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CONSTRUCTING CHILD & ECO-FRIENDLY
SCHOOLS IN MADAGASCAR
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CONSTRUCTING CHILD & ECO-FRIENDLY SCHOOLS IN MADAGASCAR The United Nation Childrens Fund (UNICEF), 2010
Permission to reproduce any part of this document is required.
Written by Mario Bacigalupo and Fleur HutchingsProduced and designed by Fleur HutchingsPhotographs as credited
UNICEF Madagascar
Maison Commune des Nations UniesZone Galaxy Andraharo B.P. Antananarivo,Madagascar
Tel: +261 20 23 300 92/93/04
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Reducing the Impact of Climate Change in Madagascar
Rising sea levels and melting ice caps, severe weather events,drought and flooding these are the impacts of global warming.With its dramatic and harmful effects on the environment, theglobal phenomenon threatens the basic elements of life for peoplethroughout the world: global warming harms the environment andlimits access to water, food and land
This puts more of the worlds most vulnerable people, espec iallychildren, at risk; and makes UNICEFs mission ever moreimportant.
Working with the people of Madagascar a population that isalready experiencing the devastating impacts of increasinglysevere cyclones and failing rains UNICEF Madagascar isdetermined to make a stand against global warming and climatechange. At the forefront of our efforts is the eco-friendly schoolconstruction programme.
There is a growing, global recognition that the constructionindustry has an especially important role to play in mitigating globalwarming. The time has come for it to improve its environmentalcredentials. In Madagascar, clay-fired bricks, which rely on burningmassive quantities of wood in the firing process, are one of the
most commonly used building materials. The impact of this on thecountrys environment is clear and bare hillsides, where oncethere was forest, are a startling visual reminder that Madagascarsunique biodiversity is critically threatened by continuingdeforestation.
As a result, UNICEF Madagascar has committed to developingecologically sound construction techniques to build schools thatnot only improve the quality of education for children, but supportthe right of every child to live in a healthy and sustainable naturalenvironment. These techniques will help reduce the environmentalimpact of building the estimated 2-3,000 new classrooms neededeach year until 2015 if Madagascar is to reach the goals of its
Education for All programme.
Building child-friendly, environmentally sound schools is aninnovative way to help protect the rights of children in Madagascarwhile safeguarding the environment for their future. Child-friendlyschools focus on creating safe and conducive learningenvironments, and by using eco-friendly building techniques andmaterials we can reduce both the cost and the ecological impact oftheir construction.
FOREWORD
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I am taking this opportunity to acknowledge the innovation andexpertise of UNICEF colleagues and partners. Having successfullypiloted sixteen school projects, with another twenty two underconstruction, UNICEF and the Ministry of Education have gone along way to introducing and promoting the use of eco-friendlybuilding techniques for school construction.
But our efforts do not end here. The eco-friendly construction modelshould not stop at building schools. It is an approach to constructionthat could be applied far more widely. We would like to see othersbuild on our work and adopt the ecologically sound methods that wehave proved can work reducing both the environmental and thefinancial burden of construction.
Of course there are challenges. We are currently seeking ways torelieve the bottle-neck in making the compressed earth bricks usedto replace conventional clay-fired bricks. We would like to see morecompanies involved in manufacturing the bricks.
It is up to all of us to play our role in the fight against global
warming. Our children are destined to inherit this planet as we leaveit. Here in Madagascar we are taking action. We are no longer justtalking about how we can create a sustainable world for future
generations; we are developing and implementing eco-friendlysolutions that we hope will be used far more widely than throughour own programmes.
In combining UNICEFs commitment to securing rights-based,quality education for each and every child, with an environmentallysensitive approach to school construction, we hope to help educatea generation of children who have been taught in schools built onthe principles of environmental sustainability. We hope that this willhave a profound and lasting impact.
Bruno Maes, Representative UNICEF Madagascar Country Office
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CBA Competency-Based Approach
CFS Child-Friendly Schools
CO Country Office
COPH Collective of Disabled Peoples Organisations
CPAP Country Programme Action Plan
CPRS Contrat Programme Russite Scolaire(School Success Contract Programme)
EFA Education for All
ICEB Interlocking Compressed Earth Brick
IFFPRI International Food Policy Research Institute
MAP Madagascar Action Plan
MDG Millennium Development Goals
MNE Ministry of National EducationNGO Non-Governmental Organisation
SFA Schools for Africa
UNDP United Nations Development Programme
UNEP United Nations Environmental Programme
UNICEF The United Nations Childrens Fund
WASH Water, Sanitation and Hygiene
WFP World Food Programme
ACRONYMS
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1.0 INTRODUCTION..................................................................................................... ..............1
2.0 THE CONTEXT MADAGASCAR........................................................................................5
- Climate Change in Madagascar.......................................................................................6- Deforestation....................................................................................................................8- Education Needs..............................................................................................................9- UNICEFs opportunity.....................................................................................................11
3.0 INFRASTRUCTURES FOR CHILD-FRIENDLY SCHOOL...................................................13
- School & Community........................................................................................................15- Sanitation.........................................................................................................................16- School as a Protective Environment................................................................................17
- Innovative Learning Spaces.............................................................................................19
4.0 ECO-FRIENDLY SCHOOL APPROACH............................................................................. 20
- Intelligent Building...........................................................................................................22- Bioclimatic Design...........................................................................................................23- Eco-friendly Materials......................................................................................................24- Interlocking Compressed Earth Bricks (ICEBs)..............................................................29- Reinforced ICEB Construction System...........................................................................31
5.0 ICEB SCHOOL PILOT PROJECTS.....................................................................................33
- Project Administration.....................................................................................................38- Community Participation.................................................................................................39- Supplies & Materials....................................................................................................... 42- Onsite ICEB Fabrication..................................................................................................43- Construction Phases.......................................................................................................45- Completed Classrooms...................................................................................................50- Eco-friendly Desk Model..................................................................................................52- Eco-friendly Latrine Model...............................................................................................53
6.0 THE WAY FORWARD.......................................................................................................... .55
- Lessons Learned & Future Actions.................................................................................58- ICEB Standardisation......................................................................................................62- Public Awareness & Education........................................................................................63- Up-scaling Pilot Projects................................................................................................. .65
- Walking the Talk..............................................................................................................67
Annex 1 - Eco-friendly Code of Conduct for UNICEF MadagascarAnnex 2 - An innovative technological approach incorporating ICEBs into a Reinforced Masonry
Construction system.Annex 3 - Eco-friendly Classroom Prototype. (Technical drawings & notes).Annex 4 - Eco-friendlyDesk Prototype. (Technical drawings & notes).Annex 5 - Eco-friendly Latrine Prototype (Technical drawings & notes).Annex 6 - Eco-friendly Health Centre Prototype (Technical drawings & notes).
TABLE OF CONTE NTS
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It is ultimately the human dimensions of climate change
and the consequences for individuals,
especially the most vulnerable around the world,
that mobilise us all to action
to find sustainable solutions.
Acting on Climate Change: the UN System Delivering as One, 2008
I N T R O D U C T I O N
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UNICEFMadagascar/Rano
brianasolo/2009
Its too late to be pessimistic.
We all know very well that the
solutions exist today.
We have the power to change.
So what are we waiting for?
Yann Arthur Bertrand, 2009
That climate change poses a dire threat to our
planet, ourselves and our children is
acknowledged worldwide and generally
accepted as indisputable. Yet, the global
commitment to alleviating this undeniable threat
is regrettably deficient.
