Government of the Commonwealth of Dominica
Organisation of American States
United States Agency for International Development
European Community Humanitarian Office
February 1998
TABLE OF CONTENTS
2.0 The School Construction Sector
4.0 Determining the Vulnerability of School Buildings
6.0 Planning Process in the Construction of School Buildings
9.0 Conclusions and Recommendations
On January 27th 1998 the Organisation of American States (OAS) in collaboration with the European Community Humanitarian Office (ECHO) and the Government of Dominica sponsored a workshop as part of a process to produce a plan to reduce the vulnerability of school buildings to natural disasters.
The workshop was held at the Public Service Training Centre in Roseau in the Commonwealth of Dominica, and had the following objectives:
The workshop was attended by a wide range of public and private sector interests. This plan is an outcome of that workshop and will serve as a guide in the implementation of the project aimed at reducing the vulnerability of schools to natural disasters.
The plan will seek to do the following:
The plan provides a profile of the current stock of school buildings in the Commonwealth of Dominica and elaborates on the responsibility of respective local agencies in the life cycle of school buildings. It addresses the issues of design, construction, reconstruction after destruction, retrofitting, rehabilitation, repair after damage, maintenance and the process of building a profile and database for the school building sector.
Prevalent natural hazards such as hurricanes, earthquakes, volcanic eruptions, floods and landslides are also examined. It must be noted that Dominica is most vulnerable to hurricanes.
The plan provides information on the vulnerability of school buildings; the methodology used in the assessment of school buildings; and profiles school buildings which includes - maps showing physical location, information on the date of construction, design type, current uses of the buildings and the agencies responsible for construction and maintenance of school buildings in Dominica.
The plan examines existing policies pertaining to school buildings in the island relative to acceptable levels of vulnerability, building codes, existing norms, performance standards, priorities, current trends and enforcement of those policies.
An outline of the process involved in the construction of school buildings is given with a view to identify responsibilities at various levels of the process. The plan also attempts to provide justification for the project which is aimed at reducing the vulnerability of school buildings to natural disasters. It examines the issues of design and construction criteria, site selection, financing and the level of community involvement during construction activities.
It highlights the issues pertaining to levels of preparedness at the national level and the participation of key stakeholders in disaster management activities. It looks at existing plans and strategies, the role of teachers and students in disaster management at the school level and the development of the school curriculum visavis disaster preparedness activities.
The plan ends with conclusions and recommendations at section nine (9).
Four broad categories can be used to describe the nature of school buildings in Dominica:
Ministry of Education, Ministry of Communications, Works and Housing, Architectural and Engineering Consultants, the Community, Parent/Teacher Associations, Teachers, Students, Ministry of Finance, Financial Agencies, Planning Division, Fire Services, Public Health Department, Disaster Preparedness and Management Personnel.
b. Construction
Contractors, Ministry of Communications, Works and Housing, Consultants, Ministry of Education, Planning Division, Insurance Agencies, Financial Institutions, Ministry of Finance and the Community.
c. Reconstruction after Destruction
Ministry of Education, Ministry of Communications, Works and Housing, Consultants, Financial Agencies, Contractors and the Ministry of Finance.
d. Retrofit
Ministry of Education, Ministry of Communications, Works and Housing, Consultants, Financial Agencies, Contractors and the Ministry of Finance.
e. Rehabilitation
Ministry of Education, Ministry of Communications, Works and Housing, Consultants, Financial Agencies, Contractors and the Ministry of Finance.
f. Repair after Damage
Ministry of Education, Ministry of Communications, Works and Housing, Consultants, Financial Agencies, Contractors and the Ministry of Finance.
g. Maintenance
Teaching and other staff, Students, Ministry of Education, Parent/Teacher Associations, Ministry of Communications, Works and Housing, Ministry of Finance, Funding Agencies, Consultants, Contractors and the Community.
Weather conditions with high winds, heavy and intensive rainfall, with associated flooding and landslides, high seas and associated flooding and erosion. These hurricanes generally occur between June and November every year.
Ground tremors of variable intensity which can cause subsistence, heave, liquefaction of soil, landslides etc. In Dominica, our history does not indicate significant frequency of very intense tremors, though there are a large number of small tremors of short duration, most are not noticeable to most people. However, we are in a seismically active area and therefore must take necessary precautions as these events are not season dependent and can take place at any time.
Because of our geography, we are blessed (or cursed) with ten (10) or twelve (12) volcanoes. Although this indicates that we have the largest number of volcanoes in the Eastern Caribbean, even in the whole Caribbean, their level of activities is relatively insignificant based on information available at this time. Therefore, the threat is apparently very low. Caribbean volcanoes are generally of the most dangerous kind, i.e. the explosive type which spews hot ash which can cover wide areas in a very short time.
Flooding may arise from high seas, overflowing rivers from heavy rainfall, or breaking dams such as at the Layou River. Low-lying areas within valleys and along coastlines are especially vulnerable to flooding.
Slippage of land to lower elevations arising out of loss of soil strength because of a combination of moisture conditions, soil type, topography and loading conditions.
A national landslide hazard map has been prepared, although its scale may prevent its widespread use. It may be necessary to further develop the map.
In order to achieve the above, a survey can be carried out using survey forms suggested by this program (a form that is more detailed than the form currently being used) to evaluate the vulnerability of buildings presently designated as emergency shelters. The suggested survey forms deal with hurricane and seismic vulnerability. These forms deal with the structural integrity of the buildings themselves and the general safety of the users, but do not take into consideration the comfort of inhabitants during hazardous events. In addition, the forms do not provide for status or condition of building elements. The forms are useful for general assessment of school buildings but do not necessarily consider the suitability of schools as emergency shelters. (see annex 10.2)
An emergency shelter can be described as a place of refuge and safety during and after times of emergencies. These emergencies include hurricanes, earthquakes, landslides, floods, volcanoes, etc. These could be short-lived but could be also for an extended period.
