. This publication is part of the UNESCO Principal Regional Office for Asia and the Pacific (PROAP) series on innovations in primary school construction. The series focuses on how to get the most value for money invested in educational buildings. The experience of Nepal and its project Education for Rural Development in the Seti zone is an example of how people can contribute to their own development. The project is based on the premise that such self-development is mainly fueled by knowledge. Mobilizing community interest, maintaining community confidence, and creating technically satisfactory buildings is a major challenge for all participatory development programs. The report gives a chronological review of the work and describes the project's origins, the context for the building design, the management approach, the school-construction program planning, program implementation, and program achievements. A total of 27 illustrations, 2 maps, 3 figures, and 4 tables are included. (LMI)

******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** EDU ATIONAL RESOURCESOffice of Educational INFORMATION ResearchU.S. andDEPARTMENT Improvement OF EDUCATION MinororiginatingreceivedThis document changes from it. the havehas person been been reproducedor made organization to as CENTER (ERIC) officialdocumentimprovePoints OERI reproduction doof viewpositionnot necessarily or opinions qualityor policy representstated in this INNOVATION PERMISSION TO REPRODUCEDISSEMINATE AND THIS MATERIALHAS BEEN GRANTED BY CONSTRUCTIONIN PRIMARY SCHOOL : TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) inCommunity Seti Zone, NepalParticipation

FORUNESCOEDUC, ASIA PRINCIPAL kTIONAI,AND THE PACIFIC, REGIONAL BUILDING Bangkok OFFICE REPORT 20 BEST COPY AVAILABLE Zone,UNESCO. Nepal; Principal a case study, Regional by68Innovation H.D.p.Office (HMG/UNESCO/UNDP/UNICEF Tamang for in Asia primary and and Dharamthe school Pacific. construction:K.C. Bangkok, Education community 1995. for Rural participation Development in Seti EDUCATION.Project, NEP/86/008) 1. EDUCATIONAL FACILITIES. 4. EDUCATIONAL BUILDINGS. 2. PRIMARY SCHOOLS. 5. COMMUNITY 3. PRIMARY 727.1PARTICIPATION. 6. NEPAL. I. Tamang, H.D. II. K.C., Dharam. I. Title. 4 INNOVATION IN PRIMARY SCHOOL CONSTRUCTION : Community Participation H.D. Tamang and Dharam K.C. A case study by in Seti Zone, Nepal

Education for Rural DevelopmentHMG/UNESCO/UNDP/UNICEF Project Rajpur, Dipayal, Seti Zone NEP/86/008 0 6 Report printed under UNESCO-AGFUND Regional Project, Development of Educational Facilities in Asia and the PacificUNESCO PRINCIPAL REGIONAL OFFICE FOR ASIA AND THE PACIFIC, Bangkok, 1995 UNESCO 7 © UNESCO 1995 P.O.UNESCOPublished Box 967,byPrincipal the Prakanong Regional Post Office Office for Asia and the Pacific PrintedBangkok in 10110, Thailand Thailand concerningstatusopinionthroughoutThe designations of whatsoever any itsthe country, frontiers publication employed on territory, the or boundaries.part do and cityofnot UNESCO theorimply area presentation theor concerning of expression its authorities, of materialthe of legal any or BKAP/95/W48-3000 a 9 PREFACE Theinitiatives UNESCO on PROAP how to seriesget the on most innovations value for in money primary invested school inconstruction educational has buildings. brought toThe the intention attention of of this Member series States is that a it series can make of Thedesignersconstructioncontribute experience and to managers programmetheirof Nepal own aware in development. itswithin projectof how the Education othersproject It is based have played for attackedon Rural thea key premise Development theirrole problems.in that rallying such in the selfcommunity Seti development zone membersis an is exceptional mainly to make fueled example a direct by knowledge. personalof how people commitment The schoolcan Thislabour.throughmanagers. report contributing gives a chronological their time and review their strengthof the work to collecting so that the building reader can materials "live through" and carrying all the out learning much of experiences the less skill of demandingtheMobilizing project community interest, maintaining community confidence and achieving technically satisfactory buildings is a buildingsTwomajortheir champion challenge fellow as they field groups for were workersall emergedparticipatoryrealized. who from Theyfollowed development this could experience; the not project's have programmes. thearrived literacy villagers at and these andother accomplishments, the educational young technicians programmes. however, who trained without the the villagers guidance and and oversaw support the of includingofEducationFinally, the project from the was subsidies thehas one capitalensured of theprovided Kathmandu projectthe government's to designers the the communities project whenresources also he for received was for school thisjoint significantconstruction.pioneering secretary support. forwork. planning. UNICEF Dr. Ishwar His raised personal Upphadaya funds steady for now various support Permanent project throughout Secretary components the forlife The project itself was funded by UNDP and executed by UNESCO. 11 CONTENTS Chapter TwoThreeOne : : ApproachTheContext Origins tofor ofManagement Building the Project Design 951 Chapter FiveSixFour : :: AchievementsSchoolProgramme Construction Implementation Programme Planning . 642913 12 MarkIllustrations I 4 bay single storey building : elevations 19 MapMaps 1 Nepal Planning Regions 3 4cross5 bay sectiondoublesingle storey ofstorey single building building storey : :building elevationsground floorfirst plan and ground floor plans 23222120 Map 2 : Nepal Physiographic Regions 4 45 bay double storey building : elevationsfirst and ground floor plans . 2524 FigureFigures 21 : DevelopmentManagement Processof School and Construction Responsibilities Programme 1410 Mark II 45cross bay sectionsingle storey of double building storey : building elevationsground floor plan 343326 Figure 3 : Four Stages of Payment 48 54cross bay sectiondoublesingle storey ofstorey single building building storey : building elevations 38373635 TableTables 321 : DetailedImprovedCalculation Area Payment of Analysis Construction System of Mark Subsidies III Designs 1991-1992 533212 illustrationcross54 bay sectiondouble to ofstoreyvillagers double building regardingstorey building measurement .. . . 414039 Table 4 : Efficiency of Different Types of Buildings 65 illustration toon villagers howdoor, to window construct enclosed and pitwith almira latrine drawing . 45444342 Mark /// 54 bay doublesingle storey storey building building : :and 3 bay single storey building ground floorfirst plan and ground floor plans 57565554 THE ORIGINS OF THE PROJECT Chapter One inaccessibleKathmandueconomicBackground. changes could for first the bepast reached four decades. by road; It was many only areasin the of1950s the thatcountry the capital are of to motorized vehides. The Kingdom of Nepal has been undergoing important social and This long isolation has contributed to the still Theexistssincepopulation education thewithin early had reach access1970s, system. of virtually togreat any progressform every of education.village has been in themade, Kingdom. and a network By 1988, of nearly schools 19,000 now Prior to the 1950s, only a tiny minority of Nepal's In the past 35 years, and particularly sculpturesculturesprings,Eachmaintenance village and and and influence alongofhas wood a itsrich the carvingstempleof andtrails religious unique whichandof the beliefsmany culture, templestraverse moreare dominated andconstantly the sacred the entire sophisticated places by seencountry. traditional in are daily yetfound life: simplereligious on hilltops,elegance beliefs. atof The richness of the in the exotic centcurrentlyquantitativeimprovementsschools of these had employed beenexpansionare in women.the established, atquality the of primarythe and includingsystem. relevance level, over onlyof education 13,000 35 per primary centhave are failed schools. trained to keep and pace only with 10 perthe Although there are nearly 60,000 teachers Unfortunately, pastures,womenNepal'svillage architecture. andeconomy and children the narrowis alikebased terracesin upon the daily systems carved struggle outof traditional of to precipitouswring survival agriculture hillsides. from which the The forests, growthinvolve the ofmen, high the thatlargetenThe yearstheMinistry number actual are enrolled ofenrolment underageEducation in primaryfigures and reports overage for school, that boys children.86 andhowever, per girls cent A in recentthisof the the figure primary demographiccountry's is greatlyage-group children survey inflated are aged suggestsno by moresix the to isolatedcounty'sofpopulation valuable communities, 19.1 in forests, the million hills and days'took people increasing placeand live even over erosionin weeks' theseseveral of hillywalk centuriesprecious fromand mountainous thetopsoil.and nearest has Someresulted road. regions, two-thirds Thein the remaining oftenclearing of thein areenrolmentnothethan highercountry'sonly 50 perten ofthen centand mid-girls fivesevenand andin 30theto far-westernper tenper age cent centper groups respectively. cent. respectively. regions, corresponding the In figures most to remote forthe girls'lower of enrolmentareas, and secondary no more are probably than grades 50 Even at the national level, official figures for In some of the more remote districts of life.Theconvertingone-third immense livethe endurancetropical on the forestsplains of the intoof people the fields. terai, has yetwhere to be migrants rewarded fromDuring with theprosperity the hills last are threeor rapidlyan easydecades the government has initiated strong measures to isretentioncentper only cent of 35 theof rate per the children betweencent children and, who grades enrolledamong do enter1 women, andin primary primary5 is it a is mere gradesno education higher 31 attend per than cent. drop school 18 The outper regularly. nationalcent.after grade literacyOver 1 45 rate per the capitaencourageaccessBasic income human to developments a permanentis needsstill no have more supply that still than would notof US$170.00. clean been raise water;met. living Less basic standards, than sanitation 20 per but cent is the almost of annual the totallypopulation GNP lacking. per has muchirregularityill-equippedProfessional of what and to standardsis perform taughtpoor quality in andthe the keypersonal primaryof roleinstruction, required classroom,morale together areof themconstitute low with amongin the theimportant nation's teachers,perceived development.underlying who irrelevance are causessorely The of Water-relatedmountainouscent1,000; of all life serious diseases expectancy regions, illness account the forsuffered mortality the for country approximately by childrenrate as for a whole thoseunder 32 is per underfour 50 cent years. years five of theofyears age. deaths of age and is 40 165 per per u In the hilly and dampforreadingerected poor earthen attendance andby thefloorwriting. communities, andand windowshigh drop-out often too small rates.lack toeven The provide primarythe barest adequate school of basicillumination structures accommodations: themselves, for ease of a 17 theeducationSocial-cultural responsibility system, traditions for particularly the administration and fortaboos the education pose of the real system ofproblems girls. are poorly for the funded development and inadequately of the The institutions charged with aneedsThe point uniqueness of where the communities even of thefive Seti years served project of andschooling is improving its comprehensive can makethe quality a most approach and significant relevance towards contributionof educationmeeting the toto Thefundingstaffed. Seti constraints Project. in what is one of the poorest countries in the world. The government, in confronting these problems, is hampered by formidable The launching in 1981 of the Education for Rural Development teaching-learningan.to: improved life. Thismaterials is done andtrain by learning a attacking new type environments. theof teacher,problem skilled on all notfronts: only teachers, in teaching parents, but also in primary health care Specially, the project attempts supportedprovidedappropriategovernment'sin Seti Zone theby to Projectthe impetuseffort the World needs to for combatBank/Intemational and the resourcesdevelopment these problems of Developmentthe of country. theand Primary develop The Association Educationaearly system success (IDA) of Project, basic ofand the education currentlywhich project is more commonly known as 'the Seti Project' was part of the . developdevelopment;exploitand agriculture, andthe conductpotential who canfunctional of use the these primaryliteracy skills programmesin school the service curriculum for of adultsthe people; and as aout-of-school force for girls rural basiclaunchedgovernment'sExperienceoperates needs in in six of 1986derived Basicofthe the Nepaleseas Needs country'spartfrom of Programme bothpeople a districtsmuch projects by wider theand for year hasis Educationnational likely strongly2000 to campaign be influencedexpanded to meetto the include thedesign minimum 20 more.of the which focuses attentiona majoron: the nationwide initiative . establishestablishmentpromotewhich address a network ofin a networkvery of resource practical of village centres way readingsome which of centres; theprovides major trainingproblems facilities, of rural life;supervision literacy and community-based development initiatives through the Setinumberthepromotion curriculum; Zone, of schools oflocated girls' across education;in the the far-western country; improvements and development increases in the inquality theregion level of of supervision, of Nepal, adult literacy. comprises teaching five and improvements in the physical facilities of schools; increases in the . responsibilityestablishschools';and a channel mechanisms for thesupplying routine which materials implementation enable to appropriate functional of innovative literacy public activitiesprogrammes developed and 'satellite under institutions to assume determinedrankthedistricts. plains in the bordering bottom that the 15India. quality per Ofcent theof in life 75 terms districtsin such of level inareas Nepal, of asdevelopment. thethose four in hill Seti districtsThe Zone government canof Seti only Zone hasbe Doti, Bajhang, Bajura and Achham are in the hills, while Kai lali is located on . assisttheagriculturalincorporates project; local andcommunities interests basic sanitation (fruit in and constructing and other health tree plantations,carea new needs type (latrines, vegetable of school a gardens). dean facility, water one supply) which and outtheadevelopment.improved new governmenta pilot consciousness 'educationif theDifferent requested people forof forms the ruralthemselves assistance role ofdevelopment' thateducation thefrom become people UNDP,are programme. required themust UNICEFprime play. to impartmoving With and thisnewUNESCO force objective skills in andin their carryingin develop mind,own itself.developingCommunity The project, a new Participation basictherefore, education aims Principle. tosystem mobilize by building maximum on participationthe strengths from of village the people. society The cornerstone of the Seti project lies in nationalgovernmentstartedapproachesThe first in programme. phasemid-1987, which in incorporatingof werethe the project testedproject theonbegan expanded amost limited in successful1981 the scale. scaleand produced ofof theseits operation new a series approaches and of assisted innovative into the a During the second phase, which especiallycommunitiespersonalfinancialCommunities commitmentsuccessful.contributions, of as Seti poor Zone, as to those butthe one whatactivities inactivity Seti they Zone of can the could offer project. not is theirbe expected time, their to provide labour, significant and their the construction of school buildings In the attempt to mobilize the has been I 2 18 19 Map I : NEPAL PLANNING REGIONS AWANO , finAHAxAu Daft $ ACH Jamitc: CHINA A INDIA ZonalInternational Boundary Boundary TheDistrictDevelopment Project Boundary Area Regional Boundary 20 3 /6.066660 sismA0.61.00600.61.00.61.10, Arm...../0".66.6100. Map 2 : Scale 0NEPAL PHYSIOGRAPHIC REGIONS 20 40 60 80 1111 _ 1111 1111 - 1111E- -24 1111 1111 E 1111 E 1111 666 _ 1 1111 = 1111 = 11111111 E 1111 1111 = 1111 =11 1111 ="-- 1111=1111 1111 = 1111E = 11111111 = 1111 E = 11111111 = 1111 E = 11111111 E = 11111111 E- 1111 E- E 1111 E 1111 = 1111 = 1111 ftli. 16' 1 1111 E- 1111 P.. 1111 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 Ej1 1111 r: 1111 E. 1111 a.