4140 Tuller Rd. Suite 132 Dublin, Ohio, USA 43017 Visit us at…washinschoolsmapping.com/wengine/wp-content/... · 4140 Tuller Rd. Suite 132 Dublin, Ohio, USA 43017 Phone: 001-614-798-8828

4140 Tuller Rd. Suite 132 Dublin, Ohio, USA 43017 Phone: 001-614-798-8828

Fax: 001-614-798-8839 Email: [email protected]

- or -

Visit us at…

http://www.schoolsforhonduras.org

Honduras School Facility Master Plan National Report April 2004

The Vision: A new generation of Schools in Honduras

Honduras Ministry of Education • Schools for the Children of the World • Inter-American Development Bank

© Schools for the Children of the World Tegucigalpa, D.C. Honduras, C.A. Collection of information and edition: Dr. William S. DeJong, REFP 1st edition April 2004 Cover Design: bfh studios

República de Honduras Secretaria de Educación

Honduras School Facility Master Plan i April 2004 Schools for the Children of the World Ministry of Education

ACKNOWLEDGEMENTS

Schools for the Children of the World wishes to extend our appreciation to the government of Honduras for letting us take part in the ongoing efforts to ensure the country’s continued development. We are particularly thankful to the Ministry of Education for trusting us to carry out the Honduras School Facility Master Plan. We also thank the National Advisory Committee, the men and women in the National Congress of Honduras, the Inter-American Development Bank [IADB] representatives, the Ministry of Defense, the Honduran Armed Forces, and all of the participants of the process who worked diligently and faithfully toward development of the Honduras School Facilit y Master Plan. The information contained here is the result of the joint efforts between Schools for the Children of the World and the people and government of Honduras. We trust that these recommendations will challenge the entire country to commit its efforts to the improvement of the nation’s school system. With the continued participation of the Ministry of Education and the private and public sectors of Honduras, it will become a shining example of what education can be. President of Honduras Ricardo Maduro Inter-American Development Bank [IADB] Sergio Rios Sectorial Specialist National Congress of Honduras National Advisory Committee Carlos Ávila Molina Ministry of Education Elia del Cid Ministry of Education Inés de Zablah Ministry of Education Maria Elena Quan Ministry of Education Sergio Ríos IADB Evelyn Rodríguez Pérez USAID René Humberto Raudales FHIS Tita Suárez de Hándal COHEP Marco Antonio Carranza Ministry of Defense Arnaldo Bueso Hernández CARE International Jeffrey Lansdale World Bank Mario Lanza PNUD Marlon Urtecho PRRAC Ynés Martínez World Vision César González Ministry of Government

and Justice William DeJong SCW Charles Newman SCW

Ministry of Education Carlos Ávila Molina Minister of Education Elia del Cid Vice- Minister Admin. & Finance Mercedes Hernández Vice- Minister Institutional Coordinator Inés Zablah Official Spokesperson Nelson Barahona Administrative Manager Suyapa Salinas Planning Director Maria Elena Quan IADB Coordinator Elán Tábora IADB Acquisitions Marcelino Barahona Curriculum Director

José Hernán Montúfar Executive Director, INICE Alex Maradiaga Administrator, INICE Schools for the Children of the World [SCW]

William DeJong Project Director Charles Newman Senior Advisor Matthew DeJong Assistant Director Amanda Holycross Senior Planner Cinthya L Raudales Planner Claudia M. Rivera Planner Alejandra Madrid Planner Allan R. Gabrie Planner Orlando Elvir Planner Daniel Pineda Software engineer Roberto Leon-Gomez Software engineer Nadia Anahí Sierra Software engineer Edwin Daniel Aronne Software engineer Virgilio Paredes Advisor


Honduras School Facility Master Plan ii April 2004 Schools for the Children of the World Ministry of Education

FORWARD

The Constitutional President of the Republic of Honduras, Ricardo Maduro, is committed to the transformation of the Honduran Educational System. That commitment is based on the decisions made by citizens at the National Forum of Convergence, FONAC, held in 1999. No community can turn its back on giving their children a quality education, nor can any family or local authority diminish their commitment to ensuring their children receive the most precious gift we can give – Education. Striving for educational excellence means teaching principals and values demonstrated not only in the teacher’s commitment, but also in a commitment to improve the conditions of their educational centers. Until this Honduras School Facility Master Plan, Honduras did not have the information necessary to show the reality of our current condition to our

citizens. Understanding this reality is necessary in order to program transforming actions and execute activities that would insure a sustainable future and improve the current conditions of the educational infrastructure across the country. We must thank God for the opportunity to join efforts with the non-profit organization, Schools for the Children of the World, the National Congress, and the different ministries of the state of Honduras such as Honduran Fund for the Social Investment [FHIS], and especially our Military. Without their support we would not have achieved the goals set by President Maduro as one of the Educational Reform tasks that could not be set aside any longer. We also extend recognition to the entrepreneur organizations that form the National Council for Private Business, COHEP, because we are sure that, by having participated in these phases of the Honduras School Facility Master Plan, you show your social responsibility and the commitment to be part of a solution we will build together. We have no doubt in our hearts, that with the help of God, no government or non government organization’s contribution will be left out during the next two decades, and that all will be remembered as the generation who made sacrifices in order to give their children better education, values, and skills that will guarantee their future success in life. God bless Honduras and all of those who work for the welfare of the Honduran Family. Carlos Ávila Molina Minister Honduras Ministry of Education


Honduras School Facility Master Plan iii April 2004 Schools for the Children of the World Ministry of Education

