Education Thematic Working Group (ETWG)
School Construction Sub-Working Group (SC Sub WG)
Draft Terms of Reference
(Ver2.3 dated 19 Jan 2015)1
1. Purpose of the SC Sub WG
To provide a platform for information sharing, coordination, joint action, advocacy and learning for
organisations working in Myanmar on safe construction of new schools and other educational facilities;
the inspection, vulnerability assessment, maintenance and retrofitting of existing schools and
educational establishments; the use of schools as shelters in emergency and the planning and
construction of new schools cum emergency shelters.
2. Background
Currently there are 8 million students studying, taught by 280,000 teachers in 44,000 basic education
(state)schools run by the Ministry of Education (MoE) in Myanmar.2 Further, there are 1,429 monastic
education schools, operating under the administration of the Ministry of Religious Affairs3 and
additional schools run by private entities4, other faiths and complementary education systems. Thirdly,
there are day-care centers, residential nurseries, mother circles, and pre-primary schools, and special
schools for blind and deaf5 which are under the Ministry of Social Welfare, Relief and Resettlement
(MSWRR). A significant number of the schools in the country are estimated to be vulnerable to natural
hazards. With the high priority attached to education sector reform, the Ministry of Education
estimates that over 30,000 new schools will need to be built in the coming decade. In addition centres
for early childhood care and development (ECCD) and non formal education for drop out children, and
community learning for adult literacy programs among adult learners continue to be built. In fact, the
two identified priority quick wins announced on 29 September 2014 linked to the National Education
Sector Plan (NESP) are the construction6 of 44,401 new kindergartens in all existing primary schools, and
2000 new classrooms, while a third strengthens 3000 primary school based ECCD centers, the last two
prioritising remote and border areas.
Cyclone Nargis in 2008 had devastating impacts on the education sector, destroying or damaging over
50 % of public schools, including monastic schools, (approx 2200 in number) with the total damage and
losses in education estimated at MMK 116 billion.7 Two years later, cyclone Giri caused damage to over
350 schools, with estimated loss of MMK 1,261 million in the education sector8. Following cyclone
1
Ver 2.1 of this TOR was prepared and approved at the 3rd meeting of the Sc Sub WG. This version 2.2 incorporates
modifications carried out by the SC Sub WG based on suggestions from ETWG Co Chairs and is tabled for endorsement at the
4th meeting of the SC Sub WG
2
Myanmar Education Sector Snapshot on Comprehensive School Safety and Education in Emergencies 2013, Save the Children,
updated with MoE information on school numbers
3 Ibid. 75% are primary, 24.9% are middle and two are high schools.
4 Ibid.159 private schools established since new Private School Registration Law of December 2011
5 Ibid.6 residential nurseries, 20 pre-primary, 41 day care directly run by Government, and 746 more pre primary and day care
provided by Government and communities, and over a hundred more privately run ECCD centres.
6
In the final list of approved quick wins for implementation by the Government, it is understood that the action to
construct new kindergartens was not included
7
Tri-Partite Core Group, PONJA Assessment Report, 2009.
OCHA, Giri SITREP #5.
8
School Construction -SC Sub WG TOR 19 Jan 2015
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Nargis, a number of organizations (SDC, UNICEF, MRCS, Metta, World Vision, Malteser, Save the
Children etc.), in close partnership with MOE, developed designs and constructed schools to higher
standards of disaster-resilience. These designs, particularly UNICEF’s child friendly school design and the
Swiss Development Cooperation’s school-cum storm shelter design, have been tested in several parts of
the country, with a focus on coastal areas.
Increasingly since Nargis, schools have been used as emergency shelters, particularly in coastal areas.
Not only are a majority of school buildings and facilities, including latrines, not designed for use as
emergency shelters but school personnel are also very often unprepared to manage displaced
communities. More importantly, such use, currently unregulated, disrupts children’s access to education
for long periods of time, and often requires repair and refurbishment following the accommodation of
IDPs. In the same period, a significant number of cyclone shelters were constructed in coastal areas by
the Government from its own budget and with support of different agencies. An assessment conducted
by UN-HABITAT indicates that shelters that were also built as schools were more likely to be maintained
and thus had a longer life expectancy, an approach promoted by the Relief and Resettlement
Department (RRD) in their plans to increase the coverage of shelters in the country.
