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CONSTRUCTING CHILD & ECO-FRIENDLY SCHOOLS IN MADAGASCAR The United Nation Childrens Fund (UNICEF), 2010 Permission to reproduce any part of this document is required.
Written by Mario Bacigalupo and Fleur Hutchings Produced and designed by Fleur Hutchings Photographs as credited
UNICEF Madagascar Maison Commune des Nations Unies Zone Galaxy Andraharo B.P. Antananarivo, Madagascar Tel: +261 20 23 300 92/93/04 Antananarivo@unicef.org
FOREWORD
Reducing the Impact of Climate Change in Madagascar
Rising sea levels and melting ice caps, severe weather events, drought and flooding these are the impacts of global warming. With its dramatic and harmful effects on the environment, the global phenomenon threatens the basic elements of life for people throughout the world: global warming harms the environment and limits access to water, food and land This puts more of the worlds most vulnerable people, especially children, at risk; and makes UNICEFs mission ever more important. Working with the people of Madagascar a population that is already experiencing the devastating impacts of increasingly severe cyclones and failing rains UNICEF Madagascar is determined to make a stand against global warming and climate change. At the forefront of our efforts is the eco-friendly school construction programme. There is a growing, global recognition that the construction industry has an especially important role to play in mitigating global warming. The time has come for it to improve its environmental credentials. In Madagascar, clay-fired bricks, which rely on burning massive quantities of wood in the firing process, are one of the most commonly used building materials. The impact of this on the countrys environment is clear and bare hillsides, where once there was forest, are a startling visual reminder that Madagascars unique biodiversity is critically threatened by continuing deforestation. As a result, UNICEF Madagascar has committed to developing ecologically sound construction techniques to build schools that not only improve the quality of education for children, but support the right of every child to live in a healthy and sustainable natural environment. These techniques will help reduce the environmental impact of building the estimated 2-3,000 new classrooms needed each year until 2015 if Madagascar is to reach the goals of its Education for All programme. Building child-friendly, environmentally sound schools is an innovative way to help protect the rights of children in Madagascar while safeguarding the environment for their future. Child-friendly schools focus on creating safe and conducive learning environments, and by using eco-friendly building techniques and materials we can reduce both the cost and the ecological impact of their construction.
I am taking this opportunity to acknowledge the innovation and expertise of UNICEF colleagues and partners. Having successfully piloted sixteen school projects, with another twenty two under construction, UNICEF and the Ministry of Education have gone a long way to introducing and promoting the use of eco-friendly building techniques for school construction. But our efforts do not end here. The eco-friendly construction model should not stop at building schools. It is an approach to construction that could be applied far more widely. We would like to see others build on our work and adopt the ecologically sound methods that we have proved can work reducing both the environmental and the financial burden of construction. Of course there are challenges. We are currently seeking ways to relieve the bottle-neck in making the compressed earth bricks used to replace conventional clay-fired bricks. We would like to see more companies involved in manufacturing the bricks. It is up to all of us to play our role in the fight against global warming. Our children are destined to inherit this planet as we leave it. Here in Madagascar we are taking action. We are no longer just talking about how we can create a sustainable world for future generations; we are developing and implementing eco-friendly solutions that we hope will be used far more widely than through our own programmes. In combining UNICEFs commitment to securing rights-based, quality education for each and every child, with an environmentally sensitive approach to school construction, we hope to help educate a generation of children who have been taught in schools built on the principles of environmental sustainability. We hope that this will have a profound and lasting impact.
ACRONYMS
CBA CFS CO COPH CPAP CPRS EFA ICEB IFFPRI MAP MDG MNE NGO SFA UNDP UNEP UNICEF WASH WFP Competency-Based Approach Child-Friendly Schools Country Office Collective of Disabled Peoples Organisations Country Programme Action Plan Contrat Programme Russite Scolaire (School Success Contract Programme) Education for All Interlocking Compressed Earth Brick International Food Policy Research Institute Madagascar Action Plan Millennium Development Goals Ministry of National Education Non-Governmental Organisation Schools for Africa United Nations Development Programme United Nations Environmental Programme The United Nations Childrens Fund Water, Sanitation and Hygiene World Food Programme
UNICEF Madagascar/Ranobrianasolo/2009
TA B L E O F C O N T E N T S
1.0 2.0 INTRODUCTION..................................................................................................... ..............1 THE CONTEXT MADAGASCAR........................................................................................5 3.0 Climate Change in Madagascar.......................................................................................6 Deforestation....................................................................................................................8 Education Needs..............................................................................................................9 UNICEFs opportunity.....................................................................................................11
INFRASTRUCTURES FOR CHILD-FRIENDLY SCHOOL...................................................13 School & Community........................................................................................................15 Sanitation.........................................................................................................................16 School as a Protective Environment................................................................................17 Innovative Learning Spaces.............................................................................................19
4.0
ECO-FRIENDLY SCHOOL APPROACH............................................................................. 20 Intelligent Building...........................................................................................................22 Bioclimatic Design...........................................................................................................23 Eco-friendly Materials......................................................................................................24 Interlocking Compressed Earth Bricks (ICEBs)..............................................................29 Reinforced ICEB Construction System...........................................................................31
5.0
ICEB SCHOOL PILOT PROJECTS.....................................................................................33 Project Administration.....................................................................................................38 Community Participation.................................................................................................39 Supplies & Materials....................................................................................................... 42 Onsite ICEB Fabrication..................................................................................................43 Construction Phases.......................................................................................................45 Completed Classrooms...................................................................................................50 Eco-friendly Desk Model..................................................................................................52 Eco-friendly Latrine Model...............................................................................................53
6.0
THE WAY FORWARD.......................................................................................................... .55 Lessons Learned & Future Actions.................................................................................58 ICEB Standardisation......................................................................................................62 Public Awareness & Education........................................................................................63 Up-scaling Pilot Projects..................................................................................................65 Walking the Talk..............................................................................................................67
Annex 1 - Eco-friendly Code of Conduct for UNICEF Madagascar Annex 2 - An innovative technological approach incorporating ICEBs into a Reinforced Masonry Construction system. Annex 3 - Eco-friendly Classroom Prototype. (Technical drawings & notes). Annex 4 - Eco-friendly Desk Prototype. (Technical drawings & notes). Annex 5 - Eco-friendly Latrine Prototype (Technical drawings & notes). Annex 6 - Eco-friendly Health Centre Prototype (Technical drawings & notes).
Child & Eco friendly schools UNICEF Madagascar iv|
INTRODUCTION
It is ultimately the human dimensions of climate change and the consequences for individuals, especially the most vulnerable around the world, that mobilise us all to action to find sustainable solutions.
Acting on Climate Change: the UN System Delivering as One, 2008
UNICEF Madagascar/Ranobrianasolo/2009
UNICEF Madagascar/Ranobrianasolo/2009
That climate change poses a dire threat to our planet, ourselves and our and Yet, children is
In fact, surely there is no better way to create the climate for change than a promulgation of promising locally based, community and child orientated eco-friendly initiatives.
acknowledged accepted as
worldwide indisputable.
commitment to alleviating this undeniable threat is regrettably deficient. UNICEF Madagascar has heeded the call for change, placing itself at the forefront of the Whilst waiting for national leaders to establish an internationally binding treaty to effectively target global warming, there is nothing to prevent us, our communities, organisations and businesses from acting now. For, while climate change threatens all of us, it is the people from the poorest countries, without challenge to address every Malagasy childs right to a sustainable environment through its eco-friendly school construction programme.
