mINISTRy Of EDUCaTION

Lao PDR

LaO PEOPLE’S DEmOCRaTIC REPUbLIC

mINISTRy Of EDUCaTION

SCHOOL
CONSTRUCTION
GUIDELINES

Developed by the
Division of Design and Construction
management (ECDm)
Department of finance
ministry of Education
December 2009
ACKNOWLEGEMENT The Ministry of Education would like to express appreciation to those who have
contributed to the development of this National School Construction Guidelines
of Lao PDR. This set of guidelines is a product of a collaborative work among the
MOE led by the director of the Division of Design and Construction Management
(ECDM) and the Asian Disaster Preparedness Center (ADPC).

Our appreciation also goes to those who have attended the two national
workshops to review the initial drafts the guidelines. Among those who provided
their comments and inputs to enhance the drafts are the Provincial Education
Services (PES) in 16 provinces of the country, the representatives from the
Provincial Unit for Construction and Development Assistance (PUCDA), and
our development and donor partners, particularly the UNICEF, the AUSAID,
WB, ADB, and JICA. The contribution of these partners extended beyond the
workshops; they also provided us documents and information through interviews
and email correspondences.

In particular, the MOE would like to recognize the following members of the
Technical Working Group for the significant amount of work they have done to
assist us in the development of this much needed guidelines in the country.

Ministry of Education
• Mr. Thippamonh Chanthalansy, Head ECDM
• Dr. Keovivone Outhachak, Cabinet of the Ministry
• Mr. Bounsouk Thirasack, Director, Cabinet of the Ministry
• Mr. Mike Lally, Senior Education Advisor,
Education Sector Working Group

Ministry of Public Works

• Noupheuak Virabouth, Deputy Director General in-charge of
Water Supply Affairs-and International Relations

National University of Lao PDR. Faculty of Architecture

• Mr. Phisith Siharaja, Research and Post Graduate Section.

Asian Disaster Preparedness Center

• Mr. Daniel Schwitter, Technical Specialist, SKAT
• Ms. Lilia Blades , Research Associate
• Ms. Phitsamai Khammanivong, National Research Assistant
• Ms. Ronilda Co, Program Coordinator, ADPC
• Ms. Manjusha Rai, Project Manager, ADPC
• Mr. Arghya Sinha Roy, Program Manager, ADPC
• Mr. Aloysius Rego, Deputy Executive Director, ADPC

Lastly, we would like to thank the ADPC, the United Nations Development
Programme (UNDP) and the European Commission Humanitarian Aid department
(ECHO) for their continuing support to the Ministry of Education in Mainstreaming
Disaster Risk Reduction (DRR) in the Education Sector in Lao PDR.
1 Introduction 7
1.1 About this guideline 7
1.2 Target group 7
1.3 How to use this manual 7

2 Safety and risk reduction measures 9

2.1 Location 9
2.2 Site 11
2.3 Buildings 16

3 Architectural design and planning standards 25

3.1 Architectural design aspects 25
3.2 Furnishing and equipment 32
3.3 Outdoor facilities 35

4 Structural design standards 36

4.1 Design parameters 36

5 Planning and implementation steps 37

5.1 General proceedings 37
5.2 Formulation of request 39
5.3 Implementation 40

6 Operational and maintenance policies 41

6.1 Policy of Maintenance 41
6.2 Maintenance responsibilities 41
6.3 Maintenance activities 41
6.4 Maintenance budget 42

7 Notes and References 43

List of Annexes
Annex 1. Safety Audit Checklist 44
Annex 2. Site supervision manual 48
Annex 3. Excreta Disposal without water carriage 66
Annex 4. Flood and wind data for Lao PDR 69
Annex 5. Management Forms and Procedures 70
Annex 6. Maintenance Checklist 95

CONTENTS
ACRONYMS

ADB Asian Development Bank

ADPC Asian Disaster Preparedness Center
AusAID Australian Agency for International Development
BEGP Basic Education Girls Project
DEB District Education Bureau
DESIA Department of Environment and Social Impact Assessment
EA Environmental Assessment
ECDM Education Construction and Development Management
ECHO European Commission on Humanitarian Aid
ESDF Education Sector Development Framework
EIA Environmental Impact Assessment
FAO Food and Agriculture Organization (United Nations)
GoL Government of Lao PDR
IEE Initial Environment Examination
JICA Japan International Cooperation Agency
JICS Japan International Cooperation System
MOE Ministry of Education, Lao PDR
NDMO National Disaster Management Office
OCHA Office for the Coordination of Humanitarian Affairs (United Nations)
PES Provincial Education Services
PUCDA Provincial Unit for Construction and Development Assistance
UNDP United Nations Development Programme
UXO Unexploded Ordinance
PART 1.
INTRODUCTION
1.1 About this guideline
The Ministry of Education (MoE) and other stakeholders who are engaged in school
construction in Lao PDR have recognized the need for an official school construction
guidelines in the country. Project proposers and implementers have started drafting
guidelines governing school construction in Lao, yet none of these documents has
become official.

In view of the disaster vulnerability of schools and in line with the MoE’s program
on Mainstreaming Disaster Risk Reduction in the Education Sector in Lao PDR,
the ministry with the assistance of ADPC, UNDP, and ECHO developed this set of
guidelines which incorporates the experiences and lessons learned by different actors
involved in the construction of schools in Lao in the past years.

This is an easy handbook for building schools which was developed by MoE, bearing
in mind the Lao context and making reference to existing building specifications in the
country. It is a binding document which aims to ensure that future schools are built in
a way that minimizes harm and risk, including those brought about by natural hazards,
to students, teacher, staff and other inhabitants.

1.2 Target group

This set of guidelines is designed for the use of all stakeholders involved in the
construction of school facilities in rural and urban areas in Lao PDR, including technical
and non-technical staff. It governs all stakeholders, from the community level up to the
Ministry level, including the District Education Bureau (DEB), the Provincial Education
Services (PES), the Provincial Unit for Construction and Development Assistance
(PUCDA), and all involved agencies and donors.

1.3 How to use this manual

Users of this manual will find orientation on what aspects to pay attention to, in each
stage of the school construction planning, design and construction. The complete
version of the guidelines includes annexes with checklists and forms needed in the
process. However, this does not replace the need to engage professionals such as
Architects and Engineers, who have the technical knowledge needed to guarantee
school safety.

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 1.4 Building “good” schools
The final objective of school building activities is to provide adequate spaces for “good”
schools, which are child-friendly and inclusive, and have the additional objectives of:
• Attracting students (increase access);
• improve attendance rates;
• improve retention and completion rates;
• improve learning achievement;
• Provide safe, inclusive, welcoming environments for all children;
• Provide enabling learning environments, including accommodating children
with physical and mental/learning disabilities ;
• Cultivate harmony between the school and its community.