Currently school construction is overseen by a team of just 10 engineers of the MoE from the
Departments of Basic Education No. 1, 2 and 3 responsible for monitoring the construction of new
schools; however the responsibility of school construction and maintenance primarily lies with the
school principal, and funds for school construction and/or maintenance come from the MoE, the Parent
Teacher Association (PTA), the School Board of Trustees, donors, and well-wishers from the community9.
Limited funding for school administrators make it difficult for them to carry out functions of monitoring
construction and maintenance of these sites.
The “Guidance on Mainstreaming Disaster Risk Reduction into the Education Sector-rural settings”,
developed by MoE and Ministry of Social Welfare Relief and Resettlement (MSWRR) in partnership with
UN, ASEAN and ADPC in 2010,with the active participation of ETWG and DPRE WG, provided preliminary
guidance on site selection, and incorporation of resilience into design and repair of schools, and
identified the development of national guidelines on Safe school construction as a priority. In 2012, the
MOE has prepared a manual outlining the construction design for a low-cost and simple one-level school
design(60 feet in length), whose estimated cost in 21.6 lakh Myanmar Kyat (about US$ 21,600).
Recently, the Myanmar Education Consortium (MEC) minimum standards framework for quality
programming has one criteria for safe, healthy, inclusive and child friendly learning environments as part
of the projects with 13 local NGOs that it supports throughout the country. In spite of these positive
developments, different construction standards are used by different organizations in different locations
and there are no official guidelines for school construction as yet10, that would account for the diversity
of hazards in Myanmar.
So too, apart from an checklist on school safety provided in a School Safety Manual 11 published in
2009, and an inspection checklist cum vulnerability assessment from floods format for schools included
in the above mentioned 2010 guidance12, there is no school safety assessment methodology and
checklist. So far, no program for systematic assessment and retrofitting of schools deemed to be
vulnerable has begun.
9
Save the Children, Myanmar Snapshot for Comprehensive School Safety and Education in Emergencies.
Ibid
10
11
12
Quick reference for School Safety Indicators, Annex 2 of Myanmar manual of UNDP and ADPC
Section 3.2 of Myanmar Guidance referred above , drawn from the ADPC manual on School Flood Safety (2007)
School Construction -SC Sub WG TOR 19 Jan 2015
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Thus, concerted efforts are required for safe construction of new schools, and assessment and
retrofitting of existing schools. Recognising these needs, articulated above, a number of agencies
namely SDC, Plan, UNESCO, UN Habitat, World Vision, IOM, MRCS and MEC developed proposals and
initiatives on safe school construction guidelines, and assessment and retrofitting of existing schools. A
stock-taking of actors, mechanisms, past and ongoing initiatives on safe school construction; developed
by SDC on behalf of this Sub WG in Dec 2014 has a snapshot record of the overall current status, and is a
useful companion document to this TOR.
3. Institutional Context of ETWG and its Sub Working Groups and the DRR WG
The Education Thematic Working Group (ETWG) has been functioning since 2009, with the main
purpose of coordinating the efforts that support the realization of the Education For All (EFA) plan in
Myanmar, in accordance with the international obligations and commitments namely the Convention
on the Rights of the Child (CRC), the Millennium Development Goals (MDG), and the Hyogo Framework
for Action (HFA). ETWG is chaired by UNICEF and Save the Children, based on their role as global
Emergency Education Cluster leads. MoE are members, and invited to all meetings The ETWG evolved
out of the Education Cluster established during the response to and recovery from Cyclone Nargis,
following the de activation of the Cluster system in July 2009.
