PROJECT PROPOSAL-SETTLEMENT OF EARTHQUAKE AFFECTED SCHOOLS IN NEPAL
SETTLEMENT OF EARTHQUAKE AFFECTED SCHOOLS IN NEPAL
Disastrous earthquake struck Nepal on 25th April, 2015 at 11.56 local time magnitude-7.6 earthquake killing 8,790 people. The destruction was widespread covering residential and government buildings, heritage sites, schools and health posts, rural roads, bridges, water supply systems, agricultural land, trekking routes, hydropower plants and sports facilities particularly in fourteen districts of Nepal.
Education sector has been highly affected along with other major sectors of trade, infrastructure, agriculture, finance and overall economy. It has been estimated that around 7093 schools are damaged, 999,000 children are out of school and 440,000 additional children are having psycho-social impact by damaged classrooms and interrupted schooling. There is an immediate need for reconstruction of these schools to ensure continuous education for earthquake affected school children.
Ghansi Ideal Society Nepal, ”GHANSI NEPAL” has been implementing educational sector reform projects in Nepal since last 9 years. GHANSI NEPAL provides education to the children by creating an environment for learning by implementing different education related projects. After the devastating earthquakes, GHANSI NEPAL is planning to contribute by executing a project “Settlement of Earthquake Effected Schools in Nepal”. In this context, GHANSI NEPAL will generate a fund through various networks and channels to construct three or five room earthquake resistant school buildings depending on the necessity of collapsed or destructed schools. Estimated total cost of the school building is about Nepali Rupees: NRs. twenty one hundred thousand for three room building & NRs. thirty two hundred thousand for five room building.
GHANSI NEPAL will emphasize local participation for creating ownership and making community accountable to ensure the sustainability of the projects with engagement of all the concern stakeholders such as donors, local government, beneficiaries and community. Moreover, indigenous resources and manpower will be used for constructing the buildings.
Table of Contents
|Project Title||Settlement Of Earthquake Affected Schools In Nepal
|Type of Project||Reconstruction Educational Project|
|Project Proponents||GHANSI NEPAL|
|Number of Beneficiaries||300 class rooms|
|Project Beneficiaries||Earthquake affected areas school children|
|Location of Beneficiaries||Earthquake effected district|
|Date of Implementation/Duration||Three years (Till 2019)|
|Area of Project Implementation:||Earthquake effected district Gorkha, Sindhupalchowk, Kathmandu|
|Budget Requirement||Nrs. twenty one hundred thousand for three rooms building & Nrs. thirty two hundred thousand for five rooms buildings|
|Budget Requested||As per the wish of the donor either for three rooms, five room building or as per the required building.|
Nepal, a landlocked country situated in South Asia, is the 11th most earthquake-prone country in the world. First recording of earthquake in Nepal was of 1255 AD that killed one-third of the population of the Kathmandu Valley including its King, Abhaya Malla. Since then, Nepal has experienced a major earthquake in 1980, 1988 and 2011, causing severe human and physical loss.
Recently after eighty years, on 25th April, 2015 at 11.56 local time magnitude-7.6 earthquake struck Barpak in the historic district of Gorkha, about 76 km northwest of Kathmandu. The catastrophic earthquake was followed by more than 460 aftershocks greater than magnitude 4.0, four aftershocks were greater than magnitude-6.0, including one measuring 6.8 which struck 17 days after the first big one with the epicenter near Mount Everest. To date, there are over 8,790 casualties and 22,300 injuries.
Earthquake hit fourteen districts of Nepal which are; Kavre, Sindhupalchok, Dolakha, Bhaktapur, Kathmandu, Lalitpur, Ramechhap, Nuwakot, Rasuwa, Dhading, Gorkha, Makwanpur, Sindhuli and Okhaldhunga. The destruction was widespread affecting residential and government buildings, heritage sites, schools and health posts, rural roads, bridges, water supply systems, agricultural land, trekking routes, hydropower plants and sports facilities. Enormous damages have been recorded in social sector, productive sector, infrastructure sectors and other cross-cutting issues.
|Sector wise Damage||In NPR Million|
Educational sector of fourteen districts has been highly affected by the devastating earthquake. According to initial report of Department of Education (DOE) 7093 schools are damaged, estimated 999,000 children are out of school and 440,000 additional children are facing psycho-social impact and the interruption in schooling by damaged classrooms. Further, 32,145 classrooms are destroyed (totally collapsed/majorly damaged) where 27,242 classroom from public school and 4903 from private schools. Whereas the minor damaged classroom number is 15352. This is putting one million children at risk.
