Risk-Assessment-of-schools-of-Sindh-and-Punjab

Background and Introduction

Disasters on Increase: A Global Perspective

Humanitarian emergencies are on the rise globally, with disasters over the past few decades impacting millions and causing billions in property damage and infrastructure loss Both natural and human-induced disasters affect countries at all development levels, with varying frequency and intensity Climatologists warn that climate change will lead to more frequent and severe weather-related disasters Events like earthquakes, floods, droughts, hurricanes, and cyclones are only considered disasters when they impact human civilization.

The 21st century has presented challenges that may lead contemporary generations to believe they are living through the toughest times in history, especially considering the significant events witnessed, such as those in 2011.

Natural and human-induced disasters have significantly impacted millions globally, with notable events including the devastating floods in Pakistan (2010-12) affecting over 30 million people, Hurricane Sandy and the 2012 flooding in the USA resulting in losses of USD 65 billion, and the catastrophic earthquake and tsunami in Japan damaging a nuclear power facility Other major disasters include the 2010 Haiti earthquake leaving around 1 million homeless, the October 2005 earthquake in Pakistan causing over 73,000 deaths, Hurricane Katrina in 2005 with losses of USD 100 billion, the 2004 Indian Ocean Tsunami claiming 230,000 lives across fourteen countries, and the 1999 tropical cyclone in Pakistan Interestingly, 2011 was a notably quieter year for disasters compared to the previous decade, with historical events overshadowing 21st-century calamities Developed countries experience fewer fatalities due to better preparedness and recovery capacity, while they often face substantial economic losses In contrast, developing nations lack resources and heavily depend on international aid.

Pakistan and Disasters

Pakistan faces a high risk of disasters despite contributing only a small fraction to global greenhouse gas emissions Over the past few decades, the country has experienced various natural calamities, including droughts, riverine and flash floods, cyclones, earthquakes, heavy rains, landslides, and sea intrusion Notable events include the floods of 1992 and 1996, a drought that began in 1999, and a cyclone in the same year In the years following the 1990s, Pakistan endured further floods in 2005, 2010, 2011, and 2012, alongside a devastating earthquake in 2005 and severe storms.

1 http://www.cdrc-phil.com/wp-content/uploads/2009/08/PDR-2011.pdf

2 http://www.presstv.ir/usdetail/285433.html

3 http://www.ndma.gov.pk/Publications/EQBook.pdf

4 http://www.ncdc.noaa.gov/special-reports/katrina.html

5 http://www.bbc.co.uk/science/earth/natural_disasters/tsunami

6 http://archives.dawn.com/archives/41771

7 http://un.org.pk/drought/rcreport13.htm

8 http://www.adrc.asia/nationframe.php?URL=./view_disaster_en.php?NationCode=&lang=en&KEYB

Between 2007 and 2010, Pakistan experienced significant losses due to various disasters Over the past two decades, the country has faced an increasing frequency, intensity, and scale of these calamities, which are likely to rise further due to changing climatic conditions.

Rationale of Risk Assessment

Past humanitarian emergencies reveal that government schools in safer areas are often designated as camps for internally displaced persons (IDPs), while schools in disaster-prone regions lack disaster resistance and resilience Emergencies disrupt both the infrastructure and educational processes in these schools This assessment aims to identify strategies to enhance the disaster resilience of schools, ensure they are IDP-friendly when used as shelters, and facilitate the resumption of education promptly after crises The findings will serve as benchmarks for an advocacy strategy to be implemented by member organizations of the International Committee.

Synopsis of Assessment

Objectives and Scope

The assessment aims to analyze hazard risks faced by government schools along the Indus River in Sindh and Punjab, focusing on enhancing safety for schools designated as emergency camps It highlights that schools in safer locations are often used as camps during disasters, while those in hazard-prone areas suffer structural damage or experience significant delays in resuming classes post-emergency The evaluation will identify structural weaknesses, assess compliance with international facility standards, examine the functionality of School Management Committees (SMCs), and explore protective measures against future disasters Additionally, it will address the lack of essential facilities in safer schools designated as camps and evaluate preparedness for effective school management during emergencies.

 -Situational Analysis/Risk Assessment of proposed schools at all levels including

 Hazard Analysis will focus on Hazard Classification, Locations and Inter-Actions

 Vulnerability Analysis will look in to Economic, Physical and Social dimensions of Vulnerability as well as especial focus with gender related issues

 Situational Analysis will also include the following

- Understanding the structural problems / vulnerability of schools keeping in view the standard building codes

- Assessment of Schools on Indicators of using Schools as Shelter during Disaster by using various standards

The assessment involved 25 government schools along the Indus River, which have faced disasters in recent decades and are at risk for future events, along with 10 schools used as IDP camps, referred to as safer schools Additionally, 485 schools were included in a cursory assessment to provide a comprehensive overview of each target district The selected schools and communities served as representative samples, though a margin of error of ±5% is acknowledged due to data collection primarily from community members, SMCs, teachers, and other stakeholders The findings are relevant to all disaster-prone areas along the Indus River in South Punjab and the Deltaic districts of Sindh, focusing on building codes, design, construction, and associated hazard risks and vulnerabilities.

Geographic Coverage

A Risk Assessment exercise was carried out in five districts—three in South Punjab and two in South Sindh—along the flood-prone river Indus, which also faces threats from tropical storms and cyclones The assessment focused on five disaster-affected government primary schools in each district, alongside two additional government schools identified as safer facilities that serve as IDP camps during emergencies.

2010 and 2011 floods 9 The villages where the hazard prone as well as safer schools existed were also covered during the assessment.

9 2010 floods in Sindh and Punjab and 2011 floods in Sindh only

Tools and Techniques

The assessment was comprehensive and technical, employing precisely developed tools and techniques to ensure accuracy The evaluation utilized a range of specialized methods to achieve its objectives.

Focus Group Discussions—FGDs: FGD is considered powerful Participatory Rural/Poverty Assessment

The qualitative social research tool (PR/PPA) is essential for needs assessments, evaluations, and risk analysis, including PHVCA Focus group discussions (FGDs) aimed to identify the risks faced by school buildings and how these risks disrupt the educational process The discussions explored coping mechanisms employed to manage these risks and strategies for their mitigation Additionally, the FGDs examined the impact of past emergencies on local communities, including the use of school buildings for temporary shelter, the prioritization of schools for protection and rehabilitation, and the role of School Management Committees (SMCs) during these crises.

In the targeted districts, a total of 50 focus group discussions (FGDs) were held with community members, comprising both women and men, each group consisting of 7-10 participants Additionally, 25 separate FGDs were conducted with School Management Committee (SMC) and School Council (SC) members, as well as teachers from the selected schools.

District Tehsil UC Male FGDs Female FGDs SMC/SC FGDs Total

Badin Tando Bagho Dai Jarkas 3 3 3 9

Informant and stakeholder interviews were conducted to gather comprehensive insights into the schooling process during past emergencies and the subsequent revival efforts The term "informant" refers to individuals with extensive knowledge about the school and its operational challenges, specifically school heads and village elders A total of 40 informants were interviewed, providing valuable information that facilitated the analysis of risks faced by schools and the roles various stakeholders played in restoring educational activities post-emergency.

Table 2 Key Informants per District

A thorough physical inspection of school buildings was essential for conducting a realistic and technical risk analysis The assessment team, accompanied by experienced civil engineers, visited all 35 schools to evaluate structural conditions, identify potential risks, and recommend measures to mitigate these risks.

For triangulation of data and understanding coordination mechanisms, the assessment teams met with the representatives/officials of key stakeholder departments including DDMA, District Finance and

The discussions among the Planning Department, District Education Departments, Building and Works and Services Department, and Public Health Engineering Department aimed to enhance inter-departmental coordination and technical contributions in planning and designing development schemes, particularly for the construction and rehabilitation of government school buildings Emphasis was placed on improving collaboration during emergencies, ensuring schools are prepared to function as camps, managing these facilities effectively, and rehabilitating school buildings once internally displaced persons (IDPs) vacate the premises.

Table 3 Schools for Physical Inspection

10 Officials from education, building, works and services, PHE, finance and planning departments and DDMA

In addition to gathering primary data from communities, school management committees (SMCs), and key stakeholders, as well as conducting physical inspections of school sites, the consultant and his team undertook a comprehensive literature review This review encompassed various essential documents related to the planning and design of school buildings, including national and international building codes, SPRA and PPRA Rules, Sphere Standards, and the UN-Habitat Recommended Construction Guidelines They also examined the Building Energy Code of Pakistan 1990, approaches to disaster risk reduction (DRR) by Concern, UN guidelines for reducing flood losses, the Manual for Development Projects from the Planning Commission of Pakistan, and resources on flood risk management from the Oklahoma Flood Plain Managers Association Furthermore, the team assessed risk factors and social vulnerability as outlined by the Department of Geography at Kent State University, along with the Sindh Public Procurement Act.

2009, PPPRA and PPPRA Rules 2009, The Role of Land Planning in Flood Management (World

Meteorological Department 2007), NDMA and PDMAs reports of past emergencies, Schedule of Rates, and Planning Commission Proformas.

Sample and Sampling

Indus Consortium has pinpointed 200 government primary schools in disaster-prone areas across Badin and Thatta districts in Sindh, as well as Rajanpur, Layyah, and Muzaffargarh in Punjab, with 40 schools identified in each district Additionally, two safer schools in each district have been designated for use as IDP camps during emergencies The selection of these safer schools and disaster-prone schools was based on specific criteria.

XXXXXXXXXXXXXXXXXX to be inserted by IC

The risk assessment involved selecting 40 schools per district, with a consultant identifying 5 schools in each district, totaling 25 schools, along with 10 safer schools, two from each district The assessment team conducted visits to all 40 schools in each district, identifying five disaster-prone schools through consultations with local IC member organizations All selected schools had previously been affected by emergencies, particularly the floods of 2010 and 2011 The 10 safer schools, which served as IDP camps during these floods, were also assessed Additionally, the teams visited 485 disaster-prone schools and 40 safer schools across various district areas to ensure a comprehensive understanding of the overall district scenario through cursory observations and brief community meetings.