This set of guidelines is a comprehensive document that provides guidance and

standards towards meeting the objectives of a good, inclusive, child-friendly, and safe
school for our children in Lao PDR.

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PART 2.
SAFETY AND RISK REDUCTION MEASURES

2.1 Location
Lao PDR is a mountainous country, with elevations above 500 meters, characterized
by steep terrain and narrow valleys.

Though the geographical location of the country provides protection against typhoons
and windstorms, the country is exposed to various hazards, of which river floods and
droughts are the most damaging.

Other important hazards include fires, landslides, erosion and earthquakes. Additionally,
rodent infestations, human and animal epidemics, as well as Unexploded Ordinance
(UXO) affect the communities. Urban fires, floods, windstorms and earthquakes strike
the country on regular basis.

Main hazards.
Floods mostly occur in the alluvial plains of the Mekong River and its tributaries during
the May-September monsoon season. The most affected areas are the central and
southern regions, which account for the zones of greatest economic activities in the
country, home to 53% of the population.

Typhoons that enter the country from the East can compound the rainfall pattern and
cause additional flooding. The areas most prone to drought are the western provinces
and some of the higher elevations of the southern provinces.

Moreover, since the last decade the changing climate and environment in the region
and within the country, along with human made factors have worsened the situation.
Environmental degradation due to over-logging, opening more spaces, slash and burn
cultivation practices, using chemicals and fertilizers, etc. made people more vulnerable
and increased losses due to disasters.

Most people inhabit the floodplain areas, making them more vulnerable to the annual
flooding. The high population growth rate puts additional strain on the environmental
condition.

Though it is not officially registered, records from neighbouring countries show that
several minor earthquakes hit Lao PDR during the previous years.

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 2.1.1 Climatic zones
Laos has two distinct climatic zones: tropical monsoon in the plain areas and
subtropical climate in the mountainous areas above 1,000 meters altitude.

2.1.2 Natural hazard zones

Figure 1. Lao PDR: Natural hazard risks. OCHA Regional Office for Asia Pacific.

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 Figure 2. Mekong River Basin Flooding. OCHA Regional Office for Asia Pacific. http://www.reliefweb.int

2.1.3 Physical impact of disasters on the education sector.

From 2002 to 2005, 103 schools were affected by floods and 60 schools by
windstorms, whereby the most affected parts are the roofs, walls and floors . From
2000 to 2007, records show that two school buildings were affected by fire incidents
in Vientiane and one classroom in Houaphan province.

2.2 Site
Communities are the driving force to plan for future schools. The processes of school
mapping and micro-planning are the basis for the provision of school buildings
(See Chapter 6. Planning and Implementation Steps) and they need to include the following criteria:

2.2.1 Site selection criteria

Careful site selection is a key step in sustainable school construction. Physical
facilities in hazardous areas are vulnerable to floods, landslides, cyclones, etc. An
assessment of potential risks at the site is, therefore, crucial in terms of disaster

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 risk reduction. Another challenge is that villagers may not accept particular school
locations for various reasons, including the site’s history or other socio-cultural
reasons. In order to select a suitable school site, a number of issues must be
considered and discussed with the local authorities and the community.

The key factors to consider when choosing a site include:

Social:
• Ensure community’s acceptance of site locations.
• Consider whether neighbouring settlements of different ethnic groups are an
issue; e.g. PES or DEB, depending on the case, must verify that neighbouring
settlements of different ethnic groups will not hamper the construction of the
school).
• Schools should be sited near the villages it serves, so that pupils have a shortest
possible way to the school and the compound becomes an integrated part of the
village.
• The school should be located within walking distance for all children. The
maximum distance between children’s houses and school should be equivalent
to a 45-minute walk .

Institutional:
• Make sure that land titles are available.
• The Village Committee verifies that ownership of land and school premises
are clearly established. Clarify who will be the landowner in order to avoid future
conflicts and even the eviction of residents.
• Clarify with local authorities the building permits.
• For a primary school to be approved, it must have at least 32 pupils.
• A complete school should have all the levels, i.e. 5 levels in primary schools, 4
in lower secondary (as of 2009) and 3 in upper secondary.

Technical:
• PUCDA must confirm that conditions and technical requirements for water
supply, sanitation, waste management, and power supply (if applicable) are in
place; and provide a report.
• Builder must check for existing connections to municipal/community water
mains. Assess their conditions and the measures needed to connect the site to
the municipal mains.
• Make sure the selected site is big enough for further extensions and outdoor
facilities.
• In mountainous areas, the buildings should not be cut too deep into the slope,
as the flanking wall might collapse due storm water and horizontal forces.

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 • If a sloped area cannot be avoided, a platform should be built first and the
building should be placed at a secure distance from the adjacent slopes.
• The school should not be located close to steep slopes or cliffs or it might
collapse due to falling rocks or landslides.

Economic:
• Identify any financial provisions or support schemes that the GoL (or other
institutions) may have made available for the school.
• The GoL should ensure that land prices are kept to a minimum.
• Include in the budget costs the required land filling and other ground
preparation.
• Consider expenses for the provision of infrastructure on the site (e.g. roads,
connection to water, sewage, electricity networks, etc.).
• Assess the site’s existing buildings and infrastructure. Determine whether
demolition works will be needed or whether, alternatively, existing buildings can
be recycled or integrated, include this in the initial budget.

Safety:
• Identify potential evacuation routes and access routes for emergency
services.
• Consider the proximity of structures in surrounding areas that may serve as a
shelter for those displaced in emergencies.
• Place buildings at least 10 meters away from stagnant water, as this may be a
breeding location for mosquitoes and vector-borne diseases. Consider whether
there may be seasonal sources of stagnant water, e.g. dried out rivers or ponds.
• Assess risks from natural hazards (e.g. storm surges, landslides, heavy rainfall,
earthquakes and cyclones) and avoid building in hazards zones (See 2.1.2. Natural
hazard zones). As part of the assessment, check municipal flood records, and official

data. Also ask members of the community about the frequency of heavy rains,
storm winds and bush fires. Any hazard assessments carried out in previous
stages should also be considered.
• Determine whether additional works are required to render the site viable for
development or whether land use should be restricted to reduce vulnerability to
natural hazards.
• If the area is at high risk, consider whether re-sitting to a location of reduced risk
is an option. This will be defined by the local government based on availability
and economic criteria .
• Assess site topography, e.g. use shallow bedrock conditions for seismic
protection.
• In areas at risk from flooding the school should be placed on an elevated site.
If an elevated site is not available, individual buildings should be raised.