TABLE OF CONTENTS Section Page

I. Introduction 1

II. Project Team 2

III. Assessors Information 3

IV. Overview 4

a. Process

V. Base Line Information 7 a. Base Line Information Terminology b. Base Line Data

VI. Facility Conditions 16

a. Overall Building Condition b. Overall Site & Building Systems c. Site Systems d. Building Systems e. School Facility Condition Index (FCI)

VII. Educational Adequacy 28

a. Standards b. Suggested Square Meters c. Educational Adequacy Index

VIII. Enrollment 34

a. Projecting Enrollments b. Projected Enrollment

IX. Cost and Funding 45

a. Facility Condition Costs b. Educational Adequacy Costs c. Total Facility Costs d. Un-housed Students e. Enrollment Projections f. Total School Infrastructure Requirements g. Five-Year Budget Forecast h. Funding

X. Recommendations 59 a. Implementation Recommendations b. Closing


Honduras School Facility Master Plan 1 April 2004 Schools for the Children of the World Ministry of Education

INTRODUCTION

The purpose of the Honduras School Facility Master Plan is to develop the framework for a new generation of school facilities in Honduras. The Honduras School Facility Master Plan documents the existing condition of school facilities in Honduras and determines the renovation and new construction needs. Accomplishing this task and implementing the recommendations will require a massive coordination between the Ministry of Education, many government organizations, non-profit groups, external funding agencies, and the people of Honduras. This project is a mission, a mission to improve schools and the quality of life for children in Honduras. For the past seven years, two non-profit organizations, Schools for the Children of the World and Heart to Honduras, have been

assisting rural villages with new school designs and construction of buildings. Through this effort connections were made with the schools of architecture in Honduras. In fact, several graduates and current students of those programs have worked in key roles on this project, including planners and trainers. There are four major components that make up a school facility master plan. In this document we refer to this as a four legged stool. The four legs of the stool are based on enrollment [the number of children to be served], the educational adequacy [space required to deliver the desired program], the facility conditions [conditions of existing buildings], and cost & funding [the cost to construct or renovate buildings]. This report is a beginning. It lays the groundwork for a vision of a new generation of schools in Honduras. Extensive collaboration will be required of many local, national, and international organizations to accomplish this vision. This has been one of the most challenging facility planning projects ever undertaken. We would like to express our appreciation to the Ministry of Education, Inter-American Development Bank, and especially to our North American staff members, Matthew DeJong, Amanda Holycross, and Chuck Newman, who were dedicated to this project for over ten months. Dr. William DeJong, REFP Co-Founder Schools for the Children of the World



PROJECT TEAM Dr. William S. DeJong, REFP Project Director Mr. Charles Newman, AIA, REFP Senior Advisor Mr. Matthew DeJong Assistant Project Director Ms. Amanda Holycross Senior Planner Ms. Cinthya Raudales Planner Ms. Claudia Rivera Planner Ms. Alejandra Madrid Planner Mr. Allan Gabrie Planner Mr. Orlando Elvir Planner Ms. Noelia Rios Planner Mr. Roberto Leon-Gomez Software Engineer Mr. Daniel Pineda Software Engineer Ms. Nadia Sierra Software Engineer Mr. Edwin Aronne Software Engineer Mr. Virgilio Paredes Trapero Advisor Mr. Matthew Cropper GIS Analyst Mr. Steven Bell Contributor Mr. Don Cross, REFP Facility Planner Mr. Ron McKnight, REFP Facility Planner Mr. Christian Hatfield Contributor Mr. Armando Flores Trainer Mr. Carlos Gastelum Trainer Mr. Hector Estrada Trainer Mr. Julio Figueroa Trainer Mr. Kan Chia Su Trainer Mr. Marco Rivera Trainer Ms. Martha Funez Trainer Mr. Oscar Villeda Trainer Mr. Romulo Lopez Trainer Ms. Sofia Montecinos Trainer



ASSESSORS INFORMATION

We thank the following military units and their personnel for their dedication to the assessment process involved in this project. Your contribution will be an invaluable legacy to the children of Honduras.

• Military Academy “General Francisco Morazán” • Central Command • Army Logistic Support Command • First Battalion of Infantry • Air Base “Hernán Acosta Mejía” • First Battalion of Artillery • First Battalion of Special Forces • Second Battalion of Infantry • 110th Brigade of Infantry • First Battalion of Communications • 10th Battalion of Infantry • First Battalion of Engineering • Air Base “Enrique Soto Cano” • Fourth Regional Logistic Group • Third Battalion of Infantry • Second Battalion of Artillery • 105th Brigade of Infantry • Air Base “Armando Escalón Espinal” • 14th Battalion of Infantry • Navy Base at Puerto Cortés • Fifth Battalion of Infantry • Air Base “Héctor Caraccioli Moncada” • Fourth Battalion of Infantry • First Battalion of Marine Infantry • Navy Base at Puerto Castilla • 15th Battalion of Infantry • 115th Brigade of Infantry • 16th Battalion of Infantry • 12th Battalion of Infantry • Seventh Battalion of Infantry • 11th Battalion of Infantry • 101st Brigade of Infantry • Fourth Battalion of Artillery • First Battalion of Armored Cavalry • Navy Base at Amapala



