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Constantinos, FecaduInnovation in Management of Primary SchoolConstruction: Multi - Purpose Primary School Buildingsin Bangladesh. Educational Building Report 18.United Nations Educational, Scientific, and CulturalOrganizatio:1, Bangkok (Thailand). Regional Office forEducation in Asia and the Pacific.8854p.

Customer Service, UNIPUB, 4611-F Assembly Drive,Lanham, MD 20706-4391 (Catalog No. UB385, $11.50;quantity discounts).Guides - Non-Classroom Use (055)

MFO1 Plus Postage. PC Not Available from EDRS.Blueprints; Building Design; Community Involvement;Construction Materials; Cost Effectiveness;*Educational Facilities Design; *EducationalFacilities Planning; Elementary Education; FlexiL :ieFacilities; Foreign Countries; *School Buildings;*School Construction; Tables (Data)*Bangladesh

This report deals with school "nlilding constructionutilizing technology carried out by the Lutheran WorldService/Rangpur Dinajpur Rehabilitation Service in Bangladesh. Thepurpose was to develop an alterrative design for primary schoolconstructions. The design, construction, and multipurpose use of theschool buildings are described. Appended are the blueprints used formanufacturing the various elements, a detailed cost breakdown ofthree classroom multipurpose primary schools, and seven references.(SI)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

U.S DIPARTMENT tl, EDUCATIONOffee of Educationat Research and Imiramment

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

Thethe person or organization

he document has Mon reproduced asfrom

originatc.g itO Minor c.langes have been made to improve

ref aduchon quality

Points of view Of 004 mon* ittelid in this dOCu-meM do not necessarily represent offitiaiOERI P011itiOn or policy

'PriRMISSION TO REPRODUCE THISMATERIAL IN MICROFICHE ONLYHAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES ,

INFORMATION CENTER (ERIC)."

Unesco. Principal Regional Office for Asia and the Pacific.Innovation in management of primary school construction:

malti-purpose primary school building; in Bangladesh, byFecadu Constantinos. Bangl(cl., 1988.

43 p. (Educational Building Report 18)

1. EDUCATIONAL BUILDINGS PRIMARY SCHOOLSBANGLADESH. 2. CONSTRUCTION TECHNOLOGY

BANGLADESH. 3. BUILDING MATERIALS BANGLADESH.I. Constantinos, Fecadu. II. Title. III. Series.

727.1

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INNOVATION IN MANAGEMENTOf PRIMARY SCHOOL CONSTRUCTION:

Multi-purpose Primary School Buildings in Bangladesh

by Fecadu Constantinos

Report printed under UNESCO-AGFUND Regional Project, Development ofEducational Facilities in Asia and the Pacific

rmiEDUCATIONAL BUILDING REPORT 18

UNESCO Principal Regiona Office for Asia and the PacificRI Bangkok, Thailand

4

© UNESCO 1988

Published by theUNESCO Prii,cipal Reoional Office for Asia and the Pacific

P.O. Box 1425, General Post OfficeBangkok 10501, Thailand

Printed in Thailand

The designations employed and the presentation of material throughoutthe publication do not imply the expression of any opinion whatsoever 07;

the part of Unesco concerning the legal status of any country, territory, cityor area or of its authorities, or concerning its frontiers or boundaries.

5

8K E13/87/M/500/470-3000

J

PREFACE

INTRODUCTION

CONTENTS

1

Chapter One Design concept 3

Chapter Two : Prefabrication of building parts 23

Chapter Three : Construction 25

Chapter Four : Community participation 37

Annex 41

Bibliography 43

List of figures

Figure 1. Two classroom primary school 7

2. Three classroom primary school 8

3. Four classroom primary school 9

4 Typical section 10

5. Steel structure 11

6. Steel structure details 12

7. R.C.C. prefab panel/column fixing 13

8. Casting of R.C.C. prefab column 14

9. Casting of R.C.C. prefabs wall panels 15

10. Gable module 16

11. Door module 17

12. Window module 18

13. Steel door 19

14. Steel window 20

15. Removable partition 21

16. Removable partition fixing details 22

17. Precasting of R.C.C. elements 29

18. Removing forms from precast R.C.C. elements 29

19. Precasting toilet pan units 30

20. Assembled water seal toilet pan units 30

21. Assembly of the steel structure 31

22. Structure detail 31

23. Precast panel in pace 32

24. The assembled wall 32

25. Close-up of finished wall 33

26. Completed three classroom school exterior 33

27. Completed four classroom school exterior 34

28. Classroom interior 34

29 Large hall interior 35

PREFACE

In 1981 two Bangladesh fellows came to UNESCO Bangkok for onemonth of in-service training. The purpose: to develop alternative designsfor the ambitious Universal Primary Education programme the country waslaunching with assistance from the World Bank. The resultant report hasransformed primary school construction in Bangladesh.

The Facilities Department of the Ministry of Education oversees therovement of some 36,000 primary schools under this project. Someels are merely being repaired, in others classrooms are being added tong hJildings and in some new buildings are under construction. The

y of the work is done by the Department which has its own completeI services.

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impschoexistimajoritechnic

Participation by non-governmental organizations is welcomed by theMinistry. This publication is a report on one such co-operative arrangementwith the Lutheran World Service for the construction of 63 new scnoobuildings.

The author, Mr. Fecadu Constantinos is also the designer pf the build-ings. Coming from -. develop) ig country himself, Mr. Constantinos holdsdegrees in engineering and educational administration. He worked on designand construction of low-cost schools in a number of African countfies beforecoming to Bangladesh.

UNESCO has, sthe Pacific on the immore in a series on Inincluded Afghanistan, In

'me 1968, been working with governments in Asia andprovement of primary schools. This EB report is one

novation in Primary School Construction which hasdia, Indonesia, Maldives and Sri Lanka.

The aims of the UNESCOAGFUND project, 'Development of Educa-tional Facilities in Asia and the Pacific' is to encourage experimentation inthe design of educational buildings and furniture in the region and to dis-seminate the result of significant experiments. This EB Report, 'Multi-Purpose School in Bangladesh', incorporates many technical innovations andhas come about through a cycle of research and development. For thisreason it is being published under the UNESCOAGFUND project.

