Constructing Child & Eco-friendly Schools in Madagascar

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CONSTRUCTING CHILD & ECO-FRIENDLY

SCHOOLS IN MADAGASCAR


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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 HutchingsProduced and designed by Fleur HutchingsPhotographs as credited

UNICEF Madagascar

Maison Commune des Nations UniesZone Galaxy Andraharo B.P. Antananarivo,Madagascar

Tel: +261 20 23 300 92/93/04

[email protected]


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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, theglobal phenomenon threatens the basic elements of life for peoplethroughout the world: global warming harms the environment andlimits access to water, food and land

This puts more of the worlds most vulnerable people, espec iallychildren, at risk; and makes UNICEFs mission ever moreimportant.

Working with the people of Madagascar a population that isalready experiencing the devastating impacts of increasinglysevere cyclones and failing rains UNICEF Madagascar isdetermined to make a stand against global warming and climatechange. At the forefront of our efforts is the eco-friendly schoolconstruction programme.

There is a growing, global recognition that the constructionindustry has an especially important role to play in mitigating globalwarming. The time has come for it to improve its environmentalcredentials. In Madagascar, clay-fired bricks, which rely on burningmassive quantities of wood in the firing process, are one of the

most commonly used building materials. The impact of this on thecountrys environment is clear and bare hillsides, where oncethere was forest, are a startling visual reminder that Madagascarsunique biodiversity is critically threatened by continuingdeforestation.

As a result, UNICEF Madagascar has committed to developingecologically sound construction techniques to build schools thatnot only improve the quality of education for children, but supportthe right of every child to live in a healthy and sustainable naturalenvironment. These techniques will help reduce the environmentalimpact of building the estimated 2-3,000 new classrooms neededeach year until 2015 if Madagascar is to reach the goals of its

Education for All programme.

Building child-friendly, environmentally sound schools is aninnovative way to help protect the rights of children in Madagascarwhile safeguarding the environment for their future. Child-friendlyschools focus on creating safe and conducive learningenvironments, and by using eco-friendly building techniques andmaterials we can reduce both the cost and the ecological impact oftheir construction.

FOREWORD


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I am taking this opportunity to acknowledge the innovation andexpertise of UNICEF colleagues and partners. Having successfullypiloted sixteen school projects, with another twenty two underconstruction, UNICEF and the Ministry of Education have gone along way to introducing and promoting the use of eco-friendlybuilding techniques for school construction.

But our efforts do not end here. The eco-friendly construction modelshould not stop at building schools. It is an approach to constructionthat could be applied far more widely. We would like to see othersbuild on our work and adopt the ecologically sound methods that wehave proved can work reducing both the environmental and thefinancial burden of construction.

Of course there are challenges. We are currently seeking ways torelieve the bottle-neck in making the compressed earth bricks usedto replace conventional clay-fired bricks. We would like to see morecompanies 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 leaveit. Here in Madagascar we are taking action. We are no longer justtalking about how we can create a sustainable world for future

generations; we are developing and implementing eco-friendlysolutions that we hope will be used far more widely than throughour own programmes.

In combining UNICEFs commitment to securing rights-based,quality education for each and every child, with an environmentallysensitive approach to school construction, we hope to help educatea generation of children who have been taught in schools built onthe principles of environmental sustainability. We hope that this willhave a profound and lasting impact.

Bruno Maes, Representative UNICEF Madagascar Country Office


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CBA Competency-Based Approach

CFS Child-Friendly Schools

CO Country Office

COPH Collective of Disabled Peoples Organisations

CPAP Country Programme Action Plan

CPRS Contrat Programme Russite Scolaire(School Success Contract Programme)

EFA Education for All

ICEB Interlocking Compressed Earth Brick

IFFPRI International Food Policy Research Institute

MAP Madagascar Action Plan

MDG Millennium Development Goals

MNE Ministry of National EducationNGO Non-Governmental Organisation

SFA Schools for Africa

UNDP United Nations Development Programme

UNEP United Nations Environmental Programme

UNICEF The United Nations Childrens Fund

WASH Water, Sanitation and Hygiene

WFP World Food Programme

ACRONYMS


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1.0 INTRODUCTION..................................................................................................... ..............1

2.0 THE CONTEXT MADAGASCAR........................................................................................5

- Climate Change in Madagascar.......................................................................................6- Deforestation....................................................................................................................8- Education Needs..............................................................................................................9- UNICEFs opportunity.....................................................................................................11

3.0 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 MadagascarAnnex 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-friendlyDesk Prototype. (Technical drawings & notes).Annex 5 - Eco-friendly Latrine Prototype (Technical drawings & notes).Annex 6 - Eco-friendly Health Centre Prototype (Technical drawings & notes).