- 1111 E- 1111 = 1111 1111 E 1111 61116=6. ftn.AmA E 1111 E'1111= DIPAYAL 1111 = 1111 ======JUMIA 1111 1111 "=- = 1111 = 1111 = 1111 = 101 = 1111 = 1111 = 1111 = 1 1111 = 1 1111 1111 = 1111 = 1111= 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 11111111 = 1111 = 1111 = 1111= 1111 = =1111 1111.= = 1111 1111 = = 1111 1111 = 1111 = 1111 = = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 1111 = 1111 = 1111 -= 1111 646,606.66.66 CHINA 1111 VI. 81 =IR"EN" =D"" = 1' = Rifil = 1111 = 1111rm = 1111 = 1111 = = 1111=1111= 11117=1111=1111=11 1111 1111E-1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 1111-E 1111 ==-- 1111 E 1111 E 1111 E 1111 . 1111 =L-- 1111 7.7 1111 1111 = 1111 = 1111 1 1111 = 1111 = 1111= 1111 = 1111 = 1111 = 1111 = 1111= 1111 = 1111= 1111 = =1111 1111 = =1111 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 _ 1111 = 1111 = 1111 = 1111 = 101 -`461/.. 666. NEpAaji,j(7 '111 = 1111 E 1111 77 1111 IIII-.7- 1111 = = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = iiiipPOKHARA= 1111 = 1111 = 1 1111 -E-'1111 = 1111 = 1111 1111 E 1111 E 1111 E 1111 -I- 1111 E 1111 E 1111E1111 E. 1111 E 1111 E 1111 1111 = 1111 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 11 1111 E- 1111 -E- 1 1111_ 1111 = 101 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 66.0. 1111 1111 1111 1111 1111 = 1111 -= 1111 =1111 1111 = 1111 = 1111 11 1111 1111 1111 1111 1111 101 1111 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 101 101 MI11 KATHMANDU g 00 = 1111 = 1111 = 1111 1111 11 = 1111 = 1111 = 1111 = 1111 1111 PIE 1111 E 1111 E 1111 Ell 1111 = 1111 = 1111 = 1111 =- 1111 = 1111 = 1111 = 1111 =- 1111 = 1111 = 1111 "" "" 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 = 1111 E 1111 1111 E 1111 E 1111 -E 1111 E 1111 E 1111= 1111 = 1111 = 1111 = 1111 = 1111 = 1111 moo". = 1111 E 1111 r±- 1111 IiiliriEr*L-1-9E- 1111 E 1111 E: 1111 E 1111 101 = 101 = 1111 = 1111 = 110 = 1111 = 101 = 1111 = 1111 = 101 = 1111 1111 1111 1111 1111 = 1111 = 1111 = 101 = 1111 1111 A00.1111 1111 /4111 1111 = 1111 = 1111 = 1111 E 1111 E- 1111_ 1111 E 1111 =7-- 11111111 1-7 1111 E 1111 r 1111 1111 1111 --- III ir Hi! F--- L'-/Y`L 1111 11 =1111= IIII =1111= IIII =1111= 1111 E E 1111 1111 E- 11 Mountain INDIA I4 22 Terai Flatland Hill =TZ 9 3 CONTEXT FOR BUILDING DESIGN Chapter Two theSchool primary Building schools in andrural areasPhysical of Nepal Improvement are both physically Programme. and educationally of poor Many of . potentialencourage to ruralbring communitiesabout substantial to experienceprogress and and, change hence, in their understand lives through their theirown teachers;reasons:sufficientbuildingstandard. for andspace teaching teaching-learning for extracurricular purposes. materials activities. are neither readily available nor effectively traditional teachingPhysically, methods they are are employed; poor because there of is the difficulty lack of finding a structurally qualified sound school School sites may also be unsuitably located and lack Learning conditions are poor for several . improvedeandevelopown efforts;drinking thethe schoolschool's water, facility, andlearning well-tended with environment; its vegetable buildings, and gardens, as a source trees, of latrines,community neat pride; compound, Thedevelopmentused.response School The activities to region.Building these conditions,of theand Seti Physical project which Improvement arewere especially developed Programmeprevalent and implemented in theis oneremote ofas the afar-western specific most .materialsPrior to developing and skills was this conducted. programme,improve The construction apossibility comprehensive standards of providing reviewfor both maintenance of communal locally assistanceavailable and private buildings. supportconstruction;underthissuccessful programme this for of programmemaintenance thea compound coveredproject's include: all of programmes.wall resourcefive for of each the centres; ruralschool; districts. latrine a drinking construction; water supply and constructionto each school; of new school In continuous operation from 1982 to 1992, building The seven activities promoted construction; playground contributedconstructionconditionforstructures existing that to structuresmightof the improved derelictbest result solutionwas infacilities.state rejecteda mistaken ofis manyto dismantlebecause impressionof the sobuildings, them many that and ofassistance itrecycle the was facilities felt usable is that available are tomaterials repair in suchfor existing repairsin poor the Also, because poor maintenance has substantially verycracked,Evenvillage small. construction reading roofs leak,centres. of ceilings residential are low,homes and within doors theand villages windows is inextremely most of thepoor: buildings are Villagers lack adequate building skills, and this lack of knowledge results in walls are whichpossibilitiessolutionof new in turn buildings administratively, mightof misuse. accordingbe misconstrued as to a limited as support number for of non-performance. standard designs Theis also construction an attractive it is comparatively simple to implement and minimize isblownschoolpublicpoor almost construction: awaybuildings,buildings never by theavailable. haveare strong often traditionally winds; in even and worsebeen drinking erected condition water, on thanhilltops, which other mustwhich structures. be results piped into roofsthe school, being consequently, schools are seldom in any better condition and, asTo resolve these and other problems, the objectives of the Like temples, development.ofsouthTraditional geographical and east Three toBuildings. westconditions, geographical within theas wellbandscountry. as may to This varyingbe identified:can be levels attributed of economic to the extreme and social range A distinct variation in building styles exists from north to the cold high mountains to programme are to: enjoydifferencereceiving(seethe north, Map a higher 2). theheavierin the verystandard level monsoonhot ofteraiof economiceducation, plains rains tofrom and communication the social Junesouth to development.and October, the and temperate transportation. but there foothills is alsoConsequently, in a betweendistinct From east to west, not only is there a climatic difference, with the east East and central Nepal r; 4 buildings in the east and central parts of the country are characterized by higher quality 04, 5I necessarygalvanizedworkmanship tosteel a andbasic (CGI) the understanding sheets.use of factory-made of the constraints materials, whichsuch as affect cement the and design corrugated of new A general view of the building types in each area is wellupperCeiling as floor aheight shaded, windows is low,cool areasplace is often the in heightsummer. extended of Roofsdoors to provide andare alwayswindows. a place pitched toSmall sit andin balconies the a small winter inoverhang sun,front as of Mountainsbuildings. coveringtheMaterials:is extended style ofmay acrosswall be construction; thatchthe gable or CGIwall random tosheets, protect rubble but the most inmud mud often mortar mortar roofs from is are verybeing a composite common. washed away. Theof stone roof Stone is the predominant material used in the hills. The quality determines theopeningswoodenextremelyDesign natural beams,Considerations:ground are harsh typical creating slopedimate building with spaces no features excavationwith very of the low .or area. ceilings.leveling In many Thickof the cases, wallsland. rear andRooms, walls only especiallyforma few, part small of very cold, dry andThe windy. buildings in the mountains have to withstand an Flat mud roofs are supported by itdoorsTimber,slabs is in set andthe anotherin terai,windows. mud hard supportedmajor woodBut, structural because byis more a layer material, timberdifficult of rough in tois the obtain.usedtimber. hill for regions all upper is not floor as readily and roof available supports, as centre(internalschools,seriousthose onof factor, peti)it thethe room, groundor because wooden but floor, this theplanks. sort areground of darkIn provision houses, floor and damp. isa is smallusually not found outlet used in for schoolas smoke an animal buildings. provides shelter, light butat the in is a more serious problem, one resolved by using stone or mud benches In house, dampness not be such a DesignTerai Considerations: The hot terai plain is mostly populated by recent immigrants. quarryingavailable,isMaterials: pine, which andalthough isporfage often this used costs is notcrudely make as popular itand a muchexcessively. in themore mountains .expensive as solutionit is in the than hills mud because roofs. The three main materials are stone, .mud and timber. The timber available In some areas, flat-stone roofing is ventilation;wallantheMost overhang roof. is of left theCare opensometimes rural or is verandah takenor houses replaced ato bamboo have protectand by makinga awattlemesh the bamboo building is theand installed ceiling meshdaub from permittingstructureto high. providethe sun'sOften and some adequate intense thea pitched security. upper heat natural portionthatch by providing light or of clay andthe snowmudconsiderationSince roof linerainfall is(11,500 perfectly asis veryallowing feet), lowappropriate. where sunlightin mountainous stone Theto andenter mountain timber regions,a room. are region Forshedding not this readilyalso purpose, coversrain available; is notthethe areaastraditional here, important above houses flatthe a reinforcedbuildingsbelongingMost of the havetocement urban some brick structuresconcrete of thewalls more (RCC) or columnswealthy slab roof individualsand allowing a flat reinforced for the eventual brick concrete addition (RBC)of another or including all office and many school buildings and houses are of a higher standard. These areHills built with mud and the use of timber is minimized. TotheBecausestorey. overcomewindows of climatic are water large loggingconditions, and often and unshuttered. ceilings dampness are in(Thishigh, the isandwalls, especially verandahs the plinth true and oflevel schooloverhangs is often buildings.) aboveraised ThatchsolidlydesignedmoreDesign variable built,Considerations:and to resistCGI with climate, sheetsheat, walls resultingrain, ofare stone windused in at andif a least variety snow. 18 ofinchesThe design buildings thick solutions. and which often are with constructed slate roofs. are The 'hill zone' with its high ridges and deep river valleys has a slate is not available. Because of the limited Buildings must be andMaterials:thewith form are brick commonly of soling, a concrete and used banda cement throughout is provided finish the is at givenarea. the plinth to floors. level. A damp proof course (DPC) in Clay bricks and tiles are locally manufactured in almost all parts of the terai government-suppliedhowever,availability schools of land are andCGI generally thesheets villagers' for roofing. domestic needs, their houses are two-storey; or 'C' shaped single-storey structures, with steeltransportationchange,materials, as many wood through people is now the have also terai, toexpensive dependthe use onofand suchwood, difficult manufactured bamboo to obtain.) andis materialsalsothatch. Because feasible. as there cement is good and These materials have been used by the wealthy and for But, because of the high cost of these (This may soon 16 themforgovernment-supported climatic free of reasonscharge from construction the government. activities. CGI sheets are visible on many buildings, especially schools, which receive although not a good choice 27 Problems with Existing School Buildings. Until recently, there were few timbers are unseasoned and therefore, except for the better salwood variety, are villagetheconstructedprimary National of theschools Education country.by the in peoplethe Systemcountry. to accommodate in When the early His Majesty's 1970s,the school primary Government before schools formal (HMG) spreadrecognition implemented to every would The stipulation was made that there must be a building Theparticularlyvulnerablepartially roof is susceptibledueanother to wind to the areaand to local insectrain.in which architecture Other and fungalpoor problems construction attack. which come dictates from has materials causedshallow problems.and pitch workmanship. roofs that are This is problemsconstructedtechnicalbuildingsbe given experiencedbyonsupport duringtheirthe Government own, from the today. withoutpast the government.15 and anyto 20 thisknowledge years put pressure of design on andpeople without to begin proper constructing planning or In this way, thousandsresulting, of quiteschools naturally, were in many of the place,shapes,incorrectlyMany battensroofs then referred use fixed of flatwood in tostones place as(split slates. fromby so traditionalas one-half to have ainchmethods. cross to sectiontwo After and of theone-half one roof to two timbers inches inches thick,are thick) put often into are These are quarried locally and dressed into rectilinear damageyearsPlanningBecause ago in anda peoplethesevere design: area. areearthquake aware of killed this danger, hundreds some of peopleprecautions and caused have been extensive taken. property Light tremorsSeti are Zone common lies within and occur Nepal's several earthquake times eachdestruction year. area. Ten ThiswhichplacedEach is the sideajoin critical flat bybetween stonesside point between adjacent are in uniformlythe thestonesroof timbers. construction, isplaced then These covered side asbyare withit side coveredis therea in smaller overlapping thatwith flat water a layerstone. straightleakage of mud rows.most into inadequateproblemsdamageHowever,To minimize from in many and corner theearthquakes ventilation damageof roomsthese from are whichthan is poor.'L' earthquakes, are orcan linear'C' only shaped buildings.be many entered and schools are through therefore are anothersingle-storey more room: likely structures.lighting to incur is The rooms themselves are often small and so, Also, these two designs lead to insufficientmaterialsSomeoften occurs,roofs isfixings. are notsoaking made well thewith understood, mud galvanized layer theywhich steel are in sheets. turnoften causes Asinstalled the the technology wood with battensinadequate for installing to rot. laps these and building,Theseconsequently,poor factors, light which distribution,are together is doors.often dictatedwith which a dark by is ground interior further contours. surfacehindered of bybrown the impropermud finish, orientation result in very of the Maintenance:winder.areThese the errors noise resultcreated in during water heavyleakage rains, and windthe heat damage. in the summer,Other disadvantages and the cold of during tin roofs the Refixing doors and window shutters, replacing broken slates or floor A lotinearthground. the of buildsschoolsconstruction, up are along constructed causes the near damp wall.on floors hillsides This, and together wherewalls and thewith createsearth the lack has an beenofunhealthy a damp cut to environmentproof level course the The resulting embankment behind the school building usually collapses and joists,Generally,occasionalschool levelling. buildings remudding schools the floor,in are Setiof constructedwallsetc. Zone, are and thebut floors. major maintenancethrough routine people's maintenanceis almost participation, non-existent, works often necessary withexcept some in for crossbondingpoor.Standardsfor students. of stones. Construction: These practices result in an unstable structure. Joints in theWalls timber are not vertical. The standard ofSmall masonry stones and are carpentry used with work a lotis very of mud and few structures.regardandfinancial other them help agencies. as from government the Once district school property development buildings and feel committeehave that been the governmentbuilt,(previously people knownshould in the asmaintaincommunities Panchayat) the Most communities are not prepared to do any work, unless money is Theprovidingwasted.frame, quality although no ofreal wood stability.generally used varies. adequate, are poorly made, and a large amount of timber is Roof timbers are rarely jointed and members rest on top of each other, Salwood, a better quality local hardwood, is used at entrustedprovidedbuilding;Becauseavailable. one yetforto aschoolno such person one maintenance, servesfeels who responsible two then or persuades three but for these villages, maintenance the are people everyoneoften work.mismanaged:to workregards voluntarily the school oras fora public low In some cases, funds are funds may be pinewoodlower altitudes trees are where available it can and be sometimeseasily obtained other varietiesfrom forests. of local timber. All of these At higher altitudes, inwages; the leaders when theand people refuse realizeto come that back money to work has whenbeen improperlythe next appeal utilized, is made. they lose faith 29 71 becauseinMinor Seti of Zonemaintenance lack haveof initiative been work allowed by and school deaning to managementdeteriorate of rooms to committees such could a condition be andperformed staffs, that manysome regularly schoolsrooms but, are buildingschools,Thenow project unusable elements,which has are anda assmall generally dasseswell maintenanceas arethe well setsize upestablished of in rooms,programme, other roomsare with also aorbut acceptable.good outside only site for on plan, the ground.andresource where centre other An Photographexisting L-shaped 1. school problemwindows.roomsroom.building of Itbecause accesshaswith dampthe toof leaking the floors smallcorner roofand andcold

