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Author Theunynck, Serge
Title School Construction Strategies for Universal Primary Education in Africa : Should Communities Be Empowered to Build Their Schools?
Imprint Herndon : World Bank Publications, 2006
book jacket
Descript 1 online resource (280 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Series Africa Human Development Series
Africa Human Development Series
Note Contents -- Preface -- Acknowledgments -- Abbreviations -- CHAPTER 1. THE CHALLENGES OF AFRICA'S PRIMARY SCHOOL INFRASTRUCTURE -- The Growth Trend in Primary School Classrooms -- The Quality of Primary School Infrastructure -- Conclusion -- CHAPTER 2. SCHOOL LOCATION PLANNING AND CONSTRUCTION NORMS -- School Location Planning -- School Quality Norms -- Inefficiencies of Centralized Planning -- Conclusion -- CHAPTER 3. CLASSROOM CONSTRUCTION TECHNOLOGY -- The Classic Classroom -- The School Shelter -- Local Materials and Appropriate Technology Classrooms -- Industrialized Prefabrication -- Classroom Prefabrication -- The Modern Construction Model -- Conclusion -- CHAPTER 4. TECHNOLOGY FOR SANITATION AND WATER -- Sanitation in Schools -- Water Supply for Schools -- Conclusion -- CHAPTER 5. PROCUREMENT AND CONTRACT MANAGEMENT -- Procurement Managed by Central Administration -- Delegation of Contract Management -- Decentralization of Contract Management -- Conclusions -- CHAPTER 6. SETTING UP COMMUNITY MANAGEMENT -- Accountability -- Community Empowerment -- CHAPTER 7. SCHOOL MAINTENANCE -- CHAPTER 8. CORRUPTION IN SCHOOL CONSTRUCTION -- CHAPTER 9. THE DONOR FACTOR -- CHAPTER 10. FRAMEWORK FOR ACTION -- What Countries Should Do -- What Donors Should Do -- Areas for Further Research -- APPENDIXES -- 1. School Infrastructure Matters: The Research Evidence -- 2. Architectural Design of Primary Schools: Examples of 2- and 3. Classroom Blocks -- 3. Examples of Appropriate Technology Schools -- 4. Examples of Latrine Technology -- 5. A Brief History of Industrialization in the Construction Industry Worldwide -- 6. Unit Costs of Some Contract Management Agencies in School Construction -- 7. Implementation Schemes for School Construction Projects Sponsored by NGOS -- 8. Decentralization of School Construction in Africa: Country Examples
9. The CDD Implementation Process in Benin and Uganda -- 10. School Construction by Local Government Implementation Arrangements -- 11. Stakeholder Roles for Primary School Construction in a CDD Approach -- 12. Toolkits to Harmonize Norms and Standards and Implementation Strategies -- 13. Illustrations from the Senegal Social Fund Community Handbook -- 14. Detailed Projections of the Classroom Needs -- 15. Summary of the Various Implementation Schemes -- 16. The Situation of School Construction Programs in Selected African Countries: Who Does What and How -- 17. List of Projects Reviewed -- REFERENCES -- INDEX -- BOXES -- 2.1 School Buildings as a Learning Aid at No Cost -- 3.1 School Construction Programs: A Chance for the Informal Sector -- 3.2 The Shelter Model in Ghana -- 3.3 Three Experiences with Prefabricated Classroom Construction -- 5.1 Contracting to NGOs-The Case of Guinea -- 5.2 Community Delegation in Mauritania -- 6.1 Norms to Be Established by MoEs -- 6.2 Essentials for a Community Request -- 6.3 Essential Elements of a Financial Agreement -- 6.4 Community-based Procurement: Key Features -- 6.5 Handbook Essentials -- 7.1 Budgeting for School Maintenance in Pakistan -- 8.1 Factors That Facilitate and Limit Corruption in School Construction -- 8.2 Approach to Limit Corruption at the Community Level: The Senegal Social Fund -- 9.1 Characteristics of Sectorwide Approaches -- 10.1 Essential Elements of Stocktaking Exercise -- 10.2 Technical Audit and Beneficiary Assessment: Key Features -- TABLES -- 1.1 Growth in Classroom Stock, Needs versus Actual -- 1.2 Number and Condition of Primary Classrooms -- 1.3 Availability of Latrines and Water -- 1.4 Cost of Furniture per Classroom -- 1.5 Indicators of Overcrowding -- 1.6 School Construction Needs, 2005-2015, for 33 African IDA Countries
2.1 School Size and Minimum Village Population Required -- 2.2 Average Net Classroom Area (m2) Over Time -- 2.3 Office and Storage as Percentage of Classroom Area in 10 Selected Projects -- 2.4 Unit Cost of Teacher Housing in Selected Countries -- 3.1 Range in Unit Costs of the Classic Classroom Technology in Senegal -- 3.2 Unit Cost of Local Material Technology Compared to Informal Sector -- 3.3 Comparison of the Cost of Prefabricated Classrooms Compared with the Classic Model -- 4.1 Unit Cost of Latrines in Selected Countries -- 4.2 Cost of Water Supply per School in Selected Countries -- 5.1 Costs of ICB Combined with Community Participation Compared to Other Methods -- 5.2 Evolution of Gross Unit Costs of Classrooms Procured through ICB and NCB -- 5.3 AGETIP Performance at Inception Compared to Previous Administrations -- 5.4 AGETIP Performance Compared to MoE Administration through Other Arrangements -- 5.5 Unit Costs of Classrooms Built by NGOs (3 approaches) Compared with Other Methods -- 5.6 Cost of Classrooms Built by Social Funds Operating as Contract Management Agencies, Compared to Other Agencies -- 5.7 Cost of Classrooms Built by Social Funds with Community Implementation, Compared to Other Agencies -- 5.8 Cost of Classrooms Built by Deconcentrated Branches of Administration Compared with Other Agencies -- 5.9 Cost of Classrooms Built by Communities Compared with Other Management Arrangements -- 5.10 Status of Decentralization of School Construction in Selected Countries -- 5.11 Cost of Classroom Construction Built by Local Government through Different Modalities Compared with Other Agencies -- 5.12 Examples of Gross Unit Costs Obtained in Benin, Ghana, Senegal, and Uganda