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 • In mountainous areas, check the slope stability (angle, soil type, drainage, etc.).
Assess soil characteristics. This will provide important information for determining
foundation type (strip or slab); depth for drilling water wells; and digging holes for
septic tanks (rocky ground is not very suitable). Have a soil analysis made.
• Consider whether land filling is needed to elevate new structures above likely
flooding levels; identify the groundwater tables’ depth. This will be important
information for purposes of establishing foundation depth and size as well as the
depth and distance between latrine system/septic and water tanks.
• Whenever possible, avoid building on water-logged soil. It can become liquefied
and no longer able to sustain the building.
• In conflict and post-conflict regions, avoid areas that may contain mines or
unexploded ordinance (UXO). Seek the help of specialists if you suspect that
mines or UXO are present in the area.
• In earthquake-prone areas (Northern region) try to build on sites that are open
and on flat land.
• Select a site composed of the firmest sub-soil available. Softer sub-soils amplify
ground motion which will be transferred to foundations and school structures.
Weak sub-soils are susceptible to soil liquefaction, which can damage foundations
and even cause collapse of the foundation and the building.

Environmental
• Ensure that there is adequate site drainage.
• Assess the site’s existing vegetation. Check whether it is necessary to clear
trees or bushes from the site or, alternatively, to reforest the site to create a cooler
micro-climate or to stabilize soils.
• The site should be away from sources of pollution and toxic or hazardous
materials that may impact the inhabitants’ health or safety. Recommended is a
background noise level of 35 decibels (dBA) or lower .
• The school should be separated from sources of excessive noise, such as
aircrafts, car traffic, railroads, sirens, factory machinery, etc. so that noise levels
do not have detrimental impact on children.
• Identify and protect existing natural features and ecosystems.
• Respect and incorporate historic, cultural and artistic resources.

2.2.2 Develop a Site Plan

After having selected a suitable site location, a Site Plan needs to be developed.
Usually made by the community, the plan has to be based on the site assessments
done under chapter 2.2.1. It contains all necessary information about further
potential risks, arrangements of facilities, later extensions, roads, vegetation, and
access to infrastructure.
It is recommendable to draw a community map during the planning stage, whereby

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the members of the community can show the location of the school site in relation
to the community resources, land use, structures, institutions, relationships and
interactions within the community. (See Chapter 6. Planning and Implementation Steps)

Careful planning is required to establish the schools’ orientation on the compound

where infrastructure (piping and other services) is laid, and the arrangements of
outdoor facilities and the integration of suitable vegetation. Before developing the
Site Plan, check the District Development Plan, if any, to ensure compliance with
its requirements. The following aspects need to be considered:

• Check whether you need to develop a new layout plan or if a former plan is still
useable or valid.
• Use natural topography: Place new schools at the highest level of the
compound.
• In order to protect natural resources and scarce land for agriculture, buildings
should be situated on plots in a manner that minimises land use impact and
optimises the land’s value, e.g. degraded land is used for building construction and
indoor sports courts. Second-quality land is used for outdoor sports courts and
prime farmland is used for other outdoor activities or left undeveloped . Pathways
can be shared by different buildings in order to minimize paved areas, etc.
• The school should be oriented in a way that its long side is parallel to the
direction of the slope in order to minimize the damages from landslides or falling
debris.
• Orient buildings on the land to optimise the use of sun and wind, i.e. in lowland
areas, the east and west facades should be shaded in order to minimise solar
heating, especially during morning and afternoon hours, and heat gain of external
walls, thus minimising indoor temperatures and improving users’ comfort by taking
advantage of natural ventilation; e.g. use the east and west ends of the buildings
as buffer zones, placing porches at these locations.
• Make the layout plans flexible for future extensions, new accesses and necessary
adjustments due to changes in the users’ needs and habits;
• Identify ways to overcome potential barriers to the access of all children (including
children with disabilities) to the school and indicate them in the site plan.
• The site should be accessed from the public roads without crossing another
property boundary.
• Reduce the impact of exterior noise by locating classrooms away from noise
producers, like roadways.
• Consider minimum distance between water wells and septic tanks. The minimum
distance is 15 to 20m. (See also section on Water supply and Sanitation);
• Assess communication needs (i.e. telephone);
• Protect existing vegetation, such as trees, bushes, etc. Plan to replant additional

15
 trees. Vegetation is important to provide shading and to freshen. Vegetation also
provides storm and flood protection, contributes to local food or materials production,
and has aesthetic and recreational value, enhancing an area’s overall quality.
• Preserve undeveloped sites. If possible repair and restore damaged natural
areas.

The Site Plan has to be drawn to scale 1: 500. It includes the main measurements
of compound, buildings and outdoor facilities and further contains:
• Cardinal points
• Compound boundary
• Location of existing buildings (if any)
• Location of planned new buildings
(with border margins)
• Location of external toilets and water source
• Option of further extensions
• Road access and escape routes
• Outdoor facilities (playground, football,
volleyball, etc)
• Indication of nearby rivers, rocks,
power supply, settlements, etc. (if any)
• Flag pole and location of school sign
• Landscaping and vegetable garden (if any)
• Waste disposal area

2.3 Buildings Figure 3. Example of approved site plan.

Extracted from ISE Project
Sekong Province. Lao PDR. JICS 2009

2.3.1 Key Principles

An important aspect of a sustainable school design is the extent to which the buildings
can accommodate user needs, climate conditions and local natural hazards (e.g.
earthquakes, floods, and storms). Well-designed schools minimise environmental
impacts and risks, while meeting user needs. The shape of a school is crucial for
ensuring that it is built sustainably. Certain school shapes can better minimise or
withstand the impact of earthquakes, floods, tidal waves, storm-surges, cyclones
and climate conditions.

Key principles of typhoon and flood-resistant construction:

1) Use landscape and topography to protect the school. Natural wind blockades
such as trees can decrease a buildings exposure to wind, but be sure that these
are not so close as to fall and damage the building.

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2) Make sure that the school buildings are at least 60 cm elevated from ground
level. If the plot is swampy and prone to high flood levels, buildings must be built
at least 30 cm higher than the maximum flood-water height.
3) Use infrastructure that mitigates flooding: culverts, bridges, drainage canals
can be used to regulate seasonal monsoon flooding.
4) Simplify the schools’ form to minimise obstruction to the wind (See 3.1 Architectural
design aspects).

5) Pitch the roof between 30° and 45° to lower wind suction, also avoid wide roof
overhangs.
6) Separate the structure of the verandas from the schools’ main structure.
7) Tie the structural frame together firmly (including roof trusses), use diagonal
bracing.
8) Attach the roof covering securely.
9) Pay attention to the size and positioning of openings. Minimize openings in
bearing wall constructions. Avoid placing large windows and doors on the walls
facing the strongest winds. Protect the windows and doors with shutters. Anchor
door and window frames to the walls of the buildings. Provide an opening on the
side opposite to the strongest wind direction.
10) The orientation of the buildings is very important. To minimize the damage
caused by disasters, orient the shortest sides of the buildings towards the direction
of the strongest winds and flood stream.