I8 s. 31 APPROACH TO MANAGEMENT Chapter Three notofficeoneThe subjectrequire isProject fully to an thein unusually chargeusual "Actors". obligations and dear because definition and much penalties of of responsibilities, the associated input is voluntary with because regular and, no contracting. consequently,one person or Management of 'aided self-help' schemes such as this pagesbeTheresponsibilities studied identification of this in Chapter. the ofFigure functionsthe project's 1 on and Management three the sequence principal Process inparticipants which and they Responsibilities.are are detailed to be carried in the outfollowing can The .In this project, a number ofthein 'actors' the regionaldistrict district; in educationthe education process committee directoratewere identified: (DEC), (RED)', a whichbody which monitors has andan overview co-ordinates of education activities ZonefordependsRole the project DEO on of the projectEngineering engineering effectiveness office implementation unit of Unit. the has technical been anddirectly support follow-up involvedunit. Asof the the in programme, responsibleevery stage elementthe of Seti the The success of any aided self-help programme . developmentisthe both District a political Authority activitiesthroughout forum isand the andinput; principaldistrict; the main people's body representative responsible forbody the at co-ordination district level and of honestthanandconstruction schools a simpleand dedicated. are programme technical community function. process. buildings, the role played by the technical staff is much more SinceTechnicians all of the areprogrammes expected toare be community highly disciplined, based . theeducationchannelling schooldistrict code;management educationof government office committee support (DEO)2, (SMC),and foran administrativeensuringa local body the propercreated body implementation to responsible manage the for affairs of thethe Dutiesvariousmotivators.Furthermore, ofschool the They engineering constructionthey spend must about unit workprogrammes. includethree not weeks only programme asa month technicians planning, in the communities but design, also estimation,as educatorssupervising survey, and the . DEOs,theof each Seti villagers school;project staff,and teachers a group in of all specialists aspects of and project field implementation; workers who advise and support fieldThefield.supervision, workco-ordinators, conducted reporting, during by and the their records Seti field project maintenance. visits staff, is difficult particularly However, and often the most engineeringdangerous. of their workThey unit ismustand in the be .. workersconstruction;the engineering from the and villager unit, a whotechnical volunteer group their within time the and Seti labour. project staff, which supervises skilled workers hired to work on the school building and/or non-skilled atheytenprepared week to often fifteen (see to begin Photographtrek kilogrammes thebetween day's 2, journey ten3) and atthirty 6 a.m. miles and a continue day until dark, working seven days to visit one to four schools along the way. When in the field shouldering a rucksack weighing 21 nownow called called Regional the District Education Education Inspector's Inspector's (REI's) Office Office. (DEI0). qj 2 9 sometimespathKingdom,The wholeis often throughand project very even narrow landslide area a nominal is and one areas. steep; amountof Fromthe sometimes most ofJune food remote to Septemberandit passes shelterand disadvantagedthrough the is oftentrek ais heavyhard especially partsto jungle find. ofrisky. Theandthe otherthisandWhen project.prepare projectsin the Thebudgets;office where entire for working shortworkingthe pace periods, after system of andwork the differs beforetechnicians is gentler. greatly office complete hoursfrom that is officenormal in construction work, for many keep offices staffrecords on of Technicians have no problem turnoverobtaining among less demanding the project jobs staff in other offices, and this is the main reason for the high Management Process and Responsibilities Pro act Figure 1 : District Education Office D.E.C. I Preliminary Survey ey IEngineering Unit Fixing of Annual Target Detailed Technical SurveyI 1- I Primary Selection andRecommendation Anal Selectionand Approval is Site Selection and Lay Out ConstructionBeginning Contract of School Management committee Subsidy Technical Supervision and Assistance People Participationand Managementor Construction Photographthrough a2. vast (top). landslide. The project It is 2-3technician days walk is going from tothe visit district schools headquarters in Burgal toarea Burgal. in Bajhang walking Payment Recommended H Work Complete Money School Photograph110whoto Dhuli-Kanda had two 3. more schools, hours' Bajhang walk to districtreach his suddenly next school flooded site, and fortunately blocked foundthe trail a fallenat 5.30 tree p.m. to Theserve overseer as a (bottom). 34 All in a days work for the site overseers. A small branch of Seti river on the way Release Worker whichdevelopedconsiderablyRole supervises of District from since and a theconsultative controlsEducation beginning toof Office anthe executive project. (DEO). all education activities The involvementrole of the DEOs has The relationship withand, thein DEO,athrough district, a process of has increased Thegroups.shouldto committee'scomplete prepare The the aplan buildingplanned should budgetand divide the to size ensurecontributions or population the proper to ofutilizationbuilding the community. construction of the project The into committeesubsidy. two Shramadan (voluntary) group should be responsible for demolishing the and'institutionalization'wellIn 1988/89, responsibility. the senior the project'sfield in co-ordinators, its separate second phase,district are the nowoffices project directly were has abolished attachedsteadily increased toand the the DEOs technicians, their and authority work as carryingexistingslates.(subsidy) structure,materials, group should levelling and carry securing and out clearing masonry,labour in the carpentrysupport site, felling of and skilled roofingtrees, workers. obtaining work and quarry buy roofing stone, The A nudan aNonetheless,DEOsunder positionprovision the in thedirectto of takethe overall the controlrole full necessary of responsibilityplanning theof thetechnicians technical district and for implementation powereducation hasthe notimplementation and diminished; financialofficer. has resources beenand of these the further DEOs can programmes be emphasized. will routinely not untilbe made in As a result, the role of the errorstechnicianstheFollow-up chairman are corrected and ensure day-to-dayor secretary thatbefore a supervisionsatisfactory construction of the committee. of construction is all too types far advanced.of work speed is isgenerally maintained the responsibility and that major of Frequent on-site visits by project community-basedavailableRole by the government. programme, the community itself plays the central role. of School Management Committee. Because this As the is a andfundingFinancial indirectly for primary supportand educationCost the school. Considerations. in Nepal, although there are other sources which directly Local communities are primarily responsible for The government is the main source of withpurposes.out'construction the the construction district Instead, manager', education the tasks.chairman the officercommunity of that the theschoolprovides SMC management materialswill be responsible and committee recruits for labourers agrees the construction in to writing carry Generally, contractors are not used for construction allgovernmentconstruction ofhasexpenditures purposes, been officially recognition of althoughaare school. met recognized, ofby theAs a the school. districta community.rule, funds aPanchayat 'good' can beIn building obtainedthe usually second must from provides stage, be different in however, placefunds sources priorfor once construction. tofor a formalschool a variety Initially, no funds are available for construction and asconsistingprogramme.A separatetheir sole of 'construction objective honest, energetic the committee'timely and construction dedicated is then organized.village of a well-built or group facility.representatives who have This is a special committee This committee Funding can be obtained fromprovisionsupportHis the Majesty's following to of the textbooks Government sources.primary and level (HMG): a limitedof education, The number government covering of teaching-learning provides the salaries 100 per ofmaterials, centteachers, financial and the a carrycommitteeformulatesThe task out ofthe involve theobtaining construction. overall securing materials construction timber, is generally roofingplan. slates,shared and by manyskilled community carpenters members,and masons who to Typically, the main problems faced by the differentincome.Districtcontribution Panchayat: Theydevelopmental towards also receive miscellaneous and grants educational from expenses the activities. central (i.e. stationery, government postage, which etc.)may be used for District Panchayats have their own budgets and sources of Monies expended for educational workersbeone findingphysicallypaid or two andfrom skilled craftsmen are transportthe expensive. workerslocal who community;the remainsmay materialsTo helpbe availablea project-suppliedreduceproblem. from a costs,in forest Managementa community, the or tools SMCquarry and committeestypically but to supervision theskilled school uses doworkers semi-skilledmake aresite; therefore havehowever,use of to the localPanchayat,Villagepurposes taxation, Panchayat: usually which donations, involved also has newetc.its own furniture, budget. repair Village work, Panchayats or new construction. collect money through Another source of funding to the primary school is the village Some of the monies are provided to schools for ofThe numberprovisionconsiderable project of advises ofworking importancevoluntary that, days. in workto itsThe the work undernumbercommunity plan, which of the days in eachcommittee the depends construction family onshould should the of amount specifythe contribute school of a planwork building. a forspecified required the 36 are,statusfurniture, therefore, of the repair Panchayat. in work,no position textbooks, Most to ofprovide the etc. Panchayats Thefinancial amount supportin allottedthe remote to their depends districts own onschool. arethe poorfinancial and shows,Local games Community: and other activities to collect money which can be added to the school In many places in Nepal, students and teachers organize cultural andetc.)project transportationare by used means in construction, of of a materials cash subsidy. a considerable sum is saved. Because no factory-made materials (cement, steel, normally expended for the purchase sourceconstructiondonatebudget of andland funding spentmaterials for playground foras theneeded. (timber, primary use slates,Other school. or peopleasetc.). school provide building cash sites. donations to the schools or In this way, local communities are a main Still others provide urbanwhereMost project-supportedareas. both construction construction materials and activities labour takeare cheaperplace in thanprimary in the schools headquarter's in rural areas and ToTheproviding prevent Seti project the technical inappropriate has support implemented utilization and financial its of school funds, subsidies thebuilding project to the construction community.has developed programme and tested by a slateofficialIn view obtained government of this, fromproject rate. the costings Mostdemolition of includethe ofschools existing a standard reuse buildings. certain deduction quantitiesTo allow of 25 for ofper stone,this, cent the woodfrom project theand aftersystemprojectthe a casespecified of technicians. 'Payment of the amount school by Result', of construction work whichhas been programme,is common completed, to money all inspected of theis released activities on-site, in andit stages, supports. certified and by only In double-storeyA summaryishas shown deducted in of thebuilding, the an Table additionalcalculation with1. a 10 144-pupil of per the cent actual capacity,of the cost total forand cost. the project 1990-1991 subsidy construction of a four-bay year 2.Initially, door1. andthese window stage paymentsframes fixed, were and phasedstone superstructure masonry as follows: up wall to plinth up to level lintel (including level; the foundation); Thetolabour cost1990-1991review estimatein thethe districts.sixcost is revisions based(as Eachwell on were as June,current design made the government andtoend the otherof total the procedures). costratesconstruction estimate for construction Between year,and subsidy. there materials1982-1983 is a provision and and 5.4.3. superstructure walls complete, andslatingfixing roof of timberson floor roof joist completefixed; and first-floor and commencement construction complete;of door and window shutters; and Table 1. Calculation of Construction Subsidies 1991-1992 (nRs) visitWhen6. the work site on to ainspect given stage work isprogress complete, compoundfixingand the verify ofcommunity door wallthat and constructed.the requests windowwork has a shutters projectbeen completed technician and final asfinishingto complete, and latrine and buildingTotal estimated cost 1,134,466.27 Doti 102,249.15 Bajhang 100,076.97 Bajura .112,825.55 Achhan 113,466.27 Krilali Neitherbeenspecified. completed recommendation satisfactorily, nor a recommendationpayment is made for if payment the work will has be notmade. progressed as If a stage of work has been completed as specified and if a stage of work has availablefor(afterNet remote estimated 35% materials) deductionsareas cost and 73,753.08 66,461.95 65,050.03 73,336.62 slate)cost.Onespecified. of Theand the designlocal main architectural goalsis based of theentirely traditions. Seti onproject the use school of locally building available programme materials is to (stone, achieve wood, low latrine)cost(41%Gross of of subsidybuilding net estimated amountplus 30,588.76 27,943.40 27,370.51 30,768.04 perThe centcommunity of the totalis expected building to cost, provide with voluntary the balance labour of and41 per materials cent being equivalent met by to the 59 38 (1US$Approved Subsidy' 43 nRs.) 30,500.00 ($709) 28,000.00 ($651) 28,000.00 ($651)0 9 30,500.00 ($709) SCHOOL CONSTRUCTION PROGRAMME PLANNING Chapter Four cycleFirst of Design. need assessment, Because of innovation; its experimental evaluation, nature, revision the Seti and project renewed has innovation.maintained a -dropoutnumber patterns of students were variedcarefully from analyzed school andto school, six designs student were enrolment, developed attendance to suit each and FigureonlyexpansionFurthermore, building. 