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“...Participation of the community by empowering them to take control of reconstruction of their own houses and ensuring facilitation of owner-driven reconstruction.
2. A comprehensive view of housing reconstruction to include holistic habitat development including basic services and community infrastructure. Building Back Better should translate into a concept of "safer settlements".
3. Reconstruction should be a vehicle to build long-term community resilience. Reducing vulnerabilities and strengthening community capacities to mitigate future disasters by improving construction practices for majority of the building stock in the country.
4. Strengthening the local economy through reconstruction and processes favorable to the poor, marginalized and informal sector. Reconstruction should provide an opportunity for the poor to upgrade their living conditions.
5. Ensuring sustainable and environmentally friendly reconstruction processes, taking account of climate change, natural resource management...”
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“...resources for reconstruction;
5. Ensure improved overall living standards through the provision of community services including schools, health centres and local roads; and
6. Provide temporary access routes to the original site to facilitate return of the communities to their places of origin to undertake ethnic and religious practices.
Relocation of settlements must be avoided as much as possible and should be conducted only when no other in-situ solution is possible. Land acquisition for relocation or clustering is likely to be complex, difficult and disputed if safe available lands have private ownership or is forest land. Relocation is also very costly. The government has identified need for clustering of 22,256 households along with infrastructure provision and settlement planning at the cost of NPRs 10,525 million. This will be vetted through rigorous multi-hazard study of each site.
4.4 Settlement Planning Approach for Rural Housing
It is important that housing reconstruction is taken...”
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“...municipal areas need to be identified and planned during reconstruction. There is need for balanced growth by developing smaller municipalities taking a regional planning perspective. Housing reconstruction should follow this overall framework.
On the other hand, in order to mitigate disasters for high rise buildings and maintain urban development, building code regulation on anti-seismic structure, height of buildings and floor-area ratio is required with institutional enforcement and management.
4.6 Strategy for Transition and Reconstruction Phase
4.6.1 Transition phase:
In the short term, the focus of the recovery strategy is twofold: (1) to address immediate needs of the affected people during the transition phase, and (2) to plan, prepare and start the reconstruction phase. Temporary or transitional sheltering solutions are needed so that people can live with a certain degree of comfort and dignity till permanent reconstruction or repair and retrofitting work is completed. People must...”
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“...Community Organisers, and 750 coordinators at VDC level to support the reconstruction process, quality assurance and compliance. These field teams will have to be coordinated at district level involving about 62 engineers and 15 senior engineers and 31 District Coordinators.
This whole human resource structure for facilitation of such a large recovery effort will have to be managed by the proposed National Reconstruction Authority, The total five year budget for the cost of the socio technical facilitation including human resources, training, quality assurance and other governance functions is provided as 2.5% of total needs.
5.5 Technical Committee
Identification of causes of heavy damage to buildings like soil profiles, improper design and detailing, poor construction practice, etc. will be the basis for development of feasible technical solutions for improvement. Measures will have to be identified for reconstruction of each building typology. Similarly,
21...”
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“...for - i) disaster resistant reconstruction for different building typologies; and ii) repairs and retrofitting of partially damaged buildings. Nepal National Building Code Development Project, DUDBC, UNESCO, Earthquake Engineering Research Institute, World Housing Encyclopedia, Architecture Institute of Japan, etc. along with traditional local wisdom could be used to evolve a set of guidelines. The Technical Committee could guide preparation of
0 Illustrative guideline for each building typology for repair, remediation and seismic improvement
0 Illustrative guideline for each building typology for reconstruction
0 Guidelines on Training for Trainers for engineers, Junior engineers, foreman and craftsman (stone mason, brick mason, concrete mason, carpenter, etc)
0 Building inspection guideline, videos 0 Methods for dissemination of information.
5.6 Capacity building of Community Organisers, Artisans and Engineers
There will be a need for capacity development of human resources. It is anticipated...”