The ETWG in its process of formation had confirmed establishment of a number of sub working groups
in key technical areas, responsive to the context and evolving as deemed appropriate by members. As
reflected in its 2009 TOR, three of the five sub working groups (Sub WG) were established in the area of
Education, Emergencies and Disasters namely 1) Education in Emergencies: a) Disaster Preparedness
and Response Education Sub Working Group (DPRE WG- led by UNESCO since inception and Plan13); and
b) Education in Emergencies Sub WG (EiE) (led by Save & UNICEF); 2) School Construction Sub-Working
Group (SC SWG). Currently there are eight Sub-WGs14; in addition to the three mentioned, these are:
ECD, NFE, Teacher Education, Multi-Lingual Education, Education and Disability. A new group on
Monastic Education is planned for early 2015.
The DPRE WG and the EiE sector coordination continue to be active. The SC Sub WG, building on the SC
Discussion Group established in the Education Cluster, comprised agencies involved in the
reconstruction of schools after Cyclone Nargis. The group functioned till the first quarter of 2010, while
activities and construction were still ongoing for the Nargis response. Much of the experience and good
practice gained by its members was reflected in the ‘Guidance’ mentioned above, contributed by the
ETWG.
The DPRE WG has undertaken a situation analysis of all three areas of the Comprehensive School Safety
Framework15. The DPRE WG has begun a process of development of a strategic plan and workplan16. The
linkages between the DPRE WG and the SC Sub WG in context of pillar 1 of the framework should be
well referenced in each document. Linkages with the Education and Disability Group should also be
highlighted, to ensure inclusive access of all infrastructure.
The Disaster Risk Reduction Working group (DRRWG), established in 2009 is the predominant
mechanism for networking, coordination and joint action on DRR by its 63 member agencies with UNDP
13
Elected as co chair in 26th DPRE meeting in October 2014
As the sector had a different context in 2009, it is important to understand the current context, and the 8 Sub
WGs existing at present.
15
DPRE prepared this situation analysis in Nov 2014. In its section on Areas of Opportunitiesfor DPRE against CSS
Pillars, in the context of Pillar 1- safe Learning Facilities, it reports on the re activation of the SCSWG
16
A first draft of this was prepared at the 27th meeting of the DPRE Working Group
14
School Construction -SC Sub WG TOR 19 Jan 2015
Page 3
as the chair. Building on the implementation of its DRR Sector Plan and workplan developed in 2010, the
DRR WG now operates under its new Strategic Framework 2013-2018 with the vision of “a disaster
resilient Myanmar where everyone is safe” and mission as “collective efforts of a diverse mix of partners
for disaster resilience through sharing, learning and working together”. It ‘s annual work plan for 2014 is
implemented by six Task forces i.e. Policy Review & Implementation Support, Local NGO Strengthening,
Capacity Development, Advocacy & Public Awareness, CBDRR Programmes & Partnerships.
School Safety, school based disaster preparedness, disaster preparedness and risk reduction in
education curriculum and their wider links to the mainstreaming of DRR in Education is of interest to a
large number of agencies who are members of the DPRE SWG, and the DRRWG. The newly established
Education and Disability Sub WG of the ETWG is interested in ensuring the increased accessibility of all
schools and educational facilities in Myanmar.
At the 25th meeting of the DPRE Sub WG on 30 September 2014, which reviewed its links to ETWG, EiE
and DRRWG, a number of the initiatives on school construction were reported. It was also recognised
that the School Construction Sub Working Group, which had been established as early as 2009, had
remained inactive since early 2010. Recognising the priority of the subject, a core of interested agencies,
in partnership with the ETWG chairs and secretariat, convened a series of meetings, to re activate and
operationalise this sub working group.
This TOR has been drafted, reviewed and revised at the 2nd and 3rd meetings of the SC Sub WG, and is
circulated to all members after revising based on all suggestions, verbal and written, received17 from
the members. As decided, after being finalised as above, is submitted by the SC Sub WG chairs for
endorsement by the ETWG.
Information will be shared and periodic consultations held with DPRE and E&D Sub WGs and DRRWG, to
ensure effective synergy in functioning and collaboration is achieved.