Whilst waiting for national leaders to establish
an internationally binding treaty to effectively
target global warming, there is nothing to
prevent us, our communities, organisations and
businesses from acting now.
In fact, surely there is no better way to create
the climate for change than a promulgation of
promising locally based, community and child
orientated eco-friendly initiatives.
UNICEF Madagascar has heeded the call for
change, placing itself at the forefront of the
challenge to address every Malagasy childs
right to a sustainable environment through its
eco-friendly school construction programme.
For, while climate change threatens all of us, it is
the people from the poorest countries, without
sufficient resources to deal with the impacts,
who are the most vulnerable.
INTRODUCTION
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UNICEF
Madagascar/2010
The children of Madagascar are one of the most
vulnerable populations of the world living in one
of the most threatened environments. Today, the
threats are greater than ever due to the political
crisis ongoing since January 2009.1
UNICEF Madagascar recognises the
opportunities in its education programme to work
with national partners towards upholding the
right of every child to a sustainable environment
whilst improving access to and the quality of
education in the country.
Over the past three years, UNICEF Madagascar
has been exploring and successfully
implementing new ecologically friendly designs
following Child Friendly School (CFS) and
community-based approaches. Eco-friendly,
locally available materials have been
incorporated into bio-climatic designs using
innovative construction technologies to adapt to
1Political destabilisation in January-March 2009 led to the
resignation of the President, whose signing over of power tothe military was quickly usurped by the opposition, whichdeclared a transitional government. So far, attempts atfinding a consensual transition to elections have failed.
and work with rather than against the local
climate conditions and logistical limitations.
Results will be beneficial for both the children of
Madagascar and their precious environment.
Disaster risks are reduced, time and money
saved, child safety increased and the
environmental costs of deforestation are
minimised.
In 2008, the Government of Madagascar
committed to an enormous school construction
programme to fulfil their Education for All (EFA)
objectives. UNICEF Madagascar is dedicated to
helping them fulfil this objective with minimal
negative environmental impact.
To this end, UNICEF Madagascar is in the
process of expanding their child and eco-friendly
pilot school projects, sharing the experience with
other UN partners and building the capacities of
the Government and civil society to deliver
schools wherein eco-friendly measures are not
only taught, but exemplified.
68% of the Malagasy population lives onless than $1.25 US per day(SOWC, 2010)
71, 000 children die each year beforetheir 5
thbirthday
Less than 25% of children completesecondary education
Madagascar ranks 145 out of 182countries according to the on the 2007Human Development Index (UNDP, 2009)
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The purpose of this document is to further this
expansion by sharing project strategies,
experiences and lessons learned, discussing
challenges faced and the means to move
forward, promoting public awareness of eco-
friendly construction means and methods,
prompting feedback from those within and
outside the construction industry, and, perhaps
most importantly, inspiring others to take a stand
against global warming.
Our children will inherit the earth as we leave it
to them. They already have much to blame us
for. Let us at least begin to build the foundations
for a more eco-friendly future and, more
importantly, prepare our children to better
nurture the planet than we did. For the children
are not yet contaminated by our environmentally
unfriendly ways. If they are better educated in
terms of how to be environmentally aware, they
are more likely to act in an eco-friendly manner.
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Humanity has created the illusion that somehow we
can get by without biodiversitythe truth is
we need it more than ever. Achim Steiner, UNEP Director, 2010
THE CONTEXT MADAGASCAR
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Africa has the lowest per capita greenhouse
emissions rate but bears the highest impact of
climate change, which is predicted to increase
the numbers of malnourished children in Africa
by 10 million to 52 million in the next 40 years.2
In Madagascar, the changing climate is already
having an effect on food and nutrition security as
well as water availability in the dryer southern
region3, resulting in an increase in under-
nutrition4. Even more disturbing is the 22%
predicted global increase of malaria, already a
serious menace to the country.
Increased severity of extreme climatic
phenomena also presents a grave danger. Six
destructive cyclones were faced by Madagascar
from 2007-2010. Cyclone Ivan hit with the same
force as hurricane Katrina wreaking havoc in
February, 2008. At that time, almost 2,000
2 International Food Policy Research Institute (IFFPRI), 20093 SAP (WFP) , 2006-20104 SMART Survey (UNICEF, ONN, MinSan), 2006-2010
classrooms were destroyed and the education of
close to 300,000 children disrupted.
Climate change presents immediate challenges
to the poor and vulnerable communities of
Madagascar and the sensitive and highly
valuable ecosystems which are home to most of
Madagascars renowned endemic species.
CLIMATE CHANGE IN MADAGASCAR
Developing countries
and the poor people
who live in them are
the most vulnerable to
climate change.
Arun Kashyup, UNDP, 2003
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UNICEF/Ma
dagascar/
2009
UNICEF/Ma
dagascar/
Williams
/2009
Madagascar is recognised as one of the worlds
34 biodiversity hotspots; meaning it has one of
the worlds most significant biodiversities under
extreme threat. Most remarkable in Madagascar
is the incredibly high level of endemism. The
islands isolation (from the African mainland for
tens of millions of years and from humans until
just 2,000 years ago) has resulted in an
astounding eight plant families, five bird families,
and five primate families found nowhere else on
the planet.
If this biodiversity declines, not only do we risk
losing some of the worlds most unique flora and
fauna, but the resilience of the ecosystems and
the services they provide to humanity.
MADAGASCARS BIODIVERSITY
HOTSPOT DATA*
Hotspot original extent (km2) 600,461
Hotspot vegetation remaining (km2) 60,046
Endemic plant species 11,600
Endemic threatened birds 57
Endemic threatened mammals 51
Endemic threatened amphibians 61
*according to the ConservationInternational Biodiversity Hotspot Website
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An estimated 200,000 hectares of Madagascars
forests are lost annually and all will be gone
within 40 years if the deforestation rate remains
at the current [2007] level according to the World
Wildlife Fund. Loss of habitat due to
deforestation is the biggest single threat to
Madagascar's wildlife.
Around 75% of Madagascars rapidly increasing
population depends on subsistence farming for
its livelihood. Agricultural practices deeply
ingrained in the Malagasy culture involve
burning to clear land for pastures and tavy, or
slash and burn methods, to grow rice, the staple
diet. Forests are additionally felled legally and
illegally for export, to use as fuel and for
charcoal production.
Since the recent political crisis began in January
2009, illegal logging of precious woods, such as
the very valuable rosewood, has increased
substantially. National Geographic News watch
claims that exports of rosewood jumped from
under 5,000 tonnes between 19961997 to
more than 35,000 tonnes in 2009.
In the context of climate change, compounded
by the on-going political crisis, Madagascars
current environmental situation is irrefutably
grim. However, the Government and many
national and international institutions and NGOs
are involved in conservation and awareness
projects involving local communities in an
attempt to alter cultural practices contributing to
deforestation. Great efforts are required in every
sphere to ensure future development needs are
met as sustainably as possible.
Business as usual
is no longer an option if
we are to avoid irreversible
damage to the life-support
systems of our planet.
Achim Steiner, UNEP Director, 2010
DEFORESTATION IN MADAGASCAR
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UNICEF/Ma
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Ma
tthews
/2009
INSUFFICIENT RESOURCES
While household poverty is the primary reason
for low school attendance, another reason is
limited education provision. Many schools are
dilapidated and overcrowded, without enough
teachers, materials and the most basic facilities.
Consequently, children often lack the incentive
to complete their schooling and parents the
reasons to send them. Attendance statistics are
generally worst in remote, rural communities,
which is hardly surprising when many children
have to walk many kilometres to reach the
nearest school. Close to 2,800 communitieshave no schools at all.