TABLE OF CONTE NTS


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Child & Eco friendly schools UNICEF Madagascar 1

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

I N T R O D U C T I O N


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Its too late to be pessimistic.

We all know very well that the

solutions exist today.

We have the power to change.

So what are we waiting for?

Yann Arthur Bertrand, 2009

That climate change poses a dire threat to our

planet, ourselves and our children is

acknowledged worldwide and generally

accepted as indisputable. Yet, the global

commitment to alleviating this undeniable threat

is regrettably deficient.

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.

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.

UNICEF Madagascar has heeded the call for

change, placing itself at the forefront of the

challenge to address every Malagasy childs

right to a sustainable environment through its

eco-friendly school construction programme.

For, while climate change threatens all of us, it is

the people from the poorest countries, without

sufficient resources to deal with the impacts,

who are the most vulnerable.

INTRODUCTION


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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

UNICEF Madagascar recognises the

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.

Over the past three years, UNICEF Madagascar

has been exploring and successfully

implementing new ecologically friendly designs

following Child Friendly School (CFS) and

community-based approaches. Eco-friendly,

locally available materials have been

incorporated into bio-climatic designs using

innovative construction technologies to adapt to

1Political destabilisation in January-March 2009 led to the

resignation of the President, whose signing over of power tothe military was quickly usurped by the opposition, whichdeclared a transitional government. So far, attempts atfinding a consensual transition to elections have failed.

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

saved, child safety increased and the

environmental costs of deforestation are

minimised.

In 2008, the Government of Madagascar

committed to an enormous school construction

programme to fulfil their Education for All (EFA)

objectives. UNICEF Madagascar is dedicated to

helping them fulfil this objective with minimal

negative environmental impact.

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

schools wherein eco-friendly measures are not

only taught, but exemplified.

68% of the Malagasy population lives onless than $1.25 US per day(SOWC, 2010)

71, 000 children die each year beforetheir 5

thbirthday

Less than 25% of children completesecondary education

Madagascar ranks 145 out of 182countries according to the on the 2007Human Development Index (UNDP, 2009)


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The purpose of this document is to further this

expansion by sharing project strategies,

experiences and lessons learned, discussing

challenges faced and the means to move

forward, promoting public awareness of eco-

friendly 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.

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.


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Humanity has created the illusion that somehow we

can get by without biodiversitythe truth is

we need it more than ever. Achim Steiner, UNEP Director, 2010

THE CONTEXT MADAGASCAR


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Africa has the lowest per capita greenhouse

emissions rate but bears the highest impact of

climate change, which is predicted to increase

the numbers of malnourished children in Africa

by 10 million to 52 million in the next 40 years.2

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 under-

nutrition4. 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), 20093 SAP (WFP) , 2006-20104 SMART Survey (UNICEF, ONN, MinSan), 2006-2010

classrooms were destroyed and the education of

close to 300,000 children disrupted.

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.

CLIMATE CHANGE IN MADAGASCAR

Developing countries

and the poor people

who live in them are

the most vulnerable to

climate change.

Arun Kashyup, UNDP, 2003


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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.

MADAGASCARS BIODIVERSITY

HOTSPOT DATA*

Hotspot original extent (km2) 600,461

Hotspot vegetation remaining (km2) 60,046

Endemic plant species 11,600

Endemic threatened birds 57

Endemic threatened mammals 51

Endemic threatened amphibians 61

*according to the ConservationInternational Biodiversity Hotspot Website


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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

deforestation is the biggest single threat to

Madagascar's wildlife.

Around 75% of Madagascars rapidly increasing

population depends on subsistence farming for

its livelihood. Agricultural practices deeply

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.

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

under 5,000 tonnes between 19961997 to

more than 35,000 tonnes in 2009.