Table 4 Union Councils Selected for Assessment

District Tehsil UC District Tehsil UC

Thatta Jati Kothi Layyah Layyah Shado Khan

Muzafargarh Muzafargarh Rangpur Rajanpur Rajanpur Kit Mithan

Muradabad Note: Number of schools per UC mentioned in Table 2

Data Sources

The data necessary for the risk assessment was gathered from both primary and secondary sources Primary sources comprised local communities, School Management Committees (SMCs), teachers, school administrators, and officials from various government departments and member organizations of IC Secondary sources included reports and publications from government entities, national and international organizations, as well as various acts and ordinances.

Audience

The risk analysis report serves as a foundational tool for shaping the advocacy strategy of IC and its member organizations, while also offering valuable insights for a diverse range of stakeholders.

- IC and its Member Organizations

- Building and Works and Services Department

- NGOs/INGOs with advocacy focus programs

- The individuals and Institutions with Mandate for Government Schools and DRR

Timeline

The risk assessment exercise was conducted over 45 days, beginning on November 1, 2012 It commenced with team consultations and discussions with IC management, followed by the development of necessary tools, which took approximately two days The subsequent 15 days were dedicated to gathering primary data from communities and schools, after which the team spent an additional five days meeting with key stakeholders The remaining time was utilized for literature review, data analysis, and report writing.

Government Primary School Buildings: Feasibility, Design, Approval and Construction

Introduction

Following the 18th Amendment to the Constitution of Pakistan, the education sector has been fully devolved to the provinces, making it a provincial responsibility in all respects This shift means that the provincial education and literacy departments now hold all management and administrative duties Consequently, the establishment of new schools, as well as the rehabilitation and upgrading of existing ones, falls under the purview of these departments, with funding sourced from the provincial annual budget, specifically the Annual Development Plan (ADP).

Establishing and constructing schools in Sindh and Punjab involves a complex procedure that includes feasibility assessments, the development and technical evaluation of PC-1, and, when necessary, the creation of PC-II It also requires budget estimation, allocations from the Annual Development Program (ADP), and obtaining administrative approval The process encompasses drawing and designing the school building, tendering, issuing work orders, onsite construction, inspection, and completing PC-III and PC-IV, culminating in the handover of the school building.

Feasibility Assessment

The school construction process begins at the tehsil level, initiated by the education department through the ADO/SDO New school demands typically arise from local communities or elected officials, such as MPAs and MNAs Following government procedures, the tehsil education department submits these requests to the district education department for review Subsequently, the district education department empowers the ADO/SDO to conduct a feasibility assessment, which examines key factors essential for establishing the new school.

- Presence of existing school in 1.5 km meters radius (previously the range was 3 km, but after the recommendations of the World Bank the radius has been reduced to 1.5 km) 13

- Total population within that radius

- Total school going population within that radius

- Identification of tentative village/ site for the construction of the school building

The education department collects requests for new schools year-round Following the approval of the new fiscal year budget and Annual Development Program by the provincial Assembly and Cabinet, feasibility assessments are conducted for all requested schools The department then prioritizes the schools that can be constructed within the allocated budget for each district in the province.

Development of PC-I

Following the feasibility assessment, the next crucial step is the development of the PC-I document, which is standardized for all social and development schemes The district education department is responsible for creating the PC-I for new schools in line with the funding provisions outlined in the provincial Annual Development Program (ADP) for the fiscal year This technical and financial proposal is then submitted to the Planning and Development (P&D) Department via the Deputy Commissioner (DC) in Sindh's current commissioner system, or through the District Development Officer (DDO) (C) and District Coordination Officer (DCO) in Punjab.

Approval of PC-I and Determination of Rates for Procurement

The Education Department consolidates all district PC-Is into a single submission to the Planning and Development (P&D) Department, presenting them as comprehensive schemes For instance, this includes the construction of 20 new schools in District A and 10 in District B.

11 www.pc.gov.pk/ /Manual%20for%20development%20projects.pdf

12 The government rules do not mention any department and are generic for all the departments for construction of government buildings

13 www.pc.gov.pk/five%20year%20plans/7th/ /part3f000101.pdf can be referred for minimum range for compulsory primary education.

The Education Department in district C is set to consolidate all 60 schemes into a single Planning Commission Proforma-I (PC-I) and submit it to the Planning and Development (P&D) Department for initial appraisal and approval by the Provincial Development Working Party (PDWP) It's crucial to highlight that the budget allocated for all schools remains uniform, regardless of varying local conditions The budget for each scheme is based on the Composite Schedule of Rates (CSR) established by the Standing Rates Committee in Sindh and the Market Rates (MR) set by the Finance Department in Punjab While CSR is updated every five years, MR is revised biannually, leading to a standardized budget for construction across the province—such as a new school building budgeted at PKR 1 million being applicable in various districts like Thatta, Sanghar, and Sukkur, among others However, these rates do not align with local market rates, as each province has its distinct schedules of rates The authority responsible for awarding contracts for materials, works, and services has the discretion to adjust the budget approved in the PC-I.

II 16 by a factor of 5-10% plus minus that is already built-in in the PC-1.

Tendering, Contracting and Construction

Once the PC-I or II receives approval from the PDWP and is signed and stamped, it is forwarded to the Education and Literacy Department, which issues Administrative Approval (AA) through the competent authority This AA is then sent to the Works and Services Department (WSD) to initiate the tendering, contracting, and construction process, while also being shared with the district Education and Literacy Department for review Typically, the community donates the land for the school building, and the District Education and Literacy Department (DELD) is tasked with mobilizing community support for the donation According to regulations, the Building Department/Works and Services Department (BD/DWSD) should assign a technical expert to assist DELD officials in evaluating the proposed land and advising the community on suitable plots However, in practice, DELD officials often notify certain plots based on community suggestions, from which the DWSD engineer selects and approves a site that aligns closely with technical criteria After this stage, the DELD is not involved until the school building is completed and ready for handover.

The DWSD follows the Sindh Public Procurement Act 2009 and relevant procurement rules to initiate the procurement process, which includes creating a procurement plan, advertising tenders, forming a bidding committee, receiving bids, evaluating them, selecting a contractor, signing an agreement, and issuing a work order Contractors are required to submit bids that align closely with the CSR/MRS, indicating their familiarity with acceptable rates to enhance their chances of approval Once selected, contractors commence construction, but DWSD sub-engineers rarely visit the site, trusting that the contractor will adhere to the agreed costs However, this often leads to deviations from the original design and quality standards After construction, the building is handed over to the DELD, where it may remain unused for one to three years if the Schooling Needs Evaluation (SNE) is not approved.

Recommendations

The communities, local activists and even the education officials recommended:

- Participatory feasibility assessment should be conducted against each demanded new school

- The feasibility assessment should also focus on the genuine need for either girls or boys

(sometimes the need is for GGPS but the demand is for GPS)

- The communities must be communicated whether demand accepted and recommended or not (the tangible reasons)

The education department must initiate a community education campaign to clearly outline the criteria and government procedures for requesting new schools This initiative will help ensure that requests are submitted in manageable quantities, allowing the education department to efficiently conduct feasibility assessments for all registered demands.

The feasibility assessment should address future expansion needs in relation to population growth, while prioritizing safety concerns It is essential to ensure that children from nearby villages feel secure, as well as to create a safe environment for female teachers at GGPS.

It should also focus the availability of drinking water i.e surface water, groundwater, etc The assessment should also take in DRR aspects i.e hazards and vulnerabilities

- PC-I should be developed by the works and services department in consultation with the education, finance and planning, planning and development and DCO/DC offices

- Building design and drawing should be the mandatory components of PC-I

- Technical assessment of the proposed building site should be conducted before the development of PC-I

- BOQs and cost estimates should be prepared before the approval of PC-I

- Before preparation of BOQs a detailed market assessment should be conducted for rates of material and works and services

- The budget for each individual school should be cost as per the market assessment and BOQs

- If single PC-1 is developed for more than one school schemes then budget and design variation margin should be considered

For optimal project management, it is advisable to create separate PC-I documents for each district rather than a single, unified PC-I If a common PC-I is maintained, it is essential to calculate the budget for each individual scheme based on specific factors such as design requirements, necessary materials, current material and labor rates, and net cartage costs.

The CSR/MRS should be regularly updated to reflect market fluctuations and rising prices specific to each district It is recommended to perform a market assessment during the detailed cost estimation (DCE) process conducted by the building/works and services department.

Risk Assessment of Hazard Prone Government Schools

Hazard Analysis (Government School Buildings Perspective)

A hazard is an event that poses a threat to individuals, their homes, and livelihoods, arising from the interplay of social and natural systems within various contexts (Cutter 2001) Risk refers to the likelihood of a hazard occurring, while a disaster is the result of a hazard that leads to significant losses for people or infrastructure Mitigation encompasses actions aimed at reducing the impacts of hazards and lowering societal vulnerability Vulnerability is determined by the potential for loss, influenced by the complex relationships between risk, mitigation, and the community's social fabric, which includes collective experiences and capacities to respond, cope, recover, and adapt to hazards (Cutter et al 2003).

17 In Sindh rates are revised by provincial committee and in Punjab by the finance department at the province

Disaster risk encompasses the interplay of hazards and vulnerabilities that lead to significant destruction, impacting lives, infrastructure, livelihoods, communication, and the social fabric Education, crucial for societal and national development, suffers greatly during disasters, with insufficient focus on restoring and implementing disaster risk reduction measures for schools This risk assessment report aims to evaluate the risks associated with government school buildings in disaster-prone areas and to propose strategies for minimizing these risks through recommended actions.

The regions being evaluated are susceptible to disasters due to specific hazards and vulnerabilities, impacting government schools significantly These schools have endured and will continue to face the repercussions of disasters, which affect both their infrastructure and the educational process The risk assessment identified various hazards and vulnerabilities that contribute to these challenges.

