10 Years School Construction in Haiti: Technical Learnings from a Multiple Construction Program

In the aftermath of the 2010 Haiti's earthquake, the Government of Haiti faced massive reconstruction needs in all sectors. As part of the response of the Government of Haiti to the massive reconstruction needs, from 2010 to 2020, the IDB designed a series of grant operations plus seven co-financings designed to support a wider School Reconstruction Program. These operations achieved the (re)construction of 90 public schools countrywide, which resulted in the creation of approximately 1,000 classrooms and 40,000 seats, providing a safer and comfortable learning environment for approximately 60,000 children each school year.

The Reality of Education in Gaza: An Analysis of the Impacts of the Israeli Blockade and Identification of its Humanitarian Recovery Needs 2006-2018

This study aimed to examine the impact of the Israeli blockade on Palestinian education and to identify the humanitarian recovery needs necessary for the quality and continuity of education. The study used the descriptive analytical method which involved examining at the phenomenon under investigation. To answer the questions of the study, the Comprehensive Literature Review Meta-Framework of the Seven-step Model was employed to guide the methodology of this research to introduce profound inferences about the impacts of the Israeli blockade on education in the Gaza Strip as well as about the recovery needs necessary to ensure the quality and continuity of Palestinian education. The findings revealed that the Israeli blockade severely impacted Palestinian education in the Gaza Strip and hindered student access to quality and inclusive education in various ways. Students were the most affected by the 12-year blockade. They were repeatedly exposed to a huge loss of lives, severe psychological traumas, and worsening economic conditions. As well, teachers were not immune from the grave consequences of the blockade in terms of murder, denial of mobility and exchange, deprivation of professional development, psychological traumas, and chronic power-cut-offs. Also, the entire Palestinian educational system was impaired by the Israeli blockade in terms of direct school destruction, stuck school reconstruction, chronic power supply deficit, unprotected learning environment, and controlled educational curriculum. Targeting and controlling students, teachers, educational infrastructure, and curricula caused long-lasting impairment to the whole Palestinian educational system. The Israeli blockade was detrimental to the students’ right to quality education that would advance their competencies and responds to the compelling current and future development needs in the Gaza Strip. Therefore, the study identified some foremost humanitarian recovery needs to be addressed by Palestinian policy makers to redress the forbidding impacts of the Israeli blockade on Palestinian education. Keywords: Palestinian education, Israeli blockade.

Restoration of the Elementary School "Johann Heinrich Pestalozzi"-Skopje

The post-earthquake rebuilding of Skopje provided valuable examples of modernist architecture that deserve to be included in the category of a protected building heritage. A prominent instance is the elementary school named after the famous Swiss educator and pedagogue "Johann Heinrich Pestalozzi", the first example in this area that introduces the practical application of deeply thought-out methods of integral education promoted by him in the early 19th century. Many contemporary architects have incorporated the efficient use of this educational concept, including the renowned Swiss architect Alfred Roth, creating a unique sample of a school that includes specific geographic and regional features (climatic, seismic, cultural - aesthetic). In terms of properties, the building contains originality, rarity, and aesthetic-artistic value. With reference to other criteria, it also includes the value of authentic preservation, which is in crisis without adoption of adequate and prompt protection and restoration measures. In respect of protecting the school from further destruction, the Swiss Embassy in Skopje made an official request for a study and design documents for the school reconstruction by detecting all critical issues, developed and executed by the expert team from the Faculty of Architecture in Skopje. This paper, which is based on the results of the research, conducted by us as a part of the group, aims to elaborate the methodological approach of the analyses contained in the study, which, as a pre-design procedure, provided a solid base for developing design documents. A significant component of the study that needs to be emphasized was the use of computer technology throughout the work process, using parametric insertion of structural and other elements of the building's architecture into a 3D model. This approach allowed the generation of architectural details across any part of the facility in an exact form, which proved extremely useful through the process of constructing the design documents.

Development of modular school design as a permanent solution for post-disaster reconstruction in Indonesia

Purpose This paper describes the development and implementation of a modular school building design prototype to support “build back better” after the disaster. The purpose of this paper is to bridge the gap between the two standard practices of post-disaster reconstruction: the quickly temporary construction and the permanent solution with longer time to complete. Design/methodology/approach The modular school design prototype was developed based on three design criteria established to achieve a relatively quick construction with good quality as a post-disaster permanent solution. The prototype was implemented in Kerandangan Village, Lombok and evaluated to review its compliance with the design criteria. Findings Three design strategies were proposed to respond to the main design criteria: the use of modular units and components, the material durability and availability, and the “plug-and-play” configuration system. Through these strategies, the prototype demonstrated the ability to perform as a permanent solution to be implemented in a short time. The prototype evaluation suggests some possible improvement to ensure a more efficient process and further replicability. Originality/value The development of the modular design bridges the gap between temporary and permanent approach for post-disaster school reconstruction. The highlighted criteria and the proposed design strategies contribute to the “build back better” attempt by providing better learning experiences for children through a replicable modular design that could be flexibly adapted to various local contexts.

Promoting School’s Recovery and Resilience after the Chi-Chi earthquake

PurposeIn the current study, the researchers tracked the steps that were taken (in the past 20 years after the occurrence of the 921 earthquake) to enhance the safety of students and teachers on campus by rebuilding the schools according to higher standards. Additionally, the researchers analyzed the process of school reconstruction in Taiwan after the Chi-Chi earthquake, as well as the resilience of the rebuilt schools.Design/methodology/approachThis paper collected extensive relevant literature to serve as a basis for data analysis. Subsequently, they examined the conditions of selected schools before and after they were affected by the earthquake, as well as the reconstruction process of these schools. The purposive sampling method was also adopted to assemble a unique and representative sample.FindingsThis study concluded a new disaster risk reduction education system in Taiwan, from safe learning facilities, school disaster management and risk reduction and resilience education perspectives. It encouraged school and community collaboration regarding establishing a comprehensive disaster management framework.Originality/valueThe paper kept tracks of how schools recovered and restored after the 921 earthquake based on global disaster management trends and local disaster risk reduction education. It also highlighted the major changes within the school resilience system and the importance of disaster risk reduction education in Taiwan.

Menggagas Pesantren Pluralis: Rekontruksi Sistem Pendidikan Pesantren dalam Bingkai Pluralisme

Pesantren, which in teaching is more emphasis on religion, making education pattern which tend to dichotomic impression. Pesantren should provide various opportunities for expanding the curriculum that intersect and are familiar with science and modern methodology. Important figures involved in the world of boarding schools also have to engage in dialogue for the practice of teaching culture is not too dogmatic. In addition, the interpretation does not claim any absolute truth, so that it can emancipatory. Such practices if realized will be come a binding system, and can release from the perception of dichotomic boarding education. Pesantren doing reconstruction on the pattern to burn into a system that aligned with the dynamics of contemporary society. Which this framework, expected learning the practice of pluralism in Islamic boarding schools can succeed. Keywords: Pluralism, Education, School, Reconstruction, and the System.