CYCLONE-AFFECTED SCHOOLS
Cyclones of varying severity strike Madagascar
each year. Over the past few years on average
1,000 classrooms have been damaged or
destroyed annually, disrupting the education of
tens of thousands of students. Those regions
affected adversely by cyclones face the very real
threat each year that they are liable to lose the
limited structures and materials they may have.
Climate change is predicted to compound the
problem, with cyclones of increased intensity
expected to strike the island in the future.
EDUCATION FOR ALL (EFA)
The Ministry of National Education (MNE) is
working in close collaboration with UNICEF and
other education partners towards improving
access to and quality of education.
The EFA Plan adopted in 2008 contains
strategies to improve access and retention,
address education quality issues and strengthen
the institutional capacity of the education
system. Among these strategies is a classroom
construction programme aiming to build 2-3000
new classrooms each year until 2015.
While the needs justify this immense
construction programme, the potential
environmental impact must also be addressed.
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UNICEF/Ma
dagascar/
2009
UNICEF has been involved in classroom
construction in Madagascar since 2006 and in
education development assistance since 1995.
Thus, with a child and eco-friendly approach to
education development, UNICEF Madagascar is
not only working to uphold each childs right to a
quality education, but also in a country
renowned for its threatened environment each
childs right to a sustainable environment..
UNICEFs support gives priority to communities
with no schools, incomplete primary cycle
schools and schools damaged by cyclones.
Targeted districts are usually those with the
lowest performance in terms of key education
indicators. Noted improvements in these districts
will therefore have a significant impact on
national education indicators.
UNICEFS OPPORTUNITY IN MADAGASCAR
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Quality school environments focusing on the
child and the environment can truly impact
childrens learning.
UNICEF Madagascar seeks to complement
Government initiatives by implementing
examples of high quality school environments in
the targeted districts that positively impact
childrens learning whilst simultaneously
illustrating and instilling eco-friendly objectives.
UNICEF Madagascar has the opportunity and
responsibility to improve the educational
environment for children whilst upholding their
right to a sustainable environment. In so doing,
UNICEF is making a stand on climate change
and challenging other institutions, and
organisations to do the same.
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Fulfilling the education-related Millennium Goals requires not just
getting all children into school, but making sure all schools work
in the best interest of the children entrusted to them
UNICEF Child Friendly School manual, 2009
CHILD-FRIENDLY SCHOOL APPROACH
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UNICEF/Madagascar/Williams/2009
Whilst various school models illustrate ways toimprove the quality of education, the Child-
Friendly School (CFS) approach has been
developed as a comprehensive model to
improve the quality of education around the
world.1
Placing the child at the centre of the
equation necessitates that school environments
are protective, adequately staffed with trained
teachers, equipped with the basic facilities and
provide quality education in an environmentconducive to learning.
This may sound a tall order, especially in
developing countries where funds are limited.
But many school improvements focused on the
whole child, and his or her well-being as a
learner, just require alternative ways of thinking
about schooling and school construction, rather
than excessive amounts of money being spent.
1As a principal proponent of the CFS model, UNICEF has
published the Child Friendly School Manualas a practicalguide for schools - including examples of flexible models,rather than blueprints.
Madagascar is an immensely diverse country,with different cultural, economic and
geographical conditions forming the educational
context. Over the past few years, UNICEF has
supported the Ministry of National Education
(MNE) to incorporate components of the CFS
approach into their education programme to
build the capacities of schools and communities
in developing local solutions to local problems
with a focus on the child.
Towards constructing child-friendly schools in
Madagascar, UNICEF has taken into particular
consideration:
- the different communities and how they
themselves can contribute to improving
the school environments
- sanitation and hygiene issues in schools
- ensuring schools offer safe and protective
environments and
- creating innovative and environmentally
friendly learning spaces.
CHILD-FRIENDLY SCHOOL APPROACH
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009
Community analysis and joint engagement are
strong traditions within many Malagasy
communities. UNICEF Madagascar and the
Ministry of National Education are working
together to build on this tradition by mobilising
communities in a participatory approach to help
in the school construction programme.
CONTRACTS FOR SUCCESS
The Contracts for School Success Programme
(CPRS in French) has already been successfully
implemented in around 3000 schools in
Madagascar. Having engaged communities in a
school needs assessment, actions are prioritised
Accordingly and, in due course, a contract
setting out these actions and accompanying
responsibilities is agreed upon and
implemented.
The Contracts for School Success Programme
is also used as a platform to introduce the notion
of child-friendly schools. UNICEF emphasises
the need to address childrens needs and rights
holistically, including protection, nutrition,
sanitation and hygiene as well as inclusion ofthe most vulnerable children. Hence, the CPRS
is gradually being developed as a tool to bring
important related issues into the dialogue on
education, beyond the traditional questions of
school infrastructures, teachers and materials.
SCHOOL & COMMUNITY
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We want to ensure school days are not lost to diarrhoea
and we want to promote the participation of young people.
They are the agents of change but they cant ensure that change
if we dont help them by building latrines and water points.
Bruno Maes, UNICEF Madagascar Representative, 2010
Many schools in Madagascar lack basic
sanitation facilities; only 24% of public primary
schools, for example, have latrines and 13%
access to safe drinking water. Poor hygiene and
lack of sanitation account for many of the
illnesses suffered by Madagascars children and
subsequently many lost school days.
According to the Lancet report1, diarrhoea is the
countrys third-ranking cause of child mortality
behind malaria and pneumonia and ahead of
acute respiratory infections. However,
introducing even the most basic hygiene
standards is difficult without access to latrines
and water.
1The Lancet, Maternal and Child Undernutrition series,
2010
WASH
WASH (Water, Sanitation and Hygiene) is a
strategy primarily targeting schools to improve
water, sanitation and hygiene standards.
The WASH strategy encourages community
participation, spreading messages of good
hygiene among local residents and getting them
actively involved in maintaining sanitary
facilities. Children play a key role in spreading
the WASH message as agents of potential
change in their respective communities.
SANITATION
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UNICEF
Madagascar/Matthews/2009
Those schools that become Friends of WASH
are provided with separate latrines for girls and
boys, hand-washing facilities. The simple
addition of separates facilities provides dignity
and privacy for girls and subsequently increases
girls enrolment and retention2. The
accompanying awareness programme instructs
on how and when to wash hands, how to use
latrines and how to store water.
The goal of the Government is to expand the
strategy by 120 schools each year, spreading
the facilities and message of WASH to children
all over the country.
School construction in Madagascar must take
into account the fact that destructive cyclones
are common; disrupting the education of
thousands annually.
Furthermore, the intensity of the cyclones
striking Madagascar is predicted to increase in
the future as a result of climate change.
Fully aware of the threat posed by cyclones in
Madagascar, UNICEF is working with the
Government to both reduce disaster risk in
2WASH for schools Roundtable meeting, UK 2005
schools as far as possible and to be prepared to
deal with the consequences if and as necessary.
SCHOOL AS A PROTECTIVE ENVIRONMENT
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UNICEFM
adagascar/2009
UNICEFMadagascar/2009
DISASTER PREPAREDNESS AND
RESPONSE
Within six weeks of Cyclone Ivan, whichdevastated almost 2,000 classrooms and
disrupted the education of close to 300,000
children in February 2008, UNICEF Madagascar
designed and installed 237 TARPAtents
ensuring the return to school of some 12,000
students.