Its too late to be pessimistic. We all know very well that the solutions exist today.
sufficient resources to deal with the impacts, who are the most vulnerable.
UNICEF Madagascar/Ranobrianasolo/2009
INTRODUCTION
UNICEF Madagascar/Ranobrianasolo/2009
UNICEF Madagascar/2010
68% of the Malagasy population lives on less than $1.25 US per day (SOWC, 2010) 71, 000 children die each year before their 5th birthday Less than 25% of children complete secondary education Madagascar ranks 145 out of 182 countries according to the on the 2007 Human Development Index (UNDP, 2009)
The children of Madagascar are one of the most vulnerable populations of the world living in one of the most threatened environments. Today, the threats are greater than ever due to the political crisis ongoing since January 2009.
1
and work with rather than against the local climate conditions and logistical limitations.
Results will be beneficial for both the children of Madagascar and their precious environment. Disaster risks are reduced, time and money
UNICEF
Madagascar
recognises
the
saved,
child
safety costs
increased of
and
the are
opportunities in its education programme to work with national partners towards upholding the right of every child to a sustainable environment whilst improving access to and the quality of education in the country.
environmental minimised.
deforestation
In
2008,
the
Government
of
Madagascar
committed to an enormous school construction programme to fulfil their Education for All (EFA)
Over the past three years, UNICEF Madagascar has been exploring and successfully
objectives. UNICEF Madagascar is dedicated to helping them fulfil this objective with minimal negative environmental impact.
implementing new ecologically friendly designs following Child Friendly School (CFS) and community-based locally available approaches. materials Eco-friendly, have been
To this end, UNICEF Madagascar is in the process of expanding their child and eco-friendly pilot school projects, sharing the experience with other UN partners and building the capacities of the Government and civil society to deliver
Political destabilisation in January-March 2009 led to the resignation of the President, whose signing over of power to the military was quickly usurped by the opposition, which declared a transitional government. So far, attempts at finding a consensual transition to elections have failed.
schools wherein eco-friendly measures are not only taught, but exemplified.
The purpose of this document is to further this expansion by sharing project strategies,
Our children will inherit the earth as we leave it to them. They already have much to blame us for. Let us at least begin to build the foundations for a more eco-friendly future and, more importantly, prepare our children to better nurture the planet than we did. For the children are not yet contaminated by our environmentally unfriendly ways. If they are better educated in terms of how to be environmentally aware, they are more likely to act in an eco-friendly manner.
experiences and lessons learned, discussing challenges faced and the means to move forward, promoting public awareness of ecofriendly construction means and methods,
prompting feedback from those within and outside the construction industry, and, perhaps most importantly, inspiring others to take a stand against global warming.
UNICEF Madagascar/Ranobrianasolo/2009
UNICEF/Madagascar/Williams/2009
Climate change presents immediate challenges to the poor and vulnerable communities of Madagascar and the sensitive and highly valuable ecosystems which are home to most of Madagascars renowned endemic species.
In Madagascar, the changing climate is already having an effect on food and nutrition security as well as water availability in the dryer southern region3, resulting in an increase in undernutrition4. Even more disturbing is the 22% predicted global increase of malaria, already a serious menace to the country.
Increased
severity
of
extreme
climatic
phenomena also presents a grave danger. Six destructive cyclones were faced by Madagascar from 2007-2010. Cyclone Ivan hit with the same force as hurricane Katrina wreaking havoc in February, 2008. At that time, almost 2,000
2 International Food Policy Research Institute (IFFPRI), 2009 3 SAP (WFP) , 2006-2010 4 SMART Survey (UNICEF, ONN, MinSan), 2006-2010
UNICEF/Madagascar/2009
UNICEF/Madagascar/2009
Madagascar is recognised as one of the worlds 34 biodiversity hotspots; meaning it has one of the worlds most significant biodiversities under extreme threat. Most remarkable in Madagascar is the incredibly high level of endemism. The islands isolation (from the African mainland for tens of millions of years and from humans until just 2,000 years ago) has resulted in an
astounding eight plant families, five bird families, and five primate families found nowhere else on the planet.
If this biodiversity declines, not only do we risk losing some of the worlds most unique flora and fauna, but the resilience of the ecosystems and the services they provide to humanity.
UNICEF/Madagascar/Williams/ 2009
Hotspot original extent (km2) Hotspot vegetation remaining (km2) Endemic plant species Endemic threatened birds Endemic threatened mammals Endemic threatened amphibians
*according to the Conservation International Biodiversity Hotspot Website
DEFORESTATION IN MADAGASCAR
An estimated 200,000 hectares of Madagascars forests are lost annually and all will be gone within 40 years if the deforestation rate remains at the current [2007] level according to the World Wildlife Fund. Loss of habitat due to In the context of climate change, compounded by the on-going political crisis, Madagascars current environmental situation is irrefutably grim. However, the Government and many national and international institutions and NGOs Around 75% of Madagascars rapidly increasing population depends on subsistence farming for its livelihood. Agricultural practices deeply are involved in conservation and awareness projects involving local communities in an attempt to alter cultural practices contributing to deforestation. Great efforts are required in every sphere to ensure future development needs are met as sustainably as possible. under 5,000 tonnes between 19961997 to more than 35,000 tonnes in 2009.
ingrained in the Malagasy culture involve burning to clear land for pastures and tavy, or slash and burn methods, to grow rice, the staple diet. Forests are additionally felled legally and illegally for export, to use as fuel and for charcoal production.
Business as usual is no longer an option if we are to avoid irreversible damage to the life-support systems of our planet.
Achim Steiner, UNEP Director, 2010
Since the recent political crisis began in January 2009, illegal logging of precious woods, such as the very valuable rosewood, has increased substantially. National Geographic News watch claims that exports of rosewood jumped from
UNICEF Madagascar/Ranobrianasolo/2009
Access to quality schooling is a fundamental right of any child. Ensuring that all children have access to a relevant, quality education is vital in all societies.
Despite a large increase in enrolments over the last decade, an estimated 452,000 children between six and ten years old are not attending school in Madagascar.5 Of those who do enrol, around 40% are not completing the 5-year primary cycle.
INSUFFICIENT RESOURCES
CYCLONE-AFFECTED SCHOOLS
While household poverty is the primary reason for low school attendance, another reason is limited education provision. Many schools are dilapidated and overcrowded, without enough teachers, materials and the most basic facilities. Consequently, children often lack the incentive to complete their schooling and parents the reasons to send them. Attendance statistics are generally worst in remote, rural communities, which is hardly surprising when many children have to walk many kilometres to reach the nearest school. Close to 2,800 communities have no schools at all.
Cyclones of varying severity strike Madagascar each year. Over the past few years on average 1,000 classrooms have been damaged or destroyed annually, disrupting the education of tens of thousands of students. Those regions affected adversely by cyclones face the very real threat each year that they are liable to lose the limited structures and materials they may have. Climate change is predicted to compound the problem, with cyclones of increased intensity expected to strike the island in the future.
The Ministry of National Education (MNE) is working in close collaboration with UNICEF and other education partners towards improving access to and quality of education.
The EFA Plan adopted in 2008 contains strategies to improve access and retention, address education quality issues and strengthen the institutional capacity of the education
UNICEF/Madagascar/Matthews/2009
system. Among these strategies is a classroom construction programme aiming to build 2-3000 new classrooms each year until 2015.
While
the
needs
justify
this the
immense potential
construction
programme,
construction in Madagascar since 2006 and in education development assistance since 1995.
Thus, with a child and eco-friendly approach to education development, UNICEF Madagascar is not only working to uphold each childs right to a quality education, but also in a country renowned for its threatened environment each childs right to a sustainable environment..