OVERVIEW

The Honduras School Facility Master Plan project was born out of the recognition that there is an extensive need for renovation and new construction of schools in Honduras. The purpose in developing the plan is to provide a road map that documents the need and formulates recommendations on how this need can be addressed. There are numerous organizations [government agencies, non-profit organizations, international aid organizations, etc.] both large and small that are involved in school construction projects. By developing an inventory of building conditions and clarifying the needs and resources required, a new synergy and collaboration will result to meet this challenge. As will be demonstrated, the need is too large for any one agency to accomplish on its own. There are approximately 1,900,000 students attending schools in Honduras. There are approximately 12,901 unique school locations, and approximately 13,018 sites and 20,204 buildings. The typical school is 1-3 classrooms with 20-150 students. The building is constructed out of basic materials such as concrete block and cement. Often there are no ceilings, no heating or air-conditioning, 1-2 chalkboards, outdated furniture, and in many cases, no electricity or indoor plumbing. These schools were not constructed to meet the current and evolving curriculum standards or anticipated increases in enrollment. Many are in poor to fair condition with little to no maintenance. Honduras has embarked on major initiatives to improve the educational system. There are three driving forces: expanding educational opportunities, improving educational quality, and increasing population. The following are some of the initiatives that will impact the infrastructure requirements.

Ø Expand Pre-School and Kindergarten opportunities Ø Reduce dropout rates and increase retention of students in Grades 1-6 Ø Provide Grades 7-9 opportunities in rural areas Ø Implement new curriculum standards

These initiatives will have a major impact on the number and size of future classrooms and school buildings that will be required in Honduras.

Process The assessment of the school facilities in Honduras required a massive mobilization effort of the resources within the government, the Honduran Military, and a variety of other organizations. There were numerous challenges ranging from printing, to fuel, to food, to vehicles, to computers, that on a daily basis had the potential of making the assessment impossible. As one might imagine, with dirt roads, mountains, rivers, and remote rural villages, the logistical planning required was enormous. There are unsung heroes and many human-interest stories of persons who hiked for days, slept on the floors of schools and police stations, worked weekends and holidays, and many who went far beyond the call of duty to accomplish this task.



In the end, the 10 trainers and 350 military soldiers assessed approximately 16,000 schools, 20,204 buildings and visited approximately 13,018 sites. Twenty four government vehicles were assigned to the project and 61 more were hired to complete the mission. It was necessary to print 550,000 pages of assessment forms and 350 training manuals. Three hundred and fifty measuring tapes, 350 clipboards, more than 1,000 pencils, plus staplers, staples, erasers, and pencil sharpeners were needed. Major logistical and accountability procedures were developed to locate schools, complete forms, distribute funds for fuel and food, and to establish a daily communication structure. The Honduras government provided 1.8 million Lempiras that were invested in fuel, meals, and lodging, and eventually in renting horses, boats, canoes, and car maintenance. A couple of weeks before the assessment was completed more than 30 data entry people were hired to input the data, working 4,000 hours through mid -December. In January and February the data was reviewed and compiled for each department. Presentations of the data were prepared for two workshops that gathered all sector representatives by department. These meetings took place in March in the cities of Tegucigalpa and San Pedro Sula, half of the departments attending each. The results of the assessments were shared with each department and participants worked in groups and made suggestions for future commitments to implement the plan. The Honduras School Facility Master Plan process was divided into six phases. Phase I Start Up In Phase I all the arrangements required to carry out the project were made. The process was created and personnel were hired and contracted. The staff set up the office and began obtaining the necessary equipment. Data sources for GIS, student enrollment, facilities, and census were collected and reviewed.

Phase II Pre Assessment & Logistics Planning logistics for the Facility Assessments took place in Phase II. The team also designed and field tested instruments and organized collection methods. Ten trainers were hired to act as supervisors for the data collection process. The staff drilled the trainers who then trained approximately 400 evaluators. The trainers were assigned to different regions of the country and data collection began. The Planning Assumptions were started and curriculum, building size, class size, and grade configurations were reviewed. A National Advisory Committee was formed and meetings were held.



Phase III Facility Assessments The Honduran Military conducted nationwide facility assessments. This included the mobilization of 400 personnel, 80 vehicles, boats, canoes, and soldiers hiking throughout Honduras. This was accomplished over 60 days. At the peak, over 500 schools were assessed per day. National Advisory Committee meetings were held.

Phase IV Data Entry and Analysis In Phase IV over 30 data entry personnel were hired and nearly 16,000 forms were entered into the database. The information was compiled for each Department. The needs and facility options for each Municipality were determined: new schools, additions, renovations, or replacements. Department meetings were conducted in two workshops and representatives of all sectors were invited. A National Advisory Committee meeting was held.

Phase V Draft Reports During Phase V the Department Plans and National Plan were drafted. The overall budget for needs and priorities were settled. New models were drafted for funding and project delivery. The recommendations and next steps were sketched. Another National Advisory Committee meeting was held and a workshop addressed implementation issues.

Phase VI Final Reports and Website In this last phase the National Report was finalized. Presentations were made to the President, the Ministry of Education, Congress, and other interested sectors. The website for the maintenance and reporting of data was created. The staff organized the last National Advisory Committee meeting and conducted project closing procedures.



BASE LINE INFORMATION The Honduras School Facility Master Plan can be described as a stool with four legs. Each leg does its part to support the stool. In this case, the four legs of the Facility Master Plan are Facility Conditions, Educational Adequacy, Enrollment Projections, and Cost & Funding. The Base Line Information section of the Facility Master Plan will lay out the basic information needed to begin examining these four main topics.