The TARPAtent or tarpaulin tent was
designed as a low-cost, light weight alternative
to the traditional school tent. The tents were
assembled within eight hours with the help of the
local communities, who also contributed the
timber poles necessary to secure them to the
ground.
DISASTER RISK REDUCTION
Prevention is the best means to reduce the risk
of disasters in schools. With the support of the
Government and donors, UNICEF Madagascaris working to ensure that new classrooms and
the refurbishment of existing classrooms are
structurally durable and include anti-cyclone
measures.
Bricks are incorporated into a Reinforced
masonry construction system which
integrates a concrete ground beam and ring
beam to ensure the structure acts in a monolithic
manner against the lateral forces of cyclonic
winds, avoiding the need for columns at each
corner. Steel trusses, firmly secured to the
masonry structure, support the roof with roof
sheets additionally anchored down by steel ties.
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UNICEFMadagascar/Ranobrianasolo200
9
To encourage creativity and alternative thinking
processes, as well as supporting the traditional
disciplines of reading, writing and maths,
UNICEF has incorporated a number of
pedagogical measures into their school designs
to promote different ways of learning.
- Child-height, enlarged blackboards
installed on opposite walls to promote
group work and discussions.
- Child-height rails for hanging artwork
encourage kids to display their work.
- Removal of teachers podium
discourages the notion that the teacher
is the only source of learning.
- Mobile, ergonomic, lightweight desks
allow classrooms to be more flexible,
encouraging discussions and group
work.
ENVIRONMENTAL AWARENESS
Schools provide the perfect environment to both
illustrate and instill environmental awareness. If
children go to school to learn in an eco-friendly
environment they will intrinsically learn to act inan eco-friendly manner.
The Ministry of National Education and UNICEF
Madagascar are working to design and construct
schools according to an eco-friendly
construction concept. UNICEF is also working
together with environmental conservation
organizations discussing how to strengthen
environmental awareness in school curricula.
INNOVATIVE LEARNING SPACES
Creativity, openness, flexibility,
tolerance, good leadership
and organisational skills
become the avenues through
which effective learning
technique is maintained.
UNICEF Child Friendly Manual, 2009
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ECO-FRIENDLY SCHOOL APPROACH
The state of the planet that we pass on to the next generation...is
our responsibility. Let us face up to this responsibility and address
the specific needs of the most vulnerable: our children.
UNICEF UK Climate Change Report, 2008
ECO-FRIENDLY SCHOOL APPR OACH
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UNICEFMad
agascar/Matthews/2009
Over the past four years, UNICEF has become a
notable partner in school construction in
Madagascar and is today playing an integral role
constructing new classrooms towards fulfilling
the Governments Education for All (EFA)
objectives.
Such a large construction challenge carries with
it substantial risks for the environment,
especially in a country where clay-fired bricks
which rely on hectares of forest for the firing
process are the most commonly used masonry
building material.
Since 2007, UNICEF Madagascar has been
exploring and successfully employing
environmentally-friendly materials and methods
in their construction programme to tackle the
inescapable environmental issues.
Locally available materials and appropriate
construction technologies have been developed
and incorporated into bio-climatic designs
adapting to and working with rather than against
the local climate conditions to realise holistic
school designs that are both child and eco-
friendly.
ECO-FRIENDLY SCHOOL APPROACH
To fulfil the Governments Education for All objectives,
an enormous number of classrooms must be built in Madagascar.We have to think of the environmental impact of
this immenseconstruction challenge.
Margarita Focas Licht, Head of Education Section, UNICEF Madagascar, 2010
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The construction industry is one of the greatest
contributors to global warming, but at the same
time, has great potential to contribute to
sustainable development. Due to the highly
fragmented nature of the building industry,
almost all organisations focus on one specific
role in the construction process making
developments towards worldwide sector
cooperation particularly difficult as there is
remarkably little integrated or holistic thinking.4
4 This situation has begun to be addressed by suchpartnerships as Sustainable Building and Climate Initiative(SBCI) in partnership with United Nations EnvironmentalProgramme (UNEP)
Architects, however, wield the pens that design
and specify the nuts and bolts of the buildings.
How intelligent a building is, or how well it fits
into its environment, is in the majority of cases
their responsibility.
Building intelligence has little to do with
complexity. The most intelligent buildings are
often the most simple and cost-effective
because they are designed according to a best-
fit approach a solution best suited to a
particular context or environment.
INTELLIGENT BUILDING
An alarming new analysis
of global warming says
architects are the problem
and our best solution.
Metropolis Architecture Magazine, October 2003
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The first step to intelligent design is
establishing which major climatic
region a project is located in before
conducting a site analysis to identify
the particular conditions.
The climate of Madagascar isgenerally subtropical with a hot and
rainy season between November and
April and a cooler dry season from
May to October. However, there is a
big variation in climate depending on
altitude and geographical position.
UNICEFM
adagascar/Matthews/2009
Due to the subtropical climate experienced in
most regions of Madagascar, natural ventilation
and passive thermal storage are crucial to limit
overheating. Selecting the most appropriate
materials is fundamental as is careful placement
of vents and windows to take advantage of any
prevailing breezes and encourage natural
pressure differences help ventilation.
UNICEF Madagascar carefully analyses each
site to determine the position and orientation of
buildings in response to the suns path, the
diurnal temperatures and predominant breezes
and winds, particularly in cyclone prone areas..
BIO-CLIMATIC DESIGN
Here in Madagascar we have to be very site specific with our projects.
Not only in terms of bioclimatic design but in terms of logistics.
If a site is only accessible by foot, materials really need
to be available or made locally.
Architect Mario Bacigalupo, Head of Construction Unit, UNICEF Madagascar, 2010
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Constructing one standard
classroom in Madagascar
requires 7,000 clay-fired bricks
meaning 0.5 hectares of
forest must be burnt for
fabrication; emitting 100 tons
of carbon dioxide into the
atmosphere. UNICEF Madagascar/Ranobrianasolo/2009
UNICEFMadagascar/Matthews/2009
UNICEFMadaga
scar/Matthews/2009
UNICEFMada
gascar/Matthews/2009
Careful selection of environmentally sustainable
building materials is the easiest way for
architects to begin incorporating eco-friendly
design principles into buildings. Building
materials need to be considered in terms of their
life cycle design from the gathering of the raw
materials to their ultimate disposal to
comprehend their real impact on the occupants
and the environment.5
EVALUATING MATERIALS
Like a building, a materials life cycle needs can
be organised into the three phases of pre-
building, building and post-building. The
evaluation of a building materials environmental
impact at each stage allows for a cost-benefit
analysis over the lifetime of a building, rather
than just simply accounting for initial
construction costs.
5 Bunn R. Sustainable Building services in developingcountries; the challenge to find best-fit technologies, 2003
The pre-building phase has the greatest
potential for causing environmental damage: raw
material procurement methods, the
manufacturing process and the distance from
the manufacturing location to the building. The
clay-fired bricks commonly used in Madagascar
provide a pertinent example of an
environmentally unfriendly material, requiring
hectares of forest to be burnt for the firing
process.
Determined to employ and endorse alternative
materials to the clay-fired bricks, UNICEF
Madagascar has been exploring and
experimenting with various traditional and new
material options in their construction projects.
Most of these materials are locally available or
locally produced to shorten transport distances
and support local economies where possible.