UNICEFs support gives priority to communities with no schools, incomplete primary cycle schools and schools damaged by cyclones.
Targeted districts are usually those with the lowest performance in terms of key education indicators. Noted improvements in these districts will therefore have a significant impact on national education indicators.
UNICEF Madagascar/Ranobrianasolo/2009
Quality school environments focusing on the child and the environment can truly impact childrens learning.
UNICEF Madagascar has the opportunity and responsibility to improve the educational
environment for children whilst upholding their right to a sustainable environment. In so doing,
UNICEF is making a stand on climate change and challenging other institutions, and
UNICEF/Madagascar/Williams/2009 UNICEF/Madagascar/Williams/2009
examples of high quality school environments in the targeted districts that positively impact childrens learning whilst simultaneously
Fulfilling the education-related Millennium Goals requires not just getting all children into school, but making sure all schools work in the best interest of the children entrusted to them
UNICEF Child Friendly School manual, 2009
UNICEF/Madagascar/Williams/2009
geographical conditions forming the educational context. Over the past few years, UNICEF has supported the Ministry of National Education (MNE) to incorporate components of the CFS approach into their education programme to
UNICEF/Madagascar/Williams/2009
as
comprehensive model
to
improve the quality of education around the world. Placing the child at the centre of the equation necessitates that school environments are protective, adequately staffed with trained teachers, equipped with the basic facilities and provide quality education in an environment conducive to learning.
build the capacities of schools and communities in developing local solutions to local problems with a focus on the child.
Towards constructing child-friendly schools in This may sound a tall order, especially in developing countries where funds are limited. But many school improvements focused on the whole child, and his or her well-being as a learner, just require alternative ways of thinking about schooling and school construction, rather than excessive amounts of money being spent. Madagascar, UNICEF has taken into particular consideration:
- the different communities and how they themselves can contribute to improving the school environments - sanitation and hygiene issues in schools - ensuring schools offer safe and protective environments and - creating innovative and environmentally
As a principal proponent of the CFS model, UNICEF has published the Child Friendly School Manual as a practical guide for schools - including examples of flexible models, rather than blueprints.
UNICEF/Madagascar/Williams/2009
UNICEF Madagascar/Matthews/2009
the need to address childrens needs and rights CONTRACTS FOR SUCCESS holistically, including protection, nutrition,
sanitation and hygiene as well as inclusion of The Contracts for School Success Programme (CPRS in French) has already been successfully implemented in around 3000 schools in the most vulnerable children. Hence, the CPRS is gradually being developed as a tool to bring important related issues into the dialogue on education, beyond the traditional questions of school infrastructures, teachers and materials.
Madagascar. Having engaged communities in a school needs assessment, actions are prioritised Accordingly and, in due course, a contract
UNICEF/Madagascar/Williams/2009
SANITATION
Many schools in Madagascar lack basic WASH sanitation facilities; only 24% of public primary schools, for example, have latrines and 13% access to safe drinking water. Poor hygiene and lack of sanitation account for many of the illnesses suffered by Madagascars children and subsequently many lost school days.
1
WASH
strategy primarily targeting schools to improve water, sanitation and hygiene standards.
According to the Lancet report , diarrhoea is the countrys third-ranking cause of child mortality behind malaria and pneumonia and ahead of acute respiratory even the infections. most basic However, hygiene
hygiene among local residents and getting them actively involved in maintaining sanitary
facilities. Children play a key role in spreading the WASH message as agents of potential change in their respective communities.
introducing
We want to ensure school days are not lost to diarrhoea and we want to promote the participation of young people. They are the agents of change but they cant ensure that change if we dont help them by building latrines and water points.
Bruno Maes, UNICEF Madagascar Representative, 2010
UNICEF Madagascar/Matthews/2009
Those schools that become Friends of WASH are provided with separate latrines for girls and boys, hand-washing facilities. The simple
UNICEF Madagascar/Matthews/2009
addition of separates facilities provides dignity and privacy for girls and subsequently increases girls enrolment and retention2. The
accompanying awareness programme instructs on how and when to wash hands, how to use latrines and how to store water.
The goal of the Government is to expand the strategy by 120 schools each year, spreading the facilities and message of WASH to children all over the country.
schools as far as possible and to be prepared to deal with the consequences if and as necessary.
thousands annually.
Furthermore, the intensity of the cyclones striking Madagascar is predicted to increase in the future as a result of climate change.
Fully aware of the threat posed by cyclones in Madagascar, UNICEF is working with the Government to both reduce disaster risk in
UNICEF Madagascar/2009
Prevention is the best means to reduce the risk of disasters in schools. With the support of the Government and donors, UNICEF Madagascar is working to ensure that new classrooms and the refurbishment of existing classrooms are structurally durable and include anti-cyclone measures. Bricks are incorporated into a Reinforced masonry construction system which
integrates a concrete ground beam and ring beam to ensure the structure acts in a monolithic manner against the lateral forces of cyclonic winds, avoiding the need for columns at each corner. Steel trusses, firmly secured to the masonry structure, support the roof with roof sheets additionally anchored down by steel ties. DISASTER PREPAREDNESS AND RESPONSE
Within six weeks of Cyclone Ivan, which devastated almost 2,000 classrooms and
disrupted the education of close to 300,000 children in February 2008, UNICEF Madagascar designed and installed 237 TARPAtents
The
or
tarpaulin
tent
was
UNICEF Madagascar/2009
designed as a low-cost, light weight alternative to the traditional school tent. The tents were assembled within eight hours with the help of the local communities, who also contributed the timber poles necessary to secure them to the ground.
pedagogical measures into their school designs to promote different ways of learning. Child-height, enlarged blackboards installed on opposite walls to promote group work and discussions. Child-height rails for hanging artwork encourage kids to display their work. Removal of teachers podium discourages the notion that the teacher is the only source of learning. Mobile, ergonomic, lightweight desks allow classrooms to be more flexible, encouraging discussions and group work.
with
environmental
conservation
Creativity, openness, flexibility, tolerance, good leadership and organisational skills become the avenues through which effective learning technique is maintained.
UNICEF Child Friendly Manual, 2009
ENVIRONMENTAL AWARENESS
Schools provide the perfect environment to both illustrate and instill environmental awareness. If children go to school to learn in an eco-friendly
E C O - FR I E N D LY S C H O O L A P P R O A C H E C O - FR I E N D LY S C H O O L A P P R O A C H
The state of the planet that we pass on to the next generation...is our responsibility. Let us face up to this responsibility and address the specific needs of the most vulnerable: our children.
UNICEF UK Climate Change Report, 2008
UNICEF Madagascar/2009
UNICEF Madagascar/Matthews/2009
Madagascar and is today playing an integral role constructing new classrooms towards fulfilling the Governments Education for All (EFA) objectives.
environmentally-friendly materials and methods in their construction programme to tackle the inescapable environmental issues.
Locally available materials and appropriate Such a large construction challenge carries with it substantial risks for the environment, especially in a country where clay-fired bricks which rely on hectares of forest for the firing process are the most commonly used masonry building material. construction technologies have been developed and incorporated into bio-climatic designs adapting to and working with rather than against the local climate conditions to realise holistic school designs that are both child and ecofriendly.
To fulfil the Governments Education for All objectives, an enormous number of classrooms must be built in Madagascar. We have to think of the environmental impact of this immense construction challenge.
Margarita Focas Licht, Head of Education Section, UNICEF Madagascar, 2010
An alarming new analysis of global warming says architects are the problem and our best solution.