Baseline Information Terminology The following is the basic terminology used in the Honduras School Facility Master Plan. It can act as a quick-view guide to the most general statistics gathered by the Facility Master Plan. School A school is a place for learning and instruction. According to the Ministry of Education there are approximately 17,367 private and public schools in Honduras. This consists of approximately 5,358 kindergartens, 11,133 elementary schools (1-6 grades), and 876 secondary schools (7-12 grades). Often more than one school is located in the same building or on the same site. For example, it is very common to find a school site that has two or more schools, one school that is a kindergarten and another that is a primary school. However, when analyzing unique school locations the Facility Master Plan considered all the schools found in the site as a whole. For more information on unique school locations, see the description below. It should also be pointed out that approximately 10% of the schools are located in something other than a school facility. This might be a house, a community center, a church, or some other type of facility. There was no attempt to evaluate these facilities other than to document the different type of school settings. Unique School Location The Facility Master Plan reports 12,901 unique schools locations existing throughout the country. This consists of 2,368 preschools and 10,533 primary and secondary schools. Unique School Locations include only schools with infrastructure, with multiple grade levels combined to one location because the facility needs to be able to accommodate all schools residing at that location. It can also include schools with more than one site if the enrollment is not split between the sites. Sites The term site is defined as the land related to a school. Some schools have more than one site and some schools share the same site. Most sites have on them some sort of school infrastructure, however, some sites are used only as playfields. The Facility Master Plans contains information on 13,018 unique location sites. For more description on how school sites are counted, see the above definition of “Unique School Location.” Buildings The Facility Master Plan collected information on 20,204 buildings. This information included age [year constructed], dimensions, number of stories, and the condition of the building systems. While analyzing the building’s FCI, this information was considered. Rooms From its definition, a room is a space that is or may be occupied. The following were considered as rooms in the assessment process: classrooms, computer and science laboratories, workshops, libraries, offices, and others. The Facility Master Plan contains information on 53,738 rooms. Enrollment Enrollment is the official number of students attending school. According to the Ministry of Education’s 2003 enrollment statistics, there are approximately 1,900,000 students. Therefore, the average enrollment is 140 students per unique school location.



Base Line Data Types of School Facilities: Approximately 90% of the schools are located in some form of a school building. It should once again be noted that even though there may be only 12,901 unique school locations, many of these locations consist of more than one school.

TYPE OF BUILDING

6%

90%

1% 3%

Church Education Center House Other

Source: SCW Number of School Buildings: It is common for a school site to have multiple buildings. For example, a school might have six classrooms, two of the classrooms might be in one building and four may be in a separate building. Both buildings may have been constructed at the same time, or more likely, they were constructed at different times The assessment of school facilities was conducted at the building level. Total Number of Buildings Assessed: 20,204



Age of School Buildings: The following breakdown shows the number of buildings built each decade and the percentage that this number corresponds to nationwide. Observations: Ø The majority of buildings were constructed after 1990. Ø The rate of building construction since 1990 has been averaging at approximately 700 buildings per

year. Many of the buildings constructed in the late 1990’s and early 2000’s are believed to have resulted from the major efforts in school construction following Hurricane Mitch.

Ø The life expectancy of most school buildings is approximately 15-20 years before they are in need of major renovation or replacement. Close to half of the school buildings in Honduras fall into this category.

Year Built # of Buildings % of Total< 1950 312 2%1950s 355 2%1960s 930 5%1970s 2,025 10%1980s 4,346 22%1990s 7,886 39%2000 + 3,418 17%Not Answered 932 5%

Total 20,204

Age of Buildings

AGE OF BUILDINGS

2% 2% 5%10%

21%

38%

17%5%

< 1950 1950s 1960s 1970s 1980s 1990s 2000 + Not Answered

Source: SCW



Number of Buildings per School: The following breakdown shows the number of buildings at each school. More than two thirds of the schools consist of only one building while nearly 20% have two buildings.

# of Buildings # of Schools % of Schools1 8,655 67.09%2 2,554 19.80%3 976 7.57%4 414 3.21%5 155 1.20%6 70 0.54%

> 6 77 0.60%Total 12,901

Buildings per School

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

% o

f Sch

ools

1 2 3 4 5 6 > 6

# of Buildings

BUILDINGS PER SCHOOL

Source: SCW



Rooms per School: Nearly 60% of the schools in Honduras consist of two classrooms or less. Most schools are one or two room schoolhouses. The average size of a school in Honduras is approximately 140 students.

# of Rooms # of Schools % of Schools1 4,078 32%2 3,288 25%3 1,514 12%4 852 7%5 521 4%6 452 4%7 349 3%8 261 2%9 232 2%10 179 1%>10 1,175 9%

Total 12,901

Rooms per School

0%

5%

10%

15%

20%

25%

30%

35%

% o

f Sch

ools

1 2 3 4 5 6 7 8 9 10 >10

Rooms

ROOMS PER SCHOOL

Source: SCW



Class Size: Most of the schools in Honduras have a class size of between 20-40 students. This was determined based on taking the number of regular classrooms and dividing it by the enrollment. The smaller class sizes are often in a situation where there are very few students in a rural area. The table below assumes the school operates only one shift and it only includes schools that have both classrooms and students enrolled. It does not include schools under construction, schools that no longer operate, or part time programs such as technical schools.