Key principles of earthquake-resistant construction

1) Separate adjacent buildings at least 3 meters in order to avoid multiple collapses,

also known as the “domino effect”.
2) Reinforce corners and joints by adding bracings to the sections where the
structure are most likely to weaken in case of earthquake, e.g. “dragon ties”.
3) Ensure structure coherence, i.e. properly anchoring floor beams, columns, ring
beams and roof structure.
4) Strengthen openings for doors and windows too.
5) Design structural elements to be symmetrical and evenly spread over the plan
of the building.
6) Design building to be vertically regular with respect to lateral stiffness and
weight distribution.
7) Design and build to resist lateral loads from all direction, e.g. brace face-loaded
walls with shear walls, and “tie” all the walls with a ring beam.
8) Minimize openings in bearing wall construction.
9) Design all elements to transfer loads directly to the ground.

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 poor practice good practice

Figure 4. Vertical framing must continue to the foundation, otherwise is a critical weak spot

As regards fire hazards, it is advisable to build separate buildings, instead of a

large continuous building in order to prevent the rapid spread of fire.

2.3.2 Materials
Schools built with low quality building materials, low quality concrete, inadequate
steel reinforcement or unseasoned timber are often badly damaged by floods or
strong winds. Site supervisors should give special attention to using high quality
building materials. Try to ensure that the delivered material is of good quality by
regular material testing of the aggregates (sand and stone), and the water and
cement used. In order to safeguard the health of the children:
• Do not use toxic materials.
• Do not use materials containing chlorofluorocarbons (CFC), e.g. in refrigerators
or air conditioners.
• Do not use asbestos.
• Use local materials whenever it is possible. This lowers construction costs and
facilitates construction.

Building materials used for school construction must comply with the official
Technical Specifications used in Lao PDR . In Lao PDR the following international
standards are being used:
ASTM: American Society for Testing and Materials
(http://www.astm.org/DIGITAL_LIBRARY/index.shtml)
TIS: Thai Industrial Standard

If the materials used cannot be found in this list, always follow the specifications of
the material manufacturer.

Environmental specifications
If built by private contractors, hardwood must come from a certified provider, i.e. it
is harvested wood.
Use water-borne preservatives. If using oil-borne preservatives, avoid products
containing pentachlorophenol, as it is highly toxic.
Give preference to materials that are locally extracted or harvested, and locally

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manufactured to eliminate potential air pollution due to petroleum-based
transportation.
Avoid using products that pollute water, air or other natural resources where they
are extracted, manufactured, used or disposed of .
It is recommended to use light-coloured materials for walls and roofs to reflect,
rather than absorb, solar energy.
Use materials efficiently. Avoid the waste of construction material. Try to reuse
construction material from demolished buildings, whenever it is still in good
condition.

2.3.3 Building Technologies

Sustainable construction practices are cost-efficient, practical and environmentally
appropriate. When selecting the most appropriate construction system, builders
should choose one that bests suits local conditions, such as the availability of building
material and skilled workers. Depending on local conditions school architects may
want to choose from among the following sustainable building systems:

Foundations:
The quality and life span of a building depends to a great extent on how the
foundation is made. A poor foundation can soon lead to damage and deterioration
that is difficult to repair. The type of foundation to be used should be selected early
in the planning process, because it will influence the building’s overall design. Key
criteria for consideration when selecting a foundation include ground quality, which
can be determined through a soil investigation; the building’s anticipated load,
i.e., its weight when fully occupied; and the availability of equipment and skilled
workers.

Padfooting Strip foundation

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 Slab foundation Dangerous foundation

Design rules for earthquake and flood-safe foundations:

• Check soil type and flood water level.
Assess soil strength for seismic design of foundations (See Thai Engineering standards used by
the Ministry of Public Works).

• Avoid using isolated footings with no ground beams.

• Use reinforced concrete strip foundations under load-bearing walls.
• Soft clays and loose-to-medium dense sand which is water-logged may liquefy
during an earthquake. Avoid building in such areas or seek expert advice on pile or
slab foundations and structural design.

Supporting frame:
The supporting frame (skeleton) of a building is often subject to local traditions and
preferences. In situations where access to projected materials may be restricted,
alternative frame systems may need to be considered.
There are at least three basic frame systems:

Concrete frames:
Concrete frames are widely used in school construction. Columns and beams are
cast together into a structural frame. Gaps (filling elements) are not load bearing
and filled with timber, bricks or bamboo. In order to withstand earthquakes and
other natural hazards, strong connections are required between vertical steel
reinforced concrete columns, ground beams and ring beams. (A ring beam is a
horizontal beam that follows the shape of the school, so named because it would
look like a ring if it were round. The roof often rests directly resting on a ring beam.)
Also crucially important for earthquake resistance are robust connections between
supporting frame and non-load bearing filling elements. Unsecured wall parts may
fall outwards.

Timber frames:
Timber frames are often more resistant to earthquakes and other natural hazards
than concrete frames and are easier to put up. Adequate carpentry skills, however,
are required. In a situation where timber is scarce or likely to come from illegal

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logging, timber framing is not recommended.
Do not use wood that is severely cracked or shows signs of termites.
It is important to use adequate bolts. Do not use bolts that have rust.

Steel frames:
Steel frames are primarily used for constructing larger schools. The material is very
strong but is difficult to work with without specialised tools and expert knowledge.
Also, steel frames are imported and typically quite expensive; therefore they are
not often used for schools.
It is important to use adequate bolts. Do not use bolts that have rust.

Floors:
The choice of floor (both the technology used and the surface) depends on its
intended use. Consider the expected load, wear and tear, cleaning manner,
slipperiness and resistance to moisture and insects. Ground floors must be laid on
a layer of 50 cm thick compacted sand.

Walls:
The construction technique used for walls depends on the number of floors, the
anticipated loads, and the risk of cyclones or earthquakes. The choice is also
influenced by the building material to be used and the availability of skilled workers.
Walls should require as little maintenance as possible. Walls play a crucial role
in a schools’ resistance to earthquakes. Earthquakes affect buildings mainly with
horizontal forces. The main danger due to the horizontal movements of the earth is
that building walls will collapse and consequently roofs might collapse as well. The
main aim of constructing earthquake-resistant buildings is to avoid walls prone to
collapse and to ensure that the roof is well secured to these walls. In order to make
buildings as resistant to earthquakes, storms and floods as possible, the following
measures must be considered:
• Ensure that walls are sufficiently reinforced. Have a qualified engineer calculate
the required armouring and control regularly the quality of installation on site.
• Make sure that ring beams are well connected to the reinforcement of walls and
columns.
• Walls made of cement or fired bricks resist floods much better than mud walls.
The length of walls between openings must be at least 1/3 of their height and must
not be less than 1m.
• Walls must be well connected to the structure. If the school will be built
with bricks, wall ties protruding from the structure must be hooked into the wall
structure.