Metropolis Architecture Magazine, October 2003
INTELLIGENT BUILDING
The construction industry is one of the greatest contributors to global warming, but at the same time, has great potential to contribute to sustainable development. Due to the highly fragmented nature of the building industry, almost all organisations focus on one specific role in the construction towards process worldwide making sector
4
Architects, however, wield the pens that design and specify the nuts and bolts of the buildings. How intelligent a building is, or how well it fits into its environment, is in the majority of cases their responsibility.
with
developments
complexity. The most intelligent buildings are often the most simple and cost-effective
because they are designed according to a bestfit approach a solution best suited to a particular context or environment.
This situation has begun to be addressed by such partnerships as Sustainable Building and Climate Initiative (SBCI) in partnership with United Nations Environmental Programme (UNEP)
The first step to intelligent design is establishing which major climatic region a project is located in before conducting a site analysis to identify the particular conditions.
The
climate
of
Madagascar
is
generally subtropical with a hot and rainy season between November and April and a cooler dry season from May to October. However, there is a big variation in climate depending on altitude and geographical position.
BIO-CLIMATIC DESIGN
most regions of Madagascar, natural ventilation and passive thermal storage are crucial to limit overheating. Selecting the most appropriate materials is fundamental as is careful placement of vents and windows to take advantage of any prevailing breezes and encourage natural
UNICEF Madagascar/Matthews/2009
UNICEF Madagascar carefully analyses each site to determine the position and orientation of buildings in response to the suns path, the diurnal temperatures and predominant breezes and winds, particularly in cyclone prone areas. .
Here in Madagascar we have to be very site specific with our projects. Not only in terms of bioclimatic design but in terms of logistics. If a site is only accessible by foot, materials really need to be available or made locally.
Architect Mario Bacigalupo, Head of Construction Unit, UNICEF Madagascar, 2010 Child & Eco friendly schools UNICEF Madagascar 23 |
classroom in Madagascar requires 7,000 clay-fired bricks meaning 0.5 hectares of forest must be burnt for fabrication; emitting 100 tons of carbon dioxide into the atmosphere.
UNICEF Madagascar/Ranobrianasolo/2009
ECO-FRIENDLY MATERIALS
Careful selection of environmentally sustainable building materials is the easiest way for architects to begin incorporating eco-friendly design principles into buildings. Building The pre-building phase has the greatest potential for causing environmental damage: raw material procurement methods, the
materials need to be considered in terms of their life cycle design from the gathering of the raw materials to their
5
the manufacturing location to the building. The clay-fired bricks commonly used in Madagascar provide a pertinent example of an
ultimate
disposal
to
environmentally unfriendly material, requiring hectares of forest to be burnt for the firing process.
EVALUATING MATERIALS Like a building, a materials life cycle needs can be organised into the three phases of prebuilding, building and post-building. The evaluation of a building materials environmental impact at each stage allows for a cost-benefit analysis over the lifetime of a building, rather than just simply accounting for initial
Determined to employ and endorse alternative materials to the clay-fired bricks, UNICEF Madagascar has been exploring and
experimenting with various traditional and new material options in their construction projects. Most of these materials are locally available or locally produced to shorten transport distances and support local economies where possible.
construction costs.
Bunn R. Sustainable Building services in developing countries; the challenge to find best-fit technologies, 2003
secondly they tend to be cost-effective and thirdly they are already recognised as
Whilst the traditional clay-fired bricks are not eco-friendly, some other materials traditionally used in Malagasy construction practices are. Developing these traditionally-used materials into new methods of construction makes sense on three counts. Firstly, the materials are locally available, secondly they tend to be cost-effective
construction materials by those who will be building and using the buildings. Incorporating these traditional materials into new construction methods develops the skills of the labourers and thereby builds local capacities in construction techniques.
RAVINALA Ravinala is a native palm and national symbol of Madagascar. Growing at a rate that exceeds human consumption, ravinala is a renewable resource and commonly used to construct the traditional walls and roofs of Malagasy homes.
UNICEF Madagascar has adapted ravinala as the primary exterior wall component for ecolatrines, where abundantly available. Fixed within a timber structure over the toilet pit, the
ravinala is then wrapped in wire netting to ensure the adherence of the cement render before painting (see more information on ecolatrines in the next chapter).
BAMBOO
Bamboos are the fastest growing woody plants in the world, with over 1,500 documented uses worldwide. Madagascar is home to some 35 endemic bamboo species and at least six introduced species and is extremely important to local communities in Madagascar.
UNICEF Madagascar/2009
material for walls, roofs, gutters, pipe work, flooring and fencing. The culms of certain varieties can be split on one side and flattened, then woven into large panels. Bamboo is is additionally used for items ranging from fishing traps to musical instruments, for handicrafts and to create irrigation systems channelling water through agricultural fields.
Much of the bamboo used domestically comes from secondary forests, and there are some plantations in and around villages. Where abundantly available, UNICEF Madagascar has
UNICEF Madagascar/2009
incorporated the traditional woven bamboo sheets as both exterior and interior wall
components. Additionally, bamboo has been used as reinforcement in some masonry wall systems.
Granite and basalt outcrops are fairly common in Madagascar, providing natural stone blocks known locally as Moellons. Moellons are very structurally sound, durable and are consequently commonly used for the construction of tombs; the most highly regarded structures in most Malagasy communities. UNICEF Madagascar
used Moellons in three health centres in the Analanjirofo region. The choice of material was
UNICEF Madagascar/2009
based on the fact that the granite quarry was located nearby the very remote sites, two of which were only accessible by foot so that any other masonry material would have had to be carried on the backs or heads of men and women for 18 kilometres.
UNICEF Madagascar/2009
HOLLOW CONCRETE BLOCKS PARPAINGS The Malagasy version of hollow concrete blocks, known as Parpaings, consists of cement, sand and small stones. Parpaings are lightweight and can be fabricated on site; however they require around 17% cement for fabrication, as well as a large amount more during the construction process for mortar and render. Cement is a very expensive commodity in Madagascar. UNICEF Madagascar has used Parpaings to
UNICEF Madagascar/2009
construct
certain
schools
in
the
country.
However, due to both the monetary and environmental cost of cement, Interlocking
Compressed Earth Bricks (ICEBs) are the preferred choice of material whenever possible. Parpaings do however present a viable
alternative when soil quality is poor or it is too difficult to transport the compression machinery necessary to fabricate ICEBs to a site.
UNICEF Madagascar/Matthews/2009
ICEBS - INTERLOCKING
According to the Institutional Investors Group on Climate Change (IIGCC) the cement sector alone accounts for 5% of global man-made CO2 emissions. This, combined with the fact that cement is very expensive in Madagascar, means that seeking alternative masonry
ICEBs are best produced from a sandy soil with clay and silt content between 10-45%. Soils must first be tested to determine the ratio of
Interlocking Compressed Earth Bricks (ICEBs) offer an excellent for most alternative sites in construction Madagascar.
components,
with
water
and
sand
added
material
Composed primarily of compressed subsoil, clay and sand with just 5-8% lime or cement added,
PHASE 1 Subsoil, clay and sand are mixed by hand with a small percentage of stabiliser pre-determined by soil testing.
PHASE 4 Bricks are released from mould and placed to dry under shelter for around 5 days.
For the most part ICEBs are dry-stacked by unskilled labour with no need for mortar. A workman can construct 21 m2 of walling per day. To ensure water resistance, a water resistant hydrofuge product is applied.
passive thermal storage abilities, the ICEBs absorb heat very efficiently in the sub tropical conditions in most of Madagascar.