Class Size # of Schools % of Schools1 to 10 498 4%11 to 20 2,047 16%21 to 30 3,451 27%31 to 40 2,930 23%41 to 50 1,587 12%51 to 60 861 7%61 to 70 539 4%71 to 80 295 2%81 to 90 169 1%91 to 100 116 1%> 100 252 2%

Total 12,745

Class Size

0%

5%

10%

15%

20%

25%

30%

% o

f Sc

hool

s

1 to 10

11 to 20

21 to 3

031

to 40

41 to 5

051

to 60

61 to 7

071

to 80

81 to 9

0

91 to 10

0> 1

00

# of Students

CLASS SIZE

Source: SCW and the Ministry of Education



Types of Classrooms: There are over 45,000 regular classrooms in the country; however, very few support spaces exist. The table and graph below shows the breakdown of rooms recorded by the facility evaluations.

Room Type # of Rooms % of RoomsClassroom 45,489 85%Computer Lab 777 1%Science Lab 297 1%Shops 873 2%Library 770 1%Administration Area 2,398 4%Other 3,134 6%

Total 53,738

Type of Rooms

TYPE OF ROOMS

85%

6%4%

1%2% 1%

1%

Classroom Computer Lab Science Lab Shops Library Administration Area Other

Source: SCW Observations:

• There are only 297 science labs in the entire country. • Only approximately 6% of the unique school locations have a library or a computer lab.



SECONDARY SCHOOL

14%

86%

Rural Urban

Private/Public Schools: Approximately 6% of the unique school locations in the country are privately operated. Most of these schools are located in the urban areas [see enrollment section of the report].

Type of Administration # of Schools % of SchoolsPrivate 809 6%Public 12,092 94%

Total 12,901

Public/Private Schools

PUBLIC/PRIVATE

6%

94%

Private Public Source: SCW

Rural/Urban Schools: The major difference between rural and urban schools is the availability of secondary schools. Only 14.4% of the students going to secondary school live in rural areas, the rest are urban dwellers. Urban and rural schools are almost even when looking at the overall student populat ion.

Source: Ministry of Education Source: Ministry of Education

OVERALL STUDENT POPULATION

51%

49%

Rural Urban



FACILITY CONDITIONS This section will lay out the findings of the Facility Evaluations as they relate to condition. It will show the needs of the existing school facilities based on their current condition. Overall Building Condition: Schools in Honduras have a wide variety of conditions. They range from new buildings to buildings that need to be replaced. Based on the building materials being used and the maintenance of the buildings, a building should be replaced or receive major renovation approximately every 20 years.

As the following table indicates, less than 1% of the schools were rated in the <20% category, meaning that those schools can probably survive with only general maintenance for up to five years, while 77% of the schools were rated in the 21-60% category, which means that there are certain components or building systems that need more than just general maintenance, but would not be considered a safety hazard. Schools rated in the 61%-100% category, representing 22% of the schools, are in need of major renovation or replacement. Most industry standards suggest that once a building reaches a condition index of 67%, it is often more cost effective to replace the building. Note: Costs that will appear in this section do not include soft costs or regional factors. In addition, the costs in this section are reported based only on repair of current buildings; they do not take building replacement into consideration. For example, even if building replacement is suggested, the cost in this section only represents renovation.

Overall Site & Building Systems The Facility Condition Index (FCI) has been established to provide a simple method of comparing the relative condition of each school building in Honduras. To achieve this, the following systems were evaluated for each building in each school in Honduras: Building Systems: Roof Finishing Material Roof Structure Exterior Walls Exterior Wall Paint Interior Walls Interior Wall Paint

Floors Ceilings Electrical Wiring Outlets Artificial Lighting Fixtures Window Frames

Windows Door Frames Doors Furniture Boards (Chalk and Marker)

Condition Index # of Schools0% to 10% 9

11% to 20% 9921% to 30% 2,20931% to 40% 2,77041% to 50% 2,81751% to 60% 2,19461% to 70% 1,52371% to 80% 75881% to 90% 395

91% to 100% 127Total 12,901

Facility Condition

Source: SCW



Site Systems: Potable Water Source Toilet Rooms and Sinks

Sanitation System Electrical Service to the Facility

System Condition Index The condition of most building systems was evaluated as: new, satisfactory, minor improvements, major improvements, or replace. In general, these evaluations indicate the following:

New: The System is in a “like new” condition, with no visible defects and no identifiable repairs needed. Often these buildings were constructed in the past 1-2 years. Satisfactory: The System is in “good” condition but has minor visible blemishes and or minimum identifiable repairs needed. Minor Improvements: The System is in “fair to good” condition, with visible defects and minor identifiable repairs needed. Major Improvements: The System is in “fair to poor” condition, with significant repairs needed. Replace: The System is in “poor” condition, with significant portions requiring replacement. Replacing systems in this condition with new construction is recommended.

The conditions of a few building systems were evaluated as being either adequate or inadequate. This applies to the number of outlets available in each classroom and the wiring in the buildings. In general, these evaluations indicate the following:

Adequate: The building system in question meets minimum standards. The cost of repairs to the system is expected to be significantly less than the cost of a new system. Inadequate: The building system in question does not meet minimum standards. In this case, the cost of needed repairs is estimated to be similar to the cost of a new system.

The condition of the remaining building and site systems was evaluated as either available or not–available. This applies to such systems as the availability of electricity to the school or the existence of an acceptable sanitary sewage disposal system. Where a public sanitary sewage system or an acceptable septic system is not available to a school, the cost of a septic system is included in the costs.



The data collected by the evaluators was then entered into a National Educational Facility Database, validated by a range of validation procedures, and used to form the basis for the Facility Condition Index [FCI] calculations. The table below lists only those buildings needing major repair or replacement by system type. Notice that the systems with the highest need are furniture and boards. Approximately 20% of the roofs and windows also need major repairs or replacement. Below is an overview of some building systems. These systems are broken out in more detail on the pages that follow.