2 on to the otherthe following project districts. was page This designed shows feature the to of beginsequence the projectin a singlein applieswhich district the to allprogrammeon its a trialcomponents, basis, developed before not withinLocalindifferent building architecture,the set designs.lengths of requirements, and buildingAs numbera result, methods with of the floors.bigger overall and classrooms available design developed materials for the lower wereby the grades studied workshop and and variations included adopted Theshowschartbetween school also how 1981 helps feedbackbuilding and to illustrate 1991. componentfrom evaluation These the ofcomplexity stages the can project be are used of discussed wasimplementing to developedimprove in detailproject such as ina performance.a responsethis programme, Chapter. to a Thelongand the following features. principle,40The to six 216 designs and pupils; this developed was the to maintenance be (types achieved A through through of flexibility F) removablewere intendedwas internalconsidered to cater timber to an enrolmentspartitions. important of Externalstructuralindependently,history of assistanceintegrity.failures very and hadpoor still-born been results given;ideas. were UNICEFWhen achieved communities provided regarding sheet constructed light, metal classroom roofs school through buildingssize and the ToproblematicThe control concept dampness'L' of and two-storey 'C' shaped in floor buildings designs, and walls, was and introducedaconform plinth heightto localto reduce wasarchitecture. fixed land atneeds, a one-foot avoid anddeliverednotMinistry followedill-adapted of to Panchayat the and to school Nepal's it was and site quicklyconditions. Local by plane) Development, found and that corrugated steel but thetrusses steelUNESCO-provided roof(fabricated sheets werein designsEurope expensive were and stability.Anusedminimum earthquake under from the ground lintel of floor.level wood in hillywas areas,used inwith both a plasticground damp-proof and first floors membrane to improve to be bewhichworkshopTo confronted.break provided this in Bangkokcycle the firstof failures, inset 1981. of general UNESCO ideas and as UNICEF to how theinvited building five Nepalesedesign problem officials might to a In one week, these specialists had produced a report ToTheAccess improve only from materials lightthe outside in to the be classroom,usedto the in first construction floor splayed was providedwassections stone, by were timber,means proposed slateof a verandah. and for mud. doors and four-daySetiThis Zoneinformation walk village from was thatthe then nearestis a usedfull road.day's in a walkfield workshopfrom the nearest staged inairport March and, 1982 at thein Fulote, time, aa Thus,ItInwindows, was many thefelt schools, andnecessarydesign interior winterincludes that whitewash classes a ancertain outdoor are was area held specified. teaching be outside designated area on the with and open space developed ground for sitting in for the this and warm purpose. a placesun. EducationNorway/HMG/UNESCOThis second and workshop Culture, and comprised project the Seti for project.14 constructing participants hostels from UNESCO for girls, (Bangkok),the Ministry the of 40 Because the number of classes and the for hanging blackboards. 13 I Figure 2 : Development of School Construction Programme Workshop in Fulote to establish school design Initial survey of existing schools 4 Bangkok Workshop (1981) Outline proposal Design of Schools, Drawings and Stage Payments Developed 120 schools started in Doti 1982/83 14 Initial problems with workmanship1st revision and slow to design, programmes drawings and stage payments 4 Tool kits introduced Improvement in workmanship and speed of progress I24 schools started in Doti 1983/84 1 IEvaluation of school building programme Undertaken end of 1984 construction season 2nd revision to school design, drawings and stage payments revised I I workmanshipBonus introduced system for good 124 schools started in Bajhang 1984/85 I 18 schools started in Doti 1984/85 Progress and workmanship good Evaluation1 of schools building programme end of 1985 construction season IProgress and workmanship only slightly improved 28 schools started3rd revision in Bajhang to school 1985/86 building design IBonus system changed into prize system4 schools started in Doti 1985/86 IProgress and workmanship continued to be good I 1 Revisions to stage payments only, design unaltered IProgress and workmanship Remained same 41 I 1 14 42 i 43 19 schools startedNormal inprogress Bajhang and 86/87 workmanship 3 schools started inDoti 1986/87 Slow progress * Good progress, rather poor10 schools workmanship started in Bajura 1986/87 1 14 schools started in Bajhang 1987/88 Subsidy increased by 10% and stage payments revised 19 schools started inDoti 1987/88 28 schools started in Bajura 1987/88 Better progress and workmanship Revised building cost and subsidy, tool kits provided to Bajura and Achham Progress and workmanship improved Progress reduced, workmanship not improved 1 5 schools started in Bajhang 1988/89 30 schools startedin Achham 1988/89 Very good progress and workmanship Improved building designs, subsidy increased, tool kits provided to each school with poor workmanshipEncouraging progress 15 schools started in Doti 1989/90 * 10 schools started in Bajhang 1989/90 11 schools started in Bajura 1989/90 21 schools started in Achham 1989/90 1 1 school started in Kailali 1989/90 and workmanshipNormal progress and workmanshipNormal progress Produced new school building design for terai, no change for hills and workmanshipNormal progress and workmanshipNormal progress Very goodand progress workmanship 2 schools started in Doti 1990/91 No forbuilding Bajhang programme 1990/91 No building programmefor Bajura 1990/91 10 schools started in Achham 1990/91 31 school started in Kailali 1990/91 with normal workmanship Good progress and workmanshipNormal progress less progress with normalVeryworkmanship good progress in hillsterai and 44 45 15 I arrangementsTo provide a for hygienic providing environment safe, drinkable in waterthe school, were planned. a latrine was designed and providedIn addition by to the the project. 41-per-cent financial support, technical help to the community was Project technicians visited the school, provided advice to the schoolAplayground.In compoundthe and,site plan,second, wall landwas to prevent proposed,area was animals first set toaside from designate enteringfor school dearly the schoolsgardens, which landgrounds fruit belonged trees and grazing andto the a .followingpeople, and stages helped of work, them forfoundation to selectionwhich develop visits workof asite were proper and and mostdetermination building work necessary: plan, layout; of especially plinth and assill regards levels; the structure,capableOf the ofsix capable accommodating designs, of theaccommodating onein designated fortythe school students; 88 asgarden. students. Type Type A was B wasa four-bay, a four-bay, single-storey double-storey structure, Of the six rooms in the four-bay, . roofingfixingfirst-floor roofing and timber final timbers; finishing.arrangement and and second-floor door and window fixing; bytwo-storeystudent,higher fifteen enrolment feetbuilding,which and was could intwo thesesufficient large accommodate levels. ones for wereThe the remaining fifteenobserveddesignated students smallerenrolment for grades at classrooms a rate and .1 andof attendance six 2 measured in square recognition rates feet eight atper of feetthat districtstraditionallyGiven. the to dolack very the of poor.construction skilled manpower, work. To the avoid quality this type of work of situation, at the village a set of levelcarpentry was In some cases, craftsmen had been brought in from nearby time.Dotistudentssingle- Other District, and respectively.designs double-storey averaged were forRs.The five-bay 55 coststructures, per of square single-these ablefoot. buildings, and todouble-storey accommodate based on structures, the 64, government 136, and 112 seven-bay andrates 216 for beForcarpenterstools used. constructing was As givenand a result, masons tothe the compoundthe fromschool standard participating and wall, compound introductory the projectcommunities. wall traininginsisted was dry thatwas random locally provided rubble available to semi-skilled materials a three-foot .An information package consistingthroughdepictingan illustrated project ofthe three problems assistance; booklet booklets offor wasexisting the prepared. villagers school This written facilities set included: in elementaryand the benefits Nepali to languagebe derived and schoolMostsubsidyminimum existing to for prepareheight a maximum schools and the two-foot cost lacked of 700estimate aminimumsquare level for feetplayground. earth width. only moving. For A the project The first usually year, technician the 41-per-cent project would gave visitsubsidy a flatthe .The overall project subsidybeana set wassignedadministrative of fixedconstruction by theat 41 community. manualper drawings; cent describing of theand total payment construction methods cost, and to be induding the contract to availableAlmostmaximumwould be none givenwatersubsidy of by sourcethe of the existingRs. project was6,000 thirty schoolsandwas applied fixed.minutes' had towardsdrinking to an hour'sthe water total walk and, estimated distant.typically, cost. the nearest The project Initially, a fouroutsidethepaid way monthsin instalments;of of the free would monsoon, labour be the adequate andremaining from materials. Novemberto construct 59 per cent to a May;building. was toit wasbe contributed initially decided by the villagers,that three into The construction season in Nepal takes place thelocationBeforeeachbudgeted length school issuing of toof permanent, so providepipe thesethat required. water materials, up pure to would one water project kilometre be sources, permanently technicians of the polythene feasibility available would pipe visit of within the andthe planned schooltwothe schoolbags toalignments determineof compound. cement and the to committee,programmes,project'sIn each participating theprogrammes village the community's Panchayat village,were implemented. rolea meeting in development, of At the that chairman time,and the the ofbenefits concept the school to ofbe the derivedmanagement project, by theits pradhan and the ward chairman was held before the agreeAfter theto provide field visit, necessary and at materials,schools where subject a water to the supply following was conditions. feasible, the project would Ivoluntarythe 16community process services of were construction, expected highlighted also project wasby a provided.project support, representative. the system of Detailed payment, information and the typeregarding of 4 4 7 Materials were to be collected by the school itself from the nearest road head, and no . the physical condition of existing associated facilities (i.e. compound wall, participation.Sand,subsidy stone for portage and other charges materials would would be provided. be collected by the school through community . villagesattendance,educationplayground, in the data school-agewater school (i.e. supply, catchmentnumber population garden of area); andteachers in thetree community, plantation); and dasses, and student number enrolment of families andand To ensure that effective healthTechnicalofTrench subsidy. and digging advicesanitation and provided pipe measures laying by the also wouldproject would bewould beinstituted done be followed. by inthe the community without benefit . pledgedcommunityavailabilityconstruction and of participation materials skilledsupport and byand unskilled(i.e. district labourers how workers); the existing(i.e. availability and school buildings of stone, were wood constructed, and slate; Panchayats and communities, community buildingconsideredprogramme.schools, constructionlatrine incomplete construction were and given the waslast a subsidy instalmentmade anto constructintegral withheld. part a latrine.Even of each schools new not school slated building for new Until latrines had been completed, building construction work would be consulted,During this and survey, the. sitecommunity would be leaders properly and inspected other concerned and measured. individualsmaintenanceparticipation All details, would of inbeincluding the otherclosely existing development building). activities in the villages, and care and 1.Implementation Process.preliminaryPreliminary surveysurvey. was carried out to collect general information about the district. Prior to implementing the school construction programme, a A ten step procedure was adopted by the project. managementattendedpreparea site plan a detailedby of representatives.the school,district report would foreducation each be school, recorded officer, which on the a wouldstandard engineering then form. be unitdiscussedThe stafftechnician atand a meetingproject would Theconsiderations,collected(overseer) survey informationteam - the formerconsisted general on collected conditionsuch of a constructionfield information of co-ordinator existing aspects on schooleducational and as geographical abuildings, construction aspects, labour features, while technician rates the design latter and for 4. basiscommitteeinSelection each of district survey recommendation chairman offindings, Nepal; and thethe to districtdistrictproject DEO. education developmentwould recommend officer committee serves names as chairman secretary. of schools serves On to the beas There is a district level education committee 2. Areaavailabilitydataparticipation. selection and budget and allocations, collection an of applicationapplications. form developed by the project would be of labour, local construction materials, On the basis of preliminary survey and scope people's 5. constructedInformationtheapproval. district andeducation to aschools. formal office proposal and the wouldproject bewas made ensured. by the DEO to the DEC for In this way, co-ordination between the district development committee, 3. Detailedcommitteesignaturedistributed survey. of eitherto thespecific throughschool schools. theheadmaster district These education applications and chairman committee would of theorbe directly returned school to managementwith the project.the joint Each school submitting an application would be surveyed in detail. aftersite,collecting etc. theconfirmation dispatch building of materials,of letters DEC to approval. determineobtaining awhether suitable materials site for construction, were being collected levelling and the Project technicians would visit the selected locations fifteen to twenty days Formal letters would be dispatched to appropriate schools The letter would include instructions for .communityFor this survey, to collect an experiencedinformationschoolthe suitability regarding: building community; of technician the suitability site (i.e. would distance as regards visit between the area, school steepness existing and schoolof slope, location security, and etc.) the 6. Contract. Contract forms developedtheadhered designatedDEO. by the to A byproject Seti sitethe projectSMC.was specified available. These representative strict contracts conditions werewitnessed tomutually be contractual agreed to agreements. by the SMC and No . theandarchitectural availabilityphysical condition aspects;of an alternative of the site, if required; existing school building (i.e. structural and orcontract conditionseachcouldif materials stage wouldcommence forof specified be paymentall made instalments. until if wouldin the a theschool formal instructionbe clearly site contract suitable recorded letter was for could signed.inconstruction the not contract, The be collected.amount could as would not of besubsidy terms found, and for No work 4, 8 f 9 17 I 7. Final site selection and layout.technician would visit the school and advise on selection of the construction site After the signing of the contract, the project buildingavailabilitysunnyataccording least placeone would to village;of certain for nearby be winterprepared, goodcriteria drinking land,season, according water.so asbut to to notavoid standard on flooding, a hilltop design. landslides or other windyand future place; erosion; and centrally located to all of the villages to be served: near Once the site was selected, a layout of the 8. Supervision particular.Becausetechniciansquality and the attention would ensurefoundation visitthat to thistheworkis vital schoolswork was to proper(threecarried upon to buildingcommencement out five according days, construction, or more)..to of specifications. the technicians constructionAt the same devoted work.time, of work. High priority was given to regular supervision to improve Project totechniciansworkvillagers ofgive payment. to technical bewould wouldcompleted If receive adviceany visit variation eachbefore explanationsand siteconduct receiptfrom regularly the measurementsabout of drawing each (twice the stagedrawings, awas month, of payments,found, the theif work possiblethey amount etc.for would recommendation and of advise constructionappropriate) the local Thereafter, the 9. ofwhen Paymentpeoplework visiting and, on ways recommendations.if the satisfied, school.to correct wouldThe the technician work.recommend also payment. would review No payment the quality would and be made The project technician would take measurements progress 10. individualdistrictReleaseprior to completioneducation of school money. to ofwhichoffice each it wouldstage, was to or depositbe where paid. the quality money of to work the wasbank unsatisfactory. account of the Having received the recommendation for a stage payment, the Photograph 4. Mark 1. Design built in 1983, in Bandungrisain school in Doti.