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 Roof:
The quality and state of the roof is extremely important. The roof protects against
weather, wind, heat and cold. To some extent, roofs also protect external walls
from sun and rain. Avoid building flat roofs in areas with heavy rains. Highly skilled
workers, excellent quality building materials and regular maintenance are required
to keep flat roofs watertight.

For climate reasons, consider insulating the roof or provide well ventilated false
ceilings. Insulation reduces heat gain through the roof, keeping temperatures
inside to a minimum. Overhanging roofs provide shade to walls and windows and
are particularly useful to minimise the heating of sun-exposed walls. To achieve
the best earthquake and wind resistance, roofs should be well connected to all
walls and columns. In cyclone-prone areas, roof slopes of around 30° reduce wind
suction forces. Strong connections of all roof components to the roof structure are
required.

Asbestos containing roofing or ceiling materials are banned from school construction.
Exposure to asbestos can cause lung disease and cancer, depending on the
concentration in the air and the length of exposure.

Openings and windows:

Openings are important elements for natural lighting and the regulation of the indoor
climate. They should be large and fully open able, with inlets of a similar size on both
sides of the room allowing proper cross-ventilation. Windows for primary schools
are preferably equipped with grills, for secondary schools with flexible louvers.
Windows with fixed glass panes are of no advantage and should be avoided. In
windy and cold areas, transparent wind shielding should be provided. Generally,
doors must open towards the outside so that students can escape more easily in
case of earthquake or fire.

The following is recommended with regard to window orientation:

• Minimise direct exposure to sunlight and rain.

• If possible, use trees to create additional shade in hot areas or wind shelter in
mountainous areas.
• Locate windows toward prevailing winds and breezes for good cross-ventilation
and circulation.

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2.3.4 Safety measures for existing schools
For existing schools, a safety audit has to be carried out every five years by the
PES. The buildings have to meet the following minimal requirements:

• Roofing materials are correctly fastened to purlines.

• Roofing is properly built to avoid leaking.
• All wooden parts, including roof frames, structure and cladding, are properly
treated to resist decay and insect attack.
• The wood used in all construction areas has been adequately dried, is not
severely cracked and does not present deformations.
• The ceiling support structure is safely fixed to roof beams.
• All columns are intact and not breaking up or crumbling.
• All walls are secured to columns and not in danger of falling.
• Holes and unused wells are properly closed.
• Fences are complete and clearly delimit the school area.
• “Grey” and “black” waters are properly drained.
• Storm water management is in place.

Existing schools may need repairs and retrofitting, in order to comply with minimum
safety requirements. If the buildings have been severely damaged by floods or any
other hazard, a specialized engineering evaluation needs to be conducted.
(See Annex 1. Safety Audit Checklist)

(See Repair works in Primary Buildings. ECDM Ministry of Education)

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 2.3.5 Quality assurance of construction
• Test the experience of the skilled laborers and the contractor-engineers
• Check the quality of construction materials (following section 2.3.2)
• Ensure proper storage of construction materials, e.g.
- Cement should be kept in a dry store, not exposed to heat and placed on a
platform to avoid direct contact with the ground.
- Timber sheets should not be exposed to damp or sunlight.
- Roof tiles and zinc sheets should be placed along its length, no other materials
should be placed on top and no walking on them is allowed.
- Gravel and sand should be in separate piles, should be stored in a clean area
free from leaves, roots, mud or residual oil.
- No furniture should be stored in a building under construction. Coordinate the
time for furniture delivery in order to avoid this.
• Make sure that the builder (contractor or community) follow safety measures
during construction works, as per Lao PDR Construction Law, safety regulations.
(See Annex 2. Site supervision manual)

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PART 3.
ARCHITECTURAL DESIGN AND
PLANNING STANDARDS
3.1 Architectural design aspects
Key aspects of good schools are inclusiveness and children-friendliness. In remote
villages of Laos, the school will often remain as the only permanent building of the
settlement. For this reason there is a need for flexibility. The basic design must be
flexible enough to allow for various configurations. Rural schools are mainly used as
multi grade schools and utilized intensively during school hours. In addition - and to
give them even increased public importance and make them more economically viable
- the buildings can be used for various purposes such as:
Daily: Adult education (night school)
Periodically: Social work, community meetings
Occasionally: Storm shelter, voting centre, vaccination campaigns, etc.

The children’s safety is of utmost importance and must be considered it in each stage
of the school design.
The school premises should be accessible to all students, including those confined to
a wheelchair, using crutches and/or with any form of disability.

The shape of a school is crucial to ensuring that it is built sustainably. Certain building
shapes can better minimize or withstand the impact of earthquakes, floods, storm
surges, cyclones and climate conditions.

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 Design structural element to be symmetrical and evenly spread over the plan of the building

poor design safest design

poor design

safest design

poor design vertical Irregularity uneven distribution of mass

safest design vertical regularity even distribution of mass

Figure 9. Symmetrical structural elements

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3.1.1 Elements of a school and size of rooms

School elements Spatial requirements

Indoor facilities

Minimum area is 1.60 m2 / pupil . Include 10% extra space as provision for population
growth. I.e. [(No. Of students) * 1.6] + 10%
E.g. [(32 * 1.6)+10%] = 56.32
Maximum 36 pupils for single grade teaching are recommended. Max. 40 pupils for multi
Classroom grade teaching
Minimum height of room 3.3 m.
The basic classroom module has a rectangular or square ground floor shape.
Note that even in mountainous areas where land is scarce, pupils still need the same amount
of space. Thus the smaller the classroom, the fewer pupils it can accommodate.

Teacher’s room Minimum area is 12 m2. 25 m2 for 5-classroom buildings and above

Store room 3 – 4 m2 / classroom

Ceilings Needed to provide uniform light and protection from noise and heat

Floors Dry and clean concrete floor

Stackable, to avoid chaos in emergency cases.

Furniture Light, so that it can be easily moved.
Dimensions and design should allow working in groups and/or individually.

Additional roofed area 25 m2 / classroom

Pour flush, min. 2 units, one for boys and another one for girls.
Toilet (external) Each toilet/latrine should serve from 45 to a maximum of 75 pupils.
For each additional classroom 1 additional unit.