Not only do interlocking compressed earth bricks (ICEBs) reduce labour costs thanks to the
minimal mortar required, they eliminate the need for external render and paint, thus substantially reducing the overall construction cost per metre and per classroom.
traditional Malagasy bricks in terms of resistance to breakage under imposed load tests (for more information refer to annex 1). Due to their
Approximate $ Cost
107 tons CO2 Traditional clay-fired bricks $1, 822 $12, 000 140 bags 0.5 Has.
(7 tons cement production +100 tons for firing bricks)
Parpaings (concrete hollow blocks) $2, 125 $13, 000 190 bags negligible
9 tons CO2
(cement production)
Interlocking Compressed Earth Bricks (ICEBs) $2, 547 $11, 000 100 bags negligible 5 tons CO2
(cement production) *Figure calculated according to Intergovernmental Panel on Climate Change (IPCC) statistics, 1995
materials complement each other, resulting in an excellent structural system suitable to withstand the lateral forces of cyclone-force winds.
somewhat after the introduction of reinforced concrete in 1867, today at a global level it is
once again receiving greater attention not only because of the growing knowledge of method
Reinforcement has been used to strengthen brick masonry since 1813. Reinforcement increased
provides
masonry
with
greatly
Unicef Madagascar developed a reinforced grouted cavity ICEB wall system for their school projects, whereby a percentage of ICEBs are moulded with semi-circular extrusions, so that when laid adjacently they form a cylindrical cavity into which vertical reinforcement bars can be incorporated. Additional concrete is then poured into the cavity to protect the
CYCLONE RESISTANCE For the classrooms to resist cyclone force winds, the building must act monolithically meaning it will be strong enough to withstand the loss of one structural element without causing the failure of the structure. To ensure this, the reinforced ICEB walls are tied to the reinforced concrete ground beam and bond beam, which help absorb the horizontal load of the winds. The classrooms thereby gain substantial strength and stiffness, acting as a box-system against external forces.
Using the reinforced ICEB construction system removes the need for columns in the buildings, thus simplifying the design, expediting
construction and improving overall buildability the extent to which the design of a building facilitates the ease of construction. The next chapters will look more closely at UNICEF Madagascars pilot school construction projects, which incorporate ICEBs as part of a reinforced UNICEF Madagascar developed a reinforced masonry construction system.
UNICEF Madagascar/Ranobrianasolo/2009
A mind once stretched by a new idea never regains its original dimensions.
Anonymous
Following compressed
much earth
research, bricks
interlocking were
(ICEBs)
alternative Madagascar
for due
classroom to their
construction
in
eco-friendliness
combined with
durability (when incorporated into a reinforced masonry construction system as explained in the previouslast chapter).
In 2008, UNICEF Madagascar began to develop the first ICEB school pilot projects. The first 16 ICEB classrooms were built by UNICEF
Madagascar in the region of Mandritsara in 2008-2009 and will be the subject of this chapter. Today there are a further twenty two classrooms under construction in Ambilobe, Vavatenina and Manjakandriana (see regional map of Madagascar on next page).
UNICEF Madagascar/Ranobrianasolo/2009
Ambilobe
Four ICEB classrooms (under construction)
Mandritsara
Sixteen ICEB classrooms (completed 2009)
Fenerive Est
Twelve ICEB dormitories (completed 2009)
Vavatenina
Four ICEB classrooms (under construction)
Manjakandriana
Two ICEB classrooms (under construction)
Vangaindrano
Five ICEB dormitories (under construction)
REGION SELECTION ICEB pilot projects in terms of logistics and In agreement with the Ministry of National Education, UNICEF Madagascar targeted SCHOOL SITE SELECTION Mandritsara one of the most populated districts of the with Sofia a region desperate in northern need for The final five school sites in Mandritsara were selected according to their: accessibility from the main road to facilitate transport of the compression machinery, with no physical obstructions such as rivers or streams relative proximity to the relevant school authority (CISCO) headquarters and relative proximity to one another to ease the transferral of materials and accessibility.
Madagascar
classrooms as the district in which to locate the first 16 classrooms of Interconnecting Compressed Earth Bricks (ICEBs). Limited funding for 16 classrooms, in a region of 424 schools, meant that careful analysis was necessary to ensure that the sites for the pilot projects were selected on both a needs and practical basis. From a regional list of 20 schools earmarked by the authorities as urgently in need of classrooms, a checklist was created to determine those school sites most suited to the
monitoring process.
EPP Ankasina
EPP Ambalafary II
EPP Andidimiady
EPP Ambalamadiro
NB. The five primary schools are all located on the national road 32 within a 70km radius of one another and the relevant school authorities.
SCHOOL (EPP): Ambohitranivo COMMUNE: Pont Sofia NUMBER OF STUDENTS: 169 2 CLASSROOMS
SCHOOL (EPP): Ankasina COMMUNE: Pont Sofia NUMBER OF STUDENTS: 150 2 CLASSROOMS
There are 22 regions in Madagascar, divided into districts, communities and villages.
UNICEF Madagascar /2009
Mandritsara school district in the region of Sofia is the relevant school authority for the five school project sites.
PROJECT ADMINISTRATION
The Ministry of National Education presides as the project authority responsible for public schools constructed in Madagascar. The The chief roles of the NGO were to oversee and manage administrative and funding processes, effectively coordinate the roles of the various stakeholders and maintain good relations
Ministry authorises various bodies (UNICEF in this case), to act as delegated project authorities for the various school projects.
As
delegated
project pilot
authority projects,
for
the
Mandritsara
ICEB
UNICEF
UNICEF Madagascar /2009
involved all stakeholders: the school authorities at regional and district levels, the representative school bodies and school parents association, the local authorities (Fokotany) and, of course, the local citizens themselves.
Due to the disruption caused by the political crisis beginning in January 2009, UNICEF employed the services of a local, reliable and experienced NGO (Fivoarana) to act as
COMMUNITY PARTICIPATION
The interlocking compressed earth brick (ICEB) pilot projects offered a challenging but ultimately rewarding opportunity to increase Malagasy community engagement and participation in school building. Especially in the preparation phase due to the piloting nature of the project a high degree of community trust, commitment and engagement was essential to lay the necessary groundwork. Preparatory meetings with each community, involving UNICEF and the various stakeholders as applicable, were crucial to explaining the
Child & Eco friendly schools UNICEF Madagascar 39 |
value of the project itself and gaining their trust and engagement.
UNICEF invested much effort and organisation into the meetings held with each of the communities prior to commencing works and
during the construction process to ensure they were adequately informed, prepared and
committed to investing the necessary time, materials and labour into the projects to see them through to successful completion.
AWARENESS BUILDING
UNICEF Madagascar /2009
Projects were introduced to the respective communities; goals and benefits explained.
Further clarification informed the community (with accompanying visual material) as to the exact nature and scope of the project.
Relevant stakeholders were introduced and their roles and responsibilities clarified.
Advantages of structuring the community into organised working teams with specific roles and responsibilities was explained and the means to do this discussed. A Committee for Construction team of around 12 people was elected to monitor onsite progress and be responsible for securing and delivering supplies to the site as necessary. The committee had both a leadership and facilitating role, working with the site workers and citizens to aid efficiency. After completion, the committee is responsible for maintenance.
A list of around 100 names was drafted, from which a Rotating Roster was set to ensure that 10 community members were available to work each day, assisting the contracted labourers.
UNICEF (as delegated project authority) and the community leader from each village signed a contract as co-financiers to ensure the latters ownership of the schools.