4. Focused Thematic areas on school construction and indicative activities for engagement of
the SC Sub WG with the Government and other stakeholders
In the context of the purpose of this Sub WG, as outlined in section 1 of this TOR, recognising the range
of areas identified under Pillar 1 of the Comprehensive School Safety Framework entitled “Safe Learning
Environments” and based on the stocktaking of past and ongoing initiatives of past and ongoing
initiatives of the Government and other stakeholders, the SC Sub WG has identified six focussed
thematic areas related to construction of safe schools and learning environments where the
Government needs to be supported technically and financially by stakeholders in building a holistic
system and enabling environment. It is recognised that capacities in the sector will need to be enhanced
and resources mobilised to make progress on these areas. These six areas are:

Inspection and Vulnerability Assessment of existing schools and educational facilities,

Maintenance and Retrofitting of existing schools and educational facilities,

Use of Schools as Emergency Shelters

Safe Construction of new schools and educational facilities;
17
Till the deadline of 31 st December, including from SDC, UNICEF, UN Habitat, Handicap international and the co
chairs of the ETWG
School Construction -SC Sub WG TOR 19 Jan 2015
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
Safe and continuous access to schools for all children (??? )

Climate smart investments to enhance water, energy and food security in schools
Annex 1 of this TOR gives an indicative list of sub- areas/ actions needed in each of these thematic areas.
It is expected that Annex 1 will be reviewed by the SC Sub WG once a year.
5. List of stakeholders in context of safe school construction in Myanmar
Based on its discussions, the SC Sub WG has identified the following long list of stakeholders who have a
role in school construction in Myanmar.
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Policymakers and planners from Township and District Authorities , Regional/state and
national governments
Township and Village Tract officials from Education, GAD and RRD
School Headmaster , Parent Teacher Associations ( PTA), School Board of Trustees, teachers
Bi- and multilateral donor agencies
Disaster management organizations
NGOs and community-based organisations
Engineers, architects, planners and construction managers
Academic institutions and educators
Education sector groups and/or clusters
6. Functions and ways of working
This section describes the functions of the SC Sub WG and the ways it will work to achieve its purpose
through a ) coordination and linkages, b) joint action, c) advocacy and d) capacity development, e)
knowledge, learning and information management. These are in line with the ways the other SWGs are
working. Each of the five ways of working is described briefly.
6.1 Coordination and linkages
 Supporting cohesive and consistent programmes, approaches and messages, including
o Harmonising approaches and materials to ensure consistency of messaging
o Sharing materials
o Sharing information on ongoing projects and inviting members of the SWG to each
others’ events
o Developing publications and resources and sharing existing resources
o Bringing together existing training modules
 Sharing information about who is doing what where (3Ws) – through MIMU and including
setting up a web page as part of the ETWG pages (to be established on MIMU)
 Coordination with
o Ministry of Education and its departments, and related ministries
o Joint Education Sector Working Group ( JESWG) , ETWG and its Sub-Working
Groups, especially DPRE and E & D, the EiE cluster and the DRRWG
o Other sectors including disaster risk reduction
School Construction -SC Sub WG TOR 19 Jan 2015
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o
o
Regional organisations including ASEAN, SEAMEO, Asia-Pacific coalition on School
Safety, and their initiatives
Other agencies working in this area who are not members of the ETWG or DRRWG
6.2 Joint Action18
 Undertake stocktaking of past, ongoing and planned initiatives in each of technical areas of the
Annex 1
 Developing common approaches and good practice, and sharing lessons learned
 Identify ongoing/programmed activity and develop coordinated action or joint programmes
 Harmonise and increase synergy between like-minded parallel initiatives, thus leveraging
available resources to maximise impact
 Form consortia of groups of interested agencies with existing competencies to develop joint
programs in underserved areas
6.3 Advocacy
 Awareness raising including
o Definitions, awareness raising on Comprehensive School Safety, its pillar 1 and all
technical areas covered in Annex 1 19
o Public awareness raising on the benefits and the challenges
o Links to Education Laws, NESP, NDM law, MAPDRR and other relevant laws
 Policy dialogue between Ministry of Education, MSWRR, MoC, GAD, MNPED , MoST, MORA,
other ministries, Parliamentarians, S/R Governments, technical institutions , donors, UN and
multilateral agencies, universities , academics, technical experts, civil society and ethnic groups,
and relevant stakeholders
 Promote mainstreaming of CSS, especially Pillar 1, DRR and the technical areas in ann 1 in the
education sector
 Coordinate research on issues under the technical areas in Annex 1 in Myanmar
 Identify areas for joint action
 Identify, develop and share resources – technical, financial, other.