(shared by the communities, SMCs, field observations and literature review):

Potential Hazards

Level Potential Impact on Government School Buildings and

Schooling Process Thatta Riverine Flood (1973, 1976,

The super floods of 1973 and 2010 caused extensive damage to government school buildings in affected villages, submerging them for two to four months This resulted in significant structural issues, including visible cracks in roofs and walls, collapsed boundary walls, and non-functional sanitation facilities Consequently, the education process in these schools was halted until the floodwaters receded or dried up.

In 1993, many school buildings in 22 sampled villages were constructed using mud and local thatched materials, which proved inadequate during floods, leading to their collapse Although new buildings were made with fired bricks and cement, they lacked proper technical structural considerations The 2010 flood caused significant damage to the boundary walls, and the classroom floors settled due to soil saturation.

18 Analysis basis is information collected from the concerned communities, meetings with the stakeholders and secondary literature referred

(references cites as footnotes and given at the end of this report)

20 Disaster Contingency Plan 2011 District Thatta

21 M to S: Medium to Super Level

22 The number cannot be quantified as community members were not 100% sure and were responding in dubious way

The recent flood, caused by heavy rainfall and breaches in the LBOD, has devastated our area, leaving destruction in its wake Mr Khalid Hussain, a Naib teacher at GBPS Jeand Khan Chhalgari in Badin, shared that after over ten years of teaching, he has never witnessed such destruction The school was submerged under four feet of water for three months, severely disrupting the educational process Prolonged exposure to floodwaters has caused significant damage to the building's floors, walls, and foundations, leading to erosion and rendering the facilities unusable during this critical period.

The 1999 cyclone was the most devastating in the area's history, severely impacting Badin and Jati tehsils in the Badin and Thatta districts Unlike the tropical storms of 2007 and 2010, which did not create significant concerns, the 1999 disaster caused extensive damage, including to school buildings, leading to a suspension of the educational process for over four months.

The impact of rainfall on school accessibility becomes significant after August, when schools reopen post-summer vacation In many disaster-prone areas, school buildings lack proper link roads or pavements, making them difficult to reach during rainy periods The resulting marshy soil creates hazardous walking conditions, leading to the suspension of schooling until the ground dries.

Water-logging is present in the area but has not yet impacted the school buildings However, if the situation persists and worsens, the structural integrity of the buildings may be compromised, potentially leading to collapse due to capillary action Additionally, the underground water aquifer has deteriorated, resulting in brackish water quality.

The Building Code of Pakistan 2007 classifies this area as Zone A2, indicating a minimal risk of severe earthquakes Consequently, the mild tremors experienced in 2005 and 2011 did not result in any structural damage to the school buildings.

Since the late 1990s, sea intrusion has been a persistent problem, significantly impacting schools in the area The changing quality of the underground aquifer poses risks not only to the water supply but also to the structural integrity of school buildings, as continued land erosion threatens their safety.

RBOD H Still in the process of construction and may cause similar destruction as caused by LBOD

Since the 1980s, the Badin 2728 LBOD has contributed to land degradation, leading to significant water-logging and salinity issues The capillary action of water is eroding the foundations and walls of local school buildings Additionally, the LBOD has caused multiple floods due to overflowing, which can be attributed to a lack of desilting activities and breaches in the system.

25 Disaster Contingency Plan 2011 District Thatta

26 MANAGEMENT PLAN FOR RIVERINE FORESTS by ZULFIQAR ALI MEMON Sub-Divisional Forest Officer Thatta

27 Sindh Provincial Flood/Monsoon Contingency Plan 2012

28 District Disaster Risk Management Plan Badin 200708

The 2009 LHDP Monsoon Contingency Plan for Badin highlighted the vulnerability of embankments, which significantly contributed to the catastrophic flooding in 2011 due to overflowing and breaches This flooding severely impacted infrastructure, including school buildings, leading to a suspension of educational activities for over three months Furthermore, the seepage of chemically contaminated water from the Left Bank Outfall Drain (LBOD) has compromised the underground aquifer, rendering the water unsafe for drinking Consequently, schools relying on hand pumps or boreholes now face significant challenges in providing safe drinking water for their students.

In 2007 and 2010, H Badin, a coastal district, demonstrated its vulnerability to cyclones, having experienced one of the deadliest cyclones in 1999 However, the areas assessed during this period were less affected and showed a lower susceptibility to cyclone impacts.

Before 2011, rain had little impact on school accessibility, but after August, when schools reopened, heavy rainfall made them difficult to reach due to marshy soil and a lack of proper roads The unprecedented monsoon rains of 2011 led to severe flooding, with school buildings inundated and the education process halted for several months Additionally, since the late 1990s, sea intrusion has posed a continuous threat, compromising the quality of underground aquifers and potentially damaging school infrastructure through ongoing land erosion.

In the sample villages, government school buildings were submerged for two to four months, resulting in severe damage to the structures and significant impacts on water and sanitation facilities Consequently, the educational process in these schools was halted until the floodwaters receded or dried up.

Regular Phenomenon L The accessibility to the schools is disturbed, rainwater gathers inside the school premises and the schooling process remains suspended for certain period

In the sample villages, government school buildings were submerged for two to four months, resulting in significant structural damage and severely affected water and sanitation facilities Consequently, the education process in these schools was suspended until the floodwaters receded or dried up.

In the sample villages, government school buildings were submerged for two to four months, resulting in significant damage to the structures and severe impacts on water and sanitation facilities Consequently, the educational process in these schools was halted until the floodwaters receded or dried up.

Vulnerabilities (Government Schools)

The hazard analysis matrix presents three distinct scenarios based on geographical locations The districts of Thatta and Badin, situated in Sindh province, share a coastal line along the Arabian Sea Specifically, Thatta is positioned on the Indus Delta, downstream of the Kotri Barrage.

The last barrage constructed on the Indus River has faced riverine floods throughout its unrecorded history and remains vulnerable to future cyclones, tropical storms, and storm surges Notably, the Badin district experienced a significant 100-year flood in 2011, along with a devastating cyclone that had a profound impact on the region.

1999 that affected thousands of people The flood of 2010 left unprecedented traces in the districts of

Muzaffargarh, Layyah, and Rajanpur have faced severe hazards that have caused significant devastation The vulnerability of these regions has exacerbated the impact of past disasters and poses a risk for future occurrences if not adequately addressed.

The vulnerabilities present in the targeted districts have shown significant similarities The following matrix illustrates the vulnerabilities that have contributed to past disasters and may pose risks for future incidents, particularly concerning government schools and the educational processes within them.

Riverine Flood - The school buildings are located inside the river-bed

(kacha area) in Rajanpur, Layyah and Muzaffargarh districts and near to the river in Thatta district (schools in district Badin are not much vulnerable to the riverine flood)

- The construction of the buildings does not meet DRR requirements (to some extent flood resilient but not resistant)

- The construction material is not of good quality, therefore the parts of the building exposed to flood water readily erode

Common for all districts and hazards

- Communities are not well organized with common vision and mission

Common for all districts and hazards

- Poor communities that hardly can contribute to the retrofitting of the buildings to gain minimum resilience

- Poor communities that keep family

30 Pre-monsoon Cabinet Meeting June 2011 can be referred for more clarity on South Punjab Risk Assessment at pdma.punjab.gov.pk/pdf/ACS_Forecast_ScenariosV3.pdf

- In Thatta and Badin districts, the buildings are constructed in land-depressions

- The boundary walls are not strong enough to resist flood water

- Water and sanitation facilities are constructed in land- depressions and with no easy excess from the main building structure influence:

Schools are established based on the decisions of elected representatives, often lacking a thorough needs assessment Teacher recruitment frequently reflects political preferences, particularly in target areas like Thatta and Badin districts, where approximately 80% of schools experience teacher absenteeism.

- The communities have almost no say in SMCs led by the village heads or landlords

- The SMCs function only for funds to be utilized (SMC funds) and play no other role subsistence as their first priority during normal days as well as emergencies

- Limited financial resources allocated the government for construction of school buildings

- Child labor: The parents give tertiary preference to schools

Flash Flood (only in district

- The schools located on the natural pathway of hill torrents in district Rajanpur only (Suleiman Ranges)

- The construction of the buildings does not meet DRR requirements (to some extent flood resilient but not resistant)

- The construction material is not of good quality, therefore the parts of the building exposed to flood water readily erode

- The boundary walls are not strong enough to resist flood water

- Water and sanitation facilities are constructed in land- depressions and with no easy excess from the main building structure

Earthquake - All the target schools lie on A-2 seismic zone

- The buildings are not constructed as per the requirements of A-2 seismic zone

Cyclone (only in districts Badin and Thatta)

- Proximity of the buildings to the Arabian Sea Coast (for Thatta and Badin districts only)

- The building structures are not cyclone resilient

Heavy Rains - In case of heavy rains as of 2010 and 2011, the same vulnerabilities as of riverine floods for districts Badin and Thatta

- The building structures do not have capillary action resistant characteristics

- In case of flooding due to overflowing of or breaches in the LBOD, the same vulnerabilities as of the riverine flood

General Picture of Individual Districts

The assessment of government schools across five districts reveals a consistent overview, with teams visiting 485 schools to evaluate the risks associated with their buildings The findings indicate that the conditions of these schools are largely similar, as the teams conducted thorough inspections in various areas within the districts.

31 Out of ten schools visited, the communities of eight villages (where schools were located) the teachers were absentee The team observed

Literature review (past disasters), meetings with key informants, sharing by the communities and field observations (both sampled and non-sampled schools) for the entire districts are summarized below.

District Thatta faces significant hazards, particularly riverine flooding and cyclones, which have historically led to large-scale humanitarian emergencies In the event of such disasters, government schools, along with vital infrastructure and livelihoods, are at risk Schools situated within the Indus River's vicinity face a high risk of flooding, while those nearby are at medium risk, and those further away are at low risk The catastrophic flood of 2010 demonstrated that even schools located far from the river can be severely impacted, highlighting the potential for widespread risk across all educational institutions Additionally, schools along the coastline are also at high risk, whereas those located further inland are at a low risk of flooding.