Water supply Gravity fed system, or roof water harvesting including storage facilities, or shallow well

Outdoor facilities:

Playground Same area as the one occupied by the school building

Access road To guarantee safe and proper access also in the wet season

To provide easy access for elderly and people with disabilities

Ramp
12% gradient recommended (approx. 0,5 m height every 4 m length)

Fencing and Gate To protect compound from domestic animals

Flag post To respond to the country’s traditional morning assembly of students

Trees To provide shade in the hot season

Information board To display announcements and information for students and teachers

“Kila” To provide protection for livestock (for high risk areas only)

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 Additional space requirements for storm shelters during emergency use:
Toilets internal: 1 for males, 1 for females.
Water tank: min. 500 l
Villager shelter area: 1 m2 / person

Figure 10. Example of ground plan with flexible classrooms, teachers’ room and storage area

3.1.2 Access and emergency exits.

The passageway leading to an exit should be as direct as possible, be unobstructed
with projections such as open door and be well lit.
Exits should be clearly marked.
The maximum direct distance from the classrooms to the emergency exit is 9 m in
one direction and 18 m in more than one.

Schools must have at least one escape route. If the number of people (including
pupils, teachers and staff) exceeds 500, then two exits are required .

Schools must have an entrance that is accessible to people with disabilities.

Classroom doors must have a minimal width of 90 cm. For buildings with two and
more storeys, a second stair case for emergency situations must be considered.

The minimum width of an escape stair is 1.2m for 150 people; 1.5 m for 220
people.
The sum of the dimensions of two risers and a tread should be 63 cm, and the
minimum dimension for the tread is 27 cm. Open risers and projecting nosings are
not acceptable for students on crutches.
All exits must discharge to a safe place of refuge outside of the building at ground
level.

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 Figure 11. Example of location of fire stairs and door openings

3.1.3 Natural lighting

Classrooms must be designed in a way that artificial lighting is not necessary.
Windows should be of a maximum size with openings on opposite walls. Main light
source should come from the left classroom wall. On the front and backside of a
classroom no windows may be situated. The net window area of a classroom must
be min. 25% of the floor area (for a 50 m2 classroom min. 12,5 m2 net window area
is required)

Figure 12. Net window area

compared to floor area

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 3.1.4 Natural ventilation
For basic education facilities artificial cooling or heating devices have to be avoided.
Protection against cold winds during the dry season should be balanced by proper
ventilation during the hot and humid period. Therefore, regulated air movement
is a primary requirement. This can be achieved by well planned openings in the
lowlands, and the provision of window shutters or wind screens in the mountainous
areas. The warmer the climate and the higher the humidity, the more important it is
to provide cross-ventilation.
For planning purposes, it is important to distinguish between regular wind patterns
and winds that occur occasionally like storms or cyclones. To design optimal
ventilation, the following information is required:
• What is the pattern of existing winds (speed, direction, temperature)?
• How do these wind characteristics change during the course of the day and the
seasons?
• When is increased air circulation desired for cooling or heating, when is it not?
• When is air circulation required, in which rooms; and in which zone and at what
level in the room?

3.1.5 Water
Each school must be provided with a water supply and a water tank. Water is
normally provided through pipes (Gravity Fed System) from the communal water
supply. There are three types of water sources that can be tapped: Surface water,
groundwater, and rainwater.

Surface waters include lakes, rivers, ponds and other open fresh water sources.
Surface water is often the easiest water source to access. Surface water, however,
is vulnerable to pollution, thus it must be protected or treated if used for drinking
water. It can also be affected by wide seasonal variations in turbidity and flow.

Groundwater is found underground in aquifers, making it better protected from

pollution than surface water but still susceptible to bacterial contamination from
ineffective or disrupted sanitation systems and chemical pollution, e.g. arsenic.

Rainwater collected from roof-top catchments should not be considered a primary

school water supply but merely a temporary supply. The operation of rainwater
collection systems requires specific education so that somebody will take
responsibility for maintaining the quality of their supply by, e.g. cleaning gutters
and sealing of tanks.

If the water is for drinking, the quality should be verified by proper testing.

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3.1.6 Sanitation
For hygienic reasons schools must be provided with toilets. Pour-flush systems are
to be favoured.
In extreme cases when the community has no access to water, the excreta disposal
has to be conducted in such a manner that danger of carriage of disease from the
excreta by surface washings, soil and water pollution, fowls, animals, and flies will
be eliminated or minimized. Alternative options for toilets are pit privy, vault toilets
or composting toilets. (See Annex 3. Excreta Disposal without Water Carriage)
Separate toilets or latrines should be available for girls and boys. Privacy,
cleanliness and safety are major considerations when planning location and design
of facilities.
Sewerage (black water) is collected in septic tanks or - in developed areas – in
communal sewerage plants. Septic tanks are usually a combination of small-scale
pre-sedimentation tanks and soak pits from which sewage migrates freely onto
the ground. The most widely used small-scale sedimentation tanks can typically
hold 1 to 2 m³ of black water, providing one classroom with suitable capacity
for approximately 6-10 months, after which it requires maintenance and sludge
removal.

When designing sanitation facilities, the following considerations should be kept in

mind:
• Geography: Are soil conditions and groundwater levels acceptable for septic
tanks?
• Plot size: Is the plot large enough to support an on-site system (at least 0.1
hectares)?
• Avoid placing sanitation systems upstream from fresh water sources.
• Latrines must be constructed behind the line of buildings, so that if additional
buildings are added later they can be constructed in line with existing buildings
without the need to move the latrines.
• Teachers need to have separate facilities for men and women.
• Toilet/latrines can also be designed and located so that they are shared among
clusters of classrooms to protect younger children.
• Toilets/latrines must be at least 20m away from the closest school building.
• Toilet areas and latrines should have a minimum source of fresh air via opening
or ventilation shaft. Never connect them to food preparation areas.
• Septic tanks need to be placed at least 30 m away from the nearest river , 5 m
away from the nearest water outlet, 3 m from the nearest house, and 3 m from any
property line.
• The base of any soak pit should be at least 1.5 m above the water table.
• Disposal sites should be downhill of groundwater sources.

31
 • Untreated sewage must not be discharged into any fresh water source (lake,
river, and groundwater).
• Ensure that septic tanks are easy to access for sludge removal and
maintenance.
• It is important to ensure the storm water drainage is adequate. The lack of
adequate or properly maintained storm water drainage systems can result in
flooding and associated side effects.
• Wastewater may not flow into public drains.

3.2 Furnishing and equipment

3.2.1 Primary schools

Furniture for students must be out of solid local hardwood. Height of stools should

32
be adapted to the age of the pupils. Working surfaces have to be smooth and
clean. Minimal requirements are:

Classrooms:
Bench for two students, size 45 cm x 90 cm, height 55 cm, 20 nos
Stools for students 30 cm x 30 cm, height 35 cm, 40 nos
Desk for teacher 70 cm x 120 cm, 1 no
Chair for teacher 1, no
Working surface inbuilt along windows (optional)
Cupboard, maximum height is 1.50 m
Blackboard. Movable blackboards are recommended for multi-level classrooms.