ECO-FRIENDLY MATERIALS
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UNICEFMadagascar/2009
UNICEFMadagascar/2009
UNICEFMadagascar/Matthews/2009
UNICEFMadagascar/Matthews/20
09
ADAPTING TRADITIONAL MATERIALS
Whilst the traditional clay-fired bricks are not
eco-friendly, some other materials traditionally
used in Malagasy construction practices are.
Developing these traditionally-used materials
into new methods of construction makes sense
on three counts. Firstly, the materials are locally
available, secondly they tend to be cost-effective
secondly they tend to be cost-effective and
thirdly they are already recognised as
construction materials by those who will be
building and using the buildings. Incorporating
these traditional materials into new construction
methods develops the skills of the labourers and
thereby builds local capacities in construction
techniques.
RAVINALA
UNICEF Madagascar has adapted ravinala as
the primary exterior wall component for eco-
latrines, where abundantly available. Fixed
within a timber structure over the toilet pit, the
ravinala is then wrapped in wire netting to
ensure the adherence of the cement render
before painting (see more information on eco-
latrines in the next chapter).
Ravinala is a native palm and national symbol of
Madagascar. Growing at a rate that exceeds
human consumption, ravinala is a renewable
resource and commonly used to construct the
traditional walls and roofs of Malagasy homes.
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UNICEFM
adagascar/2009
UNICEFMadagascar/2
009
UNICEFMadagascar/20
09
UNICEFMadagascar/2009
BAMBOO
Bamboos are the fastest growing woody plants
in the world, with over 1,500 documented uses
worldwide. Madagascar is home to some 35
endemic bamboo species and at least six
introduced species and is extremely important to
local communities in Madagascar.
Bamboo is commonly used as a construction
material for walls, roofs, gutters, pipe work,
flooring and fencing. The culms of certain
varieties can be split on one side and flattened,
then woven into large panels. Bamboo is isadditionally used for items ranging from fishing
traps to musical instruments, for handicrafts and
to create irrigation systems channelling water
through agricultural fields.
Much of the bamboo used domestically comes
from secondary forests, and there are some
plantations in and around villages. Where
abundantly available, UNICEF Madagascar has
incorporated the traditional woven bamboo
sheets as both exterior and interior wall
components. Additionally, bamboo has been
used as reinforcement in some masonry wall
systems.
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UNICEFMadagascar/2009
UNICEFMadagasca
r/2009
NATURAL STONE BLOCKS MOELLONS
Granite and basalt outcrops are fairly common in
Madagascar, providing natural stone blocks
known locally as Moellons. Moellons are very
structurally sound, durable and are consequently
commonly used for the construction of tombs;
the most highly regarded structures in most
Malagasy communities. UNICEF Madagascar
used Moellons in three health centres in the
Analanjirofo region. The choice of material was
based on the fact that the granite quarry was
located nearby the very remote sites, two ofwhich were only accessible by foot so that any
other masonry material would have had to be
carried on the backs or heads of men and
women for 18 kilometres.
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UNICEFMadagascar/2009
HOLLOW CONCRETE BLOCKS
PARPAINGS
The Malagasy version of hollow concrete blocks,
known as Parpaings, consists of cement, sand
and small stones. Parpaings are lightweight and
can be fabricated on site; however they require
around 17% cement for fabrication, as well as a
large amount more during the construction
process for mortar and render. Cement is a very
expensive commodity in Madagascar.
UNICEF Madagascar has used Parpaings to
construct certain schools in the country.
However, due to both the monetary andenvironmental cost of cement, Interlocking
Compressed Earth Bricks (ICEBs) are the
preferred choice of material whenever possible.
Parpaings do however present a viable
alternative when soil quality is poor or it is too
difficult to transport the compression machinery
necessary to fabricate ICEBs to a site.
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PHASE 2Soil mix is poured intobrick mould ofcompressionmachinery.
PHASE 3Bricks are compressedby machinery generallymanned by unskilledlabour.
PHASE 4Bricks are releasedfrom mould and placedto dry under shelter foraround 5 days.
UNICEFM
adagascar/2009
UNICEFMadagascar2009
According to the Institutional Investors Group on
Climate Change (IIGCC) the cement sector
alone accounts for 5% of global man-made CO2
emissions. This, combined with the fact that
cement is very expensive in Madagascar,
means that seeking alternative masonry
materials makes sense.
Interlocking Compressed Earth Bricks (ICEBs)
offer an excellent alternative construction
material for most sites in Madagascar.
Composed primarily of compressed subsoil, clay
and sand with just 5-8% lime or cement added,
their colours echo the shades of the country; like
the traditional Malagasy clay-fired bricks, but
without the environmental cost of burning trees
for their production.
ICEBs are best produced from a sandy soil with
clay and silt content between 10-45%. Soils
must first be tested to determine the ratio of
components, with water and sand added
accordingly. In general Madagascars soils are
well-suited to producing ICEBs.
ICEB ON-SITE FABRICATION PROCESS
PHASE 1Subsoil, clay and sandare mixed by hand with asmall percentage ofstabiliser pre-determinedby soil testing.
ICEBS- INTERLOCKING COMPRESSED EARTH BRICKS
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For the most part ICEBs are dry-stacked by
unskilled labour with no need for mortar. A
workman can construct 21 m2 of walling per
day. To ensure water resistance, a water
resistant hydrofuge product is applied.
According to laboratory tests conducted in
Madagascar, the ICEBs outperform the
traditional Malagasy bricks in terms of resistance
to breakage under imposed load tests (for more
information refer to annex 1). Due to their
passive thermal storage abilities, the ICEBs
absorb heat very efficiently in the sub tropical
conditions in most of Madagascar.
Not only do interlocking compressed earth bricks
(ICEBs) reduce labour costs thanks to the
minimal mortar required, they eliminate the need
for external render and paint, thus substantially
reducing the overall construction cost per metre
and per classroom.
MATERIAL COST COMPARISON
Approximate $ Cost Approximate Environmental Cost
US$ cost of
bricks per
classroom
US$ cost of
construction
per
classroom
Number of
cement bags
(50 kg) per
classroom
Amount of
timber required
per classroom
CO2 emissions
per classroom*
Traditional clay-fired
bricks
$1, 822 $12, 000 140 bags 0.5 Has.
107 tons CO2
(7 tons cement
production +100
tons for firing
bricks)
Parpaings
(concrete hollow
blocks)
$2, 125 $13, 000 190 bags negligible
9 tons CO2
(cement
production)
Interlocking
Compressed
Earth Bricks (ICEBs)
$2, 547 $11, 000 100 bags negligible 5 tons CO2
(cement
production)
*Figure calculated according to Intergovernmental Panel on Climate Change (IPCC) statistics, 1995
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To successfully incorporate Interlocking
Compressed Earth bricks (ICEBs) into their
school projects, it was necessary for UNICEF
Madagascar to design a fitting construction
system that was not only compatible with the
ICEBS, but suitable for the ultimate purpose of
the building and at the same time taking into
account difficult access to sites and funding
restrictions.
REINFORCED MASONRY CONSTRUCTION
Reinforcement has been used to strengthen
brick masonry since 1813. Reinforcement
provides masonry with greatly increased
resistance to forces producing tensile and shear
stresses, allowing better use of the bricks
inherent compressive strength. The two
materials complement each other, resulting in an
excellent structural system suitable to withstand
the lateral forces of cyclone-force winds.
Whilst reinforced masonry was neglected
somewhat after the introduction of reinforced
concrete in 1867, today at a global level it is
once again receiving greater attention not only
because of the growing knowledge of method
but because of the economic benefits of this
technique.