District Badin faces significant risks from cyclones and floods caused by breaches in the Left Bank Outfall Drain (LBOD) Similar to Thatta, government schools in Badin are vulnerable to these hazards, which could escalate into disasters Assessments conducted in approximately 85 government schools located in disaster-prone regions of the district highlight the urgent need for preparedness and mitigation strategies.

Badin, the risk is analyzed as depicted in the graphs below:

“I have never seen such flooding in my whole life

In 2011, the headmaster of GBPS Chaudhri described a catastrophic scene, likening it to doomsday, as surrounding areas were submerged in water, with nearly all schools in nearby villages affected by the flooding.

Din Muhammad, UC Dai Jarqas tehsil Tando Bagho, district Badin

Our organization conducted a survey in the tehsils of Jati and Sujawal, revealing that most schools have been submerged underwater for over two months This situation has significantly disrupted the educational process for more than six months, until the floodwaters recede.

2010) receded and the soil dried up”, said Mr

Zafar Iqbal Soomro head Bahr-al-Sindh Foundation Jati district Thatta

Muzaffargarh and Layyah districts face significant risks from riverine floods, posing a threat to government schools situated in disaster-prone regions with non-flood-resistant structures The accompanying graphs illustrate the conditions of these schools based on assessments conducted in 95 and 125 vulnerable areas in Muzaffargarh and Layyah, respectively.

District Rajanpur is prone to two major hazards (riverine and flash floods) that have affected and may affect the government schools located in the disaster prone areas.

Rajanpur, situated by the Indus River and the Suleiman Ranges, faces varying levels of flooding, including low, medium, and high The district experienced its most significant flood in recorded history in 2010 An assessment of 65 schools in disaster-prone areas of Rajanpur reveals a concerning risk profile, illustrated by accompanying graphs.

The 2010 flood was a historic disaster that displaced millions of people, marking the first time our school served as a relief camp for those affected, including individuals from distant regions While our school remained safe, many others in the flooded areas were submerged for months, severely disrupting the educational process, as noted by Mr Ghulam Abbas, the camp in-charge for the government.

When asked, the DDMA Rajanpur coordinator said , “Off course the flood 2010 and 2011 the government schools in this district, damaging the buildings and disturbing the schooling process”.

Recommendation

To enhance the resilience of school buildings in disaster-prone areas, it is essential to implement strategies that address the common risks and vulnerabilities identified across all target districts By doing so, schools can ensure that the educational process swiftly resumes once emergency conditions are resolved.

To enhance the resilience of all buildings, retrofitting is essential, which includes raising the ground level with earth-filling, elevating the main gate at least one foot above the last flood level, and reinforcing boundary walls with earth-filling and stone pitching Additionally, overlapping building foundations with RCC blocks and implementing an effective drainage system will ensure that rainwater is efficiently managed and drained from the school premises This retrofitting strategy aims to minimize the exposure of vulnerable building parts to water and soil moisture, thereby preventing flood and rainwater from entering the premises By maintaining proper drainage, any accumulated water from rain or cyclones can be swiftly removed, significantly enhancing the overall structural resilience.

In Sindh, it is essential to renovate all target schools, focusing on key improvements such as reconstructing settled floors, plastering walls, reinforcing foundations and ceilings, addressing roof leaks during rains, and applying fresh whitewash.

To ensure safe and reliable water and sanitation facilities in all targeted schools, it is essential to re-install and reconstruct these systems This necessity arises from several critical issues: the current facilities are situated in vulnerable locations, making accessibility hazardous during rainy or flood conditions; the latrine structures and pits lack proper technical construction; the proximity of hand pumps and boreholes to latrine pits (within 10 meters) poses health risks; and finally, raising the building ground through earth-filling necessitates the elevation of water and sanitation facilities to maintain functionality.

Many school buildings lack proper access routes, as they are not connected to nearby roads or houses by metalloid or brick paths This situation poses significant risks during floods and heavy rains, making it difficult to reach the school safely To enhance accessibility and safety, it is recommended to construct elevated brick paths leading from the road or homes to the school building.

The underground aquifer at school locations in Sindh is unsuitable for drinking water, despite its current usage for this purpose To ensure safe drinking water, it is recommended to install hand pumps utilizing lead-free technology or to explore alternative water supply solutions.

- The regular presence of teachers should be ensured in the target schools in Sindh.

- The SMCs should be reconstituted, trained in school management skills and DRR and DRM and sensitized to play their actual role as the very spirit of SMC philosophy says.

- The education department should develop a mechanism to monitor the school buildings during emergencies (like irrigation department monitors river bands during flood season).

- Each school should have school improvement plan that should include DRR aspects of school and schooling delegating responsibilities to different departments as per their mandate and capacity

- In each disaster prone school, proper arrangements should be made to protect the record of the school even if huge emergencies occur.

- If proper operation and maintenance of the school building and facilities is not ensured, the idea of disaster resilience for the target schools may remain an idea.

Safer Schools: Camps during Emergencies

Introduction

In Pakistan, school buildings often serve multiple purposes beyond education, including functioning as temporary camps during emergencies When displacement occurs, government schools are typically the first choice for the establishment of temporary settlements for those affected These schools, repurposed as IDP camps during crises, are referred to as Safer Schools.

A Safer School is a facility situated in a location that is minimally exposed to natural or human-induced hazards, providing a secure refuge for individuals displaced by disasters This school serves as temporary accommodation for internally displaced persons (IDPs) until the emergency situation stabilizes and they feel secure enough to return to their original homes.

In each of the target district, two government schools (that were utilized as IDP camps during the floods

In 2010 and 2011, an assessment was conducted to evaluate whether school buildings met the standards required for IDP camps The primary goal was to determine the adequacy of these facilities and identify potential improvements to align them with Sphere Standards for IDP camps.

Private schools often provide a safe environment equipped with extensive facilities and protective measures, highlighting the need for government departments to implement recommended improvements The assessment of safer schools aims to identify specific objectives that enhance safety and security for students and staff.

- To technically inspect the school buildings for safety and security, accessibility and overall condition of the buildings

- To measure the total area utilized for camp purpose, how many persons can be accommodated and actually how many persons were accommodated last time when utilized as camp

This article evaluates the availability of crucial facilities, including water, sanitation, drainage, lighting, and heating, to determine how well these amenities meet the needs of internally displaced persons (IDPs) Additionally, it assesses whether these facilities will adequately support the building's potential future use as a camp.

- To understand the challenges the IDPs faced last time when they stayed in the buildings

- To understand how the building as camp was managed and what relief activities were carried out

- To identify key areas of improvement in terms of availability of essential facilities, camp management, women and children specific issues, safety and protection and preparedness

- To recommend retrofitting measures for the school buildings

Safer Schools in the target districts (Basic Facts)

Old Semis New Deh/Mauza UC Tehsil District Establishment New

IDPs that used the building as camp

6038 401040196 Jaarkas Dai Jaarkas Tando Bhago Badin 1956 1997 110 During

Baloch Chak 6505 401040113 Dhubni Dai Jaarkas Tando Bhago Badin N/A 2011 236 During

Jati-1 Jati Thatta 1999 1995 36 yes 10 families

Shah Daulatpur Shahbandar Thatta 1989 1989 25 yes 8 families

Sarai N/A 32330020 Muzaffargarh Rangpur Muzaffargarh Muzaffargarh 1844 N/A 319 During

Rangpur N/A 32330022 Rangpur Muradabad Muzaffargarh Muzaffargarh 1880 N/A 480 Yes 10 families

Mithan N/A 32420337 Kot Kithan Kot Kithan Rajanpur Rajanpur 1963 2000 105 Yes 20

N/A 32420328 Kot Kithan Kot Kithan Rajanpur Rajanpur 1978 1995 133 Yes 15

Layyah Layyah Layyah 1896 N/A 1373 Yes 159 families

Layyah Layyah Layyah 1889 N/A 1315 Yes 20 families

Current Condition of School Buildings

Code Rooms Condition of Rooms Availability of Latrines Availability of water for multi- purposes

Availability of Cooking facility Electricity Gas Ground Boundary Wall 35

A 7 Not recommended to use and needs critical repair

02 Defunct pour flush latrines 01 HP, groundwater brackish

Nil Yes In village Yes Yes

B 5 Good 02 pour flush latrines in usable condition

Nil Nil Yes Nil Yes Yes

C 2 Needs repair 01 Defunct pour flush latrine Nil Nil Yes, solar Nil Yes No

D 2 Needs Renovation 01 Defunct pour flush latrine Nil Nil Nil Nil No Nil

E 15 Good 4 latrines in workable condition 01 each HP and motor in working condition

Nil Yes Nil Yes Yes

F 30 Good 12 pour flush latrines in usable condition 05 each HPs and electric router in working condition

Nil Yes Nil Yes Yes

G 4 Good 02 pour flush latrines in usable condition

01 each HP and electric router in working condition

Nil Yes Nil Yes Yes

H 4 Good 02 pour flush latrines in usable condition

01 shallow HP in working condition

Nil Yes Nil Yes Yes

I 30 Good 20 pour flush latrines in usable condition

02 HPs and 05 electric routers in working condition

Nil Yes Yes Yes Yes

J 22 Needs Renovation 14 pour flush latrines in usable condition

4 HPs and 5 electric routers in working condition

Nil Yes Yes Yes Yes

35 Boundary wall condition detailed in section 5.6 of this report

How Government Schools Serve as IDP Camps?

During risk assessment exercises in targeted districts, it was discovered that in the event of an emergency, the provincial or district government designates affected areas as disaster zones When displacement is likely, the District Commissioner (DC) or District Coordination Officer (DCO) directs the education and literacy department to identify safer schools—those less likely to be impacted by the disaster—as temporary shelters The education department then instructs supervisors, who in turn communicate with school heads to allow affected families to use school facilities for shelter until the emergency is officially declared over Once the situation is resolved, the government mandates the evacuation of all internally displaced persons (IDPs) from public buildings.