In order to satisfy the requirements of an emergency shelter, the shelter, must have certain characteristics and possess the necessary facilities in order that lives can be safeguarded and sustained for the appropriate period of time. Evidently, the most important characteristic is the ability to adequately resist the effects of the hazard, either by means of location and/or adequate structural strength and integrity. This could be achieved by proper site selection depending on the nature of the prevalent hazards, appropriate design, and timely maintenance of the buildings concerned.
Other important characteristics that shelters should possess are reasonably comfortable accommodation, sanitary facilities, feeding facilities, medical facilities and communication equipment. In the case of schools/shelters, the provision of most of these facilities would normally be the responsibility of agencies other than the providers of the school buildings themselves, such as the Ministry of Education. The extent to which these other facilities are provided depends largely on the policies and ability of the concerned agencies.
Given the nature of our hazard-prone environment, there will always be the need for emergency shelters in our communities. Because of their availability in most communities, as well as their ability to accommodate a relatively large number of people, at least for short periods, school buildings have been traditionally used as shelters.
In Dominica, there are currently fifty nine (59) Government primary schools and eight (8) denominational schools. Of these, approximately twenty nine (29) schools have been built prior to 1979. The overwhelming majority of the school buildings built before 1979 were designed and built to standards less than what is currently thought necessary, especially in regard to resistance to wind forces. This is understandable given the level of awareness and disaster management existing at the time.
However, the passage of Hurricane David in August 1979 and subsequent widespread destruction of buildings destroyed myths and brought about a much higher level of awareness for the need to have properly designed school buildings as well as the need to have adequately secure emergency shelters in times of disaster. The passage of Hurricane Allen in 1980 further heightened that awareness and the school reconstruction process, in particular, took very special note of the experiences and the lessons learnt from them.
As a result the schools which were built from 1980 onward generally followed the trend of having, among other things, concrete roofs which were well suited to resisting the effects of high winds. This was done with the primary view of ensuring functionality in the long term as well as providing reasonably safe shelters for the communities concerned.
Nevertheless, there is a large number of older building stock, some of which were damaged during the hurricanes Luis and Marilyn in 1995. The rehabilitation of these damaged school buildings did not follow the same process after 1979which had coincided with an educational facilities expansion program. Because of various factors, the post 1995 rehabilitation generally consisted of putting the school buildings back as they were prior to the hurricanes. These major design shortcomings were not addressed and these buildings remain as vulnerable as ever to high winds among other hazards.
It is hoped that this project together with others will assist in identifying these shortcomings and suggest various means for overcoming these shortcomings through retrofitting measures that are both technically feasible as well as cost-effective.
Name Of School/Community | Hurricane | Earthquake | Volcano | Flood | Landslide |
Marigot Foundation High School/ Marigot Junior School/Primary School/Pre-School | *** |
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Bense/Anse-de-mai/Anse Soldat Government School, Bense | *** |
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Dos DAne Government School | *** |
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St. Johns Primary School, Portsmouth | *** |
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Tete Morne Government School | *** |
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Pichelin Government School, Pichelin | *** |
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Delices Government School, Delices | *** |
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Boetica Government School, Boetica | *** |
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Dublanc Government School, Dublanc | *** |
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Colihaut Government School, Colihaut | *** |
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Mahaut Government School, Mahaut | *** |
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Belles Government School, Belles | *** |
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Warner Government School, Warner | *** |
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Campbell Government School | *** |
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Giraudel Government School, Giraudel | *** |
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Laudat Government School, Laudat | *** |
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St. Marys Primary, Roseau | *** |
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Clifton Dupigny Community College Simon Boliva Housing Scheme Stock Farm | *** |
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The School Vulnerability Matrix above consists of all schools/educational institutions currently being used as emergency shelters. The analysis indicates that most school buildings are vulnerable to hurricane force wind and heavy rains. This includes school buildings with concrete roofs. Most of the school buildings built under the Basic Needs Trust Fund (BNTF) have concrete roofs, however, there is heavy water ingress through design blocks fashioned for proper ventilation.
It should also be noted that Dominica is seismically vulnerable. For more information on seismic vulnerability, please consult the article, On Reducing the Earthquake Hazards of Puerto Rico and the Virgin Islands by William McCann published in the Bulletin of the Seismological Society of America, Vol.75, No.1(February 1985), pages 251 - 262.
The balance of the data is self explanatory.