I 18 0 4MARK BAY ISINGLE STOREY BUILDING FRONT ELEVATION SIDE ELEVATION REAR ELEVATION SIDE ELEVATION 4 BAY5 BAY SINGLE SINGLE STOREY STOREY BUILDING BUILDING MARK I 300 WIDE REMOVABLE STONEPARTITIONREMOVABLE MASONEY WOODENPARTITIONS ELEA -_-....'a GROUND FLOOR PLAN 825 900 4 1650 900 eaaa 1650 900 1650 900 1 825 1 # 450 - $ 1 11100 f $ I (- 450 a P, ,-sa itsAl01I!F-ZrAmma-Wraririlurv.iMITibr,...7.74--".:-.A14 110!.,;1-7_i., 300STONE WIDE MASONRY o [REMOVABLE WOODEN to I ritMR 0..111 REMOVABLEPARTITION P1 PARTITION tralL ii21.# Ottillik lb.% tP;Eih 1e;CM ' .10 \ GROUND FLOOR PLAN i 1650 COO 450 825 900 1650 900 1650 903 900 1650 825 r 450 20 54 I 13650 I 55 5 BAY SINGLE STOREY BUILDING MARK I FRONT ELEVATION SIDE ELEVATION REAR ELEVATION SIDE ELEVATION OFCROSSMARK SINGLE I SECTION STOREY BUILDING STONE SLATES 1007550 x x10075 100 BATTENS RAFTERS RIDGE BEAM 0 450750 C/C 100 x 100 KING POST FLOOR JOIST 75 x 100 BEAM 75 25x 100 EAVEx 225 WALL RUNNEREAVES PLATE gl) POST75 x 0 75 1050 VERANDAHA C/C STRUT 88 In IN ow. 11_ Val s iff.i\,1717.7.ytt rOlc,,"---.11: "1:3 PIM tAID'ir-10111 *op ,-fi aim "Aim 375 525 ter-Ng, 750 1650 fir"; 450 2250 37 THICK FLAG STONE PAVING KOHmita 750 375 5 COMPACTED300 STONE SOLING EARTH I 22 MARK I 1011.Pi-I 111 A. ig.1 . ,I VD MINE"! P., via aillte9"%alNW RID-1.Am.w.italella lir* WM or 4 BAY DOUBLE STOREY BUILDING -47 REMOVABLE n WOODEN rIi WOODENPARTITION c li 150xPOST 150 APO:: 450 825 900 2650 9W 1650 903 1650 900 825 450 FIRST FLOOR PLAN vs 41111M. -- 11111114111110 mpoi;_11".1411111=11104, 1.11 . STONE300 WIDE MASONRY WOODENREMOVABLE PARTITION REMOVABLEPARTITION Iq WOODEN POST O 41111.11.,111It, 150 x 150 11100 GROUND FLOOR PLAN GO 6 231 5 BAYMARK DOUBLE I STOREY BUILDING 8 REMOVABLEPARTITIONWOODEN REMOVABLEWOODENPARTIT IONS 1650 930 1650 900 1650 450 825 111PNow... rwr411111-4-re 900 11._ LOOM NI 11.11.1 MIN 900 MI1111111 1650 INE 900 825450 g FIRST FLOOR PLAN ra-N.pa 300 WIDE 'wile. I I. oi STONEPARTITIONREMOVABLE MASONEY 1=J 13650 11111111M I24 62 GROUND FLOOR PLAN 4 BAY DOUBLE STOREY BUILDING MARK I 1 il II11 B 11 FRONT ELEVATION rr SIDE ELEVATION REAR ELEVATION SIDE ELEVATION 64 25 MARK I 50STONE x 75 SLATE BATTENS 0 450 C/C CROSSOF DOUBLE SECTION STOREY BUILDING 75 x 100100 RAFTERS x 100 KINGRIDGE 0 750POST BEAM C/C WALL PLATE75 x 100 BEAM75 x 100 EAVES VERANDAHA50x 75POST 50 STRUTx 75 8 JOIST125103 600 xx C/C 100150 u.):f .CONTINUEOUSBEAM LINTEL 8p 8 8cs, ,_111111 MISAIR f"- .11.,..---_,. -41,, _. im151111103,-;%:-:__-111.1:-4-#"-,mV'. ..:,,- .F.I.p>..7-4111"-Os micr;,,'N, 40" - -1 - ''.\--;-, arc 1 wriffoollitilPEIMre.0,111t:,EltiesTATAZIIIIIITIMI' - 41" 4N1, ,7147fe--..,-; awio. gi s r:04,10241.-...... ,ANI...... P-, era \.07, FLAG37 THICK STONE L1 N'-' IPAVING h_, m'AR"! 725 350 III.01111. 1650 2100 COMPACTED303 STONE SOLING EARTH Nit a 375 ,, 4 I 26 65 67 PHOTO GALLERY I veryPhotograph small window, 5. damp floor and leaking roof. A small existing school building with communityPhotograph for 6. the primary classes. A temporary shade built by the available.buildingPhotograph where 7. two classroomsThe project and built a astaff 4-bay room single is storey ' 1983builtPhotograph at in Bagthata Doti district.8. school located below Silgashi bazar in This is the project supported building Photographinwooden Doti district. verandah 9. built in 1983 at Bandungrisain school 4-bay double storey building with compoundPhotograph and 10. Seti River behind it. Rear view of the building with its PROGRAMME IMPLEMENTATION Chapter Five actionstherefore,Themade school are before at decided theconstruction preparingend forof eachthe the componentnext construction design year. andAlthough of season, thea workshop project a surveythe results isof of anconcerned the innovativeare whole reviewed peopleproject programme; and wasarea revised held was to This is handled by a staff of 22 technical personnel, including: Senior overseer (unit head) Overseer 51 thatareainmake neededthe covered. theprogramme todesign be tested relevant during in practice. theto the last area fewIn fact, served,years, substantial with many a considerablethings improvements were based increase have on been assumptionsin scale made and Building supervisorWater technician Sub-overseer Total 12 2222 begun,arrangedincreasedAn annual with according inconstruction four scale overseers as to it the targethas lookingannual expanded is fixed workafter every to fiveload. new sitesyear In areas 1982-1983, each.and, or year districts. by only year, The 20 thenew technical programme buildings staffs were has are ThisIt istechnician very results difficult inhas a toshortageto findconduct good of follow-up overseeroverseers activities personnel and keep for moreandthem means thanin the 50 projectthat sites. sometimes for a long a period. single By 1989-1990, the following is the work load undertaken Construction Activities Carry overPrevious from Year Undertaking New The annual programmes, their results and revisions, are briefly described in this Chapter. 1982-1983 3.2.1. PlaygroundSchoolCompound building wall 106 1625 556025 Programme wereOn begun the basis in Doti. of the first design and estimate, twenty double-storey school buildings 4. Water7.6.5. RepairV.R.C.Latrine supply (RCBuilding support) 331811 5 40402512 AnissuedA set illustrated of to technical both bookletoverseers drawings, in andNepali, communities.noted which in the pointed English out language, the problems was withproduced; existing this school was Total 214 257 contractAschoolbuildings small environment withEnglish-language and the depicted community was ways produced wasbooklet in which issued and explaining new distributed to districtfacilities administrative educationto couldboth communitiesbe offices. provided procedures toand enhance overseers. and the 70 P.V.C. sheets were provided for the damp-proof course. 71 29 I Result EducationwereMany not communities laid in out the until project could late innotarea the agree wasconstruction onvery a school poor; calendar. consequently,site; consequently, the manypeople buildings did not Programme Twenty-four schools were started in Doti. 1983-1984 notrecognizesplayingCommunities interested the of benefitsindoor participatingtended and to window, tobe ignorederived in theposition any fromprogramme. design ofthe centre school that post was construction at different the centre and,from line therefore, local of the style building, were (e.g. A five-bay,centresConstructionRevised also drawingssingle-storey were of compound begun. noted design in Nepali walls, was introduced. were playground given to facilities, the villagers and and repair overseers. work on resource TechnicalBecauseteachers.introduction drawingsnone of ofa verandah the in schools the andEnglish wasearthquake roofed language lintel).before were the not monsoon understood, began evenin 1983, by themany Result Progress and workmanship improved slightly. Revision Levelscollapsed of workmanshipdue to heavy rainswere onpoor. unprotected walls of mud mortar. verandah,PoorA few structuralcarpentry schools which weretimberwork had roofedwasa work negative observed beforewas affectnoted thein dooron1984 the and monsoon. safety window and frames,appearance and ofparticularly the building. in the timbers tended to be thinner than specified. locationgavemid-spanThe beammore above was stabilityrunning changedwhich to downfuture front to three classroom theand separatecentre rear walls dividing of ones the and running buildingpartitions placed acrossthe wouldto main support the be bearing building built. the firstmembers width. floor This at at a Revision theBecause villagers of a continued lack of skill to depend and knowledge, on their traditional new project tools. tools were not much used and Adrawingsdouble-storeyImproved standard were setplan, of noted(six carpentryelevation, rooms) in Nepali tools, variant,sections script including and which and numerals. adetails six-footwas the were saw, most prepared was commonly introduced. for theused, four-bay, and all TheBy the most end serious of the problems 1984 constructionThe highlightedproblems. removable season by thiswooden in evaluation June, partition the included achievements was not the properly following. were evaluated.built and caused serious acoustic bywasThe 3 reducedsubsidyfeet) was wasfrom included increased six to in five. the in paymentThe line subsidy with for inflation the for final the and compoundstage. the number wall (100of payment feet by stages2 feet ThearrangingThesections first teachers floor and students andtoo found manythe in roofthe front joints. small structure of the one-bay blackboards. were classrooms much too complicated, and odd shape with and large had wooden difficulty front.penetratebecauseAlthough of muchinto a common ground-floor better thanfailure existing rooms to cut andbuildings,away the enough shadowing the groundnew schoolseffect at the of were rear the toverandahstill allow dark light inside,at the to I 30 72 lengthsThe design and goodrequired quality a large for crossbeams,amount of timber. posts and purlins. It also required large sections, long 73 No remotely serviceable earthquake lintel had been built. In fact, only longitudinal After UNESCO is approval of the preliminary designs, a comprehensive set of working woodTheearthquakes.exterior building work, members which did not waswere seem often placed, very very stable whichpoor. as would its strength do nothing was largely to increase dependant resistance to on the amountsimplethedrawings four and ofsize was information easy variants produced to read now was whichas possible, usedincreased could in the withbe to programme. bound indude notes into andthe adimensionsfollowing: Freehandsmall booklet drawings entirely particular in were Nepali. to made each The asof (see drawings on page usedDuringIt was in decided thethe 19841984-1985 that monsoon these building problems period, programme. a justified revised andesign extensive (called rethinking Mark II) wasof the produced basic design. to be .42-45) detailed,dimensioned dimensioned foundation, cross-section ground floor with and extensive first floor note; plans; included the following itemseliminated,internalTwo (see classrooms,drawings staircase and on that betweenonepage thebig 3741). staircase andthem. one small, would were be safer, put on as the a balustrade,first floor, reached shown inby the This meant that the balcony/verandah could be The main features of the new design an . three-dimensionallatrinewindow/door and water frames tap drawings standand shelf construction showing alcove thedetails; details; amount of work to be done for each stage; building,soundAlloriginal separating transmission design and first-floor butwalls rarely problem. between jointsbuilt, This wouldwouldclassrooms also not bear helped be directly wererequired. to specified brace on them, the asfront reducing stonework and rear the tocomplexitywalls solve of thethe . ameasuring; coversheet pageexplaining and showing feet the and completed inch measurement building. and how they relate to local ways of threethereAsand there wouldroof amount were purlins be ofnow shorter timber could cross unbracedrequired be walls installed onfor lengths eachthe in first-floor the sideof shorterfront of the structure.and sections.staircase, rear walks. The built number up to roof of centre level, Furthermore, the (seeencouragepayableThe Tablepayment when 2).commencement system it was wasmost ofagain needed. construction revised in and an provide effort to funds ensure for thatimmediate the money continuation became The first stage sum was increased greatly to Theproducingnon-verticalpost/crossbeam/purlin building teaching height walls, aswasspaces well prop decreased asof configurations reduceadequate to the reduce height. amount would the of dangerbe work/materials reduced of instability from required,three causedto two. while by still feetThecommunities withlengthslating provision of ofpay compound the for forroof this an normallywas additionalwall made included very a550 separate expensive feetin the (maximum) laststage work. stage of a lengthof sizeable work to bewas amount subsidized increased to help under to 150the a AsupportingOne-bay storeroomsimpler classrooms theform was two added.of mid-span were main made roof purlins slightly structure and wider a taller was and centresuggested shorter. post. with short crossbeams follows:separate compound wall programme. The number of payment stages returned to six as exerciserequiringThe improved using 20 pergovernmentbuilding cent lesshad building atimber slightly ratesbut increased 30 indicated per centfloor that greaterarea, the notionalcompared volume costs to of the ofstone. oldfirst and design,A costnew obtainingdesigns were timber almost is difficult. identical. However, while obtaining stone in west Nepal is easy, 31I Table. 2 Improved Payment System Bonus System Stage No. Work to be completed 2-storey 4-bay 2-storey 5-bay (Amount Rs.) 1-storey 4-bay 1-storey 5-bay beingTwo bonusachieved. payments also were introduced as a reward for a good standard of work (Amount Rs.) 1 framesWoodfixedGround and forcollected. floor wallsfirst-floor door/window to mid-door door, window framesheight. 6,000 7,400 4,500 6,000 Bonus 1: Payablefor good after stone the third work stage with paymentlarge/through 2-storey 4-bay 500 2-storey 5-bay 600 1-storey 4-bay 250 1- storey 5-bay 300 32 WallsandFirst-floor walls finished to door/window mid-height and roof timbers frames fixed 3,5004,500 4,4005,400 3,000 n/a 3,600 n/a Bonus 2: goodstraightstones,Payable timber avertical minimum after work, walls fifth with of stage mud correctly paymentmortar sized, and for 500 600 250 300 654 LatrineShuttersRoof slated and fixed 150-foot and mud plastering done 2,0003,5001,500 2,2004,4001,800 1,5003,000 600 1,8003,800 800 workmanship.good quality timbers and skilled Subsidy compoundTotal wall built 21,000 25,600 1,200 16,000 wereTherekitsprevious increased. hadwere been programmes,to be another As provided. thi one-storeyincrease its subsidy in buildinggovernment increased was less construction found than tothe have two-storey rates, been so theoversubsidized ones. total No subsidies more intool I 32 77 5 BAY SINGLE STOREY BUILDING MARK II 450 f 975 900 2250, 900 2250 900 16350 2250 900 2250 900 975 450 I 4 BAY SINGLE STOREY BUILDING 111,11111f.molg.115,11111MINJE,1 II.J.9010.11iiii.