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“...category
No damage <5% No intervention No assistance
Slight damage >20% Repair and strengthening Lower assistance
Moderate damage >40% Repair and strengthening Higher assistance
Severe damage/ collapsed >60% Reconstruction Maximum assistance
The % damage is structural damage, and not loss. Methodology and guidelines for % damage will need to be evolved immediately. It will be necessary to keep this methodology as simple and transparent as possible
Annex-3: Training and Awareness for Disaster Resilient Building Technologies:
A. Training
Training in Seismically appropriate construction as well as repair and retrofitting of existing damaged buildings for artisans, supervisors and engineers accompanied by awareness generation in the communities should be an integral part of the reconstruction strategy. This training should be initiated as
30...”
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“...for 200 days a year and whole reconstruction program is uniformly distributed over five years, 17,500 masons are expected to be required housing. These individuals are employed by the house owners as and when required.
2 Master Artisans -3,000 It is estimated that 3,000 Master Masons will be required for reconstruction project. Their role will be to guide and supervise the masons working on house sites. On average four Master Masons are allotted to each Village Development Committee (VDC) and municipality. These Master Masons will be full time employee of the project and will be based in respective VDCsand Municipalities.
3 Junior Engineer/Sub-overseer- 1,500 It is estimated that 150 junior engineers/ sub-overseers will be required for reconstruction. For the estimation of the requirement two (2) Junior Engineer/ sub-overseers have been allocated for each Village Development Committee (VDC) and municipality to provide support and guidance to the reconstruction process, advise to house owner...”
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“...billion NPR.
Table S2: Estimates of Cost for Recovery and Reconstruction Amount in million NPR
District level (NPR) Central level (NPR) Total (NPR) Total (US$)
Immediate term 86 67 153 1.5
Intermediate term 1,191 173 1,364 13.6
Medium term 4,994 4,759 9,752 17.5
Total needs 6,270 4,999 11,269 11.3
Implementation strategy: Recovery and reconstruction of the health and population sector will be guided by a Central Coordination Committee for Recovery and Reconstruction led by MoHP and includes members of development partners. Based on the finalized implementation plans, budgets will be allocated to districts considering the identified needs and resource availability. While major infrastructure and equipment and routine drugs and supplies and major human resources will be provided from the center, the remaining activities will be accomplished by the Districts based on a guideline to be developed by the MoHP. Recovery and reconstruction initiatives will be implemented over next years requiring...”
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“...and their capacity and hence cost estimates.
Implementation Arrangements
Recovery and reconstruction of the health and population sector will be guided by a Joint Coordination Committee for Health Sector Recovery and Reconstruction which is led by the chief of Policy, Planning and International Cooperation Division and include members of development partners. The Committee will oversee the standards and specifications for health infrastructure and will be responsible for the reconstruction plan for damaged health facilities.
After the finalization of the implementation plans, budgets will be allocated to districts considering the identified needs and resource availability. While major equipment and common supplies and major human resources will be provided from the center, the remaining activities will be accomplished by the districts based on a guideline developed by the MoHP. Recovery and reconstruction initiatives will be implemented over next years requiring approximately 1.4%, 18.1%...”
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“...factors contributing to both acute and chronic malnutrition.
Research confirms that a child's first 1,000 days, from conception through a child's first two years of life, is a critical period for growth and development. Challenges affecting optimal growth and development during this window have lifelong effects on a child's physical and cognitive growth. Inadequate access to nutritious food, safe and hygienic environments, quality health services and caring practices may result in increased risk of morbidity and mortality in childhood, reduced learning capacity and school performance, increased risk of obesity and non-communicable diseases later in life and overall lower earning potential and decreased work capacity14.
There is a unique opportunity for emergency response and development programmes to work synergistically to improve nutrition among women and child. Emergency response programmes provide an important platform for nutrition and food security activities but the interventions are...”