REINFORCED ICEB CONSTRUCTION SYSTE
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UNICEF Madagascar developed a reinforced
Unicef Madagascar developed a reinforced
grouted cavity ICEB wall system for their school
projects, whereby a percentage of ICEBs are
moulded with semi-circular extrusions, so that
when laid adjacently they form a cylindrical
cavity into which vertical reinforcement bars can
be incorporated. Additional concrete is then
poured into the cavity to protect the
reinforcement from corrosion, further stabilising
the wall system.
CYCLONE RESISTANCE
For the classrooms to resist cyclone force winds,
the building must act monolithically meaning itwill be strong enough to withstand the loss of
one structural element without causing the
failure of the structure. To ensure this, the
reinforced ICEB walls are tied to the reinforced
concrete ground beam and bond beam, which
help absorb the horizontal load of the winds. The
classrooms thereby gain substantial strength
and stiffness, acting as a box-system against
external forces.
TIME-SAVING & COST EFFECTIVENESS
Using the reinforced ICEB construction system
removes the need for columns in the buildings,
thus simplifying the design, expediting
construction and improving overall buildability -
the extent to which the design of a building
facilitates the ease of construction. The next
chapters will look more closely at UNICEF
Madagascars pilot school construction projects,
which incorporate ICEBs as part of a reinforced
masonry construction system.
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A mind once stretched by a new idea
never regains its original dimensions.
Anonymous
ICEB SCHOOL CONSTRUCTIONPILOT PROJECTS
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UNICE
FMadagascar/2009
Following much research, interlocking
compressed earth bricks (ICEBs) were
determined by UNICEF Madagascar as the best
alternative for classroom construction in
Madagascar due to their eco-friendliness
combined with great potential strength and
durability (when incorporated into a reinforced
masonry construction system as explained in thepreviouslast chapter).
In 2008, UNICEF Madagascar began to develop
the first ICEB school pilot projects. The first 16
ICEB classrooms were built by UNICEF
Madagascar in the region of Mandritsara in
2008-2009 and will be the subject of this
chapter. Today there are a further twenty two
classrooms under construction in Ambilobe,Vavatenina and Manjakandriana (see regional
map of Madagascar on next page).
ICEB SCHOOL PILOT PROJECTS
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MandritsaraSixteen ICEB classrooms
(completed 2009)
ManjakandrianaTwo ICEB classrooms
(under construction)
AmbilobeFour ICEB classrooms(under construction)
VavateninaFour ICEB classrooms
(under construction)
Regional Map of MadagascarNot to scale
Location of UNICEF Madagascars
Interlocking Compressed Earth Brick (ICEB)
Pilot School Projects to date
VangaindranoFive ICEB dormitories
(under construction)
Fenerive EstTwelve ICEB dormitories
(completed 2009)
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REGION SELECTION
In agreement with the Ministry of National
Education, UNICEF Madagascar targeted
Mandritsara one of the most populated
districts of the Sofia region in northern
Madagascar with a desperate need for
classrooms as the district in which to locate
the first 16 classrooms of Interconnecting
Compressed Earth Bricks (ICEBs).
Limited funding for 16 classrooms, in a region of
424 schools, meant that careful analysis was
necessary to ensure that the sites for the pilot
projects were selected on both a needs and
practical basis. From a regional list of 20 schools
earmarked by the authorities as urgently in need
of classrooms, a checklist was created to
determine those school sites most suited to the
ICEB pilot projects in terms of logistics and
accessibility.
SCHOOL SITE SELECTION
The final five school sites in Mandritsara were
selected according to their:
- accessibility from the main road to
facilitate transport of the compression
machinery, with no physical obstructions
such as rivers or streams
- relative proximity to the relevant school
authority (CISCO) headquarters and
- relative proximity to one another to ease
the transferral of materials and
monitoring process.
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SCHOOL (EPP):
Andidimiady
COMMUNE:Antanandava
NUMBER OFSTUDENTS: 209
4 CLASSROOMS
SCHOOL (EPP):
Ambalafary II
COMMUNE:Kalandy
NUMBER OFSTUDENTS: 283
4 CLASSROOMS
SCHOOL (EPP):
Ambohitranivo
COMMUNE:Pont Sofia
NUMBER OFSTUDENTS: 169
2 CLASSROOMS
SCHOOL (EPP):
Ankasina
COMMUNE:Pont Sofia
NUMBER OFSTUDENTS: 150
2 CLASSROOMS
SCHOOL (EPP):
Ambalamadiro
COMMUNE:Tsaratanana
NUMBER OFSTUDENTS: 290
4 CLASSROOMS
NB. The five primary schools are all located on
the national road 32 within a 70km radius of one
another and the relevant school authorities.
MANDRITSARA PILOT SCHOOL SITES
EPP Ambohitranivo
EPP Ankasina
EPP Ambalafary II
EPP Andidimiady
EPP Ambalamadiro
ICEB CLASSROOM ALLOCATION PER SCHOOL (2008)
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There are 22 regions in Madagascar,
divided into districts, communities and villages.
Mandritsara school district in the region of Sofia is the
relevant school authority for the five school project
sites.
UNICEFMadagascar/2009
UNICEFMadag
ascar/2009
The Ministry of National Education presides asthe project authority responsible for public
schools constructed in Madagascar. The
Ministry authorises various bodies (UNICEF in
this case), to act as delegated project authorities
for the various school projects.
As delegated project authority for the
Mandritsara ICEB pilot projects, UNICEF
involved all stakeholders: the school authorities
at regional and district levels, the representative
school bodies and school parents association,
the local authorities (Fokotany) and, of course,
the local citizens themselves.
Due to the disruption caused by the political
crisis beginning in January 2009, UNICEF
employed the services of a local, reliable and
experienced NGO (Fivoarana) to act as
administrative facilitator to ensure the smooth
implementation of the project.
The chief roles of the NGO were to oversee andmanage administrative and funding processes,
effectively coordinate the roles of the various
stakeholders and maintain good relations
between all partners during a time of political
uncertainty.
PROJECT ADMINISTRATION
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The interlocking compressed earth brick (ICEB)
pilot projects offered a challenging but ultimately
rewarding opportunity to increase Malagasy
community engagement and participation in
school building.
Especially in the preparation phase due to the
piloting nature of the project a high degree of
community trust, commitment and engagement
was essential to lay the necessary groundwork.
Preparatory meetings with each community,
involving UNICEF and the various stakeholders
as applicable, were crucial to explaining the
value of the project itself and gaining their trust
and engagement.
UNICEF invested much effort and organisation
into the meetings held with each of the
communities prior to commencing works and
during the construction process to ensure they
were adequately informed, prepared and
committed to investing the necessary time,
materials and labour into the projects to see
them through to successful completion.
COMMUNITY PARTICIPATION
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UNICEFMadagascar/2009
AWARENESS BUILDING
- Projects were introduced to the respective
communities; goals and benefits explained.
- Further clarification informed the community
(with accompanying visual material) as to the
exact nature and scope of the project.
- Relevant stakeholders were introduced and
their roles and responsibilities clarified.
- A timeframe was discussed and the date for
commencement proposed.
ORGANISATION & MOBILISATION
- Advantages of structuring the community into
organised working teams with specific roles
and responsibilities was explained and the
means to do this discussed.
- A Committee for Construction team of
around 12 people was elected to monitor
onsite progress and be responsible for
securing and delivering supplies to the site as
necessary. The committee had both a
leadership and facilitating role, working with
the site workers and citizens to aid efficiency.
After completion, the committee is
responsible for maintenance.