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

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.

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

DEFORESTATION IN MADAGASCAR


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INSUFFICIENT RESOURCES

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 communitieshave no schools at all.

CYCLONE-AFFECTED SCHOOLS

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.

EDUCATION FOR ALL (EFA)

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

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 immense

construction programme, the potential

environmental impact must also be addressed.


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UNICEF has been involved in classroom

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.

UNICEFS OPPORTUNITY IN MADAGASCAR


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Quality school environments focusing on the

child and the environment can truly impact

childrens learning.

UNICEF Madagascar seeks to complement

Government initiatives by implementing

examples of high quality school environments in

the targeted districts that positively impact

childrens learning whilst simultaneously

illustrating and instilling eco-friendly objectives.

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

organisations to do the same.


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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

CHILD-FRIENDLY SCHOOL APPROACH


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Whilst various school models illustrate ways toimprove the quality of education, the Child-

Friendly School (CFS) approach has been

developed as a comprehensive model to

improve the quality of education around the

world.1

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 environmentconducive to learning.

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.

1As a principal proponent of the CFS model, UNICEF has

published the Child Friendly School Manualas a practicalguide for schools - including examples of flexible models,rather than blueprints.

Madagascar is an immensely diverse country,with different cultural, economic and

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

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

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

friendly learning spaces.

CHILD-FRIENDLY SCHOOL APPROACH


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Community analysis and joint engagement are

strong traditions within many Malagasy

communities. UNICEF Madagascar and the

Ministry of National Education are working

together to build on this tradition by mobilising

communities in a participatory approach to help

in the school construction programme.

CONTRACTS FOR SUCCESS

The Contracts for School Success Programme

(CPRS in French) has already been successfully

implemented in around 3000 schools in

Madagascar. Having engaged communities in a

school needs assessment, actions are prioritised

Accordingly and, in due course, a contract

setting out these actions and accompanying

responsibilities is agreed upon and

implemented.

The Contracts for School Success Programme

is also used as a platform to introduce the notion

of child-friendly schools. UNICEF emphasises

the need to address childrens needs and rights

holistically, including protection, nutrition,

sanitation and hygiene as well as inclusion ofthe 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.

SCHOOL & COMMUNITY


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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

Many schools in Madagascar lack basic

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.

According to the Lancet report1, diarrhoea is the

countrys third-ranking cause of child mortality

behind malaria and pneumonia and ahead of

acute respiratory infections. However,

introducing even the most basic hygiene

standards is difficult without access to latrines

and water.

1The Lancet, Maternal and Child Undernutrition series,

2010

WASH

WASH (Water, Sanitation and Hygiene) is a

strategy primarily targeting schools to improve

water, sanitation and hygiene standards.

The WASH strategy encourages community

participation, spreading messages of good

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.

SANITATION


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Those schools that become Friends of WASH

are provided with separate latrines for girls and

boys, hand-washing facilities. The simple

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.

School construction in Madagascar must take

into account the fact that destructive cyclones

are common; disrupting the education of

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

2WASH for schools Roundtable meeting, UK 2005

schools as far as possible and to be prepared to

deal with the consequences if and as necessary.

SCHOOL AS A PROTECTIVE ENVIRONMENT


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DISASTER PREPAREDNESS AND

RESPONSE

Within six weeks of Cyclone Ivan, whichdevastated almost 2,000 classrooms and

disrupted the education of close to 300,000

children in February 2008, UNICEF Madagascar

designed and installed 237 TARPAtents

ensuring the return to school of some 12,000

students.

The TARPAtent or tarpaulin tent was

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.

DISASTER RISK REDUCTION

Prevention is the best means to reduce the risk

of disasters in schools. With the support of the

Government and donors, UNICEF Madagascaris 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.


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To encourage creativity and alternative thinking

processes, as well as supporting the traditional

disciplines of reading, writing and maths,

UNICEF has incorporated a number of

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.

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

environment they will intrinsically learn to act inan eco-friendly manner.

The Ministry of National Education and UNICEF

Madagascar are working to design and construct

schools according to an eco-friendly

construction concept. UNICEF is also working

together with environmental conservation

organizations discussing how to strengthen

environmental awareness in school curricula.