*11111.11: WW1 ii 9,0 111.:411" itlogr-el! 0.i STONE300 WIDE MASONRY WEI ka; r5 1 2850 U)!fl 2850 fit WALL 2850 -41 a 3000 a 3000 Si; APRON450 WIDE tm, 450 '41I I fa; .,111P! aql ss III III 13200 GROUND FLOOR PLAN 450 t 975 I 900 2250, 900 2250 4 900 2250 900 975 If 450 APRON450 WIDE GROUND FLOOR PLAN 78 rt 33 I e 4 BAYMARK SINGLE II STOREY BUILDING I FRONT ELEVATION SIDE ELEVATION( BOTH SIDES ) 111.1I 41 1 REAR ELEVATION I 34 80 81 5 BAY SINGLE STOREY BUILDING MARK II FRONT ELEVATION SIDE ( BOTH SIDES ) ELEVATION REAR ELEVATION 83 35' OFCROSSMARK SINGLE II SECTION STOREY BUILDING A LAYERSLATES OF MUD A LAYER750 x 100 OF RAFTERS PIECES OF WOOD ( BATTENS ) 150150 ROUND ROUND RIDGE PURLINS CONTINUEOUS150 x 150 POSTS WOODEN ALMIRALINTEL ' . 0 i it c 4::' 1 rte. itni!ISan'llerrir t, ill M GROUND LEVEL Nvi \ "ROA I WWI 1w.. ;//. W01 EINN- 1" ,qi. .... \ 1425 \Ii_ua) 1 750 ffai0o\ 750 1425 \ wa 600 Ili! istil Ms 225 - 300 THICK SOIL PIWNG WITH PROPERWS COMPACTION E4 COMPACTED& SMOOTH150 THICK SURFACE EARTHSTONE SOUNG 1 36 85 4 BAY DOUBLE STOREY BUILDING MARK II S FIRST FLOOR PLAN t 450 975 f 900 2250 4 900 4 1575 14700 600 . 1575 4 900 2250 900 975 450 + 0.-01--altel etII wasi...-1,..r. I s10REiii'mAS. sconeel....,....i...... 1 i IlII11!1us 2850 .10F,Il 2850 ,.I I011IS I 2850 alb1110,1iii.NI 111 S SIli ill MIIMMIIIIIIII :"Pi 450 975 I 900 1 2250 900 1575 14700 600 1575 9(X) 4 2250 900 975 450 I GROUND FLOOR PLAN 86 87 37 5MARK BAY IIDOUBLE STOREY BUILDING 2850 450 WIDE APRON 450750 4TI 975 4 900 1 975 300 975 t 900 975 450 900 450 975 4 4-4-4 17850900 1-1300 975 4 90C) 975 300t 975 900 975 4/4 450 GROUND FLOOR PLAN 450 -4 I 4 975 900 2250 900 1425 900 I 1425 900 2250 4 900 975 975 900 I 975 i -450 .?r Qt FIRST FLOOR PLAN 450 A 975 900 2250 900 1425 1 900 t 1425 1 17850900 2250 900 975 300 975 el I 900 1 975 450 4 4 900 I38 4 BAY DOUBLE STOREY BUILDING MARK II CONTINUEOUS TOWOODEN RESISTANCEEARTHQUAKE LINTEL FRONT ELEVATION SIDE ELEVATION( GABLE END ) ®( 90 REAR ELEVATION SIDE ELEVATION( GABLE END) 91 39 I 4, 5 BAYMARK DOUBLE II STOREY BUILDING CONTINUEOUS RESSTANCETOWOODEN EARTHQUAKE LINTEL FRONT ELEVATION I SIDE ELEVATION I40 S2 REAR ELEVATION SIDE ELEVATION C SLATES MARK II A LAYER750 x 100 OF RAFTERS PIECESMUD OF WOOD 150 ROUND RIDGE OF DOUBLE STOREY BUILDING CROSS SECTION . 150 ROUND PURUNS CONTINUEOUS150 x 150 POSTS WOODEN LINTEL ALMIRA PIECES75MUD xOF KX) FLOOR WOOD FLOOR (OVER VITTO JOISTS A ) LAYER OF ALMIRA st- 4C.fTtli471 "7-Xe r ' tract 7 3450 225 - 303 THICK SOIL PIWNG WITH PROPER COMPACTION 750 4NOWYek> & SMOOTH SURFACE 94 COMPACTED150 THICK STONE EARTH SOUNG MARK II REGARDINGILLUSTRATION MEASUREMENT TO VILLAGERS DIFFERENT PEOPLE HAVE MEASUREMENTTHEIRVARIATIONS HAND FORIN LENGTHA MEASURINGACCURATE OF SHORT MAN TAPE SHOULD BE USED 432 17' TALLER MAN 450 OR 1*-6' 3'2' = 24'.36'12' ( INCHES ) METER IS WRITTEN UKE 1 m. 4'6'5' = 72'60'48' INCHESFOOT IS WRITTENARE WRITTEN UKE LIKE 6.- 0- 1' r 1300 Ft. 2 Ft. 600 3 Ft.900 ENGLISHNEPAU NUMBERS NUMBERS .2 v., t3 Ya 33 351 4b gts SIC 11/ -/DAV AA AX Aft 4t, aC ay ao x332 I42 c6 IMEECECEECIIIIIMMIZZZIEMENZEZZETZTAZ.) 8 .x N 33%3,4,m4 97 ILLUSTRATION TO VILLAGERSENCLOSED WITH DRAWING MARK II SIZESTONES THROUGHUSE OF BIGGER FIXINGLINTEL OF EARTHQUAKE

I A ti,1 i L ildifft DOOR FRAME FIXING 3 GOOD BAD S 9 43I f4 DOOR,WINDOW,ANDILLUSTRATIONMARK i! ON ALMIRA

150 75 t t WINDOW 750 t t75 150 150 75 750 75, 150 1 . I 111111111111111't.. ...mill I ' II III II l'" 10111 DOOR 111;Iii MP 111111 I 11 1111111 110111liii rill' 1111 III iii11111 IIII" L 1111 11110101 1:1111 1' THICK 1111111 III 11111 § cki PLANK SHELVES 1111 II/1" fill § PS 111111 100 75 1 600 1111111111 ALMI A FIXED RI DOOR AND WINDOW FRAME ':: t t 179100 1111P111111111111:11 II TO THE WALL JOINT DETAILS 1 0 0 ALMIRA IIIIIIIIIIIII:11111011:11111j1110%1111 ti illlilll1111' 144 101 HOW TO CONSTRUCT PIT LATRINE ILLUSTRATION ON MARK II fi PIT ( 1200 x 12013 PLAN AT FLOOR LEVEL

esi , .0, 111 m. 40.4.4iis, \ _,-4.7 1114.4mIk414ribatto illikwut mini 4 4 kr ----.11604. °r00 /ill ifli1010114.4 ...... -I.' .14toi - ,Loki itu14 10414,1146 T;Iva; w...%11144441:44 RINI 0 .11,I, limo onlos., 1 iior,dos00 so /I/110/1 0 0,10eg0 AO! - 49-0 )k;,it :. .. : i .--.4.1N' . % NIRion .-!*ikte.gllutik'''11 1kg% %lit otu ill turf 114,''''' Prosge,01., . ' - - .. -.,.. : COMPLETED is 7 : ' COVER TO KEEP 102 LATRINE 103 45 I Programme Eighteen schools started in Doti and 24 schools started in Bajhang. 1984-1985 Programme Four schools in Doti and 28 schools in Bajhang were started. 1985-1986 AProgrammeRevised cardboard drawings started model distributed. soonof the after revised the monsoon. four-bay, two storey building made and shown to theA waterBritishDuring overseers supply architectthe peak programmewho recruitedconstruction had worked was through started season,for theVoluntary in first Bajhang.the fewstaffing Service years situation Overseashad left became the (VSO), project critical, who and madeas the all ofa SchooltheBonuses villagers. water for supply high standardsand village of reading woodwork centre and buildings stonework also introduced. started in Doti. andacompletedsignificant construction two more contributionhis overseersservice. supervisor to joined the working programme the project.in the programme;during his two-year in April, stay a new in the VSO project, engineer also Until April 1986, there were only two new sub-overseers and Result monsoon;About half a of few the took total only schools three to begun four months in Bajhang to build. were roofed before the 1985 Result toProgress give cause and forworkmanship concern. in Bajhang continued to be good, but in Doti it continued TheIn Doti,the cardboard design progress and model and construction. workmanship proved to be wasvery slightlyuseful andimproved. helped the villagers to understand OnlyremainedIn manythree ofschools incomplete, the 28 started schools although in started previous the in buildings Bajhangyears in were Dotiwere alreadyand completed Bajhang, in use. at theThe lastend reasons twoof 1985. stages for the Theused. appearancePVC damp proofingof the new was design expensive, was happily difficult accepted to deliver and and appreciated not always by many.correctly providefunctioningplastering,incompletion an incentive ofa were thelatrine buildings, that for and some completion. part and of ofthe the the work payments compound included for inthewall) the stages finalwere stageswere not importantnot (shuttering, big enough for mud the to Revision upperThe staircase floor and was further moved increasing towards the the structural centre of rigidity the building, while simplifying making two construction. halls in the TheShelvesIt bonuswas were decided system placed to was stop in changedeach giving room. PVC to a prizesheet system. for the damp-proof course. I46 104 Revision Stages of 4-bay 5-bay (Amount Rs.) 4-bay 5-bay Stageattractive;150-foot payments latrinecompound were construction reduced wall was from removedwas six moved to four, from from making the lastthe thelastbuilding first stage and payment to lastthe stagesfirst stage, stage; more assuming the payment 1 doorWalls and up toa latrine mid-height built of ground-floor Work to be completed 2-storey 7,500 2-storey 9,000 1-storey5,000 1-storey7,000 stagewasthat thededucted payment whole arefromcompound as thefollows: subsidy wall would for each be built type under of building a separate accordingly. contract andThe Rs. revised 1300 (Amount Rs.) 2 Wallsheight constructed on 1st floor up to mid-door 5,000 6,000 n/a n/a Stagespayment of 1 Work to be completed 2-storey 4-bay 2-storey 5-bay 1-storey 4-bay 1-storey 5-bay 43 doneRoof andtimbersslated, site shuttering, erectedcleaned mud plastering 5,5003,700 7,0004,700 4,0003,400 5,0004,200 2 heightWallsdoorWails and up constructedon ato 1st latrine mid-height floor builtup to of mid-door ground-floor 4,5006,700 5,4008,300 4,700 n/a 6,500 n/a Total 21,000 26,700 12,400 16,200 43 doneRoofRoof andtimbers slated, site erectedcleaned shuttering, mud plastering 4,7003,800 4,7005,900 3,300 4,3003,900 Programme Nineteen schools in Doti, 14 in Bajhang and 28 in Bajura were started. 1987-1988 Programme Total 1986-1987 19,700 24,300 11,300 14,700 whereTurnoverA waterDuring the supply of programmesthe the construction was staff started continued, were in season,larger. Bajura. creating twenty supervision sets of carpentry problems intools Bajhang were andprovided Bajura to startedCompoundThree schools in Bajhang. walls, in Doti, playgrounds 19 in Bajhang, in Bajura and tenand in village Bajura reading were started. centre buildings were Result schoolsBetter in progressBajura. and workmanship in Doti and Bajhang, due in part to the active Result DotiProgress was andslow. workmanship continued to be satisfactory in Bajhang, but progress in In Bajura, progress was good but workmanship showed room for AsManyinvolvement distribution schools ofwas were the late DEOs,completed and buttraining inwithin Bajura not the given, the one situation construction the tools remained provided sPason. largely to Bajura unchanged. schools Revision Subsidyimprovement. increased by ten per cent and stage payments revised, making the first and wereconstructionschoolIn inadequatelypractice, building itand was used. any was found remaining finished, that thematerials because latrine were thewas villagers usedusually to build notconcentrated completedthe latrine. onuntil the after school the last stages even morelOG attractive. The revised payments were: 107 47 I Figure 3. Four Stages of Payment

.First Installment collectionlaying foundation. of wood for window .Third Installment installation of fitted cupboards, . wallsandframes.installation door construction frames. of door plus and window . installationerectingand window wall of in to roof gable full timbers. height. wall. .Second Installmentconstructionandinstallation completion of for fitted ofthe wall cupboards first floor. Fourth Installmentlayingcompletion of slates. of roofing and . installationwallconstructionlaying to joists. half ofheight of door second and and floor . cleaningwindowcompletion shutters. inside, of doors outside and and 1C8 . windowinstallationmaking frames. of stairs. of ring beam. . constructionlatrinearound construction. the building. of "petti". I 48 109 *A- PHOTO GALLERY II resistancePhotograph at lintel11. Wooden level. tie beam used for earthquake Photograph 14-15. The community workers are working on roofing. Photograph 12. Roof timbers have (mudsupplyingbeenthewood) workers& chirpeaand roofing slate on roof. tomaterials fixed and therough pieces of people Bhitto are PhotographTeachers are16. now in door,Photograph windows 17. are missing but the students started to Flooring, plastering, shuttering in studentssinceslatedPhotograph they and have do the 13.startednot building Ahave small to anotheruse is portion thestill roombuilding under of (see roof construction the Photo isteachers still 16-17). to and butbe 0 forarrangedtheto their staff use. few room; furniture thanks a wall shelf they built have in study in the room. PHOTO GALLERY II A 4-bay double storey building (Mark II) built at Ontungra school in Doti. Photograph 18. andnowThisPhotograph playhasschool aspace 4 inbay 19. Bajhang for two the storey children district building whichinside (Mark initiallythe wall. II), had with no a buildingsboundary wall

A 4-bay single storey building built at Gaira lower secondary school Photograph 20. APhotograph Mark II school 21. building with a nice compound wall 2 (Doti) for its additional primary classes. The existing building is in front. BEST COPY AVAILABLE built at Sirkhalisainc school in Doti. 3 Revision Buildingadoptedand, for costs asthe follows: andfirst subsidies time, differentiated were revised subsidy district rates by district for the using same government building work norms; were Programme Five school buildings in Doti, five in Bajhang, 25 in Bajura and 30 in Achham started. 1988-1989 Location 2-storey 4-bay 2-storey 5-bay (Amount Rs.) 1-storey 4-bay 1-storey 5-bay In replaced.Another25Bajura latrines and largeSeveral were Achham, turnover started. new 20 sub-overseers ofcompound the technical walls,and stafftwo 14 new playgrounds,occurred overseers when 21joined the water majority the supplies project had inand to be late DotiBajuraBajhang 26,00025,50027,500 30,00033,00031,000 17,50016,50018,500 21,00020,00022,500 trainingThirty1988, sets forall localof whomcarpentry carpenters were tools posted was werealso in organized.the provided four districts to Achham to undertake schools, the and programme. one day of second.years,The target with for60 percompletion cent completion of school anticipated buildings in was changed from one year to two the first year and 40 per cent in the Underprogramme.attached the process to the district of institutionalization, education offices the which staff were of the directly Engineering responsible Unit wasfor the insteadofThe ofwoodenbuilding design a more of a door ofwork slopingcomplete the and tolatrine stonethean and extendedlast. was chute;better revised, illustrateda surrounding curtain and of itslatrine plastic, constructionwall construction in cloth front or movedof jute thehandbook. sacking latrine;from the insteadand first provision stage of a The revised design induded: the use of a vertical pit Bajura,ProgressBecause and and ofan workmanshipthe encouraging sudden, unexpected beginning was normal wascrisis in made Doti, of timber in very Achham. notgood being in Bajhang, freely available improved through in participation.stepdrawings;The handbook by step, detailed andof school guidelinessuggesting building were better drawings also construction induded was expandedexplaining management to the include construction the revised procedure latrine and community threefrommonsoon,government100 royaltyout cubic of a seventeenfew forsources,feet 1989-1990.of maximum them staffmany suffered leaving. Theschoolsfor staffingeach damage. could school, of (The thenot exempting Engineering begovernment roofed 50in Unit pertime stabilized,cent and, of in the with total only cost later decided to provide the 1989 eachAshown 14-inchseparate school, in the thick introductory asdrawings welllayer as of forto earth booklet concernedthe filling,ground to theofficesstone floor. programme soling in the with project was mud area.produced finishing wasand specifiedcirculated and to AfterlocalThe people carpenters reviewing were was student-teacherenthusiastic very low, theto use one-dayratios, the modemgovernment training tools was establishednotbut, sufficient. as the level a new of policyskill of that the schoolTheschoolsFor thosebuildingsneed which wasfew shouldidentifiedprimaryhave resource be schools adaptedfor improvements centres, with for multigradelarge classrooms enrolments in blackboard teaching. were and found and for toseatingprimary be too arrangements. sectionssmall. in high 11.4 BEST COPY AVAI F.BLE 1 15 51' Atrevisionsproject'sRevision the end ofheadrecommended. the office construction during (Mark which season m Design, the in existingJuly see 1989, page design a52-54) staff was workshop reviewed wasand theheld following in the Revised subsidy rates (nRs.) for 4 bay double storey:AchhamBajuraBajhangDoti 30,50028,000 room.existingTwoRealizing rooms doors theare moved difficulty to be tointerconnected theof constructing corner to improveby one-foot an extra the thick seatingdoor random between arrangement rubble the stone rooms, inside walls and the with onoutThe pages theproject project. 