(not available on the web)
No. |
Community |
School/Educational Institution |
Responsible Organisation/Owner |
1. | Marigot |
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2. | Woodford Hill | Primary School | Government of Dominica |
3. | Petite Soufriere | Primary School | Government of Dominica |
4. | San Sauveur | Primary School | Government of Dominica |
5. | Carib Territory | Primary School | Government of Dominica |
6. | Atkinson | Primary School | Government of Dominica |
7. | Vieille Case | Primary School | Government of Dominica |
8. | Thibaud Central | Primary School | Government of Dominica |
9. | Bense/Anse-de-ai/Anse Soldat | Primary School | Government of Dominica |
10. | Paix Bouche | Primary School | Government of Dominica |
11. | Dos DAne | Primary School | Government of Dominica |
12. | Portsmouth | St. Johns School | Catholic Church |
13. | Portsmouth | Primary School | Government of Dominica |
14. | Savanne Paille | Primary School | Government of Dominica |
15. | Tete Morne | Primary School | Government of Dominica |
16. | Pichelin | Primary School | Government of Dominica |
17. | Bagatelle | Primary School | Government of Dominica |
18. | Petite Savanne | Primary School | Government of Dominica |
19. | Bellevue Chopin | Primary School | Government of Dominica |
20. | Delices | Primary School | Government of Dominica |
21. | La Plaine | Primary School | Government of Dominica |
22. | Morne Jaune | Primary School | Government of Dominica |
23. | Boetica | Primary School | Government of Dominica |
24. | Dublanc | Primary School | Government of Dominica |
25. | Colihaut | Primary School | Government of Dominica |
26. | Jimmit | Nehemiah Comprehensive School | Board of Management |
27. | Mahaut | Primary School | Government of Dominica |
28. | Salisbury | Primary School | Government of Dominica |
29. | St Joseph | Junior School | Government of Dominica |
30. | Belles | Primary School | Government of Dominica |
31. | Coulibistrie | Primary School | Government of Dominica |
32. | Massacre | Primary School | Government of Dominica |
33. | Warner | Primary School | Government of Dominica |
34. | Campbell | Primary School | Government of Dominica |
35. | Soufriere | Primary School | Government of Dominica |
36. | Scotts Head | Primary School | Government of Dominica |
37. | Giraudel | Primary School | Government of Dominica |
38. | Eggleston | Primary School | Government of Dominica |
39. | Morne Prosper | Primary School | Government of Dominica |
40. | Wotten Waven | Primary School | Government of Dominica |
41. | Newtown | Primary School | Government of Dominica |
42. | Trafalgar | Primary School | Government of Dominica |
43. | Laudat | Primary School | Government of Dominica |
44. | Roseau | St. Marys Primary | Catholic Church |
45. | Goodwill | Primary School | Government of Dominica |
46. | Simon Boliva Housing Scheme Stock Farm | Clifton Dupigny Community College | Government of Dominica |
47. | Bath Estate/ Elmshall | Teachers College | Government of Dominica |
48. | Cockrane | Primary School | Government of Dominica |
Numerous resolutions have been passed and decisions made highlighting the need to address the issue of vulnerability reduction and disaster mitigation. Cited below is a selection of relevant mandates pertaining to the reduction of vulnerability of school buildings to natural disasters. These international and regional mandates provide the framework for national policy issues.
Permanent Council of the OAS, CP/RES 546 (834/90). October 10 1990.
Resolution 3: To encourage member states to make natural hazard management and disaster relief integral components of their socioeconomic development activities.
International Decade for Natural Disaster Reduction 1990-2000 (IDNDR) which was proclaimed by the General Assembly of the United Nations by Resolution 44-236.
Permanent Council of the OAS CP/RES 593 (922/92) October 28, 1992.
Resolution 4: To encourage member states to undertake natural hazard vulnerability reduction programs as an integral part of their efforts to alleviate conditions of poverty and achieve sustainable economic growth.
Declaration of Cartagena, Interamerican Conference on Natural Disaster Reduction March 21-24, 1994.
Recommendation 2: In the understanding that such vulnerability is one of the shortcomings of underdevelopment and environmentally harmful actions, it is essential to co-operate the willingness to recognise that such vulnerability should be among the explicit objectives of sustainable development planning and an indicator of environmental impact accountability. The development of monitoring techniques and the tallying of disaster vulnerability factors must be seen as essential tools for disaster prevention and mitigation.
Recommendation 3: There is a need for eliciting greater community participation to gain greater in-depth understanding of individual and collective perceptions on such developments and their attendant risks and to assess the cultural and organisational features of the societies aside from their behaviour and relationship with their physical and natural environment, which may hamper or enhance prevention and mitigation as well as those that encourage or hinder the protection of the environment for the development of future generations; these being fundamental aspects in the definition of effective and efficient resources to mitigate the impact of the disasters on the region.
Recommendations 5: Given the importance and validity of cultural aspects during disasters, there should be the strengthening and encouragement of educational programs for the population and training programs for researchers, planners experts and officials so as to provide them with adequate, diversified knowledge of the realities in order to incorporate preventive aspects not in the culture.
CIECC (Inter-American Council for Education, Science and Culture), OAS/RES 1995
Declaration of Santa Cruz de la Sierra and Plan of Action for the Sustainable Development of the Americas. October 1996.
Initiative 6: Promote the inclusion of disease outbreak response and disaster planning, preparedness, and mitigation in national development plans; seek to establish, as appropriate, regional emergency response building construction codes that include regulatory and enforcement mechanisms through the sharing of technical information and expertise.
Initiative 45: Foster the inclusion of sustainable development in urban development plans, including mechanisms for evaluating environmental impact.
Interamerican Program for Sustainable Development (PIDI) of the OAS. June 25, 1997.
Resolution 4.1b iii: Promote the exchange of information for supporting established networks for the exchange of experiences and methods in the forecasting and mitigation of natural disasters, so that this topic can be incorporated into national development programs.
Resolution 4.1c: Provide cooperation for:
i. Curriculum innovation and adaptation to incorporate the environment and the concept of sustainable development into regional programs of basic education and education work.
ii. The incorporation of the topic of natural hazard mitigation in national development plans, the encouragement of the adoption of appropriate building codes, and the preparation and strengthening of regional disaster relief plans.
iv. The coordination of activities and services of projects supporting the preparation of vulnerability profiles and the preparation of sectoral investment plans to reduce vulnerability to natural disasters.
Following the passage of Hurricane David, Dominica experienced heavy loss to its existing buildings commercial/office/industrial, institutional (particularly schools), and residential units. Through assistance from the then Pan Caribbean Disasters Preparedness and Prevention Project based in Antigua, a series of workshops was held for builders in the main settlements of Dominica, namely Roseau, Grand Bay, La Plaine, Castle Bruce, Marigot, Portsmouth, Salisbury and St. Joseph.