INNOVATIVE LEARNING SPACES

Creativity, openness, flexibility,

tolerance, good leadership

and organisational skills

become the avenues through

which effective learning

technique is maintained.

UNICEF Child Friendly Manual, 2009


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ECO-FRIENDLY SCHOOL APPROACH

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

ECO-FRIENDLY SCHOOL APPR OACH


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Over the past four years, UNICEF has become a

notable partner in school construction in

Madagascar and is today playing an integral role

constructing new classrooms towards fulfilling

the Governments Education for All (EFA)

objectives.

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.

Since 2007, UNICEF Madagascar has been

exploring and successfully employing

environmentally-friendly materials and methods

in their construction programme to tackle the

inescapable environmental issues.

Locally available materials and appropriate

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 eco-

friendly.

ECO-FRIENDLY SCHOOL APPROACH

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 immenseconstruction challenge.

Margarita Focas Licht, Head of Education Section, UNICEF Madagascar, 2010


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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 process making

developments towards worldwide sector

cooperation particularly difficult as there is

remarkably little integrated or holistic thinking.4

4 This situation has begun to be addressed by suchpartnerships as Sustainable Building and Climate Initiative(SBCI) in partnership with United Nations EnvironmentalProgramme (UNEP)

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.

Building intelligence has little to do with

complexity. The most intelligent buildings are

often the most simple and cost-effective

because they are designed according to a best-

fit approach a solution best suited to a

particular context or environment.

INTELLIGENT BUILDING

An alarming new analysis

of global warming says

architects are the problem

and our best solution.

Metropolis Architecture Magazine, October 2003


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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 isgenerally 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.

UNICEFM

adagascar/Matthews/2009

Due to the subtropical climate experienced in

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

pressure differences help ventilation.

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..

BIO-CLIMATIC DESIGN

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


30/79


Constructing one standard

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


UNICEFMadaga

scar/Matthews/2009

UNICEFMada

gascar/Matthews/2009

Careful selection of environmentally sustainable

building materials is the easiest way for

architects to begin incorporating eco-friendly

design principles into buildings. Building

materials need to be considered in terms of their

life cycle design from the gathering of the raw

materials to their ultimate disposal to

comprehend their real impact on the occupants

and the environment.5

EVALUATING MATERIALS

Like a building, a materials life cycle needs can

be organised into the three phases of pre-

building, 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

construction costs.

5 Bunn R. Sustainable Building services in developingcountries; the challenge to find best-fit technologies, 2003

The pre-building phase has the greatest

potential for causing environmental damage: raw

material procurement methods, the

manufacturing process and the distance from

the manufacturing location to the building. The

clay-fired bricks commonly used in Madagascar

provide a pertinent example of an

environmentally unfriendly material, requiring

hectares of forest to be burnt for the firing

process.

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.

ECO-FRIENDLY MATERIALS


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09

ADAPTING TRADITIONAL MATERIALS

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

secondly they tend to be cost-effective and

thirdly they are already recognised as

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

UNICEF Madagascar has adapted ravinala as

the primary exterior wall component for eco-

latrines, 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 eco-

latrines in the next chapter).

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.


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UNICEFM

adagascar/2009

UNICEFMadagascar/2

009

UNICEFMadagascar/20

09


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.

Bamboo is commonly used as a construction

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 isadditionally 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

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.


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UNICEFMadagasca

r/2009

NATURAL STONE BLOCKS MOELLONS

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

based on the fact that the granite quarry was

located nearby the very remote sites, two ofwhich 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.


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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

construct certain schools in the country.

However, due to both the monetary andenvironmental 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.


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PHASE 2Soil mix is poured intobrick mould ofcompressionmachinery.

PHASE 3Bricks are compressedby machinery generallymanned by unskilledlabour.

PHASE 4Bricks are releasedfrom mould and placedto dry under shelter foraround 5 days.

UNICEFM

adagascar/2009

UNICEFMadagascar2009

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

materials makes sense.

Interlocking Compressed Earth Bricks (ICEBs)

offer an excellent alternative construction

material for most sites in Madagascar.

Composed primarily of compressed subsoil, clay

and sand with just 5-8% lime or cement added,

their colours echo the shades of the country; like

the traditional Malagasy clay-fired bricks, but

without the environmental cost of burning trees

for their production.