System # of Buildings % of BuildingRoofs 3,850 19.05%Roof Structures 3,275 16.20%Exterior Walls 2,602 12.87%Interior Walls 2,481 12.27%Floors 3,646 18.04%Lighting 2,411 11.93%Windows 4,266 21.11%Window Frames 3,258 16.12%Doors 3,309 16.37%Door Frames 3,188 15.77%Furniture 10,103 50.00%Boards 5,277 26.11%

Building Systems

Source: SCW

For a more detailed description of the facility evaluation procedure for each building system, please refer to the Evaluator Training Manual on the Honduras School Facility Master Plan website at: www.schoolsforhonduras.org.



# of Sites % of SitesNo 2,610 20%Yes 10,408 80%

Total 13,018

WaterType # of SitesPublic Water 9,221Well Water 1,206River Water 481Other Water 182

Water Type

Site Systems Electricity: The findings show 62% of the sites do not have electricity and the majority of the approximately 5,000 sites with electricity are located in urban areas.

Source: SCW Water: Inverse to electricity, public water tends to be more common, with approximately 70% of the sites having access to potable water. However, the 20% of the sites without water should be a high priority due to the serious health issues related to the lack of water.

Source: SCW

# of Sites % of sitesNo 8,082 62%Yes 4,936 38%

Total 13,018

Electricity ELECTRICITY

62%

38%

No Yes



0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

# of

Sit

es

New Satisfactory Needs MinorRepairs

Needs MajorRepairs

Replace

Condition

BATHROOMS

Sewage: The three most commonly found sewage systems are public sewer, septic tanks, or no system. Of the 13,018 sites, 77.73% have septic tanks. It is possible that some sites have more than one available system.

Source: SCW Toilets/Sinks: Toilets and sinks were assessed at the site level. In many situations these facilities are separate from the instructional buildings. Over 5,000 sites were found to need major repair or replacement. These projects need to be considered a priority because of potential health related concerns. The costs associated with each condition are shown in the table below.

Source: SCW

Type # of SitesPublic Sewer 1,987Septic Tank 7,736

Sewer Types

# of Sites % of SitesNo 3,066 24%Yes 9,952 76%

Total 13,018

Sewer

Condition # of Sites CostNew 206 L. 2,802,779.60Satisfactory 3,903 L. 111,895,173.82Needs Minor Repairs 3,714 L. 186,865,974.14Needs Major Repairs 2,729 L. 189,969,897.00Replace 2,466 L. 149,143,055.06

Total 13,018 L. 640,676,879.61

Bathrooms

SEWER

24%

76%

No Yes



Building Systems Roof: The table below shows the condition of roofs found across the country. The Honduras School Facility Master Plan considers a roof to need minor improvements when it has one or two leaks that the community may be able to fix. However, if the roof needs more specialized work, such as replacing 60% of the tiles or covering the roof structure completely, the Facility Master Plan considers it in need o f major improvements or replacement. Notice that approximately 80% of the buildings’ roofs have a condition of new, satisfactory, or needs minor repairs. Approximately 16% of the roof structures are in need of major renovation or replacement. Observations:

• Roofs made out of plant materials such as palm and straw should be considered for replacement.

Conditions # of Buildings % of Buildings Cost # of Buildings % of Buildings CostNew 632 3.13% L. 2,123,762.94 563 2.79% L. 1,286,849.46Satisfactory 9,529 47.16% L. 79,061,529.63 11,633 57.58% L. 65,449,107.95Needs Minor Repairs 6,193 30.65% L. 94,041,016.04 4,733 23.43% L. 47,272,339.73Needs Major Repairs 2,674 13.24% L. 61,331,480.13 1,993 9.86% L. 29,747,116.23Replace 1,176 5.82% L. 28,786,340.28 1,282 6.35% L. 21,528,682.90

Total 20,204 L. 265,344,129.01 20,204 L. 165,284,096.26

Roof Roof StructureRoof and Roof Structure

Source: SCW



Exterior Walls: The results show that 426 of the buildings have exterior walls that are new, 12,595 of the buildings have walls in satisfactory condition, 4,581 need minor improvement, 1,850 need major improvement, and 752 of the buildings need to replace the exterior walls. The table also shows the percentages these quantities represent from the total and the cost that will be associated with their renovation or replacement.

Conditions # of Buildings % of Buildings CostNew 426 2.11% L. 1,959,855.64Satisfactory 12,595 62.34% L. 143,459,490.72Needs Minor Repairs 4,581 22.67% L. 91,689,521.00Needs Major Repairs 1,850 9.16% L. 49,186,721.34Replace 752 3.72% L. 21,111,289.21

Total 20,204 L. 307,406,877.91

Exterior Walls

Source: SCW Interior Walls: The results show that 2.11% of the buildings have new interior walls, 62.66% of the buildings have interior walls in satisfactory condition, 22.95% of the buildings have interior walls that need minor improvement, 8.43% need major improvement, and 3.85% need to replace their interior walls. The table also shows the number of buildings these percentages represent from the total, and the renovation costs associated with each condition.

Conditions # of Buildings % of Buildings CostNew 426 2.11% L. 1,951,772.20Satisfactory 12,660 62.66% L. 143,674,088.00Needs Minor Repairs 4,637 22.95% L. 93,420,400.06Needs Major Repairs 1,704 8.43% L. 45,590,827.65Replace 777 3.85% L. 21,666,501.37

Total 20,204 L. 306,303,589.27

Interior Walls

Source: SCW



Painting: Exterior Walls The facility evaluators frequently found school buildings in need of exterior paint. The table below identifies 12,663 buildings whose exterior walls need refinished or painted, equivalent to 62.68%; only 37.32% of the buildings have exterior walls in good condition.