Again in 1989 following damage by Hurricane Hugo, the Government of the Commonwealth of Dominica made a request to the Caribbean Development Bank (CDB) for technical assistance to do a series of workshops for builders - particularly small builders. The sessions were held in Dominica and Montserrat.
Sometime in 1993, the United Nations Development Programme (UNDP) and UNCHS prepared a model draft of a Physical Planning Act for member states of the Organisation of Eastern Caribbean States (OECS). Among its many useful provisions, the draft Act makes provisions for among other things a building code. Following a decision by the Development and Planning Corporation in November 1997, the building code was put on trial for a three months period in the first instance. It was the feeling that persons could support committees to the Planning Division for amendment of sections of the code.
Prior to the corporations decision, a submission had been made to the Ministry of Legal Affairs for the amendment of the Town and Country Planning Act No. 17 of 1975 to incorporate the building code as one of the provisions of the revised Act.
Trends in construction since the passage of Hurricanes David, Hugo and recently Marilyn indicate that there has been a strong focus on the question of mitigation to reduce the impact of wind forces on the buildings erected. There is now heavy emphasis on reinforcement of the various critical members of buildings notably, the roof structure, the external walls, and the foundation (bases and columns). There is a need to ensure that the level of monitoring of "all" construction be increased to ensure safe construction and allow buildings to last longer.
Based on strengthening the capacity of the Planning Division, the Commonwealth of Dominica is broken up into fifteen (15) central areas to ensure proper supervision of the entire country. The zones are as follows:
- (a) 10 Pte Michel - Soufriere/Scotts Head
- (b) 20 Roseau Region including the Valley area and Loubiere
- (c) 30 Mahaut, Massacre and Belles
- (d) 40 St. Joseph, Coulibistrie and Layou hinterland
- (e) 50 Colihaut - Dublanc areas
- (f) 60 Greater Portsmouth - Capuchin areas
- (g) 71 Bense - Penville areas
- (h) 72 Calibishie - Wesley areas
- (i) 73 Marigot Region
- (j) 81 Carib Territory
- (k) 82 Castle Bruce - Petite Soufriere areas
- (l) 83 Morne Jaune, Riviere Cyrique and Rosalie areas
- (m) 91 La Plaine - Delices area
- (n) 92 Petite Savanne - Greater Grand Bay area
- (o) SCA 1 and SCA 2 - National Park areas
There are presently five (5) Development Control Officers, a Senior Development Control Officer and a Development Control technician supervising these areas. The current manpower is inadequate to properly deal with the administration of the Town and Country Planning Act. Enforcement notices are issued when persons are building contrary to the requirements of the Act. However, in an effort to fully achieve the effectiveness of the policies and current strategies to ensure compliance with respective legislation and building code, the following recommendations are being put forward:
(not available on the web)
Note
Community involvement in the planning, implementation and monitoring process is crucial to allow for community ownership of the project. Ownership of the project facilitates community care and protection once the project is completed and is in full use. School buildings in Dominica are used for learning (child/adult), recreational facilities, fund raising events, meeting places, religious purposes, and as emergency shelters especially during the passage of tropical weather systems.
The proposed school retrofit programme put forward a three (3) year implementation schedule.
In year one (1) it is proposed that twenty (20) schools will be retrofitted. The schools for year one were selected on the basis of current condition, level of vulnerability and the availability of alternative shelters at the community level. Retrofitting activities during year one will be most extensive.
The schedule is so organised that there is a reduction in work intensity into year two. The second year is mainly comprised of school buildings that were constructed under the Basic Needs Trust Fund (BNTF) programme funded by the US Agency for International Development, CDB and Government of Dominica. Eighteen (18) schools are targeted. While these buildings are relatively new and safe in terms of their ability to withstand hurricane force wind, there is considerable water ingress through ventilated blocks. There are also complaints that the designed blocks, doors and windows need reinforcement. The retrofit work on these buildings will me minimal.
The third year consists of school buildings with a safe section which can safely be used by members of the public. The intention is to examine the possibility of extending the usable space. Sixteen (16) schools are targeted. It has been recognised that in many cases the rooms that are safe for use as shelters are either the laboratory, library or kitchen. There is usually damage to equipment, books, records and the valuable furniture.
The project will look at the possibility of retrofitting less sensitive sections of the school building for use as emergency shelters.
1998/99 |
1999/2000 |
2000/2001 |
Atkinson Primary Bagatelle Primary Bense Primary Boetica Primary Colihaut Primary Coulibistrie Primary Giraudel Primary Goodwill Primary La Plaine Primary Marigot Primary Morne Jaune Primary Paix Bouche Primary Petitie Soufriere Pichelin Primary Salybia Primary San Sauveur Primary Tete Morne Primary Thibaud Primary Vieille Case Primary Woodford Hill Primary |
Penville Primary Savanne Paille Primary Clifton Primary Dublanc Primary Mahaut River Primary Dos Dane Primary Petite Savanne Primary Bellevue Chopin Primary Delices Primary Belles Primary Warner Primary Campbell Primary Soufriere Primary Scotts Head Primary Morne Prosper Primary Wotten Waven Primary Laudat Primary Cockrane Primary |
Portsmouth Primary Nehemiah Comprehensive Mahaut Primary Salisbury Primary St Joseph Primary Massacre Primary Eggleston Primary Newtown Primary Trafalgar Primary St Marys Primary Goodwill Primary Dominica Teachers College Clifton Dupigny Community College Marigot Foundation High School Marigot Junior School Marigot Pre-School |
Preparedness can be seen as an insurance policy against disasters and is undertaken because mitigation activities cannot prevent their occurrence. Preparedness is planning how to respond when an emergency occurs and is designed to help save lives and minimise damage by preparing people to respond appropriately. Preparedness involves proper planning, organising, community involvement, training and dissemination of information.