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

components, with water and sand added

accordingly. In general Madagascars soils are

well-suited to producing ICEBs.

ICEB ON-SITE FABRICATION PROCESS

PHASE 1Subsoil, clay and sandare mixed by hand with asmall percentage ofstabiliser pre-determinedby soil testing.

ICEBS- INTERLOCKING COMPRESSED EARTH BRICKS


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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.

According to laboratory tests conducted in

Madagascar, the ICEBs outperform the

traditional Malagasy bricks in terms of resistance

to breakage under imposed load tests (for more

information refer to annex 1). Due to their

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.

MATERIAL COST COMPARISON

Approximate $ Cost Approximate Environmental Cost

US$ cost of

bricks per

classroom

US$ cost of

construction

per

classroom

Number of

cement bags

(50 kg) per

classroom

Amount of

timber required

per classroom

CO2 emissions

per classroom*

Traditional clay-fired

bricks

$1, 822 $12, 000 140 bags 0.5 Has.

107 tons CO2

(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


37/79


To successfully incorporate Interlocking

Compressed Earth bricks (ICEBs) into their

school projects, it was necessary for UNICEF

Madagascar to design a fitting construction

system that was not only compatible with the

ICEBS, but suitable for the ultimate purpose of

the building and at the same time taking into

account difficult access to sites and funding

restrictions.

REINFORCED MASONRY CONSTRUCTION

Reinforcement has been used to strengthen

brick masonry since 1813. Reinforcement

provides masonry with greatly increased

resistance to forces producing tensile and shear

stresses, allowing better use of the bricks

inherent compressive strength. The two

materials complement each other, resulting in an

excellent structural system suitable to withstand

the lateral forces of cyclone-force winds.

Whilst reinforced masonry was neglected

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

but because of the economic benefits of this

technique.

REINFORCED ICEB CONSTRUCTION SYSTE


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UNICEF Madagascar developed a reinforced

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

reinforcement from corrosion, further stabilising

the wall system.

CYCLONE RESISTANCE

For the classrooms to resist cyclone force winds,

the building must act monolithically meaning itwill 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.

TIME-SAVING & COST EFFECTIVENESS

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

masonry construction system.


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40/79


A mind once stretched by a new idea

never regains its original dimensions.

Anonymous

ICEB SCHOOL CONSTRUCTIONPILOT PROJECTS


41/79


UNICE

FMadagascar/2009

Following much research, interlocking

compressed earth bricks (ICEBs) were

determined by UNICEF Madagascar as the best

alternative for classroom construction in

Madagascar due to their eco-friendliness

combined with great potential strength and

durability (when incorporated into a reinforced

masonry construction system as explained in thepreviouslast 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).

ICEB SCHOOL PILOT PROJECTS


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MandritsaraSixteen ICEB classrooms

(completed 2009)

ManjakandrianaTwo ICEB classrooms

(under construction)

AmbilobeFour ICEB classrooms(under construction)

VavateninaFour ICEB classrooms


Regional Map of MadagascarNot to scale

Location of UNICEF Madagascars

Interlocking Compressed Earth Brick (ICEB)

Pilot School Projects to date

VangaindranoFive ICEB dormitories


Fenerive EstTwelve ICEB dormitories

(completed 2009)


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REGION SELECTION

In agreement with the Ministry of National

Education, UNICEF Madagascar targeted

Mandritsara one of the most populated

districts of the Sofia region in northern

Madagascar with a desperate need for

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

ICEB pilot projects in terms of logistics and

accessibility.

SCHOOL SITE SELECTION

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

monitoring process.


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SCHOOL (EPP):

Andidimiady

COMMUNE:Antanandava

NUMBER OFSTUDENTS: 209

4 CLASSROOMS

SCHOOL (EPP):

Ambalafary II

COMMUNE:Kalandy


4 CLASSROOMS

SCHOOL (EPP):

Ambohitranivo

COMMUNE:Pont Sofia


2 CLASSROOMS

SCHOOL (EPP):

Ankasina

COMMUNE:Pont Sofia


2 CLASSROOMS

SCHOOL (EPP):

Ambalamadiro

COMMUNE:Tsaratanana


4 CLASSROOMS

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.