The schools lacked preparedness and the management teams, including School Management Committees (SMCs) and School Councils (SCs), did not possess the necessary capacity for effective camp management There was an absence of a contingency or camp management plan, leading to inadequate support for internally displaced persons (IDPs) While some areas of the school buildings were opened for IDPs to settle with their belongings and livestock, the administration failed to take responsibility for registering or managing these individuals, as well as for providing relief and maintaining essential facilities The only exceptions were the safer schools in Layyah and Muzaffargarh, where designated focal persons were assigned to assist with IDP registration and coordinate with the District Disaster Management Authority (DDMA) to address their needs.

Before a school is designated as a camp, minimal efforts are made to repair and ensure the functionality of water and sanitation facilities The following section of this chapter highlights how safer schools effectively serve internally displaced persons (IDPs).

Incorporating government schools as potential IDP camps in the DDMA disaster and flood contingency plans is crucial, as outlined in the District Flood Fighting Plans in Punjab It's essential to consult the management and administration of these schools during the preparation of these contingency plans to identify necessary resources and preparatory needs for emergencies A thorough analysis of the flood fighting plans or District Disaster Management Plans (DDMPs) of the selected districts will enhance the effectiveness of these recommendations.

A comprehensive camp management plan is essential for each safer school, outlining the roles and responsibilities of stakeholders, including school administration The plan must detail the necessary resources and contingency measures, as well as specify the total available space and the capacity for accommodating individuals Additionally, it should be endorsed by the District Commissioner (DC) or District Coordination Officer (DCO) and all relevant stakeholders to ensure effective implementation.

SMCs and SCs are present in all selected schools, but their functions are primarily restricted to managing funds provided by the provincial government Leadership is often held by influential village figures, while other members, apart from teachers, are often unaware of their membership It is essential to reinforce the roles of SMCs and SCs in alignment with their original philosophy and purpose.

Mr Sajjad Ahmed, Assistant Camp Incharge at GMS Layyah, highlighted the challenges faced by IDPs at the school camp, noting their lack of knowledge on using latrines, which led to blockages He reported that during their stay, some individuals damaged storeroom locks and used furniture as fuel, while lights and fans were left on continuously, resulting in 24 out of 120 fans short-circuiting Additionally, livestock brought by the IDPs grazed on local plants, flowers, and trees Although some NGOs initially provided good-quality food, the subsequent supplies from the DCO were substandard Furthermore, the water tanks arranged by TMA Layyah were inadequate to meet the needs of the IDPs.

Effective implementation of contingency and camp management plans is crucial, as past experiences reveal a lack of proper adherence to these strategies, which has exacerbated the suffering of families affected by disasters.

To effectively support internally displaced persons (IDPs), it is crucial to ensure that essential facilities, including water supply for various uses, sanitation systems, heating and cooling solutions, and adequate lighting, are operational and capable of meeting their needs.

- The camp should meet not only the human requirements, but also the livestock/cattle that the IDPs bring with them

Challenges faced by IDPs

A total of 16 families, comprising 100 individuals and their livestock, were temporarily housed for three months However, the school building's location in a depression led to flooding, rendering much of the ground unusable for the internally displaced persons (IDPs) Out of seven rooms, only three were made available by the school administration, which proved insufficient to accommodate the large number of IDPs With a total covered area of 251 square meters, the building could ideally house 72 individuals if fully utilized The entire school area, including both covered and uncovered sections, spans approximately 1 acre; however, the flooding due to shallow ground prevented its use By implementing the technical recommendations outlined in this chapter, it is possible to accommodate up to 500 families with necessary facilities.

A shallow hand pump with a 30 ft bore depth was installed, utilizing a 300 ft lead-pipe to transport water to a machine located 300 ft away This lead-pipe technique was necessary due to the underground water at the school being unsuitable for drinking The borehole's proximity to an irrigation channel allows for the collection of seepage water However, during the 2011 floods, the hand pump was submerged and rendered unusable, forcing internally displaced persons (IDPs) to rely on floodwater for their needs.

The two pour flush latrines intended for use by internally displaced persons (IDPs) were inundated and rendered unusable, leaving school children and teachers without access to sanitation facilities As a result, IDP women and children were forced to relieve themselves in floodwaters, while men had to seek alternative locations outside the school for urination and defecation.

In the initial days following the flooding, villagers whose homes remained unaffected generously supplied cooked meals to those in need Subsequently, several NGOs stepped in to offer both prepared food and food rations However, the quality of the food distributed did not meet the established Sphere Standards for humanitarian assistance.

Internally displaced persons (IDPs) did not receive any non-food items (NFIs) from the government or NGOs during their displacement While fleeing their villages, they managed to save essential items such as clothing, bedding, and utensils, which they utilized until the water levels receded and they could return home.

Protection No protection related issues were reported

Health No health services were available

Internally displaced persons (IDPs) arrived with cooking utensils but faced challenges due to a lack of fuel As a result, they resorted to using broken furniture, and in some instances, even safe furniture, as a source of fuel for cooking.

Registration There was no IDP registration

Privacy The families staying in the school were from different villages and felt privacy issues

The school building features five rooms with a total area of 223 square meters, originally intended to accommodate 20 internally displaced families However, this space can only adequately support around 10 families according to Sphere Standards, indicating that the available area is insufficient for the needs of all families Additionally, the ground within the school premises is in poor condition.

1 ft flood water, therefore it could not be utilized.

Water No water facility is available in the school The IDP families would fetch water from the adjacent villages that were not flooded and where hand pumps were available.

The school administration has locked the sanitation two pour flush latrines due to concerns that internally displaced persons (IDPs) might damage the newly constructed facilities As a result, IDP women and children are resorting to using the back of the rooms for sanitation, while IDP men are compelled to seek dry land outside the school building.

Food The IDPs stayed in the school for one month and all that time the villagers provided them cooked food

NFIs No provision of any kind of NFIs provided

Protection No protection related issues were reported

Cooking The IDPs need not cook food as they were provided cooked food by the villagers

Registration The school administration kept the record of the IDP families on their own, but no registration arrangements were there by the designated revenue department

Privacy The IDP families coming from different villages were allocated separate rooms, therefore no critical privacy issue was reported

The school building, featuring two rooms with a total area of 53 square meters, initially housed 10 IDP families for over two weeks However, due to a lack of facilities, the families later relocated to safer accommodations The space can only comfortably accommodate up to 15 individuals, in line with Sphere Standards.

Water No water facility and how the IDPs managed water was not known

Sanitation No sanitation facilities (one latrines but defunct and under flood water) and the IDPs relied on open defecation

Food Occasional cooked food provision by the government and NGOs but not regular and sufficient therefore the IDPs did not stay there longer and moved to other safer place

Protection The school building has no boundary wall, therefore the IDPs may have felt unsafe

Cooking No cooking facilities available

Privacy The families staying in the school were from different villages and may have felt privacy issues but not reported

The school building, comprising two rooms with a total area of 53 square meters, temporarily housed 8 internally displaced families for over a week Due to a lack of facilities, these families later relocated to a safer location, as the space can only accommodate up to 15 individuals according to Sphere standards.

Water No water facility and how the IDPs managed water was not known

Sanitation No sanitation facilities (one latrines but defunct and under flood water) and the IDPs relied on open defecation

Food Occasional cooked food provision by the government and NGOs but not regular and sufficient therefore the IDPs did not stay there longer and moved to other safer place

Protection The school building has no boundary wall, therefore the IDPs may have felt unsafe

Cooking No cooking facilities available

Privacy The communities adjacent to the school reported they did not know who the IDP families were

The school building, covering a total area of 475 sq m, consists of 15 rooms and is designed to accommodate 135 individuals Although it was designated as a camp by the district administration, no internally displaced persons (IDPs) utilized the facility due to the collapse of its boundary wall, which was a non-load bearing structure This failure resulted in the entire building being submerged under 3 feet of floodwater.

The IDPs left the school building for other safer place (the details of the challenges faced by the IDPs were not known)

Space The total covered area of the school is 1,120 sq m sufficient for 320 individuals as camp (Sphere

The facility includes 10 rooms, 4 laboratory halls, one library, and three storage rooms Due to the significant amount of furniture and essential items, not all space can be utilized for Internally Displaced Persons (IDP) accommodation However, during the 2010 flood, the facility successfully housed 10 IDP families for approximately three months, demonstrating that the available space was adequate for their needs.

Water Sufficient arrangements for water are available (underground borehole and HPs, therefore the IDPs did not face any challenge regarding water for multi-purpose needs

Sanitation 12 latrines in working condition are available, therefore the IDP families (women, children and men) did not face problems for defecation and bathing

IDP families arrived with stored food rations, while villagers, government agencies, and NGOs initially supplied cooked meals for the first two weeks Subsequently, NGOs continued to provide food rations to support these families.

NFIs NGOs provided kitchen sets and hygiene kits sufficient for the needs of the IDP families

Protection The school building has boundary wall and government security guard is available 24 hours therefore the IDP families did not face any protection issues

Cooking There are no kitchen arrangements in the school, therefore the IDP families used broken furniture and wood of trees inside the school building as fuel arrangements

Registration The school administration kept the record of the IDP families on their own, but no registration arrangements were there by the designated revenue department

Privacy There was sufficient space to accommodate 10 families ensuring privacy

The school building features four rooms and a total covered area of 223 square meters, accommodating up to 64 individuals During the 2010 flood, it served as temporary shelter for 100 people for two months before they were evacuated to a tent city in Rajanpur town.

Water One each shallow hand pump and electric router in working position The IDPs did not face problems regarding water for multi-purpose needs

Sanitation Two latrines in working position available

Food Cooked food by government and NGOs for two months, later on shifted to tent-city

Cooking No kitchen arrangements and the families need not cook food as sufficient food was provided either by government or NGOS

Registration The IDP families were registered by the revenue department

Privacy Privacy was as issue as people belonged to different communities and space was not enough for privacy arrangements

The school building features four rooms within a 175 sq m area, accommodating up to 50 individuals During the 2010 flood, it housed 100 people for two months before they were evacuated to a tent city in Rajanpur.

