SECTION III: DESIGN
The Design Stage is when the shape and function of a
school building emerges. Design teams – often composed
of an architect, engineer or both – consider the layout,
strength and size of construction materials needed to create
a functional and safe school that can withstand daily use and
the force of hazards.
A community-based approach to safer school projects
is a collaborative process, even in the technical design
phase. The design team may begin with a template design,
or a series of design options, dictated by the MoE or the
development organisation initiating the project. Alternatively,
the team may create a completely new design. In either
case, the school management committee and other
community stakeholders should be encouraged to make
as many of the design decisions as possible, within the
constraints of safety, budget and country guidelines for
schools. As such, the design team should have an iterative
consultation process with the community.
In a community-based approach, the design team has
one important additional task. They should effectively
communicate the design, especially the hazard-resistant
elements, to the community and accommodate their
concerns in the final design. This task demands that
the design team be trained and effective in public
communication.
Government agencies provide:
• Design templates
• Functionality standards
• Design approval
Community design
key activities:
• Pre-design
consultation
• Schematic design
• Design finalisation
• Selection of
construction
management
strategy
Local community
provides:
• Design preferences
The design team bases the design of the school building
primarily on the following requirements:
• Structural safety of school buildings. The building’s
ability to withstand natural and other hazard events,
minimising danger to occupants, takes precedence
over all other considerations. Where robust building
codes exist for available materials, the design team can
ensure structural safety by designing according to these
standards. Where building codes do not address local
materials or where codes are known to be insufficient
for on-site hazards, the team must look to international
guidelines and good practice. Even with international
guidelines, testing the strength of loca l materials may be
necessary.
• Functionality. Schools need to be structurally safe
and friendly, and need to provide supportive learning
environments. They should be designed to invite
children in and support them in their emotional and
intellectual growth. Choices of architectural shape, layout
and material can provide a welcoming atmosphere,
School management
committee
Commitment
to safer schools
SECTION III: DESIGN
The Community
Design Stage
Implementing organisation
(e.g. NGO, CBO, local authority) provides:
• Program manager
to facilitate process
• Design team to
create design
alternatives
• Project scope
• Funds
During the Community Design Stage, school management
committees work with design teams during an initial consultation
and the selection of an appropriate design alternative. Together with
the program manager, the committee also selects a construction
management strategy.
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