- A list of around 100 names was drafted, from
which a Rotating Roster was set to ensure
that 10 community members were available
to work each day, assisting the contracted
labourers.
- UNICEF (as delegated project authority) and
the community leader from each village
signed a contract as co-financiers to ensure
the latters ownership of the schools.
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EXECUTION OF WORKS
- One last preparatory meeting was held prior to
the beginning of works to ensure each
community had organised itself into working
units, that supplies were securely stored and
that community members were prepared for
the construction process ahead.
- As works progressed, careful monitoring was
required by the delegated committee for
construction, the facilitating NGO and UNICEF to
ensure satisfactory progress.
- Motivation levels needed to be maintained
throughout the construction phases; particularly
during unforeseen exigencies, such as the delay
of certain supplies. In such cases, additional
support of UNICEF was crucial to getting the
works back on track.
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UNICEFMadaga
scar/2009
Very careful consideration was given to the
choice of construction materials in this pilot
project, not only in terms of environmental
friendliness, but in terms of their suitability for
the construction process and to ease logistics.
Nevertheless, supply procurement and
transportation procedures involved much
organisation and coordination with suppliers and
the local communities.
Responsible for the collection of the locally
sourced materials such as sand, granite
blocks and soil local communities toiled hard,
manually transporting materials to their
respective sites. Procurement and delivery of
most other construction supplies and materials
including the cement, steel, paint, timber,
prefabricated steel trusses, window shutters and
roof sheeting was primarily the responsibility of
UNICEF.
As a pilot project, initiating the use of the
environmentally friendly ICEBs in Madagascars
schools, the onsite fabrication of the ICEBs.
themselves (the press machine has to be
delivered to the construction site) was a crucial
element of the process; both in terms of
producing the principal construction materials
and establishing a precedent for the future use
of ICEBs in Madagascar.
SUPPLIES & MATERIALS
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UNICEFMadagascar/2009
As previously explained, fabrications of the
ICEBs involves soil analysis and excavation,
preparation of the mix and compression by
machine. Whilst careful research was done on
the possibility of using ICEBs in Madagascar, it
is a relatively new building material and some
degree of trial and error could not be avoided
Unsurprisingly, there were some hitches in the
ICEB fabrication process (discussed further in
the lessons learned chapter) leading to a
change in fabrication company. Ultimately,
however, the ICEBs proved an excellent choice
of material not only due to their environmental
friendliness, but because of their suitability for
the construction system, their passive thermal
qualities, their durability and their acceptance by
the communities involved.
SOIL EXCAVATION AT EACH SITE
Subsoil is generally preferred for ICEB
production. Where suitable, the subsoil used to
fabricate the ICEBs was extracted during the
site levelling process and dug from the
foundation trenches at each respective site.
When supplementary soil was required, an
appropriate nearby site was designated and soil
carefully excavated to avoid any environmental
damage.
ONSITE ICEB FABRICATION
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Dimensions:22x11x22 (L,H,W)
Weight:8 kg per brick
Dimensions:22x11x22 (L,H,W)
Weight:8 kg per brick
The ICEBs produced at all five sites have a
double interlocking mechanism to increase
structural stability and reduce the need for
mortar.
Laboratory tests have proven that the ICEBs
resist breakage under load much better than
the traditionally used clay-fried bricks (for
more information, refer to annex 1).
UNICE
FMadagascar/2009
UNICEFMadagascar/2009
ANKASINA & AMBOHITRANIVO SITES
SOIL SIEVING & MIXING
ANDIDIMIADY, AMBALAFARY II &
AMBALAMADIRO SITES
SOIL SIEVING & MIXING
BRICK COMPRESSION
At these two sites, the ICEB fabrication
company used a hydraulic machine, producing
around 500 bricks a day with unskilled labour.
BRICK COMPRESSION
At these three sites, the ICEB fabrication
company used a manual machine, producing
around 300 bricks a day with unskilled labour
Soil mix components:
Subsoil
Water
Approx. 8% sand
Approx. 7% cement
Soil mix components:
Subsoil
Water
Approx. 20% sand
Approx. 7% cement
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UNICEFMadagascar/2009
The execution of works for all of the five school
sites followed a fairly simple and logical
construction sequence according to the design
and selected construction system a reinforced
masonry system with interlocking compressed
earth bricks (ICEBs) incorporating a ground and
ring beam to ensure structural stability.
As anticipated, the margin of error in the
construction process was decreased due to the
reinforced construction system, removing the
need for columns and reducing the amount of
timber formwork required. Whilst there were
some delays at each site, they usually
concerned the procurement of materials due to
accessibility difficulties, rather than hitches with
the construction process itself.
The construction process follows these phases:
1. foundations and ground beam
2. walls
3. ring beam and roof
4. details.
CONSTRUCTION PHASES
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UNICEFMadagasca
r/2009
1. FOUNDATIONS & GROUND BEAM
A shallow spread footing was employed to
transfer the loads of the structure to the
underlying soil, which is of good load bearing
quality at all the construction sites.
Locally quarried granite blocks, transported by
the community, were laid on a thin layer of
concrete in a 50cm minimum deep trench.
The concrete ground beams were reinforced by
4 x 12mm diameter steel rods and laid over the
granite block foundations.
Vertical reinforcement bars were inserted every
1.2 m around which the ICEBs were laid -
ensuring the structural integrity of the walls as
part of the reinforced masonry construction
system.
Certain ICEBs were moulded with semi-circular
extrusions so that when laid adjacently, a
cylindrical cavity is formed. This allows for the
length of the vertical reinforcement.
The ground beam effectively transfers imposed
loads evenly to the foundations and surrounding
soil, to prevent the buildings from shifting.
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UNICEFMadagasc
ar/2009
2. ICEB WALLS
The ICEBs with the semi-circular extrusions
were stacked around the vertical reinforcement
bars.
ICEBs were generally dry-stacked by unskilled
labour with minimal mortar used.
Concrete was poured into the reinforcement
cavity at every sixth course of ICEBs to fix the
reinforcement bars and to protect them from
corrosion.
A layer of hydrofuge was painted over the ICEBs
at every course to enhance their performance in
the relatively humid subtropical climate
experienced at each site.
The reinforced ICEB masonry system, when tied
into the concrete ground and ring beams,
provides great lateral resistance against cyclone
winds, acting as a monolithic structure.
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UNICEFMadagascar/2009
3. RING BEAM AND ROOF
Because the interlocking mechanism removed
the need for much mortar, the walls wereerected much faster than those constructed from
normal bricks. It was possible for one unskilled
workman to build over 21 square metres of wall
per day.
The reinforced concrete ring beam rests over
the window openings. The ring beam itselfincorporates 4 x 12mm steel rods.
Steel trusses support the roofing system.
Although 10% more expensive than timber or
reinforced concrete beams, they are structurally
far more sound, thus substantially increasing thesafety rating of the classrooms against cyclones.
The trusses were anchored to the ring beam and
concreted in place, minimising the chances of
uplift during cyclones.
The gable wall end finishes in a reinforced
concrete parapet. Not only do the parapet ends
reduce the chances of wind suction, but they
provide an anchor point for metal ties which
secure the roof sheets in place.
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UNICEFMadagascar/Ranobrianas
olo/2009
UNICEFMadagascar/Ranobrianas
olo/2009
4. DETAILS
Roof sheets - manufactured from bitumen-
saturated organic fibres - were firmly bolted to
the roof battens.
Roof sheets have proven to perform better than
galvanised roof sheets both thermally and
acoustically, keeping the rooms cooler during
the day and quieter during rainstorms.