Water One shallow hand pump in working position The IDPs did not face problems regarding water for multi-purpose needs

Sanitation Two latrines in working position available

Food Cooked food by government and NGOs for two months, later on shifted to tent-city

Cooking No kitchen arrangements and the families need not cook food as sufficient food was provided either by government or NGOS

Registration The IDP families were registered by the revenue department

Privacy Privacy was as issue as people belonged to different communities and space was not enough for privacy arrangements

Technical Recommendations

A thorough physical inspection of school buildings, along with feedback from internally displaced persons (IDPs) who utilized these facilities as emergency camps, highlights the urgent need for retrofitting all safer schools Input from school management, School Management Committees (SMCs), and member organizations of the International Society, combined with international humanitarian standards, underscores the necessity for specific technical retrofitting measures for each school, as detailed below.

A - Reinforcement of boundary walls through overlapping RCC wall with 2 ft foundation, 3 ft high and 1.5 ft width on both sides

To prevent rain and flood water from entering the school, earth-filling will be conducted to elevate the open area to street road level, along with raising the main gate by 3 feet This process will ensure precise soil compression, achieving 99.9% saturation to effectively resist water intrusion.

- Proper drainage construction to drain out rainwater collected inside the building premises

- Raise spare ground space with earth-filing and brick flouring to be utilized for temporary shelter (tents) if the number of IDPs exceeds the available covered area space

- Repair of the main building structure with technical precision (cracks in walls, erosion of foundation, plinth and roof and settlement of floor)

To ensure effective water access, reinstall the damaged hand pump, raising it 4 feet above the street level If the open space is to be used for temporary shelter, additional hand pumps should be installed in accordance with Minimum Sphere Standards.

To ensure optimal functionality, the hand pump platform should be equipped with a suitable apron and an effective drainage system Additionally, it must remain accessible from the main building, even in instances where the surrounding ground is inundated up to 2.5 feet.

To meet Sphere Standards, it is essential to install a minimum of four pour-flush latrines, with the potential for additional units if space allows for more internally displaced persons (IDPs) Each latrine should measure 5 x 5 x 7 cubic feet and be elevated to 4 feet above street level, ensuring proper outlet and drainage for effective sanitation.

To ensure proper sanitation, the latrine should have a reliable water supply, which can be achieved by constructing an overhead storage tank filled by an electric motor, given the school's access to electricity Alternatively, easy access to hand pumps can be facilitated through raised brick pavements leading to the latrines.

- The latrines must be accessible from the main building structure through raised brick pavement up to 2.5 ft

- Latrines must be separate for women and men and located at the sites where the women do not concern intrusion into their privacy

To enhance functionality and accessibility, it is essential to construct at least two kitchen spaces in close proximity to the main building structure These kitchens should be elevated up to 4 feet to ensure safety and protection against sun, chill, and rain, making them easily accessible for optimal use.

- Brick pavement from the main gate to the main building structure must be constructed as ground will become marshy during rains and it may be risk to walk on

- For all the above recommendation, Sphere and other international standards applicable to camp management must be referred to

B - Earth-filling of open area up to 1.5 ft compression with precision till 99.9% saturation of soil dries down

- Raise the main gate 1.5 ft and construct 2 ft raised brick pavement from the main gate to the main building structure (level raised from the outside road)

Laboratory testing of underground aquifers reveals that the brackish water may not be suitable for drinking and cooking However, it can still be utilized for washing purposes To enhance functionality, both hand pumps and electric motors should be installed to ensure that latrines are operational.

Local communities rely on underground water located approximately 1,500 feet from the school for drinking purposes, likely sourced from seepage due to nearby irrigation water courses After conducting thorough laboratory tests to ensure the water is safe for consumption, the installation of a lead-pipeline system should be implemented to provide access to potable water.

To enhance camp functionality, it is essential to construct a kitchen space in close proximity to the main building, ensuring easy accessibility This kitchen should be elevated by at least 3 feet to protect against sun, chill, and rain Additionally, if the uncovered area is designated for temporary shelters, the elevation requirement may need to be increased to optimize camp space.

C - Construction of boundary wall (300 ft in length, 1.5 ft in width and 7 ft in height) in compliance with the

National and International Building Codes and also as per the recommended general building code in Chapter xx of this report

- Boundary will is non-load bearing structure and cannot hardly withstand horizontal pressure of flood water,therefore it should be constructed with technical recommendation for School A

The building is situated approximately 4 feet below road level, necessitating earth-filling up to the plinth level of the main structure after the boundary wall is built This earth-filling must be compacted with precision to achieve 99.9% soil saturation until it dries.

- At least two pour flush latrines with twin pit of size 5 x 5 x7 cft raised up to 2 ft road level

- The latrine must have water availability / accessibility to the hand pumps through raised brick pavement

Local communities rely on underground water located approximately 2,000 feet from the school for drinking purposes, likely sourced from seepage due to nearby irrigation water courses To ensure the water's safety for consumption, proper laboratory testing should be conducted, and if deemed suitable, a lead-pipeline technique should be implemented for its distribution.

The school building is situated about 200 feet from the link road, which poses accessibility challenges during rainy seasons and floods To address this issue, it is essential to construct brick pavement raised to the road level, ensuring safer and easier access to the school.

The school is situated on approximately 6 acres of land, featuring a covered area of around 475 square meters The remaining open space is suitable for a tent city, capable of accommodating approximately 4,000 individuals.

The boundary wall, which collapsed during the 2010 flood, has been reconstructed; however, it contains a significant construction flaw Non-load bearing walls should include columns every 10 feet along their length, yet the newly built wall fails to meet this requirement To enhance its structural integrity, retrofitting is recommended, involving a reinforced concrete (RCC) overlap extending three feet on both sides.

- The ground is below the outside road level and needs earth-filling to at least bring to the road level (very expensive as the ground area is nearly 5.5 acres).

- At least ten flush latrines with twin pit of size 5 x 5 x7 cft raised up to 2 ft road level

- The latrine must have water availability / accessibility to the hand pumps (if overhead tank is not possible) through raised brick pavement

- Overhead tank with 1000 gallon capacity for drinking and other purposes or 3 raised hand pumps easily accessible from latrines and main building

- Main gate / entrance of the school should be raised up to 2 ft to resist water enter the building from the outside road

Building Code for Hazard Prone Areas

Brief Synopsis

Building codes are essential regulations that establish the minimum safety standards for constructed structures, including buildings Originating as early as 1800 BC with the Code of Hammurabi, these codes were initially severe, imposing the death penalty on builders for substandard work Over time, building codes have evolved to prioritize the safety of occupants without such harsh penalties Today, they serve as a standardized practice within the engineering community, effectively protecting lives and property from significant disasters like earthquakes, floods, and cyclones.

Building codes are crucial in disaster-prone countries, yet many lack comprehensive regulations, leading to increased vulnerability of structures Non-compliance with these codes has significantly contributed to disaster-related losses over the past few decades, as buildings become more susceptible to hazards and collapse, resulting in substantial human and economic tolls.

Building codes vary significantly across countries, with each nation implementing regulations that reflect its specific hazards and geophysical characteristics In the USA, the International Code Council (ICC) oversees numerous codes, including the International Building Code and International Residential Code Other countries, such as India, Australia, China, and the United Kingdom, have their own unique codes tailored to their environmental and risk factors Pakistan, which developed its building code in 1986, faced enforcement challenges until revisions were made post-2005 earthquake, leading to its implementation in 2007 Consequently, many buildings in Pakistan have been constructed without adherence to established codes, relying instead on general construction standards taught in academic programs.

The International Building Code

The International Building Code (IBC) is a model building code developed by the International Code

The International Building Code (IBC), developed by the International Code Council (ICC) in the USA, establishes essential standards aimed at safeguarding public safety, health, and welfare in building construction Although the IBC itself has no legal authority until adopted by government regulations, it plays a crucial role in ensuring the protection of life and property against various hazards associated with building occupancy.

The National Building Code of India

The National Building Code of India (NBC) is a vital framework that provides guidelines for building construction across the country, serving as a model for various agencies, including public works departments and private construction firms Initially published in 1970 and revised in 1983, the NBC has undergone significant amendments, with updates in 1987 and 1997 In response to lessons learned from natural disasters, a comprehensive revision was initiated, culminating in the National Building Code of India 2005 (NBC 2005) This revised code enhances safety measures against natural calamities and incorporates contemporary international practices, addressing essential aspects such as fire safety, structural design, and building services.

Building Code of Pakistan

Pakistan Building Code was first published in 1986 by Ministry of Housing and Works, Govt of Pakistan

Following the 8 October 2005 earthquake, the Ministry of Housing and Works of the Government of Pakistan recognized the need to revise and update the Building Code, which had previously served only as a reference for engineers without mandatory enforcement A key focus of this revision was the development of seismic design provisions for buildings Consequently, the Seismic Building Code of Pakistan 2007 (SBC-07) was created to address these critical safety measures.

Task – II: Formulation of design criteria and requirements for seismic design of buildings

Seismic hazard analysis in Pakistan involved a comprehensive collection of data on earthquake history and sources, leading to the creation of a detailed seismic hazard map The objectives of the seismic design chapters include covering all prevalent building construction types in the country, aligning requirements with international codes and standards that are informally adopted by local structural engineers, and ensuring the code reflects emerging trends from developed nations Additionally, the aim is to create a document that is largely self-sufficient, minimizing the need for external references, while allowing for future revisions to develop a Pakistan-specific, state-of-the-art seismic code.

