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2.22 P 1

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Title: 2.22 P 1


1
ANDHRA PRADESH PRIMARY EDUCATION PROGRAMME
APPEP
2
Introduction
  • APPEP involved the construction of primary school
    buildings as a demonstration of the use of Cost
    Effective Construction Technologies (CECT) in
    school construction
  • The Ministry of Education and the engineering
    sector of the Panchayati Raj Engineering
    Department (PRED), Government of Andhra Pradesh
    with financial assistance from British
    Government's Department for International
    Development (DFID) (UK) implemented the Andhra
    Pradesh Primary Education Programme (APPEP).
  • The use of local material, local artisans and
    local conventional construction techniques was
    encouraged

3
  • APPEP Phase l from 1984-88
  • APPEP Phase II implemented from 1989 through to
    1993. The overall objective of APPEPII was to
    achieve quality improvement by the year 2000 in
    teacher competence and classroom practice to
    contribute to attaining universal primary
    education
  • APPEP Review Mission
  • Vidyalayam- CECT Demonstration Project taken up
    in 1994 in the Districts of Rangareddy and
    Warrangal based on the recommendations of the
    review mission.completed in 1996.
  • APPEP Bridging Phase The bridging phase of
    1994-95, therefore, was intended to consolidate
    existing project activity, and prepare for a
    smooth transition between APPEP Phase II and any
    subsequent projects under DPEP

4
  • Evaluation An evaluation of the Vidyalayam
    project was conducted in November 1998 and it was
    felt that the repair of school buildings should
    be the subject of a more concerted effort
  • Repair Programme.The repair programme was
    conducted from March 1999 to May 2000

School at Puppalguda, Rajinder Nagar, Ranga Reddy
District using cement stablised mud blocks for
walling and MCR tiles on steel under structure
and brick jack arches on precast RC joists for
roofing
5
Vidyalayam- CECT Demonstration Project
  • Mounted in 1995-96 in Rangareddy and Warangal
    districts.
  • A total of 57 classrooms in 8 locations in
    Warangal district were taken up.
  • These included a variety of designs developed by
    various agencies and using different
    technologies.
  • The construction was managed by the state
    Panchayati Raj Engineering Department (PRED).
  • A post construction estimate clearly
    demonstrated a saving of about 30 over
    conventional construction

6
Repair Programme
  • Evaluation mounted between 14.' October 1998 and
    23rd November 1998 identified the needs for
    repairs, structural correction and improvement of
    climatological performance of some of the
    prototype buildings
  • DFID agreed to support such repairs at the
    twenty-eight sites of APPEP
  • A two-day capacity building workshop was
    organised Hyderabad in March 1999 for Capacity
    Building of PRED and DPEP engineers.
  • Deficiency Survey conducted by PRED,APDPEP
    engineers along with the community

7
  • Distress analysis
  • Recommendations
  • Estimation
  • Capacity Building of School Education Committees
  • Data Analysis

8
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9
Process
  • ISM (Industrial Structure and Management) was
    commissioned by DFID's Education Sector Group as
    the overall coordinating agency to work in
    collaboration with other consultants, NGOs and
    the Panchayati Raj Engineering Department to
    deliver the demonstration structures
  • The delivery agents
  • Municipal Corporation of Hyderabad
  • Panchayati Raj Engineering Department
  • Roads Building Department
  • State Public Works Department
  • Tribal Welfare Department

10
  • A strong hierarchical structure existed in each
    of these organisations.The sanctioning, approval
    and execution powers were delegated to the
    officers according to their rank and position.
  • The channels of execution were through invitation
    of tenders works to be executed are either on
    item rates or a lump sum basis. Estimates for all
    the works are based on Standard Schedules of
    Rates (SSR) which, in principle, are updated
    annually.
  • During the execution of works the Department
    concerned performed the function of project
    manager including quality assessment and control
    of works measuring and recording progress and
    release of payments to the contractors
    controlling and issuing materials e.g. cement and
    steel monitoring time and cost parameters.

11
Different designated officials decide the award
of work based on the following criteria
12
Community Participation
  • Education Sector Group carried out a programme of
    village sensitisation. Teams of social scientists
    visited villages in four districts within the
    APPEP Social Project that had been identified as
    potential sites for the prototype classrooms
  • Community gatherings were held architectural
    models of the various designs were shown and
    discussions held as to which technologies would
    be best for each particular situation. This
    exercise was well received by communities
    resulting in additional information being fed
    into the project planning process

13
Social Project
  • The Social Project was one of the five projects
    initiated during the APPEP Bridging Phase 1994-95
    in six mandals, one each from the districts of
    Khammam, Prakasam, Vishakapatnam, Warangal,
    Cuddapah and Chittoor
  • The main objective was to increase enrolment and
    retention, especially of girls and children from
    schedule castes and tribe (SC/ST) communities
    through community participation
  • VECs were set up to empower communities to
    participate in the development process, enabling
    them to own and manage APPEP activities

14
Impact
  • The prototypes were built for local communities
    through state delivery mechanisms providing a
    rich learning experience plenty of evidence
    exists to show that CECT have been promulgated
    beyond the confines of APPEP
  • Key individuals with direct experience in APPEP
    have taken their own experience and learning to
    new initiatives in different locations
  • APPEP's influence has spread geographically (e.g.
    CECT in a variety of manners is a major component
    of infrastructure in DPEP states across India)
    and experiences have been successfully shared
    across sector boundaries (e.g. taken up in the
    health sector in Orissa).

15
Conclusion
  • APPEP was the first time that different
    technologies were being tried under similar
    conditions, thus offering living laboratory
    conditions for comparison and monitoring of
    performance and life cycle costing of these
    technologies.
  • the programme laid emphasis on documentation and
    kept proper field records.
  • It produced much needed information and
    dissemination material.
  • the repairs programme, also brought sharply into
    focus, probably for the first time, the urgent
    need to devote more attention to issues of
    maintenance.
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