In order to prepare our school buildings for disasters, we should be prepared to find answers to the following:
In examining the above check-list we contacted an official at the Ministry of Education who stated that presently there are no existing plans or strategies in place to deal with preparedness of schools in the event of a disaster. On the National level, the National Disaster Preparedness Organisation has a national disaster plan. On the community level, there is the local Disaster Committee. We are not certain whether there are plans in these communities or at the schools, churches, local organisations or individual/family plans.
Teachers are to ensure that:
Through public education - to start with the inclusion of disaster preparedness and management in the schools curriculum. Students should be encouraged to do projects or field assignments on various aspects of preparedness like hazard mapping of their community, how vulnerable is their school in the event of a disaster and the procedures to follow if such an event does occur. What other potential hazards can they recognise in and around their communities?
Information on disaster preparedness can be extended through the preparation of individual/family plans, churches, local organisations etc.. The involvement of the Parent/ Teacher Associations would also involve the community at large - an informed people will produce an informed community.
Schools have multiple roles in disaster reduction activities carried out by local communities. When a local community organises itself to prevent disasters and prepares to better cope with an insurgent major hazard, the role of schools is recognised as a focal point for different purposes:
b. Maintenance of Existing Building
The maintenance of existing buildings covers two (2) areas:
- General maintenance on an annual basis to prevent the building from falling into a state of disrepair.
- Specific maintenance including any upgrading or renovation required to enable the building to resist hurricanes, earthquakes, fires and floods.
b. School Buildings as Shelters for Communities
School buildings, intended to serve as educational institutions, also have the potential of being used as shelters in disasters, so it is important that they are easy to access in both rural and urban settings.
In past disasters, e.g. Hurricane David in 1979, many people fled their homes to find safe refuge in local school buildings. Unfortunately, in many cases the buildings could not withstand the impact of the disaster and ended up without roofs.
It is possible, of course, to construct solid disaster resistant buildings, although this is not always economically viable. Also, the authorities must ensure that these structures are not only capable of withstanding all kinds of natural disasters, but also to provide post disaster shelters for the impacted population.
c. Providing Shelter
A shelter must meet various requirements so that it can effectively protect the public in various kinds of natural disasters. Depending on the kind and severity of a particular disaster, the building may have to provide shelter for a large number of people who could end up staying there for several days. In order to be an effective emergency shelter the school building should have the following features:
- It should be able to withstand hurricanes of more than 125 miles per hour.
- Stand at least six (6) feet above the flood level and be able to withstand the weight of all its occupants.
- Its foundations should resist the wave surge and its windows should be protected from the impact of direct wind.
- It should have sufficient water reserves and separate toilet facilities.
- It should have a minimum of two (2) showers, one for males and one for females.
- It should be equipped with a solid stairway if multi-leveled.
d. Policy Choices
Authorities responsible for implementing policies to protect schools from natural disasters must evaluate the following factors:
- How many schools are located in vulnerable areas.
- The nature of potential disasters in those areas.
- What potential consequences could a disaster have on the educational system.
- How to calculate costs and benefits of disaster resistant buildings.
- Once all these factors are properly looked into, the authorities can decide whether or not to build/equip school structures so they will be able to withstand natural disasters and provide safe port - emergency shelters for the local population.
Twenty (20) Government owned primary schools have been targeted. This is an initial list which will be influenced by ongoing maintenance activities by the Ministry of Education and the result of the assessment to be carried out to determine the nature of retrofitting activities to be done on each school building.
The targeted school buildings are distributed throughout the island. The geographical distribution indicates a higher level of concentration in the north/north-eastern and eastern part of the island representing the most vulnerable districts in Dominica. These areas are especially vulnerable to the ravages of hurricanes, especially high winds and sea swells. In most of these communities the school buildings are the only official place of refuge.
During the passage of hurricanes, persons from these communities often complain about inadequate safety at some of these school buildings/shelters. There have been occasions when during the passage of tropical weather systems the roofs of some of these buildings suffered partial structural damage during occupancy. This is extremely dangerous especially to women and children. This project seeks to reduce the vulnerability of these buildings to natural hazards including the ravages of hurricanes.
To achieve such a goal, the Government of Dominica appointed a project co-ordinating body with a project co-ordinator. The co-ordination of local events, including awareness and capacity building workshops, started in January 1998. The Organisation of American States commissioned a study of the twenty (20) schools identified by the national committee.
The objective of this study is to determine cost-effective retrofit options for each of the properties and to set standards for the retrofit work and guidelines for the related engineering services, which will be financed by the CBD.
The OAS consultant introduced a self-guided survey form on technical aspects of the construction of each property. He also inquired about the damages that were suffered by schools from hurricanes Luis and Marilyn and eventual repairs undertaken.
The outcome of that study will determine the final list of schools to be retrofitted, the nature of retrofitting work required, the respective role of each stake holder and the duration of the project. Based on the work to be carried out an estimated cost of the project will be determined. However, for a project of that nature to be successful, the collaborative effort being contemplated should, from inception, define very clearly the role of each stakeholder.
The participation of the Senior Architect of the Ministry of Communications, Works and Housing at the management level is already defining a clear role for that Ministry. The Senior Architect will serve as the counterpart to the consultants during the assessment phase of this project.
However, the involvement of the Senior Architect who incidentally does the annual assessment to determine suitability of school buildings as emergency shelters should extend well into the implementation stage of this project. He should continue to influence the maintenance activities of the Ministry of Education during the post retrofitting period.
It should also consider the need for community participation and education during the planning, implementation, and post-construction to ensure sustainability of the project. Traumatised individuals are not always able to exercise discretion during use of important facilities. The need for community capacity building has to be recognised. The building maintenance section of the Ministry of Education must also be so informed to allow for timely and appropriate maintenance within resource limitations.