Needs Painted # of Buildings % of Buildings CostYes 12,663 62.68% L. 60,061,138.25No 7,541 37.32% L. 4,550,894.55

Total 20,204 L. 64,612,032.80

Exterior Walls

Source: SCW

Interior Walls The table below describes that, according to the results, 13,922 buildings have interior walls that need to be painted, equivalent to 68.91%, and 6,282 buildings have walls that don’t need painting, which represents 31.09% of the total

Needs Painted # of Buildings % of Buildings CostYes 13,922 68.91% L. 66,983,226.00No 6,282 31.09% L. 3,858,685.78

Total 20,204 L. 70,841,911.77

Interior Walls

Source: SCW Floors: The conditions of the floors are represented in the table below. Results of the facility evaluations show that the majority (52.28%) of the buildings have floors in satisfactory condition. Approximately 18% of the buildings have floors that need major renovation or replacement. The costs associated with these conditions are also listed.

Condition # of Buildings % of Buildings CostNew 343 1.70% L. 1,522,926.38Satisfactory 10,562 52.28% L. 121,262,355.15Needs Minor Repairs 5,653 27.98% L. 109,444,090.00Needs Major Repairs 2,350 11.63% L. 63,418,366.07Replace 1,296 6.41% L. 38,129,057.95

Total 20,204 L. 333,776,795.56

Floors

Source: SCW



Ceilings: The table below shows the condition of the ceilings. It should be noted that approximately 62% of the buildings do not have ceilings. Of those buildings that have false ceilings, nearly 78% are in need of minor repairs or less. The table also shows the percentages these quantities represent from the total. False ceilings are not standard in school facility construction in Honduras; no cost was applied if a building had no false ceiling.

Condition # of Buildings % of Buildings CostNew 202 1.00% L. 616,918.63Satisfactory 3,942 19.51% L. 30,873,616.31Needs Minor Repairs 1,853 9.17% L. 30,100,412.59Needs Major Repairs 795 3.93% L. 19,197,917.02Replace 908 4.49% L. 22,811,119.45None 12,504 61.89% L. 0.00

Total 20,204 L. 103,599,984.00

Ceiling

Source: SCW Artificial Lighting System: The evaluations revealed that 45.90% of buildings have no artificial lighting system. Of those who have an artificial lighting system, 50.27% are considered new or satisfactory, 27.68% need minor repairs, and 22.06% need major improvements or replacement. The table below also shows the cost breakdown for those conditions. Buildings without artificial lighting systems have no associated cost because they lack electricity. In the cases where there is no electrical supply, we recommend the use of solar energy and the improvement of lighting by natural means using skylights or increasing the number of openings in walls.

Condition # of Buildings % of Buildings CostNew 243 1.20% L. 774,371.11Satisfactory 5,251 25.99% L. 39,419,308.72Needs Minor Repairs 3,025 14.97% L. 44,306,839.07Needs Major Repairs 1,264 6.26% L. 26,120,115.50Replace 1,147 5.68% L. 22,315,847.72None 9,274 45.90% L. 0.00

Total 20,204 L. 132,936,482.11

Artificial Lighting

Source: SCW



Windows: Windows were assessed in two sections: the frames and the window material itself. The reason for this is that sometimes the frame would be in good condition and the window would not. Also true is that the frame material was not always the same as the window material. Sometimes the window would also have 2 or 3 different kinds of components such as bars, mesh, and glass. The majority of the frames were found to be satisfactory or in need of minor repairs. The cost per condition of both the windows and window frames are listed below.

Conditions # of Buildings % of Buildings Cost # of Buildings % of Buildings CostNew 394 1.95% L. 116,029.37 399 1.97% L. 403,434.39Satisfactory 9,244 45.75% L. 7,075,071.29 11,386 56.36% L. 28,922,733.20Needs Minor Repairs 6,300 31.18% L. 8,335,031.55 5,161 25.54% L. 23,056,446.74Needs Major Repairs 2,558 12.66% L. 5,254,277.03 1,786 8.84% L. 11,931,408.06Replace 1,708 8.45% L. 3,709,085.29 1,472 7.29% L. 10,444,976.78

Total 20,204 L. 24,489,494.53 20,204 L. 74,758,999.17

Windows Window FramesWindows and Window Frames

Source: SCW Doors: Like windows, doors were also assessed in two parts: doors and door frames. The table below shows that most of the doors and door frames were found to be in satisfactory condition. 16.38% of doors and 15.78% of door frames need major repairs or replacement. Condition costs are shown in the last column for each condition category.

Conditions # of Buildings % of Buildings Cost # of Buildings % of Buildings CostNew 411 2.03% L. 197,903.06 418 2.07% L. 30,341.51Satisfactory 10,665 52.79% L. 12,295,954.74 11,261 55.74% L. 2,013,573.31Needs Minor Repairs 5,819 28.80% L. 11,711,599.32 5,337 26.42% L. 1,714,870.38Needs Major Repairs 1,793 8.87% L. 5,464,574.62 1,692 8.37% L. 758,257.37Replace 1,516 7.50% L. 4,749,459.38 1,496 7.40% L. 736,167.47

Total 20,204 L. 34,419,491.12 20,204 L. 5,253,210.04

Doors Door FramesDoors and Door Frames

Source: SCW



Outlets and Electrical wiring: Outlets and wiring are often related. This means that whenever the wiring was inadequate, the outlets were usually in the same condition. However, there were exceptions found during the evaluations. The following table shows approximately 30% of the outlets were found in adequate condition while nearly 70% were inadequate. Similarly, 28% of the buildings had adequate wiring while nearly 72% of the buildings’ wiring was inadequate. Observations:

• Exposed outlets or wires were classified as inadequate. Inadequate was also used for those cases in which there was no electrical system, thus no outlets nor wiring.