 Link to JESWG through ETWG
6.4 Capacity and system development
 Hold awareness raising workshops on each of the sub thematic thematic areas for government
officials, member agencies, development and humanitarian NGOs and CBOs
 Develop good practices on school construction and knowledge sharing programs on national,
regional and global
 Conduct capacity development and training for technical and non technical practitioners
 Invite international and national experts to provide training/facilitate workshops
 Sharing information about trainings and events (ETWG newsletter)
 Convene seminars and workshops
 Link up with regional networks and events
18
Though it was suggested by the ETWG co chair that this is too detailed for a TOR and should form part of a strategy or action
plan, given the way the Sub WG has evolved in the last quarter of 2014, and the success with developing joint programs, it is
retained as an integral part of this document.
19 Harmonisation is critical here – many organisations working in this area, so very important to have shared understanding and
common messaging.
School Construction -SC Sub WG TOR 19 Jan 2015
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
Supporting the improvement of government systems and the national and sub national enabling
environments to achieve institutionalisation of new systems and procedures
6.5 Knowledge, Learning and Information Management
o
o
o
o
Develop technical guideline/ technical notes/
Develop sample designs of disaster resilient school
Educational/ awareness raising
Showcase good practice
7. Membership
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This SC Sub WG is a task oriented group. To facilitate smooth functioning and efficiency,
representative membership of up to 20 members is proposed
It is open to all organizations with an interest in any aspect of school construction, especially
the thematic areas in Annex 1. This includes:
o government ministries and departments
o UN Agencies
o non-government partners
o organizations in and outside of Yangon
o relevant networks,
As of 19 January 2014, the following agencies have confirmed their interest to be members :
SDC, World Vision ( Co chairs), Plan, MRCS/ARC, UN Habitat, UNICEF, MEC, Handicap
International, ADPC, CDA, IOM, ADRA, Shalom
Ministry of Education and RRD to should be approached to be standing members of the SC Sub
WG
Criteria for participation include:
o regular attendance at meetings
o commitment to share resources with the group
o engagement in School construction programmes/policy development
o willingness to work in one of the taskforces of the SWG
Efforts will be made support inclusive participation in all aspects of the functioning of the group,
The SC Sub WG commits to working effectively as appropriate to the group and discussion.
Participation and engagement in Myanmar language is encouraged.
8. Structure and Functioning
8.1 Chairs
The chairs of the group will be nominated from amongst the group’s members. In line with the practice
of the other Sub WGs and ETWG, the co chairs should come from different sectors/kinds of
organisations and are expected to use their organisations budgetary resources for the activities of
chairing and secretariat. Elections will take place on an annual basis.20
8.2 Task Forces
20
Swiss Development Cooperation and World Vision were elected as co chairs at 2nd meeting of SC SubWG on 19th
November 2014
School Construction -SC Sub WG TOR 19 Jan 2015
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Depending on the interest and competence of the members and ongoing initiatives, Task forces could
be formed on any one or combination of the 6 sub areas, or any relevant combination as relevant and
agreed. The Sub WG will have to develop a suitable way to decide to start up a task force, preferably
based on strong interest of agencies to work pro bono, or the availability of funds or ongoing projects.
There will be a limit to the number task forces and the number of organisations in each TF based on
criteria to be developed. As appropriate, the ETWG chairs will be consulted.
The first taskforce on safe construction of new schools with emphasis on development of national
guidelines, was established in November 2014, with SDC, World Vision UN Habitat, UNICEF, Plan and
IOM having resources and being willing to harmonise and build synergies in ongoing initiatives, and
committing to serve as members.
Task forces would report on their work periodically to the entire SC SWG.