7

INTRODUCTION

This is a report on one construction utilizingappropriate technology carried out by the LutheranWorld Service/Rangpur Dinajpur RehabilitationService (LWS/RDRS) in Bangladesh. LWS is a vol-untary, humanitarian, international organizationwith its Headquarter in Geneva, Switzerland assist-ing different third world countries in Africa, Asiaand Latin America in development and relief work.

The idea of preparing an innovative primaryschools design for joint projects between the Min-istry of Education and the LWS/RDRS was firstbrought up in a meeting held at the Ministry ofEducation, Primary Education Directorate Officein Dhaka in October 1982. Among those who at-tended the meeting were: Mr. A.M.A. Rashid,Director of Facilities Department of the Ministryof Education (MOE), Mr. Charles J. Fluegel, Direc-tor of LWS/RDRS and Mr. John Beynon, PrincipalArchitect, UNESCO Regional Office for Educationin Asia and the Pacific, Bangkok. It was agreed inthe meeting that RDRS would design and constructa Model School in Thakurgaon, Dinajpur District asa physical demonstration for a pilot project and toreach decision on final design details and specifica-tions.

The Model School in Thakurgaon was com-pleted in January 1983 and, after Mr. A.M.A.Rashid of the Ministry of Education inspected theschool building, final design details and specifica-tions were prepared. On the basis of the design ofthe Model School, an agreement between theMinistry of Education and RDRS was drawn up forthe construction of 63 primary schools over aperiod of three years on an equal cost sharing basis.The agreement was signed in Dhaka in June 1983.

Construction of the 63 school buildings wasstarted in October 1983 and by the end of 1984, inhalf the anticipated time, almost all the schoolswere completed. The completed schools werehanded over to the local school committees and arepresently being used. The design, construction andmulti-purpose use of these schools is described inthe following chapters.

81

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Chapter One

DESIGN CONCEPT

The design of the multi purpose primaryschool is based on the same dimensions as the floorplan of the Ministry of Education's design. It usesa 2,640 mm (8 feet 8 inches) bay and incorporatesthe architectural recommendations included in thereport Alternative 3uilding Design for UniversalPrimary Education in Bangladesh prepared at theUNESCO Regional Office for Education in 1\sia

and the Pacific, Bangkok, by two staff members ofthe Educational Facilities Division,. MOE.

The challenge was to design a school buildingthat is structurally sound, durable, architecturallyfunctional and attractive, yet economical consider-ing the initia! cost as well as the life span of thebuilding. Construction of a large number of schoolbuildings are required in order to implement thegovernment's Universal Primary Education pro-gramme. There is also a demand from the com-munities to have facilities which can be used forcommunity functions. As the funds available areextremely limited it was decided to design a singlemulti-purpose building which caters to all the edu-cational and social needs of the school and thecommunity at large.

It was considered from the outset that learn-ing is a total life experience and the whole schoolenvironment is the educational arena of the pupils.They learn not only from textbooks and classroomlessons but also by observing the different formsand functions of the school building structure andfrom all other media they encounter in their dailyexperience. In the countryside, where these schoolsare constructed, the school building is usually theonly high standard building and as such, is designedso as to inspire pride in each member of the com-munity and attract them to this place where theymay participate in social functions to improve theirknowledge and to discuss and plan the develop-ment of their community.

The plans and elevation of two, three and fourclassroom schools are shown in Figures 1, 2 and 3and a cross-section can be seen in Figure 4. Acomplete set of 'blue prints' for the buildings canbe seen as pages 7 to 22.

Architectural considerations

Space. The building is designed with flexibleand removable partitions, in order to provide space

9

suited to the different functions such as classgroups of 5 to 30 students, mass gatherings by theschool or community of up to 200 persons;and forart and other displays.

The lower beam of the steel trusses whichdefine the level of the ceiling is designed with splitlevels, to give greater floor to ceiling space in thecentral part of the room without increasing wallheight. This results in an attractive interior spacewith a high ceiling while avoiding the extra cost ofconstructing high walls.

Aesthetics. In designing the forms and fin-ishes of the school, consideration was taken to givethe building a simple but attractive appearance.The design composition and finish of the exteriorwalls and the ventilation louvers give the buildinga distinct architectural character while servingstructural and functional purpose..

The simple interior finish aims to create anenlightening learning atmosphere. The bamboomat ceiling and the partition walls with chalk-boards surrounded by paintings blend functionalitywith aesthetics. The National Flag in each class-room is intended to develop a sense of patriotismwhile the landscape paintings by local artists havebeen made to impart knowledge of the environ-ment of Bangladesh. The bamboo mat ceiling addsa local organic material which contrasts pleasantlywith the concrete and steel structure.

Acoustics. The bamboo mat ceiling, in addi-tion to being an attractive and inexpensive finish,very substantially improves the sonic environmentof the building. The sound absorption propertyof the bamboo mat ceiling and partition walls re-duces noise reverberation to create an improvedacoustic atmosphere.

Illumination. There is no electric supply inthe rural area where the schools are constructed.Therefore, illumination of the interior of the roomsdepends totally on natural light. For this reason,wide windows are provided which have a totalopening area of about 15 per cent of the floorarea. They let in plenty of natural light, and theinterior walls are painted white to reflect on tothe working surfaces the available natural light.

Ventilation. Human beings concentrate andperform best in a comfortable environment. Inhot and hum climates such as Bangladesh it isimportant to provide adequate cross-ventilation inorder to make the thermal environment of a build-ing comfortable. In the school building this isachieved by providing cross-ventilation along thetwo lengths of the building at two levels; at sitting-level through louvers below the windows, and at

the top of the two long walls over the doors andwindows. The high level ventilation opens intothe rooms, and also into the attic space above theceiling and below the roof. In this way the hotair which accumulates under the roof and underthe ceiling is removed from the building.