Procurement of materials from venue community/or region rather that from the Capital will assist in ensuring immediate benefits to local communities and build awareness and identity. Disaster preparedness committees, shelter managers and assistant managers, as well as the wider community have to be informed on the nature of retrofitting work to be undertaken and the sustainability of these works once completed. This is especially important for example to be able to cope with large numbers of adults in an emergency situation.
Where possible, community/local builders can be used during construction to help build identity and ownership. It may even be possible, based on the nature and scope of work to be done, to implement youth skills training modules thus enhancing the construction skills capacity of the local community and building greater awareness among young people.
NAME OF PROPERTY | COMMUNITY |
1. Government school | Atkinson |
2. Government school | Bagatelle |
3. Government school | Bense |
4. Government school | Boetica |
5. Government school | Colihaut |
6. Government school | Coulibistrie |
7. Government school | Giraudel |
8. Government school (Secondary Section) | Goodwill |
9. Government school | La Plaine |
10. Government school | Marigot |
11. Government school | Morne Jaune |
12. Government school | Paix Bouche |
13. Government school | Petite Soufriere |
14. Government school | Pichelin |
15. Government school | Salybia |
16. Government school | San Sauveur |
17. Government school | Tete Morne |
18. Government school | Thibaud |
19. Government school | Vieille Case |
20. Government school | Woodford Hill |
(not available on the web)
Name of School |
Implementation Strategy |
Woodford Hill Government School |
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Petite Soufriere Government School |
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San Sauveur Government School |
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Mahaut River/Atkinson Government School |
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Atkinson Government School |
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Vieille Case Government School |
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Thibaud Central Government School |
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Bense/Anse-De-Mai/Anse Soldat Government School (upstairs) |
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Paix Bouche Government School |
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Dos DAne Government School |
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St Johns Primary School | |
Portsmouth Government School |
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Savanne Paille Government School |
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Tete Morne Government School |
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Pichelin Government School |
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Bagatelle Government School |
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Bellevue Chopin Government School | |
Delices Government School |
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La Plaine Government School |
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Morne Jaune Government School |
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Boetica Government School |
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Dublanc Government School |
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Colihaut Government School |
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Jimmit/Nehemiah Comprehensive School |
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Mahaut Government School |
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Salisbury Government School |
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St Joseph Government School |
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Belles Government School |
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Coulibistrie Government School |
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Massacre Government School |
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Warner Government School |
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Campbell Government School |
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Soufriere Government School |
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Scotts Head Government School |
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Giraudel Government School |
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Eggleston Government School |
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Morne Prosper Government School |
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Wotten Waven Government School |
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Newtown Government School |
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Trafalgar Government School |
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Laudat Government School |
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Roseau/St. Marys Primary |
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Goodwill Government School |
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Clifton Dupigny Community College |
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Dominica Teachers College |
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Cockrane Government School |
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Marigot Junior School |
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Marigot Primary School |
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Marigot Pre-School |
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Marigot Foundation High School |
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Goodwill Primary School |
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Penville Government School |
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School |
Type of Building |
Water Facility |
Toilet Facility |
Playing Field |
Remarks |
Atkinson | Two Single storey rectangular building, reinforced concrete frame, with concrete blocks infill panels, aluminium louver Windows concrete floors, timber roof with corrugated galvanised sheeting. | There is a small storage tank which is damaged, no water. | Concrete trough but not functional pit latrines | There is a playing field | This is a new school completed in 1980 with British funds.
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Bagatelle | Two-storey reinforced concrete building with folded plate concrete roof and floor slab- 10 classrooms, Principals office, store and staff room and toilet block | Pipe borne water is available | Flush system using domestic fixtures with septic tank | A communal playing field is near by. | This is a new replacement building being constructed with
USAID
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Belles | Single storey R.C frame with concrete roof and floor slab with concrete blocks. | Portable water on tap to serve school only. | Pit latrine for staff and students. | None | An old building in need of replacement.
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Bellevue Chopin | Single storey R.C building with folded plate, concreted roof and concrete floor. Slab- 3 classrooms, Principals office, store room, staff room and toilet block. | Pipe borne is available | Automatic flush system with septic tank. | There is a community playing field on the compound. | This building was very badly damaged by hurricanes but
replaced by BNTF
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Bense | Two-storey rectangular building, reinforced concrete frame, with concrete blocks infill panels, aluminium louvres windows, timber roof trusses with corrugated galvanised sheeting. | School served with portable water. | Pit latrine for staff and students. | No suitable playing field. | Very slightly damaged by last hurricane.
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Boetica | Two Single storey rectangular buildings; reinforced concrete columns and beam with concrete blocks infill panels, aluminium louver windows, concrete floors, timber roof with corrugated galvanised sheets. | Water from village supply but this is not reliable. | Pit latrines | None |
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Calibishie | Consists of four blocks: one two-storey and the others single storey. All are load bearing block walls constricted with concrete roof and floor with louvered windows. | Village supply functional but school has water tank located on roof of toilet block. | Lavatory with WCs face basins and urinals which discharge into septic tank | There is a playing field for the use of the school. |
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Campbell | Single storey L shaped building of concrete structure with concrete block panel infill, concrete roof and floor, louvered windows in aluminium panel. | Portable water on tap. | WCs with face basin and urinals which discharge into septic tank. | None |
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Castle Bruce | Four Single storey rectangular buildings structural steel frames. Three of which have metal wall cladding and the other concrete block infill. | There is pipe borne water to the school. | Lavatory complete with fixtures. | There is a playing field nearby but this requires improvement. | Buildings have been extensively repaired with funds provided
by CIDA- December 1982.