Teachers’ room:
Cupboard, lockable, size 1,2 m x 0.60 m x 2.0 m (w x d x h) per classroom
Table (for each classroom 2 persons)
Chairs (for each classroom 2 persons)

Store:
Shelf, for each classroom min. 3.6 m (3 bodies of 1.2 m wide each).

33
 3.2.2 Secondary schools
a) Bench for 2 students, size 50 cm x 100 cm, height 62 cm, 20 nos
b) Stools for students, height 40 cm x 40 cm, height 41 cm, 40 nos
c) Desk for teacher size 70 cm x 120 cm, 1 no
d) Chair for teacher 1, no
e) Suspension arrangement for posters and maps, 1 no
f) Power sockets
g) Display cabinet, size 180 cm x 60 cm x 200 cm (w x d x h)
h) Blackboard fixed 180 cm x 120 cm, 1 no

Teachers’ room:
a) Cupboard, lockable, size 120 cm x 60 cm x 200 cm (w x d x h) per classroom
b) Table (for each classroom 2 persons)
c) Chairs (for each classroom 2 persons)

Store:
a) Shelf, for each classroom min. 3.6 m.

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3.3 Outdoor facilities

3.3.1 Sports and recreation

For functional, organizational, safety, and economic reasons, the outdoor facilities
should be directly attached to the school. If the opportunity to locate sports facilities
close to the school is not provided, they shouldn’t be more then 5-10 walking
minutes away.

The minimal requirement with regards to sports and recreation is the provision of
a general playground with an area equivalent to the area covered by the school
buildings.

Recommended are fields for football, volleyball and gymnastic facilities.

The international standard dimension for a double hall flexible to accommodate
basketball, football, handball and volley ball is:
22 x 44 x 7 [m] divided into 2 sections:
22 x 28 + 22 x 16

3.3.2 Fencing
A complete and solid fencing for school compounds is a must. It protects playground
and buildings from domestic and wild animals. At the same time, it does not allow
encroaching on land by trespassers, neighbours, etc.

The school building should be separated from the fence at least by 2m; the front at
least by 10m; and there must be at least 4m distance between the school building
and a hillside

3.3.3 Landscaping
Restore damaged natural areas.
Use native plant species for landscaping.

35
 PART 4.
STRUCTURAL DESIGN STANDARDS

4.1 Design parameters

4.1.1 Engineering standards

(See Thai engineering standards used by the Ministry of Public Works)

4.1.2 Structural design

Load presumptions for the structural design
Wind load estimations based on wind speed data, year 2008
(See Annex 4a. Wind 17 Provinces)

Station Name Maximum wind speed (m/s) Wind load (Kg/m2) Direction
Vientiane Cap 49 (April) 80 North
Phongsaly 12 (March, May and September) 9.9 West, East
Bokeo 25 (May) 39 Northeast
Luangnamtha 22 (January) 32 Southeast
Oudomxai 13 (February and April) 10.8 West
Luangprabang 32 (August) 67 West
Xamneua 20 (July) 26 West
Xayabouly 28 (April) 51.1 Southwest
Xiengkhouang 30 (May) 58 South
Phonhong 25 (April) 39 Southeast
Paksane 11 (May) 8 East
Thakhek 19 (September) 23.4 West
Savannakhet 27 (April) 46.3 North-Northeast
Saravane 36 (February) 73 North
Pakse 25 (March and April) 39 Southeast and Southwest
Sekong 20 (October) 26 North-Northwest
Attapeu 25 (December) 39 North- Northeast

Earthquake: Zone 2
Flooding: Depending on the area, min. elevation of finish floor level above
ground level is 0.60 m
(See Annex 4b. Flood above ground level. 17 Provinces)

Soil bearing capacity: 200 KN/m2 for normal soils, for critical soils verification of
soil bearing capacity by a civil engineer is required.

36
PART 5.
PLANNING AND IMPLEMENTATION STEPS
One of the activities of the Education Sector Development Framework in Lao PDR, is
to “Prepare and endorse guidelines on the design and equipping of inclusive education
schools and criteria for opening an inclusive education school; increase the number
of inclusive education schools according to the number of disadvantaged children in a
district and across a province”

5.1 General proceedings.

The proceedings are structured into a) planning and b) construction implementation
phase:

a) The planning phase consists of the following steps:

Step 1: Application Phase 1. Submission of application forms by community/
DES to PES (ref Chapter 5.2)
Step 2: Approval of Phase 1 by PES
Step 3: Application Phase 2. Submission of project proposal by community/
DES/PES to MoE (ref. Chapter 5.2)
(See Annex 5. Management Forms and Procedures).

Step 4: Approval of phase 2 by MoE

Step 5: Bidding by PES
Step 6: Contracting by PES

37
 b) Construction Implementation by contractor/community, supervised by
DEB and PES

Planning structure:

Planning and implementation flowchart:

School Mapping
Community

Local Statistics Application Forms

and projections and Documents

DEB & District Authority

APPLICATION
PHASE 1
Meets District Economic
NO
and Social Development Plan? Proposal becomes second priority

YES

PES Funds from private sector / NGOs available?

YES

School Project MOE standards, maps School Project

and school designs

38
 MOE
APPLICATION
PHASE 2

Transfer of project to responsible department within MOE

BIDDING
PES

CONTRACTING
Contractor / Community

IMPLEMENTATION
Supervision and
montoring PES, DEB SCHOOL CONSTRUCTION
PHASE 2
and community

5.2 Formulation of Request

The MoE will approve only simple, functional, and safe applications. Basis for approval
of requests are the present School Construction Guidelines.

Application Phase 1
The application from the community has to be submitted to the DEB of the responsible
district containing:
a) Statistics about pupils
b) Statistics about teachers
c) Data and projections on demographic growth of population and students
d) Details about existing school facilities
e) Information about planned schedule of rooms
f) School mapping (follow ECDM Manual for School Mapping)
g) Land title

Forms for the above verification are available from the PES and ECDM.

Application Phase 2
a) Cadastral Map including risk zones with indicated location of the school (as a
general rule in scale 1 : 1000)

39
 b) Risk Map
c) Site Plan of the school compound, including planned and existing buildings, access,
outdoor facilities, potential for future extensions (as a general rule in scale 1 : 500)
d) Ground Plans with room indications, room sizes, furnishing (as a general rule in
scale 1 : 100)
e) Sections with indications about height of rooms (as a general rule in scale 1 :
100)
f) Elevations, original and new ground level (as a general rule in scale 1 : 100)
g) Cost estimate
h) Specification of building construction with general indications about technologies
and materials

Environmental Assessment
Once the school project is developed the responsible agency (usually a department
of MoE) needs to perform a project environment screening to be submitted to the
Department of Environment and Social Impact Assessment (DESIA) for the issuance
of the environmental compliance certificate.