Structural considerations

the primary aim for the school building de-sign was to achieve economical, appropriate, dur-able and functional structures requiring minimalmaintenance. This was to be done by upgradinglocal traditional practices, and optimizing the useof indigenous building materials through the intro-duction of new ideas. From the outset of theplanning stage, it was realized that in order to com-plete the large number of school buildings it wouldbe necessary to develop a system of constructionbased on standard building parts which could beproduced under an efficient operation with ad-equate quality control.

After careful study of the available loca'building materials, the choice for main wallingmaterial was biased in favour of concrete ratherthan the traditional and widely used brick ma-sonary. The choice of concrete instead of brick asthe primary building material was made consider-ing the points listed below.

Availability of building material. Very goodquality sand is abundantly available in most partsof Bangladesh either from the numerous rivers ormined from pits. In the northern part of Bangla-desh, gravel is also found in large quantity fromrivers and in pits. For reinforcement, mild steelrods or, for some uses, bamboo can be used. Local-ly manufactured and imported cement is readilyavailable in all towns of Bangladesh, mild steelrods are also produced in Bangladesh while bamboois abundant. Thus, reinforced concrete can beconsidered a local material.

Conservation. The quality of brick in Bangla-desh is generally good but the soil required toproduce good quality brick is als siod agriculturalsoil. In recent years substantial farm lands havebeen taken over by brick fields because of thelucrative brick making business which is expandingto meet the ever increasing demand for bricks. Theremoval of the day with which the bricks are madelowers the land below the water table. To preservethese rich farm lands it is essen'ial to use alterna-tive building materials. Moreover, fi -ewood is stillthe main fuel used for burning brick. Forest woodin Bangladesh is already a scarce commodity andbecause of its use in the brickeries it is fast being

410

further depleted. If this practice is not immedi-ately controlled it will not only exhaust thecountry's valuable timber resources but it will havedire consequences on the ecological balance andclimate of the whole country.

Strength. Properly made concrete has muchgreater strength than brick. Furthermore concreteconstructions are more durable and require lessmaintenance.

Prefabrication of building parts. Central pro-duction and prefabrication of building parts im-proves the quality of products and cuts down thetime required for construction.

Economy. In the last three years the cost ofbrick has more than tripled and it is probable thatthis trend will continue in the future. To achievethe same strength, a concrete wall is much thinnerin cross section and lighter in weight. By using thethinner concrete walls, lighter foundations can beused which further saves on building materials.

The resultant design

After study of different alternatives it wasdecided to use a light steel frame combined withprefabricateu reinforced concrete (RCC) columnsas the main load bearing structure of the building.By using angle iron and mild steel reinforcementbars it was possible to fabricate a steel frame thatis reasonable in ost, and stable while being flexibleenough to take any differential 'oundation settle-ment or minor earth tremors. It is well anchoredand therefore cyclone proof. The steel structureframe of the buildinc, is in fact E well advised in-vestment since with suitable protective coatings itcan be preserved to out last the life of any buildingand could still be recovered for further future uses.For this reason, and for easy transportation, andthe steel structure is joined and assembled usingnuts and bolts which make for easy mounting andfixing. The steel structure which is mounted as thefirst step in the huilding erection process, consistsof 35 x 35 mm angle iron columns with a 50 x50 mm angle iron tie beam (or ring beam) runninground the perimeter of the building, and steeltrusses made of 40 x 40 mm angle iron and mildsteel rod. The steel structure is fabricated in sucha manner that it can be mounted and fixed in avery short time thus defining the form, character

and shape of the building (Figures 5 and 6).

The most unusual aspect of the structural de-sign of the school building is an innovative tech-nology of using bamboo reinforced prefabricatedconcrete panels as the external walling material.The prefabricated concrete panels are fixed to theangle iron columns of the steel structure by pre-

fabricated reinforced concrete (RCC) columnswhich are added after the panels are in place. Theangle iron and the prefabricated RCC columns,when assembled, act integrally as the load bearing

structure of the building (Figures 7 and 8).

The bamboo reinforced concrete panels aremanufactured by using a labour intensive technol-ogy with semi-skilled labour. The concrete is handmixed 7 cast into steel moulds to get the desiredshapes. The steel moulds are made of 75 x 75 mmangle iron which is rigid enough to give the con-crete panels a true shape and uniform thickness.The bamboo reinforcement which is made of ap-proximately 20 x 5 rr:m cross section split bambootied together with galvanized iron wire to form amesh o, 150 x 150 mm, is placed in the middle ofthe concrete panels. The steel moulds are placed onwooden plank slabs over which the ready mixed

concrete is cast. 1he wooden planks give the con-

crete panels a slightly rough though plane surface.

After the panels are fixed, very thin plaster is used

to finish the panels and give a smooth wall surface

(Figure 9).

The concrete proportion used was 1 : 2 : 4(Cement : Fine Aggregate : Coarse Aggregate) with0.5 Water : Cement ratio. This mix produces strongconcrete with good workability though it is handmixed. The mixed concrete is placed in the steelmoulds and packed manually with a wooden trun-cheon and levelled with a straight edge. Aftercasting, the steel mould is removed by lifting it ver-tically and the panel is finished with the desiredcolouring using powder pigment. The concreteis then left for 24 hours for the cement to set.The concrete is cured for 24 hours by keeping itconstantly damp then it is removed and placed ina basin to be completely immersed in water for 7days. Compared to ordinary curing this simplecuring technique can increase the strength of con-crete by as much as 30 per cent.

The top of the concrete panel which formsthe exterior facade of the building is finished witha wavy rough finish, with the help of a woodenfloat, to give it an appearance similar to timber cutalong the grain. This finish is made by mixing thecolouring pigment powder together with an amountof cement and is applied to the wet concretepanels when they are being finished. The cementfinish gives the panels a hard and waterproof gloss

surface and the selected colour of the pigment

powder so app d becomes a permanent finishwhich does not fade with time.

Seven different standard sizes and forms of auniform thickness of 75 mm prefabricated RCC

5

14

panels are assembled and mounted to enclose thebuilding leaving openings for doors, windows andventilation (Figures 10, 11, 12). The concrete floorslab is poured and effectively locks into place theprefabricated elements.

