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Incentives for high quality Raising awareness about construction quality should be part of the ongoing community development that began in the Mobilisation Stage. Community orientation about safe school construction should highlight the benefits of quality construction for the community and construction workers. Doing so will ensure: • Enhanced reputation. • Safety of students and staff. • Longevity of the school building. • Project remaining on time and on budget as work done right the first time does not need to be redone. The telephone number of a 24-hour hotline service allows community members in West Sumatra to notify program managers of problems during a post-disaster reconstruction project. Photo: I. Boyd/CRS SECTION III: CONSTRUCTION 77 • Construction management strategy. Good project management requires considerable skills in funds tracking, efficient record keeping, personnel management and scheduling. Training in these skills helps school management committees better oversee the school project and can increase their ability to manage, or support the management of, other development projects in their community. However, placing school management committees in this role may also place an unwarranted burden on them. In many contexts, the new skills acquired to manage the school construction project may never be used again. While in other contexts – such as where school infrastructure management has been decentralised to the community – the committee may use these skills repeatedly in the construction, maintenance and expansion of their school over many decades. Key activity 2: Building local capacity The Construction Stage provides a rare opportunity to invest in developing local construction skills through on-the-job training. In many contexts, the opportunity to enhance skills also extends to local technical specialists and government officials. • The importance of training construction workers. Traditional skilled tradespersons in remote, rural and marginalised communities are often familiar with conventional construction techniques. What they can lack is experience of specific hazard-resistant details, such as special reinforcement detailing, joint connection and other techniques required for hazard-resistant construction. These skilled tradespeople and unskilled labourers need training programs that build their knowledge of hazardresistant construction and enhance their ability to put these techniques into practice. They also need a broad orientation in hazard-resistant design principles so they can connect their technical construction techniques with the broader goals of safer school construction. Without the connection between technique and goal, local skilled labourers may assume a new technique is unimportant, too time-consuming or too expensive. As a result the local labourer may fail to fully implement the hazard-resistant construction techniques and unintentionally undermine the safety of the school. • Training local technical specialists and officials. Local engineers and architects, including those who inspect construction for MoEs and M oPWs, may have insufficient knowledge of hazard-resistant design and construction. A community-based safe school program should, where necessary, also build the capacity of local technical specialists and government officials. These individuals can be invited to participate in parts of construction worker training or be trained to teach parts of these courses. They may be especially keen to learn how to test material quality and which aspects of a construction inspection are most crucial for ensuring safety. Teaching new techniques Local labourers learning new hazard-resistant construction techniques might not be easily convinced to change. They may be confident their own techniques are sufficient. For example, concrete mixers may argue that increasing the cement ratio will make the mixture too stiff to place in forms. Steel reinforcement bar benders may complain that bending column reinforcement ties to a 135-degree hook will cause the bars to snap or will make them harder to place in forms. Each of these concerns needs to be addressed respectfully and the proper technique explained in terms of school safety.