8.3 Meetings of SWG and Task Forces
The sub working group will meet regularly (approximately once every 8 weeks) and also convene ad hoc
special meetings, on an as needed basis, aligned with the ETWG meeting schedule.
The task forces will meet regularly (approximately once every 3 weeks) on a schedule which is need
based. One of these meetings will preferably be back to back with the SC Sub WG.
8.4 Planning, Reporting and Coordination
The group will develop an annual work plan and report on outcomes annually to the ETWG, and before
JESWG meetings as requested.
The group will coordinate with the DPRE Sub WG, the E and D Sub WG, the EiE sector coordination and
the DRRWG.
8.5 Budget
 Co chairs or members, particularly those with ongoing projects or initiatives will cover expenses
for meetings from their ongoing projects through mobilising costs of meetings from other
sources.
 In the first year, a budget will be prepared by the co chairs and the types of costs and actual
costs will be estimated, so as to assist other members and future co chairs with planning.
 Other partners might also co-sponsor meetings and special events, etc.
 All agencies should also consider providing technical and operational support within their
institutional capacities
School Construction -SC Sub WG TOR 19 Jan 2015
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Annex 1 to TOR of School Construction Sub Working Group of ETWG
Focused Thematic areas on school construction and indicative activities for engagement of the SCSWG
with the Government and other stakeholders in building an enabling environment and improving the
school construction system
As explained in section 5 of its TOR, the SC Sub WG has identified six focussed thematic areas related to
construction of safe schools and learning environments where the Government needs to be supported
by stakeholders in building a holistic system and enabling environment. These are aligned with the range
of areas identified under Pillar 1 of the Comprehensive School Safety Framework entitled “Safe Learning
Environments” and based on the stocktaking of past and ongoing initiatives of past and ongoing
initiatives of the Government and other stakeholders done by the SC SWG. These six areas are:

Inspection and Vulnerability Assessment of existing schools and educational facilities,

Maintenance and Retrofitting of existing schools and educational facilities,

Use of Schools as Emergency Shelters

Safe Construction of new schools and educational facilities;

Safe and continuous access to schools for all children

Climate smart investments to enhance water, energy and food security in schools
This annex identifies indicative sub areas and potential activities that are needed; and thus represent
potential areas for the SC SWG to be engaged with the Government and other stakeholders in the
Education and DRR sectors in Myanmar. It is also intended to help any Task Forces that are set up, and
member agencies to develop projects and seek funding for these activities in a coordinated way. It is
expected that this Annex 1 will be reviewed by the SC Sub WG about once a year.
At present the document focuses on the education sector establishments under the Basic Education
system of the Ministry of Education, but in later iterations is expected to more comprehensively cover,
monastic and complementary education, as well as ECCD and NFE learning environments, including
those run by the private sector. Analysis and plans will also have to be made over time for the Higher
Education institutions.
The six areas and indicative sub areas and activities are:
Inspection and Vulnerability Assessment of existing schools and educational facilities
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Review School Quality assessment framework to check inclusion of school safety in criteria
Promote inclusion of safety as key inspection criteria in regular Inspection system
Develop training system to support such inclusion
Enrolment of stakeholders in UN’s one million safe schools and hospitals campaign
School Construction -SC Sub WG TOR 19 Jan 2015
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Information sharing with Ministry of Education, Township Authorities, GA, RRD, MoC on
international/regional guidelines for assessment of vulnerability of existing schools
Seeking support of interested States/Regions governments
Planning pilot exercise of assessment in 2 districts each of 3 most vulnerable S/R in country
subject to three different hazard types
Training assessors in Government authorities ( engineers in MoE, MoC, MLFRD, Public Works
Dept) and other stakeholders (MES, Engineering and Technology Universities in Myanmar)
Undertaking vulnerability assessments of existing schools
Compiling and analysing results and producing report
Planning scaling up of assessment
Maintenance and Retrofitting of existing schools and educational facilities
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Review of existing departmental manuals of maintenance and those developed by development
partner agencies for schools that they constructed ( e.g. SDC and UNICEF)
Development of detailed manual on maintenance of schools
Linking of maintenance system to Inspection and Quality Assurance system
Advocacy around increase of budget for technical personnel, staff and maintenance
Using pilot vulnerability assessment report to advocate and mobilise national and international
resources for retrofitting
Retrofitting of small numbers of existing schools and safe learning facilities to test approaches
and demonstrate techniques, approaches and generate interest and needs
Examining issues related to relocation of unsafe schools to reduce risk and associated issues and
problems
Planning scaling up of retrofitting
Use of Schools as Emergency Shelters 21
 Stocktaking on current practices and study of evidence ( systematically assembled and
anecdotal) of damage and disruption arising from such use and consequences on education of
children
 Sharing and dissemination with Ministry of Education, Township Authorities, GA, RRD , MoC on
international/regional guidelines regulating use of schools as shelters in emergency
 Developing alternate plans for educational continuity for children during disasters, and ensuring
that these are linked to school based DM plans and village, village tract and township DM plans.