Finally, the panels with ventilation louvers,windows and doors are fixed in place in the ex-terior wall. Doors and windows are manufacturedfrom steel following a simple design using angleiron, steel sheet and mild steel (M.S.) rod. All steelparts are painted (Figures 13, 14.

Interior partitions are of steel angle iron andplywood sheets (Figures 15, 16).

Advantages and disadvantages of the multi-purposeschool building

The multi-purpose primary school has demon-strated the following advantages over traditionalbuildings:

Economy. The cost of the concrete panelwall is about 60 per cent of one bricK 250 mmmasonry wail. Moreover, the wall thickness(75 mm) being only 30 per cent of that of brickmasonry it requires a much ligher foundation.

In 1985 the costs for one squere metre ofone brick (250 mm) masonry wall complete withexternal rule pointing and internal plastering costaround Tk. 260.00 (Tk. 235.00 for material andTk. 25.00 for labour) while the cost of 1 M2finished concrete panel walling (75 mm thick) wasTk. 155.00 (Tk. 105.00 for material and Tk. 50.00for labour). Since the steel structure can be re-covered even after the lifetime of the building itis a recoverable investment.

Optimum use of local building material. Thebulk of the materials used in the building werelocal materials. Even manufactured products suchas cement and mild steel are produced in Bangla-desh.

Labour intensive technology. Labour inten-sive methods employing non-skilled labour are usedfor the production of the concrete panels whilesemi-skilled can mount and fix the wall panels.The technology is sufficiently simple to be suitablefor easy training of the labour force.

Maintenance. The surface of concrete wallpanels is waterproof and requires almost no main-tenance from normal wear and tear and action ofthe elements.

Strength and longevity. The building is stableagainst minor earth tremors, and well anchoredagainst damage by cyclones.

Precision and quality control. Precise shapes

6

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and high quality concrete products could be at-tained by using strict but minimum supervision.

Efficiency. The technology is intended to beefficient and time saving. By carefully program-ming the operation following a time and motionstudy, it was possibie to increase output and im-prove quality of work over traditional buildings.All the prefabricated components of the buildingincluding concrete panels, steel columns, trusses,doors, windows and removable partitions fc 3-classroom building can be manufactured in oneweek by 25 workers using labour intensive tech-nology, and the whole construction could be com-pleted from foundation to assembling. The mount-ing, fixing and finishing of a school can be donein one month. The construction of the buildingswas less than half the time it would have taken tobuild the same size of building with traditionalmaterials and construction methods.

To illustrate how efficient and versatile thesystem is, one can study how it was used inRowmari Upazila which is located in a remotearea and is prone to flooding. There are very fewroads, and each year, the embankment of theseroads is washed away. Nine primary schools wereconstructed by RDRS in Rowmari Upazila in lessthan four months. This was possible because ofgood planning and the efficiency of the construc-tion system. During the monsoon flood all theprefabricated building elements fcr the schoolswere produced at the central plant and transportedby boat to the different school sites. Constructionwas carried out during the dry season when thewater had receded.

Disadvantages are relatitely few but the fol-lowing points need to be kept in mind if a build-ing programme involving prefabrication is going tobe undertaken. In general, prefabrication is mostsuitable when mass production on a large scale isanticipated. As it requires more than normal careto construct a building with prefabricated RCCpanels, the workforce needs to be trained to workaccurately. For this reason in most situations itwould be a disadvantage to use this technique forthe construction of only a few buildings.

Another disadvantage is that in case of damageit is more difficult to repair RCC panel walls thanthose of traditional buildings.

The working drawings used for manufacturingthe various elements used in the multi-purposeschools are given in the 'blueprints' which follow(Figures 1 through 16). The construction processcan be seen in photographs which follow Chapter3 (Figures 17 through 29).

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32

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34

1/2'G 5 PIPE

"r%

Chapter Two

PREFABRICATION OFBUILDING PARTS

Small factories, using mainly very simple toolsand light machinery operated largely by local man-power trained on the job, were set up to producethe prefabricated building components for the con-struction of the primary schools. The componentswere transported from the factory to the differentbuilding sites by trucks, tractors, bullock carts,boats and canoes to remote locations over roughearth roads or rivers. As the components weresmall no problem was encountered in their trans-port. Bamboo pole braces were used to avoidbending of the long and light steel trusses, whichare made in one single piece of 40 mm x 40 mmangle iron and M.S. rod. RCC wall panels werecarried to the building sites with minimal breakage.

Steel structure

Locally produced steel sections, plane steelsheets and M.S. rods are used to manufacture thelight steel structure frame, and steel doors andwindows of the school buildings. A steel mill inChittagong produces mild steel billets and cor-rugated steel (C.I.) sheets using scrap and pig-iorn.There are a ',umber of re-rolling mills in Bangladeshwhich use the M.S. billets from Chittagong toproduce steel products such as mild steel rods, flatbars, angles, tees and other sections.

Small local workshops that produce steel nutsand bolts are found in small towns throughoutBangladesh.

The machinery and tools that are used in themanufacture of the steel structure, steel doors andwindows of the schools are; welding and drillingmachine (with generator if there is no electricitysupply), hack saws and different types and sizes ofhammers. Welding rods and hack saw blades arefound in the hardware shops of almost every town.Except for welding, unskilled labour with no pre-vious experience was trained in a very short time.With a foreman in charge, one welder and eighthelpers can manufacture the steel structure for athree-classroom primary school (including steelcolumns, trusses, doors and windows).

RCC wall panels and RCC columns

Similar to the manufacture of the steel struc-ture, RCC panels and RCC columns for the ex-ternal wall were designed to be produced by un-

3523

skilled labour except for a masonry foreman tosupervise and do some fine finishing work. Thetools required for production of prefabricated con-crete elements are angle iron molds, woodenboards, measuring batchbox for concrete, shovels,trowels and wooden floats. The angle iron mouldsare tapered slightly with the lower sides larger tofacilitate easy removal (Figures 9, 17, 18).

A split bamboo reinforcement of 20 x 5 mmcross section is tied together with G.I. wire to forma mesh of 150 x 150 mm and is used for FICC wallpanels. A 0 6 mm M.S. rod is used for RCCcolumns. When casting the panels, slots are in-troduced for fixing the steel doors and windowsand for easy joining and plastering of panels.

