45179_towardssaferschoolconstruction_0 2015 - Page 35

Design teams develop the layout, structural system and construction materials for the safer school project. While technical specialists ensure the functionality and safety of the design, communities make other design decisions and learn how design choices can increase the hazardresistance of the school. • Conducting pre-design community consultation. The design team and school management committee agree on the goals of the school and how well it should perform during hazard events. • Finalising design. The design team finalises the design in accordance with national codes or good practice guidelines and seeks approval from local authorities. • Select ing a construction management strategy. Together, the school management committee and program manager select a person or organisation to oversee the construction process and make sure the overseer remains accountable to the community and funder. The school management committee may take this role with appropriate support. Alternatively, the program manager or a hired management company may take the role. • Drafting of schematic designs. The design team creates a series of design alternatives from which the school management committee selects their choice. SECTION II: OVERVIEW 3. Key activities of the Community Design Stage Stage 3. Community design Advantages Challenges Strategies • Ensures community needs and values guide project • May perceive Design Stage as too technical for community involvement Use culturally appropriate language to communicate design alternatives. Clarify how community involvement in design helps the school address local concerns and preferences while maintaining safety as the top priority. • Builds a common vision and sense of ownership in the school • Community consultation may lengthen project times and increase Design Stage costs Develop a limited set of design alternatives or a modular design that allows communities to make decisions about layout in ways that do not result in major changes to structural design. • Transfers hazard-resistant design principles to community • Housing and other community construction substantially different from school design Strive to select a design that is at least partially replicable in other community construction. If the school materials or construction techniques cannot be replicated in housing and other local construction, provide a separate training on safer construction techniques applicable to local construction. • Safer school construction may not be possible with local materials • Design team gains skills in community engagement • Design team deterred by the extra effort in collaborative design process Develop orientation and training programs for the design team to help them communicate with communities more effectively. Ensure project schedule accommodates extra time for consultation process. • Local authorities improve their knowledge of hazard-resistant design • Fears that a community-based design process undermines the power of local authorities Invite local authorities to schematic design reviews or to be members of the school management committee. Seek approval for design. 26