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Clifton | Two Single storey rectangular buildings reinforced concrete frame with concrete block infill wire mesh window, concrete floors and timber trusses with corrugated galvanised roof sheeting. | Pipe borne water but there is a concrete cistern which collects run off water from roof. | Trough system | None |
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Cockrane | Single storey concrete building with concrete roof and partly suspended concrete floor slab with concrete block panel infill, louvered window in aluminium frames. | Water provided from village supply. | Lavatory with WCs, face basins and urinals which discharge into septic tank. | There is no playing field attached to the school. |
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Colihaut | Two storey rectangular building, reinforced concrete frames, concrete block infill panels, aluminium louver windows, concrete floors, roof trusses and corrugated galvanised roof sheeting. | Portable water on tap. | In separate building with concrete trough with overhead septic tank. | Small recreation area available. |
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Concord | Single storey L shaped timber superstructure on concrete piers, timber floor, corrugated galvanised roof sheeting | Pipe borne water | Pit latrine | There is a playing field. |
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Coulibistrie | Single storey L shaped coseley building with masonry columns and gable end walls; concrete block panel infill, timber pitched roof with continuous ridge vent, concrete floor slab on grade. | There is pipe borne water to the school. | Concrete through type with overhead automatic septic tank. | There is a small quadrangle. |
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Delices | Three Single storey R.C frame building, concrete roof and floor slab, blocks infill, louvered windows. | Private water supply gravity flow with storage tank | Automatic flush system | There is land available |
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Dos Dane | Reinforced concrete rectangular one storey building with concrete roof and floor slab, concrete blocks infill panel with decorative block windows on one side and aluminium windows on the other. | There is water | Concrete trough type with overhead septic tank emptying into septic tank. | Land available |
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Dublanc | Single storey R.C frame with a concrete roof and floors, louvered windows on one side and vent blocks on the other. | There is pipe borne water on premises | Automatic flushing system | There is a communal playing field close by |
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Giraudel | Single storey rectangular building reinforced concrete frame with concrete blocks infill panels, concrete floors timber trusses, and corrugated galvanised roof sheeting. | There is pipe borne water to the school. | Pit latrine | None- no suitable lands adjacent to the school |
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Goodwill | The school has three blocks. Each block is two storey rectangular building, RSV frame with concrete blocks infill panel to window sill and timber louvered Windows on one side with vent clay blocks to full height on other side. Aluminium sun visors on both sides. Rubble masonry on other two sides. | There is pipe borne water to the school. | Lavatory WCs complete with sewerage system. | There is a playing field. |
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Grand Bay |
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There is portable water on tap. | Lavatories with WCs, face basins and urinals in blocks A and B. | There is a playing field. |
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Grand fond | Reinforced concrete beam and column structural frame with concrete and landcrete blocks infill in parts. Timber roof trusses and rafters with corrugated galvanised roof concrete slab. | Water in village | Pit latrine | There is a playing field. |
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Laplaine | This school consists of four blocks.
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There is pipe borne water in the school. | Lavatory with WCs and urinals with septic tank. | There is a small playing area. Village playing field not far away. |
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Laudat | Single storey rectangular RC structure with folder plate roof and concrete floor blocks infill. Louver window on one side and vent blocks on the other. | There is pipe borne water on tap. | Automatic flushing system | None |
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Mahaut | Two storey reinforced concrete structure with concrete block infill panels and concrete roof and floor slab. Decorative concrete blocks infill bent windows on East and timber louvres in. | There is water on tap. | Concrete trough type with overhead septic tank. | There is a large area for recreation. |
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Marigot Junior | Three Single storey rectangular structure of reinforced concrete and concrete blocks cladding with concrete floor and roof. | There is pipe borne water. | Automatic flushing system. | The school has no playing field but there is a suitable area in the nearby church yard. |
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Marigot Weirs | Two storey structural steel framed structure rectangular in shape, pitched roof with prepainted R panel roof sheeting, concrete floors with concrete block infill panels. | There is pipe borne water with storage. | Concrete trough type with overhead septic tank. | There is a playing field. |
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Massacre | Two storey rectangular reinforced concrete structure with concrete roof and floor and concrete block infill panels and internal walls, west windows of timber louvered blades in aluminium frames and decorative block vent windows on East | There is pipe borne water on tap. | Lavatory with WCs and urinals which discharge into septic tank. | There is a large area for playing. |
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Morne Jaune | Single storey, rectangular structure, reinforced concrete frames, concrete block infill panels, timber roof trusses with corrugated galvanised sheeting and ceiling, with concrete floor. Aluminium louvered windows. Other RC frame, concrete roof and floor with louvered windows on one side and vent block on the other. | There is pipe borne water to school. | Separate block with automatic flush system. | None |
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Morne Prosper | L shaped R.C. framed with folded plate roof and floor. Louvered windows in adjustable frames with vent blocks on one side. | There is pipe borne water on premises. | Automatic flushing system. | There is a playing field. |
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Newtown Infants | Part brick part timber with trussel roof covered with shingles on laths, concrete floor raised in tiles. | There is water on tap. | Domestic toilets. | There is a communal playing field some distance from the school. |
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Paix Bouche | Two storey rectangular structure reinforced concrete frame, concrete block infill panels, with aluminium louvered windows, concrete floor, timber roof trusses, corrugated galvanised roof sheeting, ceiling. | Pipe borne water to school | Pit latrine | No playing field |
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Penville | New 2 storey structure of reinforced concrete with concrete roof and floor concrete block infill panels and internal walls, West windows of vent blocks and East of timber louvered blades in aluminium frames. | There is pipe borne water in village. | Lavatory W.C. with septic tank system. | There is a playing field. |