EXECUTION OF WORKS
- One last preparatory meeting was held prior to the beginning of works to ensure each community had organised itself into working units, that supplies were securely stored and that community members were prepared for the construction process ahead. - As works progressed, careful monitoring was required by the delegated committee for
construction, the facilitating NGO and UNICEF to ensure satisfactory progress. - Motivation levels needed to be maintained throughout the construction phases; particularly during unforeseen exigencies, such as the delay of certain supplies. In such cases, additional support of UNICEF was crucial to getting the works back on track.
themselves (the press machine has to be delivered to the construction site) was a crucial element of the process; both in terms of producing the principal construction materials and establishing a precedent for the future use of ICEBs in Madagascar.
procedures
Responsible for the collection of the locally sourced materials such as sand, granite blocks and soil local communities toiled hard, manually transporting materials to their
respective sites. Procurement and delivery of most other construction supplies and materials including the cement, steel, paint, timber, prefabricated steel trusses, window shutters and roof sheeting was primarily the responsibility of UNICEF.
As a pilot project, initiating the use of the environmentally friendly ICEBs in Madagascars schools, the onsite fabrication of the ICEBs.
Child & Eco friendly schools UNICEF Madagascar 42 |
Subsoil
is
generally
preferred
for
ICEB
UNICEF Madagascar/2009
production. Where suitable, the subsoil used to fabricate the ICEBs was extracted during the site levelling process and dug from the
When supplementary soil was required, an appropriate nearby site was designated and soil carefully excavated to avoid any environmental damage.
UNICEF Madagascar/Ranobrianasolo/2009
SOIL SIEVING & MIXING Soil mix components: Subsoil Water Approx. 8% sand Approx. 7% cement
SOIL SIEVING & MIXING Soil mix components: Subsoil Water Approx. 20% sand Approx. 7% cement
BRICK COMPRESSION
BRICK COMPRESSION
At these two sites, the ICEB fabrication company used a hydraulic machine, producing around 500 bricks a day with unskilled labour.
At these three sites, the ICEB fabrication company used a manual machine, producing around 300 bricks a day with unskilled labour
UNICEF Madagascar/2009
The ICEBs produced at all five sites have a double interlocking mechanism to increase structural stability and reduce the need for mortar.
Laboratory tests have proven that the ICEBs resist breakage under load much better than the traditionally used clay-fried bricks (for more information, refer to annex 1).
Child & Eco friendly schools UNICEF Madagascar 44 |
UNICEF Madagascar/2009
CONSTRUCTION PHASES
The execution of works for all of the five school sites followed a fairly simple and logical construction sequence according to the design and selected construction system a reinforced masonry system with interlocking compressed earth bricks (ICEBs) incorporating a ground and ring beam to ensure structural stability.
As anticipated, the margin of error in the construction process was decreased due to the reinforced construction system, removing the need for columns and reducing the amount of timber formwork required. Whilst there were some delays at each site, they usually
concerned the procurement of materials due to accessibility difficulties, rather than hitches with
UNICEF Madagascar/2009
The construction process follows these phases: 1. foundations and ground beam 2. walls 3. ring beam and roof 4. details.
UNICEF Madagascar/2009
UNICEF Madagascar/2009
A shallow spread footing was employed to transfer the loads of the structure to the underlying soil, which is of good load bearing quality at all the construction sites.
Locally quarried granite blocks, transported by the community, were laid on a thin layer of concrete in a 50cm minimum deep trench.
The concrete ground beams were reinforced by 4 x 12mm diameter steel rods and laid over the granite block foundations.
Vertical reinforcement bars were inserted every 1.2 m around which the ICEBs were laid ensuring the structural integrity of the walls as part of the reinforced masonry construction system.
Certain ICEBs were moulded with semi-circular extrusions so that when laid adjacently, a cylindrical cavity is formed. This allows for the length of the vertical reinforcement.
The ground beam effectively transfers imposed loads evenly to the foundations and surrounding soil, to prevent the buildings from shifting.
2. ICEB WALLS
UNICEF Madagascar/2009
The ICEBs with the semi-circular extrusions were stacked around the vertical reinforcement bars.
ICEBs were generally dry-stacked by unskilled labour with minimal mortar used.
Concrete was poured into the reinforcement cavity at every sixth course of ICEBs to fix the reinforcement bars and to protect them from corrosion.
A layer of hydrofuge was painted over the ICEBs at every course to enhance their performance in the relatively humid subtropical climate experienced at each site.
The reinforced ICEB masonry system, when tied into the concrete ground and ring beams, provides great lateral resistance against cyclone winds, acting as a monolithic structure.
UNICEF Madagascar/2009
Because the interlocking mechanism removed the need for much mortar, the walls were erected much faster than those constructed from normal bricks. It was possible for one unskilled workman to build over 21 square metres of wall per day.
The reinforced concrete ring beam rests over the window openings. The ring beam itself incorporates 4 x 12mm steel rods.
Steel trusses support the roofing system. Although 10% more expensive than timber or reinforced concrete beams, they are structurally far more sound, thus substantially increasing the safety rating of the classrooms against cyclones.
The trusses were anchored to the ring beam and concreted in place, minimising the chances of uplift during cyclones.
The gable wall end finishes in a reinforced concrete parapet. Not only do the parapet ends reduce the chances of wind suction, but they provide an anchor point for metal ties which secure the roof sheets in place.
4. DETAILS
Roof sheets - manufactured from bitumensaturated organic fibres - were firmly bolted to the roof battens.
Roof sheets have proven to perform better than galvanised roof sheets both thermally and acoustically, keeping the rooms cooler during the day and quieter during rainstorms.
Metal window shutters firmly bolted to the masonry walling system provide protection against cyclone winds when closed.
Cement plaster was applied to the lower courses of ICEBs as a damp proof measure.
A metal Louvre system above the window shutters helps reduce suction under the eaves of the classrooms.
When propped open, the metal window shutters act as sun-shading devices, reducing solar gain in the classrooms during the day.
COMPLETED CLASSROOMS
UNICEF Madagascar/2009
CLASSROOM INTERIORS
the interior space and provide a good backdrop against which school materials and work can be attached.
Large, open windows allow sufficient light for work, while the propped shutters provide sun-shading, reducing both glare and solar gain. Traditional teachers podium removed to reduce concept of teacher as only source of learning and to encourage the teacher to roam freely around the classroom.
New environmentally friendly desk models are lightweight, thereby allowing for flexibility and alternative desk arrangements to encourage interaction, discussions and group work.
- The desk top is made of pine, a renewable timber source, and overall uses 50% less wood than traditional models.
UNICEF Madagascar//Matthews/ 2009
- Durable and corrosion resistant, the metal used is galvanised with only three welds per piece. - Each desk weighs only 19 kilos and transforms into a compartment formed by two of the table tops for transportation. - The desks are easy to assemble: a simple set of instructions are included in each kit, enabling parents to assemble the desks without any sophisticated tools.
UNICEF Madagascar/Ranobrianasolo/2009
(Water,
hygiene) to introduce hygiene education into the school curricula and basic sanitation into the schools (see chapter three for more
information).
UNICEF has developed an eco-friendly, selfcomposting latrine module, constructed from local materials as part of a holistic school design. A typical module consists of three separated cabins for each sex, with air
circulation provided beneath the roof raised above the walls (see next page for construction details).
The eco-latrines are under construction at the three sites of Ambohitranivo, Ankasina and Ambalamadiro and also are been used in other projects in the last two years.
CONSTRUCTION OF LATRINES
A self-composting pit 1.2 metres deep is encased with bricks and finished with a smooth layer of cement. A 10cm thick slab, reinforced by a 10cm iron reinforcement grid with appropriate opening, is secured atop.