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“...EDUCATION
Summary
The Post-Disaster Needs Assessment (PDNA) for the education sector is part of the broader PDNA conducted for ail sectors under the overall leadership of the National Planning Commission. It is a joint exercise of the Government and the development partners, and has been led by the Ministry of Education (MOE).
The overall objective of this assessment is to take stock of the damages and losses faced by the sector as a result of the 7.8 magnitude 25 April earthquake and its aftershocks, and provide estimates of the recovery and reconstruction needs using the principle of 'building back better'. The assessment covers the entire sector, which includes early childhood education and development (ECED), school education (grades 1-12), technical and vocational education and training (TVET), higher education, and non-formal education/life-long learning. The damages and losses for the sector are calculated based on the data and information provided to the MOE by the various sub-...”
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“...schooling in the affected districts.29 Given that school reconstruction will require at least 2-3 years, these structures require reinforcement and upgrading to withstand storms, snow, hail and rain to ensure uninterrupted education in a safe environment while undergoing reconstruction and retrofitting.
• Debris removal and site clearance of damaged schools to prepare the sites for set up of transitional classrooms and permanent buildings.
• Provision of textbooks and teaching-learning materials'. Given the massive damage to textbooks and teaching learning materials in the affected districts, it is necessary to ensure quick supply to ensure meaningful resumption of teaching-learning processes.
• Detailed structural assessment of damaged school buildings on a building-by-building basis and soil tests to ascertain the true extent of damages and losses and to ascertain of the feasibility of reconstruction/retrofitting in existing sites.
• Development of appropriate designs and prototypes and institutional...”
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“...• Extension of courses on DRM and earthquake engineering to all engineering colleges affiliated to various universities.
• Strengthening of higher EMIS to enhance its capacity to collect, analyze and disseminate information on all higher education institutions in the country.
• Offering subsidized credit/loansfor affected students to ensure continuity of their education
Longterm needs (beyond 2 years)
In the long run, going beyond the response to the earthquake and reconstruction, this phase will focus on long term development issues, particularly in developing a nation-wide policy and implementation plan for education safety across the country. Adequate policies and measures will be put in place to carry out multi-hazard preparedness of education institutions and investing in making buildings resilient to different kinds of disasters. In the long term, all education institutions need to be built on the principle of 'build back better' following international best practice of school safety...”
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“...school reconstruction will require at least 2-3 years, these structures require reinforcement and upgrading to withstand storms, snow, hail and rain to ensure uninterrupted education in a safe environment while undergoing reconstruction and retrofitting.
• Debris removal and site clearance of damaged schools to prepare the sites for set up of transitional classrooms and permanent buildings.
• Provision of textbooks and teaching-learning materials'. Given the massive damage to textbooks and teaching learning materials in the affected districts, it is necessary to ensure quick supply to ensure meaningful resumption of teaching-learning processes.
• Detailed structural assessment of damaged school buildings on a building-by-building basis and soil tests to ascertain the true extent of damages and losses and to ascertain of the feasibility of reconstruction/retrofitting in existing sites.
• Development of appropriate designs and prototypes and institutional arrangements'. For timely reconstruction...”
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“...DRM and earthquake engineering to all engineering colleges affiliated to various universities.
• Strengthening of higher EMIS to enhance its capacity to collect, analyze and disseminate information on all higher education institutions in the country.
• Offering subsidized credit/loansfor affected students to ensure continuity of their education
Longterm needs (beyond 2 years)
In the long run, going beyond the response to the earthquake and reconstruction, this phase will focus on long term development issues, particularly in developing a nation-wide policy and implementation plan for education safety across the country. Adequate policies and measures will be put in place to carry out multi-hazard preparedness of education institutions and investing in making buildings resilient to different kinds of disasters. In the long term, all education institutions need to be built on the principle of 'build back better' following international best practice of school safety. Further, it is necessary...”