As estimated by DOE, there is a need of 15,000 ‘Temporary Learning Centers (TLCs)’ in the affected schools to resume the classes and it is proposing for TLCs and psychosocial counseling support to teachers to ensure the protective environment for children and prepare teachers and students to go to schools.
To reduce the impact of the catastrophe in educational sectors various organization are supporting the affected areas. They are building Temporary Learning Center (TLC) to ensure the continuity of education for earthquake affected children.
According to Department of Education on “School Building Preliminary Damage Assessment Data Community School” updated on May 22, 2015 following damage has been recorded:
|Total Number of Affected Schools||7809|
|Total Number of Fully Damaged Classrooms||20010|
|Total Number of Major Damaged Classrooms||9690|
|Total Number of Minor Damaged Classrooms||15600|
|Total number of toilet damaged||2965|
|Total number of compound wall damaged||1743|
|Total number of water supply damaged||1577|
|Total number of teachers died||45|
|Total number of students died||478|
As estimated by Department of Education, “there is a need of 15,000 “Temporary Learning Centers (TLCs)” in the affected schools to resume the classes and it is proposing for TLCs and psychosocial counseling support to teachers to ensure the protective environment for children and prepare teachers and students to go to schools.
Although, Temporary Learning Center are functioning for the time being but their sustainability is a real question mark. Especially, in rural areas keeping children out of school for a longer period causes many negative consequences. Most of them start working as labor and also suffer from early child marriage and sexual exploitation. Children out-of-school are also at greater risk of violence, rape and get involved in prostitution, and other life-threatening criminal, activities. In rural context of Nepal, once the children are out-of-school there is a very less possibility that they again continue their education after a break. Obstruction in education system directly means children are deprived of education and this can make the country suffer for upcoming generations.
Moreover, Nepal lies in high seismic risk Zone due to which earthquake occurs frequently. Hence, building in Nepal must be earthquake resistant. After the earthquake, government of Nepal along with other development partners are focusing and planning on building earthquake resistant schools. But the campaign is too slow to cater the needs. Till now students are pursuing their education sitting in a open ground and with the start of monsoon the government schools are facing problem to continue the normal classes.
GHANSI NEPAL has been implementing educational sector reform projects in Nepal since last 9 years. GHANSI NEPAL provides education to the children by creating an environment for learning by implementing different education related projects. After the devastating earthquakes, GHANSI NEPAL being a responsible organization is planning to contribute by executing a project “Settlement of Earthquake Effected Schools in Nepal”. And it has already started its project of building five rooms in Janakalyan Higher Secondary School (Shreenathkot VDC-3, tallo gohore, Gorkha).
GHANSI NEPAL believes “Small acts, when multiplied by millions of people can transform the world”. Hence, the overall goal of the project is to reform the earthquake devastated school buildings in rural villages to ensure continuous education for children of affected areas.
The project goal will be attain by perusing the following objectives:
- GHANSI NEPAL will build three or five room earthquake resistant school buildings depending on the necessity of collapsed or destructed schools.
- Provide input to build the comprehensive earthquake-resistant school buildings.
- Coordinate with stakeholders during the planning and implementation phase.
- Raise awareness about disaster risk reduction in school for the institutions, groups, community people and school management committees.
- Involve local participation for creating ownership and making community accountable to ensure the sustainability of the project, with engagement of all the concern stakeholders such as donors, local government, beneficiaries and community.
- Ensure maximum utilization of local resources, devotion of school management committee, etc.
Through this project GHANSI NEPAL aims to bring smile and good future for the children.
By the end of 2019 GHANSI NEPAL aims to build at least three hundred classrooms in earthquake affected area. The building with either three or five rooms will be constructed.
The principal beneficiaries are school children of earthquake affected areas especially in rural Nepal. The project will also help for community empowerment and sustainable development of the areas. Earthquake affected children can continue their education and GHANSI NEPAL will ensure their education even after the completion of project.
GHANSI NEPAL will create a sustainable learning environment for the children of earthquake affected areas by implementing earthquake resistance building. These buildings can also be used by communities after school hours for, meetings and programs to empower their locality. In worst case scenario these buildings can be used for emergency shelter purpose. Involvement of the local communities, beneficiaries and local government bodies will make them accountable for ensuring the sustainability of the project in the long run. The finished school will be handed to District Education Committee for further operations.
- Schools building will be built and handover to the School Management Committee in the presence of the District Level Government Authorities, donor groups, local communities etc. The target may extend as per the resources availabilities.
- All stakeholders, representatives from key institutions will be aware of disaster problems in schools and will be informed on required intervention at national level.