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Petite Savanne | Two storey R.C structure with folded plate roof concrete floor slab with concrete blocks infill, louvered windows along walkway, vent blocks at the back. | Pipe borne water. | Automatic flushing system with septic tank. | No playing field. |
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Petite Soufriere | Reinforced concrete rectangular one storey building with concrete roof and floor slab, concrete blocks infill panel with decorative block windows on one side and aluminium windows on the other. | There is water | Concrete trough type with overhead septic tank emptying into septic tank. | Land available. |
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Pichelin | Two Single storey rectangular structures linked by covered walkway. Reinforced concrete frame concrete frame, concrete block infill, concrete floors, timber roof trusses, corrugated galvanised roof sheeting and aluminium windows. | There is water | Concrete trough type septic tank. | There is land for a playing field. |
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Portsmouth | An L shaped structure with one part single and the other double storey of reinforced concrete frame, concrete block infill concrete floors, part concrete and part timber roof with corrugated galvanise sheeting, with timber louver in aluminium frame windows in part and wire mesh in places. | There is pipe borne water. | Concrete trough with overhead septic tank with septic tank system. | There is a large communal playing field adjoining the school. |
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Roseau Girls | A rectangular Single storey with open veranda on East side, construction floors, load bearing brick walls with ring beam, timber trusses and rafters and corrugated galvanised roof sheeting, batten windows and doors. | Pipe borne water to school. | Lavatory complete with WCs and face basins. | Adjacent to the windsor park. |
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Roseau Infants | U shaped building West section 2 storey all of R.C. frame with folded plate roof, concrete floor, louver windows inadjustable framework, block on walkway and concrete blocks infill. | Pipe borne water to school. | Lavatory for teachers and students. | There is a small paved area. |
|
St. Joseph Infants | Two storey and a Single storey block constructed of load bearing blockwork, concrete floors, and roof, wooden louver windows. | Pipe borne water to school. | Lavatory complete with fixtures septic tank system. | A large quadrangle is provided. |
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St .Joseph Senior | Two storey building in four rectangular blocks connected by uncovered walkway of load bearing blockwalls, concrete beams and floor, concrete roof and wooden louver windows. | There is a large storage tank from which water is pumped to smaller distribution tanks. Also now connected to mains. | Lavatory complete with fixtures. Septic tank system. | No playing field but land is available. |
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Salisbury | Two storey building in two rectangular blocks connected by covered walkway, constructed of structural steel portal frame, pitched roof with aluminium sheeting and ceiling tiles, concrete block infill panels with aluminium louver windows and concrete floors. | There is water on tap | Lavatory complete with fixtures with septic tank system. | There is no established playing field. |
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Salybia | R.C. frame structure with concrete block infill panels, timber roof trusses and purlins, corrugated galvanised sheeting. | Tank to collect water from roof. There is pipe borne water. | Pit latrine | There is a playing area. |
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San Sauveur | R.C. frame structure with concrete block infill panels, timber roof trusses and rafters with corrugated prepainted steel roof sheeting. | There is water on tap. | Concrete trough with overhead septic system leading to septic tank. | There is a small recreation area. |
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Savanne Paille | R.C. frame structure with concrete folded plate roof and concrete floor with concrete block infill panels, timber louvered windows on East and vent blocks on West. | Tank to collect water from roof. Also portable water in area. | Pit latrine | There is a playing area. |
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Sinekou | Two Single storey R.C. frame with concrete roof and floor, louvered windows with vent blocks on walkway side. | There is water on tap. | Automatic flushing system with septic. | There is no playing field. |
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Soufriere | Single storey L shaped building, reinforced concrete frames, concrete block walls timber floors, timber roof trusses with galvanised roof sheeting. There is an open veranda on one side. | A tank collects water from roof. | Pit latrine | Large playing field adjacent to school. |
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Tete Morne | Single storey L shaped building, rubble masonry, columns, concrete floors, concrete block wall infill timber trusses with corrugated galvanised sheeting and batten shutters. | There is pipe borne water. | Pit latrine | None |
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Thibaud | A two storey rectangular structure, reinforced concrete frames, concrete block infill panels, timber roof trusses with close board ceiling, and asphalt roof sheeting. | There is water on tap. | Concrete trough type with overhead flush tank. | There is a playing field. |
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Trafalgar | Single storey R.C. frame with concrete folded plate roof and concrete floor, vent blocks on walkway and louver window on adjustable frame on West side. | There is pipe borne water. | Automatic flushing system. | There is no playing field. |
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Vieille Case | Single storey structure in four rectangular blocks of structural steel, corrugated metal siding and roofing, concrete floors and louver windows. | There is water on tap. | Lavatory complete with fixtures. | There is a large playing field. |
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Warner | Single storey reinforced concrete structure with concrete floor and roof. Concrete block infill panel, aluminium louver windows. | There is pipe borne water. | Pit latrine | No playing field |
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Watten Waven | Single storey R.C. frame building with concrete roof and floor, concrete blocks infill panels, louvered windows on West and vent blocks on walkway. | Water on tap | Pit latrine | There is a playing area. |
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Wesley | Two storey reinforced concrete structure with concrete floors and roof concrete blocks infill panel, open walkway, decorative vent blocks on West and timber louver window in aluminium frame. | There is water on premises. | Concrete trough type with overhead tank. | There is provision for playing field. |
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Woodford Hill | Single storey L shaped reinforced concrete structure, concrete blocks infill panel, concrete floor, timber trussed roof with corrugated galvanised sheeting aluminium louvered windows. | Storage tank collects water form roof to supplement pipe borne supply. | Lavatory complete with fixtures | There is a small playing area. |
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Excerpts from Pan American Health Organization, Disaster Mitigation Guidelines for Hospitals and other Health Care Facilities in the Caribbean. Emergency Preparedness and Disaster Relief Coordination Program, January 1992, pages 5-24.
(not available on the web)
(not available on the web)