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“...raise the students' and teachers' awareness on earthquake, floods, landslides and other key hazards and to guide them properly in responding and evacuation in the event of disasters. MOE/DOE and DEOs must prepare school continuity plans in case of disruptions to school calendar by disasters.
Needs for addressing Social Impact of the Disaster
In addition to the recovery and reconstruction of infrastructure and physical assets described above, it is necessary to ensure that human recovery needs are addressed. For this, the implementation of the Consolidated Equity Strategy for the school subsector (including the development and use of equity index for needs-based targeting of resources to balance emerging post-disaster needs with historical prevalence and severity in disparities of educational outcomes) is crucial. It is also essential to adapt the following existing strategies to accommodate emerging needs:
• Incentive schemes: as scholarships consume a considerable part of the available resources...”
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“...the case of Tribhuvan University) to manage and oversee the overall safety of their institutions.
Assessment Methodology
This Education Sector PDNA is part of the broader PDNA conducted for all sectors under the overall leadership of the National Planning Commission. It is a joint exercise of the Government and the development partners, and in the case of education is led by the MOE.
Methods, Tools, and Data Sources
The PDNA of the education sector utilizes a combination of quantitative and qualitative assessment tools. The major component of this assessment is the estimation of damages and losses for the entire sector, which includes early childhood education and development (ECED), school education (grades 1-12), technical and vocational education and training (TVET), higher education, and non-formal education/life-long learning. The estimation of damages and losses are categorized into the following four dimensions: (1) Destruction of infrastructure and assets; (2) Disruption to service...”
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“...equipment and furniture to reconstructed schools and classrooms It is assumed that school equipment and furniture will be provided during the reconstruction period. 2,208.85 110.44 883.54 773.
Development of the mechanisms for close monitoring and reporting of enrolment and attendance within schools and use it to create equity profiles and track emerging disparities It is estimated that this will be done by the EMIS section in the Department of education utilising expertise within the existing TA from Development Partners within the SSRP SWAp 6.00 6.00 -
Strengthening EM IS to incorporate a module on school safety, EiE and DRR (including equity profiles and Index) It assumed that a separate module on school safety and DRR will be developed and integrated into the EMIS. It is expected to train DEOs and RCs on the new module. Software development is 1,500,000 NPR and training of DEOs and RCs at the RED level would cost 1,000,000 NPR per RED (5 regions) 6.50 2.17 4.
99...”
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“...the reasons for non-access? 85. What kind of support / contribution for rehabilitation / reconstruction of classroom can be done from community? to resume service delivery and to protect the education system from future shocks and strengthen the resilience of children, teachers and communities?
Centr al Level Agenc ies 100. For comprehensive mid-term and long-term planning of school reconstruction, what aspects need to be considered? 101. What are the examinations that have been disrupted (if any) and rescheduling plans, if any? (HT, College, HSEB, CTEVT) 102. What are the effects on textbook development and printing at national level? 103. What contingency mechanisms need to be in place to resume printing and supply of textbooks? 104. What are the effects on higher secondary, CTEVT and Universities/colleg es in terms of loss of teaching- learning materials and processes? 105. What are the effects on service delivery of DEO, ETC, RCs, Technical schools, etc. (e.g., physical damages to...”
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“...earthquakes. Benefits of massive internationally supported restoration and rebuilding programs will strengthen Nepal's professional corps and its institutions. Based on the principles of "building back better" and conforming to the challenges of "disaster risk reduction" the restored historic monuments will emerge more strongly built and long-lasting, to be cherished by Nepalese citizens and international visitors alike as was before the earthquake, for years to come. Further, tourism during the reconstruction period would continue to benefit local businesses such as hotels, bed and breakfasts, restaurants, and crafts stores.
The PDNA addresses loss to intangible heritage and recovery strategies in the forms of support for documentation and revitalization of culture traditions and crafts, particularly by working with youth and local communities.
One objective of this report is to provide a preliminary description of the damage and losses caused by the 2015 earthquake to Nepal's heritage structures...”
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