37 National Building Code of India 2005 (NBC 2005)

The primary goal of seismic building codes is to prevent total building collapse during significant earthquakes, while allowing for some structural damage during smaller quakes The balance between safety and cost-efficiency is central to these codes SBC–07 outlines the minimum seismic safety requirements for buildings, which engineers must apply alongside a solid understanding of structural, geotechnical, and earthquake engineering principles Ultimately, the designer bears the responsibility for ensuring both the safety and economic viability of the building design Nationwide adoption of SBC–07 is crucial for mitigating seismic risks in Pakistan.

The Ministry of Housing & Works (MOHW)

Government of Pakistan (GoP) assigned the task of developing the Seismic Provisions to the

National Engineering Services Pakistan (Pvt.)

Limited (NESPAK) NESPAK submitted various drafts for scrutiny to an Experts Committee formed by the MOHW NESPAK worked in close collaboration with International Code Council

(ICC), USA The final draft was sent to the

Pakistan Engineering Council (PEC) for vetting.

The PEC established a diverse "Core Group" comprising representatives from various stakeholders nationwide This group engaged in detailed discussions with NESPAK experts to finalize the document.

According to the section 1.2.4 of SBC-07,

Structures not covered by these provisions will have requirements set by the supervising Departments or Autonomous Organizations Until specific specifications are established, these structures must be designed in accordance with the existing provisions.

The term "Competent Authority" indicates that the building code primarily focuses on earthquake-related considerations for structures, without addressing multiple hazards Notably, Pakistan lacks a specific building code tailored for the construction of school buildings, highlighting a significant gap in safety regulations.

ESTABLISHMENT OF SINDH BUILDING CONTROL AUTHORITY

In pre-independence days, the Municipal Corporation had the sole responsibility of regulating the building activity in municipal limits of Karachi The Bombay Town Planning Act

1915 and Cantonment Board Act 1924 provided legal basis for exercising building control functions.

Established in 1957 under Presidential Order No 5, the Karachi Development Authority plays a crucial role in urban planning by implementing town expansion schemes and approving building plans for housing projects In 1961, the Authority introduced and enforced building regulations for various schemes to ensure structured development.

The functions of Building Control were repeatedly shifted to and from KDA & KMC, in different periods as given below:

• In 1950, Karachi Improvement Trust was created, to approve “Housing Schemes” and to formulate “Town expansion schemes”.

In 1957, KDA was formed by merging KIT, the Karachi Joint Water Board, and the Rehabilitation Department of the Government of Pakistan, with the Architect Control Department of KMC incorporated to regulate building activities across the city.

• In 1962, the Architect Control Department for the Municipal Areas was transferred to KMC.

• In 1974, Building Control for some of the KDA Schemes such as North Nazimabad, scheme-2, and F.B Area was handed over to KMC.

• In 1979, Karachi Building Control Authority was created under Sindh Building Control Ordinance 1979 and both KDA and KMC areas were brought under the jurisdiction of KBCA.

• In October, 1991, the KBCA was again bifurcated into two factions i.e KBCA (KDA) and KBCA (KMC).

In April 1996, the Karachi Building Control Authority (KBCA) was re-unified under the Karachi Development Authority (KDA) and Karachi Municipal Corporation (KMC), with the Director General of KDA appointed as its Chief Executive The KBCA oversees the entire Karachi Division, excluding the Cantonment Areas.

Issues and Recommendation

Pakistan lacks a comprehensive general building code, as the existing SBC-07 focuses solely on earthquake resilience and does not address other natural and human-induced hazards To enhance safety and resilience, it is crucial to revise and update the SBC-07 to encompass all potential hazards that Pakistan faces Additionally, the code should establish construction standards for regions that are not prone to hazards, ensuring a more robust framework for building practices across the country.

- While developing building code, the DRR specialists should be part of the technical working group assigned for the development of building code

Government officials involved in the assessment are unaware of the development and enforcement of SBC-07 in Pakistan Without proper communication of codes, guidelines, policies, and regulations to those responsible for implementation, the likelihood of effective enforcement remains uncertain Once the building code is revised and updated, it is crucial to promptly disseminate this information to all stakeholders responsible for the design and construction of government buildings, as well as to make it publicly accessible through various media channels.

The Sindh Building Control Authority (SBCA), formerly known as the Karachi Building Control Authority, oversees construction regulations across all five divisions of Sindh, but its focus is primarily on urban areas To enhance safety and compliance, the SBCA should extend its jurisdiction to include towns and rural regions, particularly in hazard-prone zones Establishing a building control authority in each district would ensure that both public and private construction adheres to established building codes, promoting safer and more regulated development throughout the province.

Punjab currently lacks a building control authority, making it difficult to regulate construction and ensure compliance with building codes, despite the presence of city development authorities The proposed setup for Sindh is also suggested for implementation in Punjab to enhance regulatory oversight.

Recommendations for Building Construction

Recommendations for building construction are essential for developing a technical building code that addresses multiple hazards, particularly in hazard-prone areas These guidelines outline the minimum standards necessary for planning, designing, and constructing government school buildings, and may also be applicable to other types of structures.

Prior to planning the establishment of a government school building, it is essential to consult key stakeholders, including beneficiary communities, education and works departments, planning authorities, TMAs, DDMAs, elected representatives, and local civil society organizations This consultation ensures the building's suitability, identifies the community's needs, and clarifies the responsibilities of each stakeholder involved in the project.

To ensure effective building oversight, each district should establish dedicated building control authorities or assign this responsibility to a technically skilled district-based department All entities involved in infrastructure construction, including those responsible for buildings, roads, and public health engineering, must obtain approval from these building control authorities before commencing any construction work Additionally, the planning and development departments at the provincial level should process project concepts accordingly.

PCs must clearly outline the roles and responsibilities of various stakeholders, particularly the relevant government departments, in relation to Research and Development (R&D) and Operations and Maintenance (O&M) once the scheme receives approval It is essential that these government departments are mandated to allocate budgetary provisions for R&D and O&M expenses associated with government school initiatives.

- Selection of site for construction of a school building should be based on:

• Baseline assessment for availability of government school within 1.5 km radius and the number of school going age children (currently not attending any school)

• Soil testing and technical recommendations

• Land depression and elevation assessment

• Temperature, humidity, wind current and direction assessment

• Accessibility to the site (building if constructed) especially during emergencies

• Availability of and accessibility to safe drinking water

• Proximity to mountains/hills, river and river distributaries, delta and coast and outfall drain like LBOD

• Availability of and accessibility to basic civic facilities such as electricity, natural gas, basic medication

• Land entitlement in case the land/plot to be donated by community (as usual case)

- The design should be prepared after detailed technical feasibility (including potential for enrolment for at least 10 years so that the space required for accommodating the children could be determined)

- It should take in all engineering aspects i.e civil, public health, architecture, mechanical and electrical

- DRR specialist(s) should be part of the designing team

- It should take in the hazard and vulnerability aspects like earthquake, riverine and flash floods, cyclone, rains, and water-logging (capillary action)

- It should take in seasonal and weather aspects like summer and winter temperature variations, wind flows and directions, humidity etc

When designing school buildings in flood-prone areas, it is crucial to consider factors that account for potential flood events over the next 50-100 years This includes evaluating the possibility of floods exceeding expected levels, assessing floodwater velocities, and understanding the depth of submersion that buildings may experience Additionally, considerations should include flood levels, the choice of foundation materials to withstand excessive scour, and the risks of mudslides, landslips, and debris impact loading Designers must also account for hydrostatic and hydrodynamic forces, as well as wave actions caused by wind, to ensure the safety and durability of the structures.

When preparing design plans, it is essential to consider the differences in flood characteristics, flood loads, and flood effects between riverine and coastal areas Key factors include wave effects, water depth, duration of flooding, flow direction, and the presence of debris Understanding these elements is crucial for effective flood management and infrastructure design.

- Specific building code should be worked out for fire hazard and the code be considered while preparing the design

- For cyclone-prone areas like Thatta and Badin, the design must take in cyclone resistance factors especially storm surge and wind loading considerations

- The design should take in non-structural issues that are mainly concerned with the protection of utilities such as electrical, plumbing, and heating, ventilation, and other mechanical services

- The design should comply with SBC-07 (all the selected district fall in A-2 seismic zone) and Building Energy Code of Pakistan 1990

Before initiating the costing exercise, it is essential to prepare the design, ensuring that the budget aligns with the design requirements and the Bill of Quantities (BOQs) It's important to note that while the design may be standardized, budget variations can occur based on location.

- The design should include the material to be utilized with clear technical specifications for all the hazards the building will be prone to

In multiple hazard-prone areas, building codes must incorporate various construction techniques to ensure safety and resilience For instance, school buildings in Layyah can adopt four distinct approaches: flood-resistant designs utilizing damming, structures with raised floors or footings, flood-resilient methods, and a combination of raised floors with flood resilience features.

When selecting contractors for school building projects, it is essential to prioritize criteria that assess the technical expertise of the contractor and the proficiency of their skilled labor This ensures that the construction adheres to the specific building codes and design requirements, ultimately leading to high-quality educational facilities.

- The masons and other technical personnel engaged for construction should be extensively trained in the building code and building design

- The building code should include minimum quality indicators for site selection, designing, material and construction process, and drinking water sources and water quality

- The construction in the selected districts should ensure safety factor-2 of building construction

- The building code should include retrofitting standards as recommended in chapter # of this report

- The school buildings should have essential facilities such as safe drinking water, sanitation, cooking spaces, lighting and gas (where possible) and plumbing

To effectively support the needs of children and teachers, essential facilities must be designed to accommodate anticipated population growth over the next decade, ensuring readiness for both normal conditions and emergencies.

- The essential facilities should comply with the site selection, design and quality aspects as recommended for the main building structure

- The essential facilities should meet Sphere Standards especially during the emergencies

When selecting and designing a school site, it is crucial to prioritize the safety and security of female students and teachers The location should ensure a sense of safety both within the building and during commutes A robust boundary wall is essential to protect against potential hazards, while latrines must be designed to ensure privacy for girls and female staff Additionally, the building's location and construction should accommodate the needs of individuals with special requirements, particularly if the school is intended to serve as an IDP camp.