Metal window shutters firmly bolted to the
masonry walling system provide protection
against cyclone winds when closed.
Cement plaster was applied to the lower coursesof ICEBs as a damp proof measure.
A metal Louvre system above the window
shutters helps reduce suction under the eaves of
the classrooms.
When propped open, the metal window shutters
act as sun-shading devices, reducing solar gain
in the classrooms during the day.
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COMPLETED CLASSROOMS
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Large blackboard placed at
child-height encourages
child participation.
Large, open windows allow
sufficient light for work, whilethe propped shutters provide
sun-shading, reducing both
lare and solar ain.
ICEBs painted white lighten
the interior space and
provide a good backdrop
against which school
materials
and work can be attached.
Traditional teachers podium
removed to reduce concept
of teacher as only source of
learning and to encourage
the teacher to roam freely
around the classroom.
New environmentally friendly
desk models are lightweight,
thereby allowing for flexibility
and alternative desk
arrangements to encourage
interaction, discussions andgroup work.
UNICEFMadagascar/Ranobrianasolo/2009
UNICEFMadaga
scar/Ranobrianasolo/2009
CLASSROOM INTERIORS
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UNICEFMadagascar//Matthews/2009
UNICEFMadagascar/Ranobrianasolo/2009
All the classrooms of the pilot projects were
furnished with a new UNICEF designed desk
model that is both more child and eco-friendly
than the traditional wooden benches used in
Madagascar. The model developed by UNICEF
Madagascar is a two child pine bench desk with
a semi-metallic stand. The desks are
demountable, transported as kit packages and
assembled on site.
- The desk top is made of pine, a renewable
timber source, and overall uses 50% less
wood than traditional models.
- Durable and corrosion resistant, the metal
used is galvanised with only three welds per
piece.
- Each desk weighs only 19 kilos and
transforms into a compartment formed by twoof the table tops for transportation.
- The desks are easy to assemble: a simple set
of instructions are included in each kit,
enabling parents to assemble the desks
without any sophisticated tools.
ECO-FRIENDLY DESK MODEL
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UNICEFMadaga
scar/Matthews/2009
UNI
CEFMadagascar/Matthews/2009
UNICEFMadagascar/Matthews/2009
UNI
CEFMadagascar/Matthews/2009
To address the problem of poor hygiene and the
resulting absenteeism in schools, UNICEF
promotes WASH (Water, sanitation and
hygiene) to introduce hygiene education into the
school curricula and basic sanitation into the
schools (see chapter three for more
information).
UNICEF has developed an eco-friendly, self-
composting latrine module, constructed from
local materials as part of a holistic school
design. A typical module consists of three
separated cabins for each sex, with air
circulation provided beneath the roof raised
above the walls (see next page for construction
details).
The eco-latrines are under construction at the
three sites of Ambohitranivo, Ankasina and
Ambalamadiro and also are been used in other
projects in the last two years.
ECO-FRIENDLY LATRINE MODEL
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UNICEFMadagascar/Matth
ews/2009
UNICEFM
adagascar/2009
CONSTRUCTION OF LATRINES
A self-composting pit 1.2 metres deep is
encased with bricks and finished with a smooth
layer of cement. A 10cm thick slab, reinforced by
a 10cm iron reinforcement grid with appropriate
opening, is secured atop.
The cubicle structure is then built around the pit,
composed of a basic timber structure and filled
with ravinala, a sustainable, renewable and
locally available material. Using this traditionally
used material reduces transport costs, improves
cost-effectiveness and builds on localconstruction skills. Wire netting is wrapped
around to enable adherence of the cement
render, which provides the necessary protection
against insects and dampness.
FRIENDS OF WASH
Each of the schools are listed on the Friends of
WASH programme. This means that in the next
year they will, in addition to the eco-latrines,
receive a water point to provide for hand-
washing.
Once the facilities are installed, the WASH
trainers hold sessions with the teachers on the
essentials of the programme, explaining first
why hygiene is so important. The instructors will
then focus on how and when to wash hands,
how to use latrines and how to store water.
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The building & construction industry is considered a key player in
sustainable development, with the potential to significantly impact
society & the environment. Shelter Initiative for Climate Change Mitigation, 2009
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Having successfully piloted sixteen ICEB school
projects in Mandritsara and with another twenty
two currently under construction, UNICEF and
the Ministry of National Education have gone a
long way to introduce and promote the use of
ICEBs as an eco-friendly material for school
construction. However, UNICEF Madagascar is
well aware that there is a long way to go before
ICEBs are mainstreamed into the construction
industry in the country.
Towards this goal, UNICEF Madagascar is
working on a number of fronts to be covered in
the following chapters:
- Noting lessons learned and taking
applicable actions.
- Validating ICEBs as a construction
material with the relevant authorities in
Madagascar.
- Sharing experiences with other UN
agencies, partners and civil society.
- Increasing public awareness on both
general environmental matters and
specifically construction technologies.
- Up-scaling ICEB projects through the
involvement of large, medium and small
scale enterprises as well as
municipalities.
- Walking the Talk; UNICEF
Madagascar is in the process of
developing an eco-friendly code of
conduct in the workplace, that will be
validated by the end of February 2011.
THE WAY FORWARD
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TABLE 1 - COMPARISON OF SITE EXPERIENCES
PROJECT
COMPONENTS
VILLAGE/PRIMARY SCHOOL & RELEVANT SITE SPECIFIC INFORMATION
Andidimiady
Site very close to
township of
Mandritsara
Ambalafary II
Fishing village
Ambohitranivo Ankasina Ambalamadiro
Remote site -located
long way from
highway
Two sites located within one kilometre
of one another
Pre-
constructionCommunity &
School
Response
Positive
(some resistance
due to perceivedlack of need)
Positive
(some resistance
due to perceivedlack of need)
Very Positive
(very involved
female schooldirector)
Very Positive Very Positive
(very appreciative
community)
ICEB
production*
2 month delay
(due to wait for 2nd
contractor)
3 month delay
(due to wait for 2nd
contractor)
Delays
(due to contractor)
Delays
(due to
contractor)
3 month delay
(due to wait for 2nd
contractor)
ConstructionContracted
Labour force Somewhat slow Somewhat slow Fast Fast Somewhat slowCommunity
Participation Good Reasonable Excellent Excellent ExcellentConstruction
Quality Good Good Excellent Excellent GoodPost-
ConstructionICEB durability Excellent Good
(too much sand in
mix)
Excellent Excellent Excellent
Community
Adoption Very good Very good Excellent Very Good Excellent
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Naturally, during the process of implementing
the ICEB pilot projects at the five school sites,
there was an accumulation of both positive and
negative experiences from which valuable
lessons were learned, particularly in areas
related to controlling quality ICEB production,community participation and project
administration.
ICEB PRODUCTION
Given the piloting nature of the projects, it is
hardly surprising that the most important lessons
learned pertained to controlling ICEB quality.
Following damage to the first batch of ICEBsduring a cyclone in the district of Ambanja, the
material for the school was switched to
Parpaings (local concrete hollow blocks), and
after lab testing it was determined that the wrong
choice of stabiliser had been selected for the soil
type at the site.
LESSONS LEARNED
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UNICEFMadagascar/2009
From this experience a number important
lessons were learned. The first was to ensure
better analysis of the site soil in the first place to
select the correct stabiliser for a particular soil.
The second lesson was that UNICEF must be
responsible for ensuring that the bricks are
laboratory tested for w