All RCC columns are cast vertically in 1,500mm high steel moulds with the Vertical Main 06 mm M.S. rod reinforcement continuing outsidethe concrete and are used for fixing the prefabri-cated RCC columns to the angle iron columns ofthe steel structure. For the corner columns extrafixing is provided by 3 x 0 6 mm M.S. rods comingout from the RCC column at the middle and neartop and bottom of each prefabricated RCC column(Figure 8).

The middle columns are cast in circular mouldswith 14 gauge plane steel sheet to produce twohalf-circular hollow section columns. In each typeof steel mould one corner RCC column and twomiddle RCC columns can be cast every 24 hours.With one foreman and 10 labourers, RCC panels

and RCC columns for one three-classroom primaryschool can be produced in one week.

The external walling of the schoo! buildingcan be considered in three modules:

1. Window Module 4 vertical panels, 1 un-der window panel, 1 window louver panel,1 window sill, 1 lintel panel, 2 top panels,1 steel window and 1 top ventilation grill.

2. Door Module 4 vertical panels, 1 lintelpanel, 2 top panels, 1 steel door and 1 topventilation grill.

3. Gable Module 7 gable panels and 1 toppanel.

All prefabricated RCC panels, except the un-der window and the louver panels, are attachedand fixed to the steel structure with prefabricatedRCC middle or corner columns. Thq bottom partsof the under window panel are cast into the con-crete floor. The window sill, louver and the underwiodow panels, are vertically connected with three0 12 mm M.S. rods that are anchored in the con-crete floor. To keep the vertical and lintel panelsmore firmly fixed to the 35 x 35 mm angle ironcolumns short pieces of 0 12 mm M.S. rods and50 x 50 mm flat bars are welded to the steelcolumns (Figure 7).

The number of different RCC elements usedin any school is 10. These are given in Table 1.This excludes toilet pan units which can be seenin Figures 19, 20.

Table 1. Cost of RCC, elements in 1984

No. DescriptionMoterial cost Labour cost

Taka US$ Taka US$

1. Vertical RCC prefab panel(1,050 x 660 x 75) 77.00 3.08 38.00 1.52

2. Under window panel(1,200 x 400 x 100) mm 59.00 k.36 26.00 1.04

3. Louvre ventilation panel(1,200 x 400 x 100) mm 73.00 2.92 32.00 1.28

4. Lintel panel (2 x 010 M.S. rod)(2,520 x 300 x 75) mm 150.00 6.00 40.00 1.60

5. Top p6nel (830 x 270 x 75) mm 33.25 1.33 11.75 0.47

6. Gable panel

(1,970 x 350 x 75) mm 82.00 3 28 38.00 1.52

7. Gable top panel

(1,970 x 150 x 75) mm 40.00 1.60 15 00 0.60

8. Middle column(1,500 mm height) 87.00 2.48 28.00 1.12

9. Corner column(1,500 mm height) 113.00 4.52 37.00 1.48

10. Window sill 32.50 1.30 12.50 0.50

24

Chapter Three

CONSTRUCTION

Orientation

The orientation of the school building is eastto west with the front elevation having the longoverhang of the veranda facing south to preventsunlight entering the school building.

Foundation and concrete floor

The foundation is of brick masonry wall con-structed on a concrete footing with an open spaceleft for the columns. The RCC and steel columnbase is anchored in the foundation using 1 : 2 : 4mix concrete. The floor is of 1 : 3 . 6 concretewith neat cement finish. The concrete floor restsover well compacted soil fill, a sandbed and flatbrick soling. For some schools a concrete founda-tion and hard-core of gravel stone was used underthe floor. The foundation could be made fromnatural stone, hollow block filled with concrete oranother suitable building material. The deadloadfrom the 75 mm section RCC panels is very smalland requires only a very light foundation.

Steel structure frame

The steel frame is mounted and fixed withnuts and bolts. For the three-classroom buildingthe steel structure can be erected in a single day.The base of the steel columns rests on a concretefooting which has been cast in place. After settingthe four corner columns with a square and plumbbob, the rest of the columns are set by two stringlines (Figures 21, 22).

External walls

The external facade is made up of seven typesof prefabricated RCC panels, two types of pre-fabricated RCC columns, steel doors, and steelwindows with prefabricated window sills. Afterplacing the wall panels in position they are fixedto the steel structure of the building by means ofthe RCC columns. End hooks are made; on therods which extend outside the concrete before theprefabricated RCC columns are fixed to the 50 x50 mm angle iron column. Two vertically con-nected 2 x 15,000 mm prefabricated RCC columnsections make one complete column. After con-necting the RCC columns to the angle iron columnsthe hollow section of the RCC columns is filledwith 1 : 2 : 4 mix concrete (Figure 7). Figures 23,24 and 25 show the assembly of a wall.

25

Roofing

The roof is covered with 26 gauge corrugatedG.I. sheet fixed by screw nails with washers to 75x 50 mm wooden purlins which are affixed to thesteel trusses. The main trusses remade of 40 x40 mm angle iron, 0 22 and 0 18 mm M.S. rodswelded together. The gable rafters are made ofInverted 50 x 50 mm and 40 x 40 mm angle ironwelded together at the top and connected by 018 mm M.S. rod. There are two such joined raftersat each gable end. The four inverted 50 x 50 mmrafters pass through grooves made in the RCCcolumn at the four corners of the building. Simi-larly all main trusses and the remaining four gablerafters pass through grooves made in the RCCcolumns. These grooves are later filled up withconcrete.

Steel doors and windows

The steel doors are made from 35 x 35 mmangle iron frame and shutters made of 25 x 25 mmangle iron and 16 gauge plane metal sheet with 010 mm M.S. rod reinforcement welded all roundthe corners where the metal sheet is fixed to theangle iron. The external face of the door shuttersare braced with patterned 0 6 mm M.S. rod and theinisde face with 50 x 5 mm flat bar. The windowsare made similarly except their frames are of 25 x25 mm angle iron and inside shutter bracing of 35x 3.5 mm flat bar (Figures 13, 14).