GHANSI NEPAL will work in close collaboration with all the concerned stakeholders of the project such as the donor, local government bodies, local construction committee, community people, school authority as well as other civil society involved.
|GHANSI NEPAL:||Planning, fund raising, constructing, controlling and monitoring
|Local government bodies:||Permission, coordination
|Community people, school authority:||Provide local and indigenous resources, labor and
other support as per the need
|Civil society||Cooperation and coordination|
School building will be constructed using the local material available and latest innovative technology like prefab, truss, transparent glass, etc. Local material will be wooden frames, stones, mud mortar, etc. As far as possible locals communities will be directly involved in the construction phase.
Applications from the respective schools management committee
- GHANSI NEPAL will collect the baseline information of the damaged building.
- Interested school will have to form program steering committee.
- Permission for construction from the local government authorities.
- Program steering committee and technical advisory committee will be formed to look after the overall work needs to be guided and supervised by the competent and authorized group of the relevant officials and professionals. The Program steering committee will lead the entire process, guide and supervise. Similarly, technical advisory committee will monitor and provide inputs to the technical aspects of the vulnerability assessment, new building construction, retrofit design and implementation.
- Proposed members of the project steering will consist of chairperson, secretary and three other members.
- Community participation for reducing the cost of construction and using locally available resources will be encouraged. The involvement of the community is essential for creating ownership, making community accountable and for successful implementation of the projects.
Criteria for school selection requires following information
- Recommendation from DEO or CDO from concerned district.
- Interest & Support of School Management Committee.
- Meeting with local clubs, groups, social workers, political leaders and other reputed personalities for public participation, security of building and its future perspectives.
- of students, no. of beneficiaries, condition of school, rural area etc.
- Public Interest and their participation is must because without public participation sustainable development is impossible.
Agreement with the School Management Committee with certain terms and conditions will be done
- Beginning of the construction
- Completion of construction
- Inauguration and hand over
- Continuous monitoring and supervision
Model of School Building:
- School Management Committee will be involved in day-to-day management of construction works.
- School building design will be approved from concerned offices and fulfill all the criteria given by DEO.
- Designed buildings will be child friendly, handicapped friendly, environment friendly and earthquake resistant.
- Building will be of same size and design but materials may differ according to the area and its availability.
- Building constructed will three or five rooms (depending upon the need), zinc plate roof, enough windows, prefab board, transparent sheets, etc.
Following risk is associated with the project:
- Construction period may be longer as community mobilization may depend on seasonality.
- School selection criteria may be challenging as the most in need must be identified first.
- Political pressure, local interest, community involvement and government process may add difficulties in the smooth functioning of project.
In order to minimize the risk GHANSI NEPAL will try to make the lingering process short. Awareness campaign will be conducted to highlight the importance of education with respect to other works.
Project coordinator and supervisor will be assigned to different area, once the project will start on full phase. The details regarding the staffing will be kept in our website according to the projects undertaken.
Other adjunct professional experts and consultants will be hired as per the need basis.
The cost covers only the cost of construction materials and labors and does not include the cost for assessment, analysis/ design, supervision and management. (A list of schools, actual costs, and design of the construction is given in Annex II1). Estimated total cost of the school building is about Nepali Rupees: NRs. 21 hundred thousand for three room building & NRs. 32 hundred thousand for five room building.
The project targets to build 300 rooms in three years of construction period. Because of the emergency settlement, the project steering committee and technical committee will give full time to accomplish the construction works in the field. The policy and planning tasks of the project will be completed prior to the construction phase for the effective time management. The joint effort is the major indicator to complete the project in time.
- Keep close relationship between reconstructed government schools and donors.
- Organizing different events in those schools and cordially inviting our respective donors.
- Follow up with our donors with the evaluation sheet and result so that they will be aware about the result of their valuable donation.
- Giving information about every program and project organized by Ghansi Nepal, so that we will have close relationship.
- After the completion of construction, GHANSI NEPAL will organize an event where we will invite all valued supporters, dignitaries, school representatives, social workers, press media, etc.
- We will try to maintain a good communication and relation with constructed schools, donors and Ghansi Nepal even after completion of the project. Donors can visit these schools; participate in the organized event by schools and Ghansi Nepal.
- Feedback from beneficiaries
- Local Area Survey
- Interview with local people, social workers, DEO (District Education Officer), CDO (Chief District Officer), etc.
Bhanu Bhakta Acharya, the immortal Nepali poet who lived in the mountainous village of Tanahun during the 18th century is still revered for his contribution for uniting his countrymen through the common Nepali language. A nation with few dozen local dialects and regional languages, Nepali serves as a common platform for various tribes and ethnicity to communicate and unite.