MANDRITSARA PILOT SCHOOL SITES

EPP Ambohitranivo

EPP Ankasina

EPP Ambalafary II

EPP Andidimiady

EPP Ambalamadiro

ICEB CLASSROOM ALLOCATION PER SCHOOL (2008)


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There are 22 regions in Madagascar,

divided into districts, communities and villages.

Mandritsara school district in the region of Sofia is the

relevant school authority for the five school project

sites.


UNICEFMadag

ascar/2009

The Ministry of National Education presides asthe project authority responsible for public

schools constructed in Madagascar. The

Ministry authorises various bodies (UNICEF in

this case), to act as delegated project authorities

for the various school projects.

As delegated project authority for the

Mandritsara ICEB pilot projects, UNICEF

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

administrative facilitator to ensure the smooth

implementation of the project.

The chief roles of the NGO were to oversee andmanage administrative and funding processes,

effectively coordinate the roles of the various

stakeholders and maintain good relations

between all partners during a time of political

uncertainty.

PROJECT ADMINISTRATION


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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

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.

COMMUNITY PARTICIPATION


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AWARENESS BUILDING

- 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.

- A timeframe was discussed and the date for

commencement proposed.

ORGANISATION & MOBILISATION

- 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.


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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.


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50/79


UNICEFMadaga

scar/2009

Very careful consideration was given to the

choice of construction materials in this pilot

project, not only in terms of environmental

friendliness, but in terms of their suitability for

the construction process and to ease logistics.

Nevertheless, supply procurement and

transportation procedures involved much

organisation and coordination with suppliers and

the local communities.

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.

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.

SUPPLIES & MATERIALS


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As previously explained, fabrications of the

ICEBs involves soil analysis and excavation,

preparation of the mix and compression by

machine. Whilst careful research was done on

the possibility of using ICEBs in Madagascar, it

is a relatively new building material and some

degree of trial and error could not be avoided

Unsurprisingly, there were some hitches in the

ICEB fabrication process (discussed further in

the lessons learned chapter) leading to a

change in fabrication company. Ultimately,

however, the ICEBs proved an excellent choice

of material not only due to their environmental

friendliness, but because of their suitability for

the construction system, their passive thermal

qualities, their durability and their acceptance by

the communities involved.

SOIL EXCAVATION AT EACH SITE

Subsoil is generally preferred for ICEB

production. Where suitable, the subsoil used to

fabricate the ICEBs was extracted during the

site levelling process and dug from the

foundation trenches at each respective site.

When supplementary soil was required, an

appropriate nearby site was designated and soil

carefully excavated to avoid any environmental

damage.

ONSITE ICEB FABRICATION


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Dimensions:22x11x22 (L,H,W)

Weight:8 kg per brick

Dimensions:22x11x22 (L,H,W)

Weight:8 kg per brick

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).

UNICE

FMadagascar/2009


ANKASINA & AMBOHITRANIVO SITES

SOIL SIEVING & MIXING

ANDIDIMIADY, AMBALAFARY II &

AMBALAMADIRO SITES

SOIL SIEVING & MIXING

BRICK COMPRESSION

At these two sites, the ICEB fabrication

company used a hydraulic machine, producing

around 500 bricks a day with unskilled labour.

BRICK COMPRESSION

At these three sites, the ICEB fabrication

company used a manual machine, producing

around 300 bricks a day with unskilled labour

Soil mix components:

Subsoil

Water

Approx. 8% sand

Approx. 7% cement

Soil mix components:

Subsoil

Water

Approx. 20% sand

Approx. 7% cement


53/79



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

the construction process itself.

The construction process follows these phases:

1. foundations and ground beam

2. walls

3. ring beam and roof

4. details.

CONSTRUCTION PHASES


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UNICEFMadagasca

r/2009

1. FOUNDATIONS & GROUND BEAM

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.


55/79


UNICEFMadagasc

ar/2009

2. ICEB WALLS

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.


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3. RING BEAM AND ROOF

Because the interlocking mechanism removed

the need for much mortar, the walls wereerected 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 itselfincorporates 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 thesafety 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.