The cubicle structure is then built around the pit, composed of a basic timber structure and filled with ravinala, a sustainable, renewable and locally available material. Using this traditionally used material reduces transport costs, improves cost-effectiveness and builds on local
UNICEF Madagascar / 2009
construction skills. Wire netting is wrapped around to enable adherence of the cement render, which provides the necessary protection against insects and dampness.
FRIENDS OF WASH Each of the schools are listed on the Friends of WASH programme. This means that in the next year they will, in addition to the eco-latrines, receive a water point to provide for handwashing.
Once the facilities are installed, the WASH trainers hold sessions with the teachers on the essentials of the programme, explaining first why hygiene is so important. The instructors will then focus on how and when to wash hands, how to use latrines and how to store water.
The building & construction industry is considered a key player in sustainable development, with the potential to significantly impact society & the environment.
Shelter Initiative for Climate Change Mitigation, 2009
applicable actions. Validating ICEBs as a construction material with the relevant authorities in Madagascar. Sharing experiences with other UN agencies, partners and civil society. Increasing public awareness on both general environmental matters and
specifically construction technologies. Up-scaling ICEB projects through the involvement of large, medium and small scale Walking Madagascar enterprises the is in as Talk; the well as
UNICEF process of
developing an eco-friendly code of conduct in the workplace, that will be validated by the end of February 2011.
UNICEF Madagascar/Ranobrianasolo/2009
Andidimiady
Ambalafary II
Ambohitranivo
Ankasina
Ambalamadiro
Fishing village
township of Mandritsara
Very Positive
ICEB production*
ICEB durability
Community Adoption
Very good Very good Excellent Very Good Excellent
LESSONS LEARNED
Naturally, during the process of implementing the ICEB pilot projects at the five school sites, there was an accumulation of both positive and negative experiences from which valuable Given the piloting nature of the projects, it is hardly surprising that the most important lessons learned pertained to controlling ICEB quality. Following damage to the first batch of ICEBs during a cyclone in the district of Ambanja, the material for the school was switched to ICEB PRODUCTION
lessons were learned, particularly in areas related to controlling quality ICEB production, community administration. participation and project
Parpaings (local concrete hollow blocks), and after lab testing it was determined that the wrong choice of stabiliser had been selected for the soil type at the site.
From this experience a number important lessons were learned. The first was to ensure better analysis of the site soil in the first place to select the correct stabiliser for a particular soil. The second lesson was that UNICEF must be responsible for ensuring that the bricks are laboratory tested for water absorption prior to construction. Additionally, problems with the contractor, leading to delays at the sites of Ambohitranivo and Ankasina, means that
UNICEF Madagascar / 2009
UNICEF must better control and monitor the whole ICEB production process. COMMUNITY PARTICIPATION
In general the participation of all communities involved was very good. Differences between community attitudes and motivation levels are, however, very interesting to compare, as noted in Table 1 and further explained below.
one kilometre of each other, there appeared to be a healthy factor of competition, spurring each community on to construct their school faster and better than the other.
In general, project delays (generally attributable If the perceived need for the project was not great, community participation was, logically enough, less enthusiastic. In the village of Andidimiady, located near the township of Mandritsara, it seemed many inhabitants felt there was already sufficient school infrastructure nearby. In the fishing village of Ambalafary II, the attitude to schooling in general was Finally, and again not surprisingly, there was a definite correlation between higher levels of community participation and better construction quality, as can be seen in table 1. Similarly, greater community engagement led to improved adoption by the community and generally better maintained classrooms after the construction process had been completed. to delayed supplies) took a definite toll on community involvement. A fair amount of trust was required from the communities for them to commit their efforts and labour. Delays tended to erode their confidence and motivation levels.
somewhat apathetic. On the other hand, those from the more remote village of Ambalamadiro were very appreciative to be involved in the project at all, displaying gratitude for the duration of the project. Interestingly, between the villages of Ambohitranivo and Ankasina, located within
The various experiences from the respective sites (see table 1) reinforce the important role of community participation and point to certain factors such as the remoteness of sites, the skills of the villagers, the proximity of sites to one another which will be taken into more detailed account in future programmes. Perhaps the most important lesson learned concerns the detrimental effects of supply delays on
acting as facilitator between UNICEF and the other stakeholders. The role of NGO partners proved so fundamental in terms of monitoring procedures UNICEF is and maintaining to relations continue that the
committed
Another lesson learnt concerns future methods of paying contracted employees. As can be seen in table 1, certain contracted labour forces performed much slower on site than others. Paid on a monthly basis, the speed of some labourers suggested works may have been dragged out to maximise payments. Future contracts will
community trust and participation levels. As a result, UNICEF is committed to ensuring that future procurement and delivery of supplies are better controlled and monitored to minimise delays.
PROJECT ADMINISTRATION
A number of important lessons were learned regarding project administration. One of the most important lessons was just how integral the role of a reliable and experienced NGO was
Child & Eco friendly schools UNICEF Madagascar 60 |
PROJECT AREA
FUTURE ACTIONS
- Soil analysis prior to ICEB production to ensure correct amount of sand & which stabiliser to use - Laboratory testing of bricks prior to
ICEB PRODUCTION
Need for more competition between ICEB fabricators (to aid standardisation & reduce costs)
Need to reduce project delays to absolute minimum (to maintain trust of communities) COMMUNITY PARTICIPATION Community particularities can have a big bearing on level of participation
- Assess community particulars prior to developing participation programme - Allow for community variations in each participation programme
NGO role as partner to UNICEF & PROJECT ADMINISTRATION stakeholders essential during political crisis & otherwise
ICEB STANDARDISATION
Standardising and publicising technical data on ICEBs is essential to promote their use amongst professionals in the building industry both in Madagascar currently and beyond. is Technical leading data to As a relatively new and under-utilised technology ICEB production requires greater quality control to ensure malpractice does not occur. The first steps to quality control are the adequate means for testing and validating ICEBs, ensuring they are a certified building material in each country of use.
available
limited,
UNICEF Madagascar has been working closely with the national laboratory Laboratories
Madagascar to ensure all ICEBs used in the school projects pass the appropriate tests for construction performed purposes. well in The to ICEBs date, have way
tests
SOCOTEC
the
organisation
nationally
responsible for certifying and registering building standards and codes has unofficially
confirmed ICEBs are to be registered as a certified building material. The official process will be completed in the coming months.
environmental construction
indispensible at local, national and international levels in moving towards a more sustainable approach to development.
list),
incorporating
information on their eco-friendly approach to At present, sustainable development tends still to be considered as the green alternative. Ecofriendly pilot projects like the ones documented here will not be propagated at a mass level until the general public is better informed and there are more appropriately trained professionals within the construction industry and amongst educators themselves. General public interest in the issues and UNICEFs eco-friendly construction work could reach a far wider audience through visual media channels, such as documentary film work. UNICEF Madagascar has been promoting their own eco-friendly approach and construction methods in a number of different ways to encourage individuals, organisations and This document itself is not only to serve as a record of UNICEF Madagascars eco-friendly projects to date, but more importantly to promote environmental awareness, especially concerning the use of ICEBs as an alternative to the clayfired bricks typically used in Madagascar.
Child & Eco friendly schools UNICEF Madagascar 64 |
constructing schools. Donors have already expressed great interest in supporting childfriendly schools that combine an eco-friendly approach.