According to the size of the project, DESIA will determine whether the project requires
an Environmental Assessment (EA). In general school projects are exempt from
Environmental Impact Assessment (EIA); however, if it is identified that the project
disturbs water resources, forestry and/or cultural and social heritage, the appropriate
division from DESIA can request the responsible agency to conduct a complete EA,
including an Initial Environment Examination (IEE) and possibly an Environmental
Impact Assessment (EIA) in order to obtain the environmental compliance certificate.
No construction shall be undertaken at a project site until that certificate has been
issued.
It is recommended to carry out the project screening during the project application
phases.
(Follow the Regulation on Environmental Assessment in Lao PDR)

5.3 Implementation.
The Provincial Education Services (PES) and the community are the direct implementers
of the school project, regardless of the contracting system. The technical support
comes from ECDM, which is in charge of providing guidelines, capacity building,
conducting training and strengthening the capacity of PUCDA.

The District Education Bureau (DEB) and community provide supervision and
monitoring.
(Follow bidding practices, contracting and supervising manuals by ECDM. See Annex 5 for checklists and forms)

40
PART 6.
OPERATIONAL AND MAINTENANCE POLICIES
The routine maintenance of school buildings in Lao PDR are considered “minor works”,
and are tasks usually assigned to local communities.

In each province or district, PUCDA at the MoE must give proper training in maintenance
packages. The DEB explains the requirements for community participation.

6.1 Policy of Maintenance

Authoritative for the operational and maintenance policy is the “Decision Decree
of Minister on Primary school maintenance No 1241/MOE/DGE/06” dated 30 June
2006.

6.2 Maintenance responsibilities

Ministry:
Role: Overall Responsibility, Budget, Inspection, Monitoring CENTRAL LEVEL

Provincial Education Service (PES): PROVINCIAL LEVEL
Role: Inspection / Provincial Budget / technical Support

District Education Service (DES):

Role: Inspection / District Budget / Corrective Maintenance DISTRICT LEVEL

Village, School-teachers:
Role: Preventive and Routine Maintenance / Reporting SCHOOL LEVEL

6.3 Maintenance activities

a) Routine Maintenance includes: proper use of buildings,
daily and weekly care, involves sweeping, locking of doors,
checking of fencing, collection of rubbish, etc.
b) Preventive Maintenance includes: storm water drainage, COMMUNITY
emptying toilet tanks, painting wooden walls, etc.
Deterioration slows down significantly by carrying out regular
preventive maintenance DEB, PUCDA
c) Corrective Maintenance includes: Activities carried out after a PES, MOE
breakdown has occurred, e.g. replacement of defect parts like
roofing tiles, rotten ceilings, locks, damaged furniture, etc.

41
 The maintenance activities are laid down in the “School Maintenance Manual” of the
MoE which is annexed to these Guidelines. The manual contains: i) Implementation
Responsibility Chart, ii) Maintenance Checklist at central, provincial, district and school
level iii) Training Guidelines, and iv) Budgeting.

6.4 Maintenance budget

Responsible for maintenance budget are the PES. The easy availability of adequate
financial sources is imperative to implement a maintenance program successfully.
Maintenance costs have to be documented properly to allow easy budget planning for
the coming years. Training and site inspection have to be included in the budget.
Communities also contribute with funds for routine maintenance.
For the routine and preventive costs, a budget form available at the DEB has to be
used.
For corrective maintenance, a special proceeding has to be applied by using a separate
budget form since a contractor has to be involved.
(See Annex 6. Maintenance Checklist)

42
PART 7.
NOTES AND REFERENCES

i
On January 15th, 2009 Lao PDR signed the Convention on the Rights of the Persons with Disabilities
and ratified it on September 25th of 2009. The Convention mandates inter alia that children with
disabilities are not excluded from free and compulsory primary education, or from secondary
education.
http://www.un.org/disabilities/
ii
Brief on National Forests Inventory NFI. Forest Resource Development Service. Lao PDR. FAO
iii
Extracted from Lao case study “Mainstreaming Disaster Risk Reduction in the Education Sector in
Lao PDR.
NDMO, MOE, ECHO, UNDP, ADPC
iv
Based on the „Child-friendly Schools Manual“ Chapter 3. UNICEF. Note that at average children
walking speed (about 3 Km/hour) this distance may be equivalent to 3 Km. in flat lands and
approximately 2 Km. in mountainous areas.
v
Construction Design, Building Construction and Site Selection. ProVention Consortium Secretariat.
www.proventionconsortium.org
vi
Guidance Notes on safer school construction. Global Facility for Disaster Reduction and Recovery
vii
High Performance Schools. Best practices manual. 2006 edition. www.chps.net
viii
Standards for design of classrooms, yard, furniture for Primary Schools, developed by ECDM (Lao
language)
ix
The Building Code of Lao PDR is under preparation by the Ministry of Transport and Public Works,
at the time of approval of this guideline,
x
According to the New Lao PDR Construction Law (under review by the National Assembly as of
December 2009), construction materials should not damage the environment.
xi
Including Standards for design of classrooms, yard, furniture for Primary Schools, developed by
ECDM (Lao language)
xii
Based on Education Sector Development Framework (ESDF) target pupil-classroom ratios of 31:1
for primary and 45:1 for secondary. Ministry of Education. Lao PDR
xiii
Standards for design of classrooms, yard, furniture for Primary Schools, developed by ECDM (Lao
language)
xiv
Neufert. Architect’s Data. 7th Edition
xv
Standards for design of classrooms, yard, furniture for Primary Schools, developed by ECDM (Lao
language)
xvi
Including Standards for design of classrooms, yard, furniture for Primary Schools, developed by
ECDM (Lao language)
xvii
Neufert. Architect’s Data. 7th Edition.
xviii
Standards for design of classrooms, yard, furniture for Primary Schools, developed by ECDM (Lao
language)
xix
Education Sector Development Framework. Ministry of Education. Lao PDR
xx
According to the Regulation on Environment Assessment in the Lao PDR. 2009

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 (Sample provided by UNICEF)
Contract Agreement
with
Civil works Contractors
for
Construction of BFC School Buildings

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This School Construction Guidelines of Lao PDR was developed by the Division of Design and Construction
Management (ECDM), Department of Finance, Ministry of Education with the assistance of the Asian
Disaster Preparedness Center (ADPC), the United Nations Development Programme (UNDP), and with
support from the European Commission Humanitarian Aid department (ECHO).