56 sent to Two57.out severalThese circulars arecirculars extractedintended to advise asfrom advice on the the construction to role the of community the Kailali communitiesmanual and are warnreproduced in carrying them 30,500 mudProvisionsintegratedintermediate mortar andinto are wallthe theto be riskwall. is made toof befailure for increased locating in case toa of cement18 poor inches workmanship, blackboard; and the shelves furniture the thickness for layout both of in rooms the each against using local contractors. 1989-90 haveleaveProvisionsclassroom a a blackboard certain is are to spacebeto bemarkedfixed madeon onboth clearly both.for gable outdoor in endsthe teaching,drawing. of the building for which at the purpose time of it sitewas layout agreed and to Programme A Kailali15large school number started. buildings of other in Doti,associated 10 in Bajhang,facilities 11were in Bajura,allocated 21 in in Achham Achham and and an 1 in suitablethesingle-storeyA five-teachernew demand combination for gradefor with primary having teaching.one of school;classroom four buildings, Thelarger they buildingsand maysizeone an roomsalsotwo-storey administration are be eachplannedused withfor resourcetoroom, afour meet capacity wasclassrooms thecentre designed needsof schools.24 ofstudents, and toa large meetone district.projectAexperiment block-making technicians of "Lek machine Blok"and the adopted was community purchased from the workers fromAIT wasthe on AITstarted operation and in aTerai shortand regionproduction training of Kailali to was the TheTo existing improve. five-bay the quality double-storey of construction, buildingstrain the local, isfollowing to "mistries"be amended programme (carpenter/mason) on the was same agreed basis. more upon: intensively and effectively in the use OnedesignAconducted design set for ofKaiworkshop at theLohagadh lali. carpentry was Village held tools inin KathmanduKailali was distributed in November for each 1989 new to schoolfinalize buildingthe Terai . working;buildingof forcarpentry these supervisors specialtools; duties, to regularly employ a visit number trainees of building at the schoolssupervisors where with they carpentry are localprogramme3 new carpenters building in all (misbi) five supervisors, districts. and supervise all expert the buildings in woodwork, especially joined woodwork. the project to train the . schoolsLaterincreaseskills; andthe theand project building to add decided a subsidy small to amountin increase the line to with1988/89the subsidyinflation. schools of the to buildings recover the for increased 1989/90 152116 cost of timber. 117 Table 3. Detailed Area Analysis of Mark lIl Designs Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6-7 Office Store Total L-. capacityfloor2 Teacher area ( 59' bay / 1 storey ) 219 40 150 24 15024 - - - 119 - 638 88 Eel J,. .I. Ile_ i floor3 Teacher area ( 59' / 1 ) 219 150 150 - - 119 - 638 Ectruk_r_j First floor capacity 40 24 24 - - - 88 J. 1 Ground floor floor3 Teacherarea ( 50' / 2 ) 25048 119 16 11916 119 16 119 16 - 250 - 13.5 - 989.5 112 3 =C First floor capacity 1_,.LIALidriej .1.. Ground floor floor4 Teacher area ( 50' / 2 ) 250 250 119 119 119 - 119 13.5 989.5 j, Songle5 Teachercapacity storey ( 39' / 2 + 33' / 1 ) 48 48 16 16 16 - - - 144 Ground floor First floor3 = i Doublecapacityfloor area storey 21940 150 24 15024 - - - 119 - 13.5 - 1012.5144 Liti Ear First floor capacityfloor area 157.5 24 157.5 24 157.5 24 157.5 24 - - - 13.5 - 1.041:11TI j Ground floor capacityfloor5 Teacher area ( 61' / 2 ) 250 48 250 48 11916 11916 119 16 119 16 119 13.5 1227.5176 118 53 I p 5 BAY(MARK SINGLE2 - 3 IIITEACHER STOREY SCHOOL) BUILDING - 450 WIDE APRON iPI.:liti'vkage "'Alia ow WI 1110P11 1111 o ifin MON ram fliill 1111I r?. OFFICE ktvi613'ot CLASS 4 & 5 16goV CLASS 2 & 3 CLASS 1 ii gitiliv4il mine gnu set 1: me: arms 14 Pi 1 1950 900 1500 750 1050 I 900 I 1350 I 900 1050 I 750 I 1650 900 I 1650 900 mot 1650 17850 I I GROUND FLOOR PLAN mai '54 120 4 BAY DOUBLE STOREY BUILDING ( 3 - 4 TEACHER SCHOOL) MARK III 150 0 0 FIRST FLOOR PLAN ittzvzam i migimeist:...., ix ritzmilz ilazio oliititimill ... APRON450 WIDE. ,,tt.-1Alit- 2850 iIII a..,.167 111'1es. IQ116: MINI 4 it1 IPtill ti!.(r '! % L 71-ii SI, a imiiva to;kill a 0Ito:: a.- 1950 tt ott 1350 1950 22 1950 900 1350 900 1950 15000903 GROUND903 FLOOR PLAN 900 MARK III AND4 BAY 3. BAY. DOUBLE SINGLE STOREY STOREY BUILDING BUILDING 1500 750 1350 750 1200 600 1200 ( 5 TEACHER SCHOOL ) 750 1350 750 1500 1425 2400 900 2025 .900 1650 111.114 01111 an.0772 1500 750 1350 900 900 11700 900 900 900 1350 750 1500 1950 900 1350 900 10200 2250 900 1650 1500 t 750 1350 .1' 750 ,t 1200 600 1200 FIRST FLOORit PLAN750 t 1350 t 750 t 1500 GROUND FLOOR PLAN [11M,Imi I rAlli 'ION Mr ., N; iiii1011:=INIMR; ...-7,-. ,411 A i, aIL11111 T ii I 14 ti Iiil IIIIMI.III A 1p-Pd i'4 'IC ' LatillZl, iZ 1500 750 t:/1:1 1350 900 1:1iI IC-1 OileMni f 2 900 . 1,1,11M111111.11-.3itt1350 1500 I r; 4 900 o11700 903 GROUND FLOOR PLAN 900 750 I 56 OS IP 115. I rVII ;7_,-4111a it ritt 11 Ir._ if.ZIMII 01 , Ur44' 161:5111411E-filli ililtry IWO:11n L-Pi I WC =ft; li1112111.111114t es= limr=115 .111 si7 I r',in golMEMPLIk,, ttil IllN , _. .. Ai ,., II ... . 'V Ili0,,11 II i- ,I.illA.z- . dISr HD'i 4 t0 . rii-,iPfpa I I -::111:3-mitaraiirr--ili - iiirr,..----11,v4i a-4, ViezillimmizrOCIATf,i. II mii\--zAl SO, IS. SS ! IIINM riPAH Mk-rt.-71i= IMMO fl r.C1_ vie 1.1 b=rij7A1 a, Alits'Irttr-.7.11 zieif7:1_1741trilit ill 1,1,_ Ifiti="-ft II rir, szelvial Result encouraging.of ProgressKailali, progress and workmanship of workmanship was normal of the buildingin Doti, Bajhangand the compound and Bajura works while was in hill very area Programme 2 school buildings in Doti, 10 in Achham and 31 in Kailali started but no building 1990-1991 AsThewhichTwo the new out made Government 5of teacher three the project building school allowed unable building supervisors onlyto train design 50 theleft per was localthe cent usedproject `misbis' exemption in fewduring as schools was inthe expected.timber construction in Bajura. royalty season to the Carpentry(RC)Outprogramme of buildings 31 buildingstools allocated startedagain in indistributed Kailaliin Bajhang Terai 2 asblock and toan Achham experimentedBajura.buildings, and 6 Kailali brick programme. buildings - hill schools. and 2 resource centre In-constructionschool schools Terai (since partin order atof 1988/89 theKai to end recoverlali of approx.F.Y.) 1988/89 the andremaining 2000 F.Y. many stabilized the costschool project of soil the buildings added timber.blocks small were had amount producedremained to 1988/89 and under a 3 trainingMoulds similarto manufacture for the block R.C.C. production door-window conducted frames for and the joistsproject purchased technicians. from AIT a Revision room single storey building was set out. Result: OutTerai,Very of good normal8 brick progress inbuildings Achham and startedworkmanship and good in Terai in Doti. achieved only 2 completed in hills of and Kailali out ofwhile 2 block it was buildings less in System'Thedetailed project'spreliminary in 5survey schools co-ordination Terai of andthe design schools.traditional committee was brickrevised decided buildings and torevised experimentin other on 5the schools the basis complete inof Kailalithe findings`Lok (Terai). Bild in purchased.buildingThestarted project one programme roofedsubsidy with was where cement examined the tiles majority too and low 2600 andof blocksthe insufficient construction produced especially for materials another for Terai havebuilding. school to be Building with larger rooms (floor area) also designed for resource centres. constructionnotTheQuality go experience together of the was cement showedsuccessfully.poor. tiles that was the not good due to the poor management. Quality ofexperimentation supervision and andthe management the institutionalization of the can 1 L28 I 58 129 PHOTO GALLERY III spacesPhotographbuilt for at fruitKaraban 22. trees plantationschool in Doti with playground and A 4-bay 2 storey building (Mark III) in front of the building. itsPhotograph boundary wall 23. and latrine. Rear view of the school building with newPhotograph 5 bay double 24. storey building has been At Talkat lower secondary school a built 1 Photograph 25-26. The village ThePhotograph situation 27. in the Terai is women, even in Dipayal (for ' --95.-"Inaiiiissii-i '74 Ir. .;:. .... , ., much difficult from the hill; Photograph 28. Terai (Kailati) has plenty of wood river;haveWestern to carry Regional water Headquarters), from Seti they need to carry it to :`:tilialki.,.. <.: .marser. ,' . , ,.,. thecarryingtheir villager thein Teraimaterials. can use bullock carts fro cost.whywhich Many furniture the schools school can arecan be able get seen easilyto in pay almost and the incarpenters. every many cases without school in the This is erectedmakesectionbuilding as of masonrya Dipayal separate Highwhich primary School. is being mud 130 mortar for the BEST COPY AVAILABLE Terai but not in primary schools in the hills. in School Construction and Utilization of the ProjectRequest Subsidy to Communities for People's Participation Circular 1 activities,schoolsThe experience can not mobilizeonly of schoolthe Seticommunity construction. Project hasparticipation. clearly shown that only active and enthusiastic This is true of all Seti Project examplesproblemsDifficulties have might occurredstemming arise if in all the of project-supported thefrom work using is given schools.contractors. to a contractor. A numberThe following of maintenanceschool-communityTosupport complete and schoolofutilization the facility, construction of local materials, activities labour and skill. relationship it is very important toand obtain maximum community make in a timely manner,the improve the community responsible for contractorThereIn many will startsbe iscases, discouraged much to itseek lesshas work beencontrol by elsewherethe shown by project's the that SMCand principlethe the over SMC school the of eventually payment constructionconstruction hasby results: iswork.to delayed. give The theextra Toasutilization avoid regards possible of the the following delaysproject in subsidytwo work points, progress is necessary. special and care maintainBecause needs toquality,the be project taken. proper is particularly planning and strict SMC.payment,Whenmoney theIn to such thebutbuilding contractorthe cases, contractor is not there toaccording complete maywill still be to beno thedrawings askingother work. solution forand the specification, moneythan to as pay promisedthe the project contractor by stops the damagecircumstance,TherePayment is is ofNO NOTthe includingextra buildingmade money until cases during the or ofspecified construction, increaseunavailability work in isthe oretc. satisfactorily expensive original subsidy materials/labourers,completed. under any This is mentioned in the incomplete.Thefrom contractorthe SMC's mayown goresources. away taking the community's money but leaving the work In practice, construction is generallycommitteeagreement carried (SMC)form out which and in one the is madeofDistrict three between Educationways: the Officer. chairman of the school management TheprofitforA contractor any maintenance is toindividual use always cheaper, neededbenefit works inferior afteror for profit. hismaterialscompletion profit, andbut of reducethe project'sbuilding the quality. has subsidy been does a big notproblem allow The only way for the contractor to make a . theskilledtotal rest work work, by by community sucha local as petty carpentry, participation; contractor; masonry and and roofing, by petty contractors, and to throughmaintenanceinmaintain almost community all the schools. inbuilding such involvement/support. In schools fact,and itit iswherewould completely thebe originaleasier the local toconstruction obtain community's participation was responsibility carried for out A contractor does not do any . total work by community participation. likelymaintenanceprovided to carry all the out causeunless resourcesregular wastage he maintenance, again and of getsdonatedtheir extralabour as thethey money, and labour do resources,for but theirwill a not owncommunity likeand houses. towould see which bea lack more has of 61 1 Thus, using a contractor without community participation does not seem appropriate Much of the building construction work can be completed by voluntary labourers, withinthetoor anbeneficial local individual's the community community. to the pocket local may community, be disappointed as in withthis waythe resultthe project's and this limited may cause subsidy division goes the individual is often from outside the school area and maywhileThegeneral Shramadanvary the guideline. cash from subsidy place(voluntary) tois usedplace. group for only is responsible very specific for purposes. the demolition However, of the situationexisting The following model should be considered as a methodhence,constructionThe experience thisto their project causes construction of strongly thea lot Seti of activities problemsProjectrecommends undershows and anyandthe that resultcircumstance.requests the isuse often that of contractors noquite school unsatisfactory; apply in school this carpentryassisting(ordinary)obtainingstructure, thelevellingand dressingand carpenters roofing breaking andof workstone, clearing and quarry and masons.preparing the stone, quarryingsite, the the fellingcarryingAnudan mortar of trees slate. (subsidy) andconstruction and supplying cutting group thematerials,it does to trees the the mason,into masonry, primary pieces, and localbecommunityMixed employed community. community has from the neighbouring necessary and specialized hiredcommunities skilled skills, and then workers.all skilled other work carpenter/masons carried out by may the If no one in the 1. Demolition of the existing structures. Voluntary (Sramadan) 1. Subsidy (Anudan)Masonry valueTotal of work the programme, by community the best result participation. can be achieved only by this method, and Regarding the long-term 4.6.5.3.2. PrimaryCarryingObtainingFellingLevelling trees (ordinary) construction and and and clearing beaning cutting dressing materials.the quarry the site. oftrees stone. in pieces. 4.3.2. QuarryingRoofingCarpentry work of slate bethis shouldpersonscompleted is why shareaccept with the by theprojectthe a community lower voluntarynecessary stresses subsidy contribution skills,efforts. and rate thererecommends because, requiredis no asreason membersforits adoption.the to useschool of contractors. the construction. community, All work they can too The skilled workers may be paid, but they If there are a few 8.7. AssistingtoPreparing the mason. thethe carpentersmortar and and supplying masons. it