All steel doors and windows are manufacturedwith hooks made of 0 6 mm M.S. rod welded tothe angle iron frames. The concrete wall panelsare made with grooves where door/window fixinghooks are placed and the grooves are filled with 1 :

2 mix cement mortar. For extra strength to sup-port the heavy steel doors, 80 mm brick wall pillarsare built in the inside edge of door openings fromfloor to lintel level.

Hinges for doors and windows are manufac-tured from flat iron bars and M.S. rod. The win-dows are kept open at an angle parallel to the wallwith 'hook and eye' latches. In this position, theRCC columns provide protection and prevent thewindow shutter from being caught by the wind.This minimizes the need for maintenance.

The ceiling is made of bamboo and straw matfixed to bamboo poles which are secured to thesteel trusses with G.I. wire. For longer life thebamboo is treated against insect attack.

Removable partition

The removable partition wall is made ofpartex (chipboard with plywood veneer) panels ona wooden frame and the chalkboard, which has

26

steel frame. The chalkboard and the two wingsof the partition wall are fixed to a 50 x 50 mmangle iron beam with two towerbolts each. Byoperating these towerbolts the partition wall canbe removed or fixed in a matter of a few minutes.The top of the partition wall consists of paintedpanels. Facing each classroom the middle righthand panel is painted with the national flag, thenational flower, and the national bird, and the re-maining panels with paintings depicting scenes fromthe Bangladesh countryside (Figures 15, 4).

Finishing

The external facade of the multi-purposeprimary schools bears the colours of the Bangladeshflag green and red. The concrete panels are ofdeep red colour while the RCC columns and thetop panels are dark green. The red depicts therising sun heralding the birth of a new nation andthe green the lush fertile fields of Bangladesh.

The inside of the building is painted with limewash while the partition walls are painted withoil paint to give them a protective surface. Matchalkboard paint not being manufactured in Bang-ladesh the chalkboard is painted with green enamelpaint. The partex chalkboard thus painted gives a

satisfactory result with good contrast and no glare.All metal parts are initia;ly painted with one coatof anti-rust paint after manufacturing and twocoats of oil paint after mounting and fixing.

Each scnool has either a tubewell or well dugfor water supply and a twin-latrine, one for girls,and one for boys. At least 10 saplings are plantedalong the boundary line of each school.

School furniture

The two faces of the middle portion of thepartition walls are ustd as chalkboards. Each class-room is provided with a removable bookshelf whichis fixed to the partition wall. The bookshelvesare made from the left over materials of 25 x 25mm angle iron and partex. On an experimentalbasis one school was provided with bamboo desks.The desks are entirely made of bamboo except thewriting top which is made of wood. The woodentop is fixed by screws to wooden plugs placed in-side the top of the hollow section of the verticalbamboo frames. Each plug. in turn, is attached tothe bamboo frame with bamboo pins. Though thematerial cost of the desks was very low the actualcost was rather high since the desks were made byprofessional carpenters. The cost of the bamboodesk for two students in Tk. 150.00 (Tk. 50.00for material and Tk. 100.00 for labour). The ideabehind the experiment was to demonstrate the

0 niik 0

possibility of making bamboo desks, and it hasgiven fairly good results. To make the experimentviable in solving the acute shortage of school fur-niture, it might be possible tc introduce the tech-nology as vocational training in the school and letthe students themselves produce the desks in handi-craft class.

Construction costs

The total costs for classroom buildings ofvarious sizes are given in Table 2. A detailed costbreakdown for a three classroom building is givenin Annex 1. These do not include the cost offurniture.

Table 2. Cost of multi-purpose primary schools in 1984 (1 US$ = 25.00 Tks)

School size 2 CR 3 CR 4 CR

Total area M2 75.50 118.54 151.00

Pupil capacity (1) 160 240 320

Area per place M2 0.47 0.49 0.47

Costs currencies Tks $ Tkc Tks

Total cost 143,351.82 5,734.08 204,141.78 8,165.67 261,188.24 10,447.53

Cost/place 896 35.84 851 34.02 816 32.65

Cost/M2 1,899 75.95 1,722 68.89 1,730 69.19

(1) Assumes 48 students in each room during the morning shift and 02 during the afternoon shift.

(2) Costs based on exchange rate at time of construction.

27

r Ir.-44Z77:,/::;

"Aft.

Figure 17. Precasting of RCC elements: Columns are cast in the two verticalelements at the rear. In front of them a wall panel with bambooreinforcement is being cast. In the foreground, a labourer is com-pacting the dry concrete mix around the forms which define thelouvre openings.

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Figure 18. Removing forms from precast RCC elements. Two workmen arelifting the angle-iron frame from the wall panel while the man in theforeground is removing the louvre forms.

29

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Figure 19. Precasting toilet pan units. Two separate units are used to create awater seal toilet pan. Unskilled workers compact the concrete intothe moulds.

Figure 20. Assembled toilet pan units. The assembled units are at the right. Tothe left moulds are being removed from freshly cast units

30 41

Figure 21. Assembly of the steel structure. The light weight structure gives theinitial shop of the building. An existing classroom block is behind.

I- ;,,lure 22.

Structure detail. The ring beamand truss cord are attached to-gether by a T bolt which iseventually cast into the concretecolumn. This ensures that strongwinds will not carry away theroof. NMI

31 42

Figure 23. Precast panels in place. A verticalwall panel, under-window panel,and lintel surround a prefabri-cated metal window unit. Noteslots for grooving the window tothe wall. The top panel is inOwe leaving a space for thelmesh ventilation unit.

Figure 24. The assembled wall. A cement and dye mix is used to finish thepanels with a texture.

32 4 3

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Figure 25. Close-i:p of finished wall. The precast panels are finished in redcolour while the structure is brown. The metal doors and shuttersare painted blue.

Figure 26. Completed three classroom school exterior. A dedication plaque isplaced in front of the flag pole while r wly planted trees are protectedwith bamboo enclosures.

3344

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Figure 27. Completed four classroom school exterior. The small structure atthe right is the school toilet block.