EDUCATION
However,
ignorance,
lack
of
access
to
information and education on environmental UNICEF Madagascar wants every child in Madagascar to learn of their own right to a sustainable environment. Towards this goal they are working with other organizations not only to promote more attention to the environment in the national curricula, but as has previously been discussed, so that the school topics are present at all levels. The public, governments, social and technical institutions and business groups all need to be more aware of sustainability issues. Education at university level is essential towards ensuring new
graduates are more environmentally aware and prepared to make the real changes necessary in the construction industry itself. A number of are environmental working in protection Madagascar.
environments themselves exemplify an ecofriendly approach. With this holistic approach to environmental education, Malagasy children will not only be learning eco- friendly behaviour, but living it.
organizations
UNICEF recognizes the important work they do to promote environmental education, and seeks collaboration with these organizations
Strategies
to
encourage
interest
in
ICEB
revealing
their
own
commitment
to
the
fabrication include UNICEF Madagascar holding a conference/workshop together with the public and private sectors in the future, including representatives from large-scale construction companies, medium size enterprises and
environment.
MEDIUM
&
SMALL-SCALE
ENTERPISE
INVOLVEMENT
municipalities.
UNICEF has an open and transparent tendering process. Medium and small-scale construction
The purpose would be to: - promote UNICEF Madagascars completed ICEB projects, - explain why ICEBs are UNICEF Madagascars preferred choice of material and their commitment to continue building schools from ICEBs with the Ministry of National Education. - discuss the different potential roles large and medium to small-scale enterprises and municipalities can play in the future of ICEB production and promotion.
companies can bid to play a role in constructing UNICEFs child and eco-friendly schools in the future, thereby expanding their own construction technologies and promoting themselves as ecofriendly businesses. Winning a contract with UNICEF provides additional security to help assure banking loans for the minimal investment necessary into ICEB machinery.
UNICEF Madagascar is also very interested in LARGE-SCALE ENTERPISE INVOLVEMENT working directly of with municipalities Once in the has
ICEBs.
UNICEF
Madagascar could play a valuable role in elevating the profile of ICEBs in the country. Well designed, large-scale, eco-friendly ICEB projects such as the Nelson Mandela museum in Johannesburg, South Africa suitably
arrangement could be established whereby the municipality purchases the ICEB machinery with a UNICEF backed loan. The money UNICEF would normally pay for the materials goes towards paying off that the loan. Such an has
showcase ICEBs and help dispel the notion that they are merely an alternative material to be used for low cost projects. Such a means of promotion works not only for ICEBs, but for the reputation of the construction company itself,
arrangement
means
municipality
ownership of the ICEB technology and with training provided by UNICEF, can begin ICEB production for social infrastructure.
WA L K I N G T H E TA L K
Whilst UNICEF Madagascars construction unit has been busy researching, experimenting with and implementing they eco-friendly have also schools in It is up to all of us to play our role in the fight against climate change. Our children are FOR THE CHILDREN
Madagascar
committed
themselves to making changes in the way they live their lives both at home and in the workplace. To accompany UNICEF Madagascars existing Work Code of Conduct - working together for a better work-life balance and work environment the construction section have compiled a draft of an Eco-Code of Conduct (see annex 1). The latter promotes working together for a better environment and planet and will be circulated and submitted for validation to all staff in February 2011.
destined to inherit this planet as we leave it and to blame us for not acting faster when we already had the knowledge and means to do so.
Working
with
the
Malagasy
people
population vulnerable to increasingly severe cyclones and with Madagascars unique biodiversity threatened by deforestation,
UNICEF Madagascar is determined to make a stand against climate change. The construction industry has an especially important role to play in improving its environmental credentials.
UNICEF is committed to constructing schools that not only improve the quality of education in
Each & every one of us can make changes in the way we live our lives and become part of the solution to climate change.
Al Gore, 2006
Madagascar but support the right of every child to a sustainable environment, and encourage others to do the same.
REFERENCES
Bunn, R. Sustainable Building Services in Developing Countries: the Challenge To Find the Best-fit Technologies in Industry and Environment, AprilSept, 2003 pp.46-51
Commission on Climate Change Child Rights and Adaptation: Voices from Kenya and Cambodia, 2010 & Development (CCCD) www.childreninachangingclimate.org/docs/CCCReport_Final.pdf Hawthorne, C. HYFRAFORM Turning Down the Global Thermostat, in Metropolis, Oct. 2003, pp.103-152 Hydraform Training Manual, Johannesburg, South Africa, 2004 http://www.hydraform.com Special Reports: Land-use, Land-use change and Forestry (LULUCF) Regional Impacts of Climate Change: an assessment of vulnerability http://www.ipcc.ch/publications_and_data_reports.htm#2 Briefing Note: Climate Change and the Construction Sector, 2004 http://www.libro.sostenibilidad.icai.upcomillas.es/.../Climate%20chagne% 20and%20the%20construction%20sector.pdf
Mazria, E.
Separating Myth from Fact, May 20 2010 http://blogs.nationalgeographic.com/blogs/news/chiefeditor/2010/05/ madagascar-logging-crisis.html Feeling the Heat: Child Survival in a Changing Climate, UK, 2009 http://www.savethechildren.net/alliance/what_we.../feelingtheheat.html In the Face of Disaster: Children & Climate Change, UK, 2008 http:www.childreninachangingclimate.org/.../In%20the%20Face% 20of%20Disaster.pdf
The Conservation International http://www.biodiversityhotspots.org/xp/hotspots/madagascar/Pages/ Biodiversity Hotspot Website default.aspx UN Acting on Climate Change: the UN System Delivering as One, 2008 http://www.itu.int/themes/climate/events/un-climate.html Fact Sheet, 2010 http://UNFCCC.int/files/press/fact sheets/application/pdf1factsheet_climate-deal.pdf
UN HABITAT
Interlocking Stabilised Soil Bricks Approved Earth Technologies in Uganda, 2004 http://www.sheltercentre.org/.../Interlocking+Stabilised+Soil+Blocks+ Apprpriate+earth+technologies+Uganda
UNICEF
Child Friendly Schools Manual, New York, 2009 www.unicef.org/.../Child_Friendly_Schools_Manual_EN_040809.pdf School Construction & WASH in Madagascar, 2010 (internal document) Schools for Madagascar, Education Donor toolkit series, Madagascar, 2009 (not yet available online) Schools for Africa NATCOM Donor toolkit; Madagascar, 2010-2013 (internal document)
UNICEF Madagascar
UNICEF UK
Climate Change Report, UK, 2008 http://www.defra.gov.uk/environment/climate/legislation/index.htm Our Climate, Our Children, Our Responsibility: Implications of Climate Change for the Worlds Children, UK, 2008 http://www.unicef.org.uk/publications/pdf/climate-change.pdf Madagascar and Climate Change, 2010 http://www.panda.org/what_we_do/footprint/climate.../climate.../news/
UNICEF UK
CONSTRUCTING CHILD & ECO-FRIENDLY SCHOOLS IN MADAGASCAR The United Nation Childrens Fund (UNICEF), 2010 Permission to reproduce any part of this document is required.
UNICEF Madagascar Maison Commune des Nations Unies Zone Galaxy Andraharo B.P. Antananarivo, Madagascar Tel: +261 20 23 300 92/93/04 Antananarivo@unicef.org
Written by Mario Bacigalupo and Fleur Hutchings Produced and designed by Fleur Hutchings Photographs as credited
UNICEF Madagascar Maison Commune des Nations Unies Zone Galaxy, Andraharo B.P. Antananarivo, Madagascar Child & Eco friendly schools UNICEF Madagascar Tel: 261 20 23 300 92/93 Antananarivo@unicef.org
UNICEF Madagascar/Ranobrianasolo/2009