162 135 Construction Procedure Circular 2 1. 14. Position a centre post and a crossbeam in halls size of both MUST be 6" x 6". 3.2. theLeaveUsingDig foundation. a foundation large,6" on flateither stones, 2'6" side wide completeand andstart 2'6" tothe erect deep.foundation a 1'6" widemasonry stone up wall to ground at the level.centre of 15. Erect all walls up to roof level. Gable wallswalls.If smaller must sizebe 4' is higher used, then than the longitudinal roof sags, leaks and eventually collapses. 5.4. WhenWhenfixed the at the groundfront rear wall wall level. is is 1' 2'6 high, high, fix fix the window door frames. frames. The frames should NOT be 16. Erect roof timbers. spacingaboveand struts should size alsoand not spacingshould be more beof 6"thethan x roof 6";1'6" timbers.size c/c. of all rafters must be 3" x 4" and their All purlins should have 6" depth, and the size of king post It is quiteIf it is important ignored, tothe consider roof will the not be 6.7. level.TheWhen top the frames side walls of all and the stair doors, walls windows are 3'6" high,and shelvesfix the frames should for be the at theshelves. same 17. Place the pieces of adzed rough timberTheoverdurable; (like woodenthe firewood) itlayer will pieces ofleak woodenon soon shouldthe raftersand pieces be collapse. thick and and enoughmud then embed and compacted the slates on and the the layer mud should of mud. 8.9. AllWhenerectedsimultaneously. external all later. walls, walls, Theand intermediate staircasethe staircase and walls theare intermediateat and the the top staircase level walls of shouldthe should frames not be be (6'6"erected left fromto be 18. The upper flooring should be done properlybe andmudwell the with prepared.so floor that the thesufficientis Itdurable. mud should will 'overlap'. Forbe not ensured this, fall place down that a thethick slates layer are of properly wooden embeddedpieces on joists,on 10. When the walls are 1' high from the topfloorground of joists the level), ground-floor at this place level. the frames,lintels for fix doors, the windows and shelves. Do NOT place 19. Do a 9" thick stone soling with mud finishingbeproperthen 6" a onto layerlevelling 9".the ofground fern, and floor.leaves, a good etc., finish and on then top. thick Overall layer thickness of well-prepared of the floor mud with should 12.11. FixOn topthe ofupper-floor the earthquake doors lintel,at the placefloor level,tenMUSTearthquake joists windows be(3" interconnected lintel.x 4")at 1'6" at 1'3" high c/c. and tiedshelves to each at other (as illustrated in the handbook). Size of the main wooden members must be 3" x 4" and they 20. Extend 1'6" wide apron round the buildingthethere building.and is aerect mounted it 6" from earth ground or rock level; behind if the building, cut that at least 5' from 13. When the walls are at the level of the topwindows2'6" frames, high. and place shelves, the lintels and place for all 3' doors, long eaves brackets (2" x 3") at 1'6" c/c. 21.22. Fix Do shutters mud plastering in all doors inside and andwindows; outside fit of materiallockingdoor the buildinglocking system for whitewash) ironand (from applychain inside) finish; cameroand for wooden clear/clean the (a windows;local the arrangesite. pad-locks for each door. 136 137 63 I ACHIEVEMENTSChapter Six Keeping financial support to a bare minimum, utilizing local resources and mobilizing the Achievements by District 1982-1991 schoolthepeople programme. tobuildings create the from 'learning Doti, Bajhang environment' and Bajurain the schools and 90 areper the cent major from achievements Achham been of Furthermore, by 1991, about 100 per cent of the requests for new a 200250 MNMid R11111119 Don ofThesatisfactorily the work schools. achieved fulfilled. A decade in Doti ago, Bajhang the poorestand Bajura buildings has dramatically in the community improved was the the condition school. 150 11121 Ray Ira F. A.Kailali hhmn TheAToday, large progress itpart is the of of thenicest different needs building, ofconstruction the surrounded various activities districts by an formadeorganized new between school compound. buildingsthe Project's has beginningbeen met. ioo 50 and mid-July 1991 are shown below. Programmes of Physical Improvement in Seti Zone 1982/83 1983/84 1984/85 1985/86 1986/87 1987/88 1988/89 1989/90 Compuni id Well (346) la k l litaklitig (377) Physical Progress by Sub-component as of July 1991 School Building ria11111111111111111111111IMEEINNIMIN 93.1. Compound Wall Play Ground ''''10a4, Play Ground (129) VRC (94) Water Supply 111111111111M111211111=11. 994.1001'., Latrine VRC 11111111=1211=11111111121111112510, 1ti Water Supply (166) Latrine (206) MST COPY AVNLADLE 0 20 Percentage of Physical Plogress 40 60 39 80 1 The building costs have been calculated on the basis of locally available materials and useable floor area (classroom and office). An equivalent Mark III design building has only accordinggovernment'sprojectlabourers and to only.the ratesdesign project's As based therenomis ownon are and actual analysis,no the allowances costsstandard which incurred rates.forreflects any by communitiesprofit the specific or taxe designsinone building were used toaccording apply in the the to However, it comes 41 per cent Tablereduced10.56 4 shows fromsquare the 260 relevant feet square per efficiency feetplace, to 28the of square areathe three forfeet. circulation main designs (verandah used in theand project. stairs) has been beginningsubsidiesthese designs. of thefor 4-bayproject The table2-storey reflects (see inflationaryof page design 12) as trendsand an graphs example. over thatshow Theperiod the increase evolution (see page in of cost 66, cost 67).since and the 1983/841982/83 1700015000 Subsidies' for 4-bay 2-storey 1986/871987/88 2170019700 constructedThehadcoursemajor designs a totalimprovements of before thethat built-up project. have the areaevolvedproject over of thebegan.18.00 are small highly square and economical darkfeet perrooms place,in the typical use of which of of space, the 61.2 villages yet per they cent schools are was For example, a 4-hay, double-storey school of MARK 1 Design Improvements have also been achieved in the 1989/901984/85 costs not adjusted for inflation 3050019700 1990/911988/89 3050026000 Efficiency of Different Types of Buildings Size 1 Table 4. Useable 2 3 Subsidy (nRs.) 4 Built-up 5 Useable Floor 6 Subsidy place 7 Subsidy 8 of Building Type4/15/1 45'6'37'0' X 18'0'of Building BUilt-up TotalArea (sq. 956777 589480Area CapacityStudent 4064 1983/841100014000 Arm/place (sq.ft) 14.9419.43 place (sq.ft) 12.00 9.20 (nRs.)219275 (sq.ft) nRs.) 14.6414.16 4/25/2 44'9'37'0' X 18'0"18'0' 19161592 1177 975 Mark II Design 1988/89 136 88 2000017000 14.0918.09 11.08 8.65 147193 10.4410.68 5/14/1 54'6'44'0' X 15'6' 845682 . 606488 8064 2100017500 10.5610.65 7.587.68 263273 24.8525.66 5/24/2 59'6'49'0" X 15'6' 18161490 1226 989 Markin Design 1969490 176144 3100026000 10.3210.35 6.966.86 176181 17.0417.45 60.5/1 (5/1)61/250/2 (5/2)(4/2) 34/1 61'0'34'0'50'0'58'0' X 15'6'X 15'6' 18621521 527938 12381001 369681 176144144 88 36000305002500013400 10.8210.5810.5610.65 7.036.357.747.03 205212284232 26.6521.4413.3320.05 39/2 39'0' X 13'6' 1031 643 20000 65 I 140 r7 \ r P 14i BUILDING SUBSIDIES : 4 bay 2 storey 2000 Total area in sft 2000 Usable area in sft Key : Mark I Design 1500 1500 MarkMark 111 11Design Design 1000 1000 500 500 4/1 5/1 Type4/2 of building 5/2 34/1 39/2 4/1 5/1 Type4/2 of building 5/2 39/2 200 Student Capacity Thousands in NRS (unadjusted)

Key: Subsidies I 66 4/1 I 42 5/1 Type4/2 of building 5/2 34/1 39/2 82/83 83/84 84/85 85/86 86/87 87/88 88/89 89/90 90/91 143 25 Usable Area per place in sft 300 Subsidy per place in NRS (unadjusted) 20 250 Mark III Design Design 15 200 Mark HI Design 10 150 5 0 4/1 5/1 4/2 5/2 34/1 39/2 4/1 5/1 Area per place in sft Type of building Subsidy per sft in NRS (unadjusted) Type of building 4/2

4/1 5/1 Type4/2 of building 5/2 39/2 4/1 5/1 Type of building 4/2 5/2 145 671 experimentallyanalysismakecommunitiesThe school it suit and the designs revision,are provedspecial obliged set a andrequirements set toout ofdepend,consequently to standard use butthe of designsat schoollocal arethe appreciatedsame traditionalbuildings. has timeevolved. improve Throughand architecture These happily this a designs process architectureaccepted on whichhave of annualby been and the 1. Foundations. deepdiggingfoundation enough'. the and2'6° in deep those foundation, cases where they they have do, learned it is not that more the than 'foundation one foot shoulddeep. By be For their own dwellings, the local people often do not dig a Theofteacherschools. the project set for The of each standardhas last 20-30effectively set ofdesigns encouraging designs, used can reflectsbe the multigrade seen principle thein Table new teaching of government3 Payment (see in page small by 53).policy schools.Result. of providingThe flexibility one Through this 2. andproject-supportedseeingexistingDoor/window window the dassrooms larger sizes size buildings, sizenecessary were door/window and too the smalllightingfor people educational andto let inadequate have enoughthe nowspacesroom. naturallight got to aenter newbelighting used to knowledge permit infor the their easy rooms about intended reading; in door the The door/window opening in significantprojectapproach subsidy. it measure has controlled Considering in overall quality thatsuccess aand total of prevented the of 311programme. schools any known have misuse been constructed, or corruption this of isthe a 3. beenthepurposes.Damp project specified. proofing. supported This prevents buildings, dampness a one-foot on the thick floor. layer of stone filling (soling) has Ground floors in village houses and schools are often damp. In realizeunderstandactivitiesCommunity them. has the Bydeveloped importance awareness. using only a newof local the concept physical resources, for facilities the an 'school ideology and environment'.appreciate of self-dependence their The own people abilities has beennow to The project through its various school construction 4. Cutting around the buildingbuildings,causesresidential and drainage.dampness abuildings minimum on is thedistancesometimes wall ofas 5'awell partmust asof be onthe provided thenatural floor. groundbetween slope. the hill This slope eventually and the The rear wall of the existing In the project supported andcommunityeasilyregardscreated have identify workamong been members to highly if thebe anyone done,community. impressedreport andis cheating that the bySince paymentthey the or havedetailedprocedures slacking criteria learned and off isused. goodspecific clearand initiate lessonsto everyone,information correctivefrom communitiesthe is project availableaction. staff The can as 5. beginningthesmaller'Through'walls. use ofstones, largerstones.to appreciate even "through if this the meantstones" advantages breaking that go whichthroughthe larger are the ones.increased wall. The The project stability, local, emphasized people quicker are It was a tradition, particularly in Bajhang, to build walls using relationshipmobilizedtocoverThe persuade school-community their and 59thehas per investscommunitybeen cent established itssharerelationship funds to of make the betweenand totalhasvoluntary energy beencost, community into much thecontributions. school enhanced leaders constructionconstruction. andThe by thecommunitycommunity project. committees members.In is orderthereby have to Thus a mutual 8. projectdistributedToolconstruction kits technicians, and to progress, each skill building thetraining. and people a sitemore learn in attractiveaccordance the handling appearance. with of advicetools. given during visits by the By using the standard set of hand tools now generally beenorconstructionLearning unfamiliar indirectly by programmes, doingwith trained. modem has indirectly toolsa large and trainednumber techniques local of local people.have people now learnedwho were many originally things andunskilled have Being involved in the project's 7. availablearegalvanizedUse less of suitable roofingthroughout iron (Ca)as slates. roof thesheets covering hill freelyarea ofthan distributed Seti is Zone.their ownto the traditional schools throughout roofing slates the whichKingdom are The communities have learned that the corrugated happilywork.oftenprovisionThe project carriedThe participating. forfair has outcommunity system proven entirely Theyof that project underparticipation now community themakeexecution subsidy. a in large participation many in This thecontribution projects, Seti results project can inin in work. poorpractice resultsthe programme.quality inthe the wholeor communities incomplete work is Although there is a believeuponhashaveNot fosteredall inachievedtraditional developmentthe sincerity the many conceptsolutions of programmes theits of rather aimsproject self-reliance because than andin Nepalrejecting the thethrough people arecommunities them.a success.usingwho One work local which day, in resources it.modem it Thus serves trust,facilitiesand have improving in come turn, and toa The Seti project seems to IonlySome 68 the very construction concrete impactsof the project can also school, be seen but their in the own way dwellings. the villagers now handle not 146 self-help'materialsmore robust using may economy localbecome materials effectivemay reachis certainly and the welcome. Seti the mostZone, economical at which andtime effective modern approach. ideas and But until that they comes, 'aided 147 ,---_-/1- (3,A g- "7/o-sr---

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