Figure 28. Classroom interior. The panels in the wall with the thalkboard can beeasily removed.

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Figure 29. Large hall interior. Divider panels between the classrooms have been removed tocreate a large halL This can be used for school functions or for communitymeetings.

4635

r:hapter Four

COMMUNITY PARTICIPATION

The construction of the multi-purpose primaryschools 13 carried out with the active participationof the community as are all LWS/RDRS develop-ment projects. Some 50 per cent of the total con-struction cos* is raised by local contribution. In

the case ,-)f the primary schools the Ministry ofEducation contributes half the project cost.

The location and size (there are three typesof primary schools; two-classrooms, three-class-rooms and four-classrooms, of each school is

centrally decided by the Ministry of Education inDhaka and the information is transmitted to RDRSand the respective Upazila Education Offices.RDRS prepares its own plan and timetable for theconstruction of the school buildings. Followingthis plan the RDRS Zonal Engineer in charge ofthe construction of schools contacts the educationoffice concerned and after receiving the land cer-tificate, a document stating that the school com-mittee has legal right of the land, he, together withthe Sub-Assistant Engineer (SAE) of the FacilitiesDepartment, Ministry of Education, prepare thelayo:A of the school building. Normally the schoolplot is purchased by the local school committeeor, in some cases, it is donated by a local landlord.Once these formalities are fulfilled RDRS takesthe full responsibility for the management andconstruction of the school building. Supervisionof the projects is jointly done by RDRS and theS.A.E. of Facilities Department.

Administrative structures

The Bangladesh government has a policy 10have one primary school in each 10 square kilo-metres.

1 he typical average student population of aprimary school is between 150 to 200. Every

school tics five classes from class 1 to class 5.Classes are conducted in two shifts. The first shiftis from 9 a.m. to 12 noon during the summer andfrom 10 a m. to 12 noon during winter for classes1 and 2. The second shift is from 1 p.m. to 4 p.m.for classes 3 to 5.

Each school has a managing committee whichconsists of 12 members. The Managing Committeeis selected by the parents and local elders. TheUpazila Education Officer approves the Committeewhich then serves for a period of three years. Itscomposition is as follows:

37 4 7

ChairmanSecretaryMemberMemberMemberMemberMemberMemberMember

Comrinity LeaderHeadmaster of the SchoolTeacher RepresentativeDonor of the School PlotLocal EducationalistUnion Parishad MemberFemale MemberLocal High School TeacherFour Parents

As higher level Primary Education Committeedeals with the overall development in primary edu-cation in the Upazila. At present it functions withnine members.

ChairmanSecretaryMemberMemberMember

MemberMemberMember

Member

The Upazila Nirbahi OfficerThe Upazila Education OfficerLocal EducationalistPrimary School TeacherChairman of a School Manag-ing CommitteeOne Union Parishad ChairmanHeadmaster of a High SchoolHeadmistress of a Gil l's HighSchoolUpazila Engineer

School handing over ceremony

When the construction of a school building iscompleted the school committee prepares theschool opening and handing over ceremony. Forsuch occasions the movable partitions of the build-ing are removed and the public assembles insidethe school auditorium (Figure 29). Such functions

38

are attended by local government officials, com-munity leaders, members of the school committee,parents and students, the building designers andthe engineers who supervised the construction ofthe building. Speeches are made by the communityleaders, the Administrator of RDRS ConstructionProgramme and his senior staff. The differentmulti-purpose functions of the school building areexplained to the public and mention is made thatthe partition walls of the building were removed,converting classroom space into an Assembly Hall.This is given as a practical example to demonstrateone of the r ny ways the building could be used.A I-3flet, written in Bangla, which explains thedif rent possible functions of the building andurges the community leaders to make the best useof their new school, is distributed to the people(reproduced at the end of this chapter in Englishand in Bengla). At this point the Administrator,on behalf of RDRS, gives thy, key of the buildingto the Upazila Nirbahi Officer as a gesture of hand-ing over the school building to the communityand passing to tnem the responsibility of its properuse and care. In return the Administrator receivesthe Completion Certificate to acknowledge thetransfer of the build )g from RDRS to the schoolcommittee. The ertificate is signed by theEducation Officer, the Chairman of the SchoolCommittee and the Headmaster of ',he school.After these official duties are concluded a culturalfund ,n of songs and folk dances is usually pre-sented.

48

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English translation of the Bangle Leaflet

OPTIMUM UTILIZATION AND MAINTENANCE OF THIS

BEAUTIFUL SCHOOL BUILDING IS YOUR SACRED DUTY

The Education Ministry of the Government of the People's Republic of Bangladesh and LutheranWorld Service/Rangpur Dinajpur Rehabilitation Service (LWS/RDRS) have jointly built this beautifuland multi-purpose primary school building. As this school building is endowed with attractive beautyfrom the architectural point of view it is also designed to fulfil the multi-purpose needs of the ruralarea.

The sturdy construction, thoughtful placement of various components and the soothing coloursof this building will create a beautiful environment for learning to the students. All adequate andventilation openings will ensure the necessary light and air. The attractive chalkboard is attached tothe partition wall. This light but strong partition well can easily be detached or fixed in place in ashort time. The classroom space may be increased or decreased by shifting these partitions. And byremoving them altogether the entire building can be turned into a large hall. Because of this multi-purpose feature of the building, various social and cultural functions can be held here when it is con-verted into an auditorium.

As a result of creating these multi-purpose facilities, this school building is appropriate for:

Imparting knowledge to the pupils in the most conducive educational environment.Use as a training centre for the mass literacy programme.

Use as a night school for adult education.

Holding cultural functions such as literary discussions, drama and musical presentations.

Holding meetings, discussions and gatherings for community development planning, settle-ment of sicputes, etc.

Community leaders should foster the above suggested and other public uses of the school buildingand ensure that the school facilities are put to the optimum service. The local people should be encour-aged to view the school building as their community property and they, as the custodians, should useand preserve it to the best interest of the community at large.

