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Community-based safer school construction projects should fundamentally seek to build local capacity. Through school construction, communities develop stronger knowledge, skills and resources for reducing risks and building resilience beyond the school site. In the Mobilisation and Planning Stages, communities should gain skills in assessment and participatory planning. Building community capacity • Train tradespeople and labourers in hazard-resistant construction • Strengthen assessment and planning skills Prominence of building capacity • Share local and external knowledge about hazards Strategic planning & community mobilisation Community planning is lowest in the Design Stage, though this stage may offer excellent opportunities to build the knowledge of local engineers and government authorities. The Construction and Post-Construction Stage should be filled with training activities, especially for tradespeople, labourers and school maintenance staff. Even school management committees and the wider community can gain experience in construction monitoring. SECTION II: OVERVIEW Building capacity • Train local engineers and officials in hazardresistant design Community design • Train communities in monitoring and oversight • Train authorities in inspection Community construction • Train school staff in maintenance • Train communities in disaster management • Maintain capacity through ongoing training Post-construction Stages of construction Formalising and scaling-up Prominence of formalising and scaling The long-term goal of community-based projects should be communities that engage in comprehensive school safety and safer construction as a standard practice. For this to occur, communities and implementing actors need to retain knowledge of successes and adapt processes to learn from challenges. The committees, procedures and training developed and refined at each stage help to formalise safer school construction, whether through community-based construction or other approaches. • Formalise school management committees • Formalise interactions between stakeholders Strategic planning & community mobilisation • Develop criteria for site selection • Formalise hazard assessment processes and community participation Community planning • Formalise mechanisms for community input into design • Train local engineers and officials Community design Engaging with and building the capacity of government officials, local engineers and hazard specialists – especially those connected to MoEs – can help formalise safer school construction. Individuals in these roles become the institutional memory on which communities rely in the future. At the school level, disaster management committees can perform the same function. • Develop training programs • Develop certification processes Community construction • Develop maintenance plans • Maintain safer school construction in government framework for school management Post-construction Stages of construction 30