 Stocktaking on status of recent and planned construction of new schools cum emergency
shelters by the Government and its development partners
 Development of National Guidelines on design considerations and management arrangements
for a) schools cum shelters and b) schools that may be used as shelters due to inadequate
facilities for emergency shelter. These should include allotting additional space on site at design
stage, for temporary learning spaces for when schools are used as shelters, having simple
designs for temporary learning spaces, and planning adult toilets and cooking spaces for when
used as emergency shelter.
Safe Construction of new schools and educational facilities (including development and dissemination
of guidelines)
 Stocktaking of existing school construction practices and gaps and needs in systems and
enabling environment
21
Link to similar wok being done by Education in Emergencies Cluster.
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Desk review and information gathering of current numbers and types of existing schools and
their geographical distribution
Stocktaking of plans for Construction of new schools, modalities and planned and pipeline
projects in national budget and externally funded projects.
Plan for developing guidelines on safe construction of new schools (SCGL)
Inclusion of subject in National Education Sector Plan (NESP) through support of JESWG
Constitution of inter ministerial technical working group (TWG) for development of SCGL in
association with technical support partners from SC SWG
Development of scope of SC guidelines and links to MNBC and Ministry/department procedures
and review by TWG
Wide consultations with key stakeholders in MoE Officials at Union and S/R, schools,
principals/teachers parents, children, donors, technical agencies, land use planning authorities,
architects, engineers, construction personnel, contractors,
Drafting of the guidelines, with review by TWG
Two rounds of consultations for review of draft guidelines
Final endorsement of revised draft by TWG and review and approval by MoE
Periodic briefings to Ministry of Finance and MNPED, donors and development partners
Periodic briefing discussion in JESWG, preceded by discussion and briefing in ETWG
Roll out of SC guidelines
Training on SC guidelines
Advocacy on guidelines to ensure inclusion in procurement practices of UN Agencies, donors,
multilaterals
Ensuring safety of construction workers is included in guidelines and in actual construction of
new schools
Pilot construction of demonstration schools in states/regions with different hazard profiles using
the new guidelines
Reviewing experience of use of guideline in new construction and revising guideline if needed.
Development of strategies for scaling up pilots
Safe and continuous access to schools for all children22
 Stocktaking of accessibility issues ( freedom from physical risks, e.g. pedestrian paths, road and
river crossings, well designed access for children with disability) with schools and school cum
shelters
 Compiling success stories of increasing access to public and private buildings
 Developing plan for pilot implementation of retrofitting existing buildings with new access
elements
 Reviewing school construction guidelines from accessibility angle
 Educational continuity includes access to education during emergency times hence reviewing
emergency shelter construction guidelines from accessibility angle as in area 3 above
Climate smart investments to enhance water, energy and food security in schools23
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Incorporation of rainwater harvesting, solar panels, other renewable energy sources, school
gardens
Adapting water and sanitation to potential risks ( e.g rain-fed and lined latrines)
22
Link with the work of the Education and Disabilities Sub Working group of the ETWG
Identify other sectors/WGs such as WASH, Food Security and Nutrition, and Renewable energy that deal with
these issues and build collaboration and alliances
23
School Construction -SC Sub WG TOR 19 Jan 2015
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