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UNICEFMadagascar/Ranobrianas

olo/2009

UNICEFMadagascar/Ranobrianas

olo/2009

4. DETAILS

Roof sheets - manufactured from bitumen-

saturated 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 coursesof 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.


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COMPLETED CLASSROOMS


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Large blackboard placed at

child-height encourages

child participation.

Large, open windows allow

sufficient light for work, whilethe propped shutters provide

sun-shading, reducing both

lare and solar ain.

ICEBs painted white lighten

the interior space and

provide a good backdrop

against which school

materials

and work can be attached.

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 andgroup work.

UNICEFMadagascar/Ranobrianasolo/2009

UNICEFMadaga

scar/Ranobrianasolo/2009

CLASSROOM INTERIORS


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UNICEFMadagascar//Matthews/2009

UNICEFMadagascar/Ranobrianasolo/2009

All the classrooms of the pilot projects were

furnished with a new UNICEF designed desk

model that is both more child and eco-friendly

than the traditional wooden benches used in

Madagascar. The model developed by UNICEF

Madagascar is a two child pine bench desk with

a semi-metallic stand. The desks are

demountable, transported as kit packages and

assembled on site.

- The desk top is made of pine, a renewable

timber source, and overall uses 50% less

wood than traditional models.

- 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 twoof 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.

ECO-FRIENDLY DESK MODEL


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UNICEFMadaga

scar/Matthews/2009

UNI

CEFMadagascar/Matthews/2009


UNI

CEFMadagascar/Matthews/2009

To address the problem of poor hygiene and the

resulting absenteeism in schools, UNICEF

promotes WASH (Water, sanitation and

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, self-

composting 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.

ECO-FRIENDLY LATRINE MODEL


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UNICEFMadagascar/Matth

ews/2009

UNICEFM

adagascar/2009

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 localconstruction 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 hand-

washing.

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.


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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


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Child & Eco friendly schools UNICEF Madagascar 56 |UNICEFMadagascar/2010

Having successfully piloted sixteen ICEB school

projects in Mandritsara and with another twenty

two currently under construction, UNICEF and

the Ministry of National Education have gone a

long way to introduce and promote the use of

ICEBs as an eco-friendly material for school

construction. However, UNICEF Madagascar is

well aware that there is a long way to go before

ICEBs are mainstreamed into the construction

industry in the country.

Towards this goal, UNICEF Madagascar is

working on a number of fronts to be covered in

the following chapters:

- Noting lessons learned and taking

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 enterprises as well as

municipalities.

- Walking the Talk; UNICEF

Madagascar is in the process of

developing an eco-friendly code of

conduct in the workplace, that will be

validated by the end of February 2011.

THE WAY FORWARD


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TABLE 1 - COMPARISON OF SITE EXPERIENCES

PROJECT

COMPONENTS

VILLAGE/PRIMARY SCHOOL & RELEVANT SITE SPECIFIC INFORMATION

Andidimiady

Site very close to

township of

Mandritsara

Ambalafary II

Fishing village

Ambohitranivo Ankasina Ambalamadiro

Remote site -located

long way from

highway

Two sites located within one kilometre

of one another

Pre-

constructionCommunity &

School

Response

Positive

(some resistance

due to perceivedlack of need)

Positive

(some resistance

due to perceivedlack of need)

Very Positive

(very involved

female schooldirector)

Very Positive Very Positive

(very appreciative

community)

ICEB

production*

2 month delay

(due to wait for 2nd

contractor)

3 month delay


contractor)

Delays

(due to contractor)

Delays

(due to

contractor)

3 month delay


contractor)

ConstructionContracted

Labour force Somewhat slow Somewhat slow Fast Fast Somewhat slowCommunity

Participation Good Reasonable Excellent Excellent ExcellentConstruction

Quality Good Good Excellent Excellent GoodPost-

ConstructionICEB durability Excellent Good

(too much sand in

mix)

Excellent Excellent Excellent

Community

Adoption Very good Very good Excellent Very Good Excellent


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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

lessons were learned, particularly in areas

related to controlling quality ICEB production,community participation and project

administration.

ICEB PRODUCTION

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 ICEBsduring a cyclone in the district of Ambanja, the

material for the school was switched to

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.

LESSONS LEARNED


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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 w

Constructing Child & Eco-friendly Schools in Madagascar

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