Exceptionally talented Bhanu Bhakta lived an uninspired teenage life when he met an illiterate and poor villager named “Ghansi” who was tirelessly cutting and selling grass to sponsor a well for the villagers to drink water. Ghansi’s contribution to humanity remains an inspiration for all of us. And Bhanu Bhakta was no exception; he was inspired from the Ghansi to contribute something to the society for which he could be remembered forever.
Ghansi ideal Society Nepal (GHANSI NEPAL) is formed with simple ideal of Ghansi that, irrespective of our socio- economic and educational status, we can contribute to the society we live in through various meaningful ways.
Ghansi Nepal is a pure non-governmental and non-profitable social organization serving nation to develop through education. We believe that education is the main pillar for development. According to the current situation and necessity, Ghansi Nepal launches different social projects which will be beneficial for nation and financially deprived people.
We strongly believe that, “Every child is born equal but what makes them different is the opportunity and environment they get.” GHANSI NEPAL has been working towards providing an environment and opportunity for the children where they can learn and grow as human beings.
The way we do this is by providing education to the children, as we believe that education is the heart and soul underneath it all. The only way that a person can develop to become better and better is by education, along with other activities of course. What the other activities are, that enriches a person, depends upon one’s own self-interest, but what remains the same for all is to have a strong base of education.
Therefore, we work to provide just that opportunity where no child is left behind. Whether they are from a remote village of Nepal, or a child from the dwelling cities, we work towards developing a healthy human being and an ideal society, and thus, a better Nation.
“We work to bring positive influence in people’s lives and help to create a better society”
‘GHANSI NEPAL has been established to support the society with the hopes to achieve a positive influence in the society by providing; encouragement, opportunities and a platform for their success.’
- Madhav Prasad Ghimire President
- Netra Bahadur Shahi Vice President
- Shobha Kanta Pandey Secretary
- Unil Narshing Rana Treasurer
- Sharmila Wagle Member
- Raj Kumari Tamang Member
- Bharat Koirala Member
- Kishor Dhungana Member
- Roshan Bikram Thakuri (Hamal) Member
- Dr. Dhruba Raj Adhikari
- Associate Prof. Er. Ram Bhandari Chhetri
- Santosh Kumar Shah
- Sitaram Thapaliya
- Bishnu Prasad Khanal
- Binaya Bikram Shah
Honorary Member: Superstar (Senior Actor) Rajesh Hamal
Legal Advisor: Lawyer- Kapil Raj Puri
For detail information contact:
Mr. Madhav Prasad Ghimire
Ghansi Ideal Society Nepal (GHANSI NEPAL) (a Non- Profitable Organization)
Ghansi Ghar, Sanepa -2, Lalitpur, Nepal
Abstract of cost five room building
Abstract of Cost three room building
Project : Construction of School Using Stone Masonry Mud Mortar (Block A)
|S.N.||Description of Work||Quantity||Unit||Rate Rs.||Per||Amount||Remarks|
|1||Earthwork in excavation in ordinary soils||1348.75||Cu.ft||15.00||Cu.ft||20,231.25|
|2||Local flat brick soiling work with sand filling.|
|3||Rubble masonry filling work in foundation .|
|4||Plain cement Concrete (PCC) for RCC works|
|(1:2:4) for slab/lintels||237.32||Cu.ft||290.00||Cu.ft||68,821.53|
|7||Rubble masonry in cement mortar in perfect|
|line level finish including, racking the joints||all|
|8||M.S.black pipe roof truss with I.S. or B.S.|
|section including jointing, fixing, erection and|
|primer painting with all necessary M.S. bed|
|plates, shoe angles anchor bolts leas sheeting|
|or cement grouting as per drawing and|
|instructions, all complete .||2035.33||kg||150.00||kg||305,300.10|
|9||0.45mm colour CGI sheet roofing with proper|
|shape & size, all necessary nails, screws, bolts,|
|nuts washers, J or L hooks etc as per drawing|
|& instruction all complete.|
|10||0.50mm colour GI plain sheet for ridge cover|
|on roofing including fixing in proper shape &|
|size with all necessary rails, screws, bolts &|
|nuts washers, J & L hocks etc as per drawing &|
|instruction all complete.|
|11||Supplying and fitting 50 mm prefab panel|
|12||wood work as per drawing||22.75||cu.ft||6500.00||cu.ft||147,875.00|
|13||door and window panel with fittings as per|
|14||Site clearence work before and after||1.00||job||1200.00||job||1,200.00|
|Vat 13 %||Rs.||232,759.49|
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