Building construction must prioritize environmental preservation, ensuring that the process does not disrupt the surrounding ecosystem Upon completion, it is essential to implement initiatives such as tree planting and other sustainable practices that enhance the natural environment within and around the school premises.

The no-harm approach emphasizes that the site selection, design, and construction of buildings must prioritize the well-being of adjacent communities It is essential to avoid placing structures in areas that disrupt natural water flow, as this can lead to flooding and other environmental issues in surrounding regions By ensuring that construction practices are considerate of local ecosystems, we can prevent harm and promote sustainable development.

When selecting sites and designing constructions, it is essential to consider climate change, as it can significantly alter the frequency, intensity, and scale of weather-related disasters.

To ensure the construction of disaster-resistant and resilient school buildings, it is essential to provide comprehensive training on building codes to personnel in all relevant government departments Additionally, government contractors, masons, technical labor, and community members should receive training on minimum standards for site selection, design, and construction practices.

- Monitoring: A comprehensive monitoring mechanism and indicators should be developed to ensure the building code(s) are strictly complied with while site selection, designing, budgeting, material selection, construction and DRR aspects.

Inter-departmental Coordination

Introduction

Discussions with officials from various government departments revealed that each operates in isolation during the planning, designing, and implementation of development schemes While the departments have clearly defined mandates, roles, and responsibilities, they are limited by their authorities For a deeper understanding of the existing inter-departmental coordination and the gaps within it, please refer to Chapter 3 of this report.

Inter-departmental Coordination

DDMAs are operational in all subject districts before and during the monsoon season and emergencies However, their composition, as per the Presidential Ordinance 2006 and NDMA guidelines, raises concerns A single PDMA representative at the DC/DCO office serves as the DDMA coordination focal point, while ADC-II/DDO-C represents district administration in coordination meetings to set response priorities and finalize geographical coverage for relief efforts The DDMA, primarily through the DC/DCO office, receives relief funds from provincial and federal governments to assist disaster-affected individuals However, these funds are managed by the DC/DCO office and its subordinates, without being effectively allocated to other essential departments like education, health, and public health engineering for relevant relief activities.

The Education Department (ED) at the district level lacks dedicated resources for emergencies, relying primarily on human resources, which are seldom available Its main function involves relaying directives from the DC/DCO office to notify schools designated as relief or IDP camps In Punjab, particularly in district Layyah, schools acted as focal points for camp management and coordination with the DDMA, unlike in Sindh's Badin and Thatta districts, where such focal points were absent After IDPs left the schools post-emergency, no ED officials visited to address rehabilitation needs for classrooms, water, and sanitation facilities Although ED focal points participated in education cluster meetings and assisted organizations like UNICEF and Plan International in prioritizing schools for project implementation, they did not engage in any preparedness or pre-planning for safer or hazard-prone schools The risk assessment revealed that all sampled schools had been affected by the floods in 2010.

Since 2011, the area has faced significant risks from potential disasters, yet the Emergency Department has yet to commence rehabilitation efforts for the damages incurred or implement strategies to mitigate future risks.

During emergencies, the Public Health Engineering Department (PHED) serves as the primary agency for the Water, Sanitation, and Hygiene (WASH) cluster, although in Thatta and Badin districts, WASH focal organizations typically lead the meetings PHED's involvement is primarily limited to hosting and chairing meetings across the relevant districts Additionally, there have been no reported efforts or roles undertaken by the department regarding safer and disaster-affected schools.

The TMAs in the designated districts have had minimal involvement in relief activities, primarily focusing on urban areas Their participation in coordination and cluster meetings remains limited.

Finance and Planning Department—FPD: The FPD is engaged during the preparation of contingency plans for budgeting, only.

Recommendations

- The concept and philosophy of interdepartmental coordination should be made clear through interdepartmental meetings that it does not mean only meetings but more than that

- Each district should have interdepartmental coordination strategy and mechanism in place to be followed during emergencies and while designing school buildings

In times of emergencies, the TMA and PHED are tasked with overseeing WASH-related interventions in school camps This includes ensuring the provision of water for various uses, establishing sanitation facilities, and managing these resources effectively Additionally, they are responsible for cleaning and other related activities, all in alignment with Sphere Standards.

Cluster meetings involve stakeholders relevant to specific clusters, and it is recommended that focal points from all clusters attend these meetings This participation can enhance interdepartmental coordination and improve overall response efforts.

PC-I, II, III, IV & V Proformae

1.49 In Pakistan, the present method for planning, processing and reporting on development projects is based on the "Rules of Procedure for Economic Council", Planning Commission and Planning Sub-

Commissions, issued by the former Ministry of Economic Affairs, Government of Pakistan in September,

1952 In addition to laying down an effective organization for planning, five (5) proformae (Revised in

In 1995, guidelines were established for the preparation and implementation of development schemes, outlined in Annexure-II These guidelines include two forms for submitting project proposals (PC-I and PC-II), one form for monitoring the progress of ongoing projects (PC-III), and two forms for post-completion reporting (PC-IV and PC-V) Each of these forms will be elaborated upon in the following sections.

1.50 PC-I is the basic form on which all projects/schemes are required to be drawn up It was introduced in its simple form in 1952 and substantially revised in July, 1961 This was a composite form and was used for all sectors But as the time passed on, bigger and complex projects had to be prepared which required quite detailed information for pre-investment appraisal PC-I form, therefore, was continuously made more elaborate and 12 separate forms suitable for particular sectors were introduced in July, 1974.

In 1995, a Task Force led by the Deputy Chairman of the Planning Commission was established to enhance the project planning process, focusing on the transition from identification to approval and the improvement of PC-I and II proformae The Task Force evaluated twelve existing PC-Is and found them to be comprehensive yet in need of enhancements It was concluded that while the current PC-Is should remain in use, modifications are necessary to incorporate environmental considerations, social sector benefits, risk analysis, and detailed financial statements.

A total of 14 forms were developed for different sectors, with guidelines established by the Task Force for completing PC-I and II proformas detailed in Annexure-III It is essential to adhere strictly to these guidelines when preparing PC-I and II projects.

1.51 The PC-I form comprises four parts Part 'A' is the "Project Digest", containing eight questions which are more or less common to all sectoral PC-Is forms These require mainly information on: (i) name of project, (ii) authorities responsible for sponsoring and executing of the project, (iii) completion period, (iv) a summary of cost in detail and (v) objectives of the project Part 'B' entitled "Project Description and Financing", forms the core of the PC-I The precise nature and form of the questions varies from sector to sector The principal information asked for includes: (i) location, (ii) market analysis, (iii) general description and justification, (iv) operating or recurrent cost estimates, (v) technical description, (vi) capital cost estimates, (vii) unit costs, sectoral benefits, cash flow, financing arrangements, foreign exchange component, risk analysis, beneficiaries participation etc Part 'C' deals with "Project

The article outlines essential requirements for project implementation, focusing on three key areas: (i) the necessary manpower, (ii) the physical facilities and resources needed, and (iii) the materials, supplies, and equipment required Additionally, it addresses environmental considerations, detailing (i) the impact assessments for water, sewerage, and solid waste, and (ii) recommendations and measures to mitigate environmental pollution.

1.52 A separate PC-I form for the small development projects costing up to Rs 1.00 million (non- recurring) should be used in respect of all the sectors, instead of comprehensive PC-I form for each sector.

1.53 PC-II is required for conducting surveys and feasibility studies, in respect of larger projects, intended to get full justification for undertaking the project before large resources are tied up with them.

1.54 PC-III form is designed to furnish information on the progress of on-going projects on quarterly basis and is required to be submitted by the executing agencies/departments within 20 days of the closing of each quarter This form gives financial as well as physical progress of the schemes with information on any bottlenecks experienced during the execution of a project.

1.55 PC-IV form is required to be submitted at the time when the project is adjudged to be complete while the PC-V form is to be furnished on an annual basis for a period of five years by the agencies responsible for operation and maintenance of the projects.

1.56 Sectoral PC-I proformae, Low Cost PC-I form and PC-II, III, IV and V forms, currently in use, are given in Annexure-II.

1.57 Sometimes a Federal Ministry is required to prepare a PC-I having provincial components to be financed through a joint loan by a donor agency Such a PC-I is called an Umbrella PC-I and could fall in any one sector of the economy Since some interprovincial coordination is also required, the preparation of the Umbrella PC-I is, sometimes, delayed just because of non-submission of PC-I by a certain province(s).

This holds up the entire project.

Therefore, proper coordination between the Federal Ministries and the Provincial

Governments is required In such cases, the Federal Ministry can prepare the Umbrella

The PC-I is developed based on the appraisal report, which includes essential information for each provincial component In cases where a province delays the submission of its PC-I, the Federal Ministry may struggle to prepare the Umbrella PC-I This issue should be reported to the CDWP, where provincial representatives can be encouraged to expedite the process.

Moreover, efforts should be made to negotiate aid separately for each province

Particularly in social sectors like primary education, population and rural health projects etc., where project implementation is exclusively the responsibility of the Provincial

- http://srl.geoscienceworld.org/content/78/6/601.figures-only

- UN-Habitat Recommended Construction Guidelines

- Building Energy Code of Pakistan 1990

- Guidelines for Reducing Flood Losses (UN)

- Manual for Development Projects (Planning Commission Pakistan)

- Reducing Flood Risk through Building Code Reinforcement (Oklahoma Flood Plain Managers Association)

- Risk Factors and Social Vulnerability (Department of Geography, Kent State University USA)

- The Role of Land Planning in Flood Management (World Meteorological Department 2007)

- NDMA and PDMAs reports of past emergencies

- DDMA contingency plans (all five target districts)

Tiêu đề	Risk Assessment of Schools of Sindh and Punjab
Tác giả	Muhammad Memon
Trường học	N/A
Chuyên ngành	Development and Humanitarian Studies
Thể loại	Assessment
Năm xuất bản	2012
Thành phố	N/A

Định dạng
Số trang	52
Dung lượng	0,9 MB