5.13 Regression Estimates of the Impact of Project- and Country-Specific Variables on the Classroom Construction Cost per Gross m2 from Various Classroom Construction Projects -- 5.14 Parallel Centralized and Decentralized Projects/Programs During 2000-04 in Selected African Countries -- 5.15 Local Government Expenditure as a Share of GDP and Government Expenditure, 1997-99 -- 5.16 Status of Decentralization of School Construction in Selected Countries -- 7.1 The Cost of Maintenance -- 10.1 School Construction Needs, 2005-15, for 33 African IDA Countries -- 10.2 Financing Needs for EFA in 2015 in 33 African Countries -- 10.3 Estimated Annual Cost of Maintenance of the Programs to Be Built in the 33 African Countries During 2005-15 -- 10.4 A Stock-taking Exercise on Who Does What and How in Primary School Construction: Example with Ghana -- A12.1 Norms and Standards -- A12.2 Toolkit for Donor Harmonization in Implementation Strategies -- FIGURES -- 1.1 Typical School Furniture in African Classrooms -- 1.2 Gross Enrollment Rates and Distance to School in Chad, Guinea, Mali, and Niger -- 1.3 Cross-Country Comparison of Randomness in the Allocation of Classrooms across Primary Schools -- 1.4 Primary Gross Enrollment Ratios in Ethiopia, Urban and Rural -- 2.1 Economies of Scale in Primary Education: Expenditure per Student as a Function of School Enrollment -- 2.2 Distribution of Villages and Schools in Eastern Chad (Mongo subprefecture) -- 2.3 Standard Classroom in Senegal in the 1990s -- 2.4 Minimum Area per Student -- 3.1 The Most Common Classic Classroom Type -- 3.2 The School Shelter Model: The Example of Niger -- 3.3 The Earth-built Literacy Center in Chical Built by the NGO Development Workshop in 1980 -- 3.4 A Typical Local Materials Classroom: Niger IDA-financed Education II Project
3.5 Technologies Used in United States Home Construction, by Region, 2001 -- 3.6 Prefabricated Classroom in Madagascar-The Steel Structure -- 3.7 Scheme of the Industrialized Prefabrication of Classrooms in Madagascar -- 3.8 The European Union Fund Model -- 3.9 A Simple and Modest Classroom: The Mauritanian Model -- 4.1 The Dry Pit Latrine: An Example from Mali -- 4.2 Handicap-Friendly Latrine: The Example of Uganda -- 5.1 Centralized Bulk Procurement Process -- 5.2 Scheme of Combining Bulk Procurement of Imported Materials with Community Participation -- 5.3 Scheme of Combining Bulk Procurement of Imported Materials with Microenterprises: The Example of Niger (1987-2001) -- 5.4 Centralized National Competitive Bidding -- 5.5 Cost per Gross m2of Classroom Works Procured by Administration through ICB and NCB -- 5.6 Management of School Construction by a Contract Management Agency -- 5.7 Cost per Gross m2 of Classroom Works Procured by Administration through ICB and NCB, and by CMAs through NCB -- 5.8 Scheme of School Construction Implemented by NGOs -- 5.9 Cost per Gross m2of Classroom Works Procured by Administration, CMAs, and NGOs -- 5.10 Social Fund Operating as a Contract Management Agency for Communities -- 5.11 Social Funds Operating as a Financer of Communities to Implement Their Project -- 5.12 Cost per Gross m2 of Classrooms Procured by Administration (ICD and NCB), CMAs, NGOs, and Social Funds When They Act as CMAs -- 5.13 Deconcentration of Implementation Responsibilities to Lower Levels of Administration -- 5.14 Cost per Gross m2 of Classrooms Procured by Administration (ICB and NCB), CMAs, NGOs, SF (as CMAs), and MoE Decentralized Offices -- 5.15 Delegation by Ministry of Education to Communities -- 5.16 Devolution of School Construction to Local Governments
5.17 Cost per Gross m2of Classrooms Procured by Administration (ICB-NCB), CMAs, NGOs, SFs (as CMAs) and MoE Decentralized, and Local Governments
School Construction Strategies for Universal Primary Education in Africa' examines the scope of the infrastructure challenge in Sub-Saharan Africa and the constraints to scaling up at an affordable cost. It assesses the experiences of African countries with school planning, school facility designs, and construction techniques, procurement and implementation arrangements over the past thirty years. It reviews the roles of the various actors in the implementation process : central and deconcentrated administrations, local governments, agencies, social funds, NGOs, and local communities. Drawing upon extensive analysis of data from over 200 250 projects sponsored by the World Bank and other donor agencies, the book draws lessons on promising approaches to enable African countries to scale up the facilities required to achieve the EFA goals and MDGs of complete quality primary education for all children at the lowest marginal cost
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Theunynck, Serge School Construction Strategies for Universal Primary Education in Africa : Should Communities Be Empowered to Build Their Schools? Herndon : World Bank Publications,c2006 9780821377208
Subject School buildings -- Africa, Sub-Saharan.;School facilities -- Africa, Sub-Saharan.;Education, Primary -- Africa, Sub-Saharan
Electronic books
Alt Author World Bank,
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