In order to derive full benefits of this building its proper maintenance is very important. Thisschool building is the property of the people. Therefore its maintenance and preservation of itsbeauty is everyone's sacred duty. The teachers and parents of the students can play a vital role in thisregard. In the greater interest et the country and the people, the potential service of this school build-ing should be realized fully and its beauty maintained with cherished care.

40

ANNEX

Detailed cost breakdown of three classroom multi-purpose primary school

Note: exchange rate used is that at time of construction

SL.

No.Description

1. Foundation

a) Foundation excavationb) Brick flat solingc) Concrete footingd) Brick masonrye) 1.24 concrete column basef) Cement plasterg) Rule pointing

Total

2. Cement concrete floor

a) Earth fillingb) Sand fillingc) Brick flat clingd) C.C. in floore) Cement screed with neat

cement finish

Total

3. Steei structure

a) Middle column (35 x 35 mmangle) - 14 Nos.

b) Corner column (50 x 50 mmangle) - 4 Nos.

c) lee beam (50 x 50 mmangle)

d) Veranda pole (2 x 35 x 35 mmangle) - 5 Nos.

Total

4. Pre-fab concrete walling

a) Vertical panel (1,050 x 6,000x 75 mm) - 48 Nos.

b) Gable panel (1,970 x 350x 75 mm) 42 Nos.

c) Lintel panel (2,520 x 300x 75 mm) 12 Nos.

d) Under window panel (1,200 x400 x 80 mm) - 9 Nos.

e) Window louvre vent (1,200 x400 x 100 mm) - 9 Nos.

f ) Window sill (1,260 x 185 x80 mm) - 9 Nos.

g) Top panel (830 x 270 x75 mm) - 24 Nos.

h) Gable top panel (985 x 150x 75 mm) - 12 Nos.

i I Middle column (150 x 350 mm)- 28 Nos.

j) Corner column (length1,500 mm) - 8 Nos

k) Miscellaneous

Total

Material cost Labour cost

Take US$ Taka US$

1,060 002,325007,160.001,660 00

145 00130.00

42.4093.00

286 4066.40

5 805.20

100 0060.00

220 00470.00200 0050.00

110.00

4 002.408.80

18 808.002004.40

12,480.00 499.20 1,210.00 43.40

225.00 900315 00 12 60 60 00 240

4,405 00 176 20 235 00 9.409,03500 361 40 1,255 00 50 20

2,470.00 98.80 900 00 36.00

16,225 00 649.00 2,675.00 107.00

4,34000 173.60 770.00 30.80

1,000.00 40 00 160.00 6 40

3,000.00 120 00 250.00 10 00

2,055 00 82 20 220 00 8.80

10,395.00 415 80 1,400 00 56.00

3,700.00 148 00 1,82500 73.00

3,500 00 140.00 1,600.00 64.00

1,800 00 72.00 480 00 19.20

530.00 21.20 235 00 9.40

660 00 26 40 290 00 11.60

230 00 9 20 115.00 4.60

800.00 32 00 285.00 11.40

250.00 10.00 100.0... 4.00

2,440.00 97 60 785 00 31.40

905.00 36 20 300 00 12.002,450.00 98.00 1,460.00 58.40

17,265.00 690.00 7,475.00 299.00

41 51

SLNo.

DescriptionMaterial cost Labour cost

Taka US$ Taka US$

5. Roof ventilation

(25 x 25 mm angle + mosquitonet) 12 Nos. 1,440.00 57.60 720 00 28.80

6. Steil; wirkimy

(1,200 x 1,200 mm) 9 Nos. 8,030.00 321.20 1,125 00 45.00

7. Steel door

(2,100 x 1,200 mm) - 3 Nos. 4,800.00 192.00 420.00 16.80

8. Roofing

a) Main truss (40 x 40 mmangle) - 5 Nos.

b) Gable truss (50 x 50 + 35x 35 angle) - 4 Nos.

c) Wooden purlin (75 x 50 mm)d) C.I. sheet (26 gauge) 2,000 mm

- 64 Nos., 3,000 mm - 16 Nos.e) C.I. ridge cover (26 gauge)f 1 Miscellaneous (screwnail,

washer, nail, etd.

5,830.00 233.20 970.00 38.80

2,900.00 116.00 560.00 22.403,250.00 130.00 - -

28,860.00 1,154.00 -1,430 00 57.20 - -3,305.00 132.20 2,000.00 80.00

Total 45,575.00 1,823.00 3,530.00 141.20

9. Bamboo ceiling

Bamboo poles, bamboo/strawmat,etc.

10. Removable partition

11. Painting and finishing

12. Miscellaneous

Grand total

4,250.00 170.00 1,250.00 50.00

11,470 00 458.80 2 890.00 115.60

5,750 00 230.00 850.00 34.00

2,810.00 112.40 380.00 15.20

140,490.00 5,619.60 23,925 00 957.00

Total estimate cost of three classroom multi-purpose primary school

SLNo.

DescriptionTotal cost estimate

Taka US$

1. Material cost 140,490.00 5,619.602. Labour cost ... 23,925.00 957.003. Transport (7.5 per cent of material and labour) 12,331.13 493.244. Overhead (10 per cent of material + labour + transport) 17,674.61 70(.99

Total 194,420 74 7,776.83

5. Contingency 5 per cent of total 9,721 04 388.84

Grand total 204,141.78 8,155.67

BIBLIOGRAPHY

1. Constentinos, Fecadu. Considerations behind school plant planning. Bloomington, Indiana

University, 1970.

2. Janssen, J.A. Jeles. A series of articles on the use of bamboo in building construction. 2nd ed.Eindhoven, University of Technology, 1982.

3. Punmia, B.C. Reinforced concrete structure& New Delhi, 1075.

4. Rangan, B.V. and R.F. Warner. Reinforced concrete. A.S. Hall, Pitman (Australia) 1977.

5. Reynolds, Charles E. and James C. Steed man. Reinforced concrete designer's handbook. 8th ed.

London, 1976.

6. Unesco Regional Office for Education in Asia and the Pacific. Alternative building designs for

universal primary education in Bangladesh. Bangkok, 1981.

7. United Nations. The use of bamboo and reeds in building construction. New York, 1972.

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