• Some wiring was not assessed in the event that it was not visible or in cases where the assessors were unable to enter the classroom to check the condition of such items.

Conditions # of Buildings % of Buildings Cost # of Buildings % of Building CostAdequate 6,103 30.21% L. 4,821,049.96 5,782 28.62% L. 2,031,867.89Inadequate 14,101 69.79% L. 18,019,952.77 14,422 71.38% L. 8,115,753.95

Total 20,204 L. 22,841,002.73 20,204 L. 10,147,621.84

Outlets WiringOutlets and Wiring

Source: SCW

Air Conditioning: 97.74% of schools in Honduras do not have air conditioning systems. The evaluators found computer labs with air conditioning in some schools.

Has Air Conditioning # of Buildings % of BuildingNo 19,748 97.74%Yes 456 2.26%

Total 20,204

Air Conditioning

Source: SCW



% Cost of New ConstructionOver 67%

33-67%15-33%

<15%

Major Renovation Minor Renovation

Replace Building

Suggested ActionCondition

General Maintenance

Furniture and Boards:

There were two types of boards found nationwide: Chalkboards and marker boards. Both types were assessed based on their condition, not on their material. Just less than 2% of the boards were considered new, 46.55% were satisfactory, 25.46% need minor improvements, 9.81% need major improvements, and 16.31% were listed as needing replacement. Half of the buildings assessed had furniture that needs major repairs or replacement. The following table will show you that approximately 50%

of the furniture in the country needs replacement or major repair while less than 2% was considered new. It should be noted that the government has adopted new furniture standards. A total furniture replacement schedule should be considered.

Conditions # of Buildings % of Buildings Cost # of Buildings % of Buildings CostNew 349 1.73% L. 2,694,898.12 378 1.87% L. 94,413.20Satisfactory 6,395 31.65% L. 137,365,143.18 9,405 46.55% L. 5,660,207.05Needs Minor Repairs 3,357 16.62% L. 134,415,953.83 5,144 25.46% L. 5,127,548.27Needs Major Repairs 2,636 13.05% L. 153,941,198.95 1,982 9.81% L. 2,924,407.33Replace 7,467 36.96% L. 449,140,178.63 3,295 16.31% L. 5,571,537.04

Total 20,204 L. 877,557,372.71 20,204 L. 19,378,112.89

Furniture BoardsFurniture and Boards

Source: SCW

School Facility Condition Index [FCI] To calculate the costs, a facility cost index was developed to address the relative cost of the system multiplied by a cost per square meter. The cost of the building repairs is the sum of each of the building system costs. When a unique school location had more than one building, the cost of the school repairs was the sum of the individual building costs. A school’s FCI is determined by dividing the cost of repairs by the cost of new construction. School FCI data can serve as an indicator of the relative condition of each school within a region of study in comparison with other schools within the same region. Schools with a higher FCI are schools that have the greatest need for improvements. This will allow policy makers to prioritize the facilities based on their facility condition. Suggested Action Based on FCI – Facility Condition Index The following table provides a guideline for determining the appropriate action for a building based on the FCI.



EDUCATIONAL ADEQUACY The educational system in Honduras is undergoing significant change. These changes range from the curriculum, number of children per classroom, increased use of computers, and the manner in which schools are organized. To meet the current and evolving changes, new standards are needed to guide the development of school facilities. From a macro perspective, the following are some general guidelines that should be considered.

Standards New Curriculum Standards The Ministry of Education has recently adopted new curriculum standards. These new standards not only address the academic requirements but also impact teaching pedagogies. The formal delivery of educational programs include pre-kinder, primary, and secondary schools. Curriculum is based upon content standards for all students. These standards represent developmental skills for children and are to be taught system-wide. The content standards are supported by performance standards such as mathematics, natural science, social science, communication, physical education, and technology. These standards were developed for each grade or course. Most of the schools in Honduras are multi-age [children from more than one grade level in the same classroom]. In the rural areas there are a significant percentage of multi-grade classrooms. The new curriculum also advances the concept of more hands-on learning, more group work, and greater levels of experimentation. All of these issues impact the size of the classroom and the space that is required. To fulfill this curriculum it will be necessary to improve school facilities, because the current spaces would be insufficient to carry out the different standards of this new program. Academic Class Size Listed to the right are the class size assumptions being used. Often these class sizes are lower than current practices, however the Ministry of Education is attempting to reduce student/teacher ratios for students in Kindergarten through eleventh or twelve grades. The goal for pre-kinder class size is under 25 students, while primary class size is an average of 30-35 students per teacher, and grades 7 though 11/12 should maintain 35-40 students

Class Size Planning Level Number of Students

Pre-School (K) 25

Primary (1-6) 35

Secondary (7-11/12) 35



New Furniture Standards The Ministry of Education has recently adopted new furniture standards and is in the process of replacing old furniture with new tables and chairs that advance the concepts of cooperative learning and more hands-on instruction as stated before. At a class size ratio of 35 to 1, it should be noted that current square meter guidelines for school construction are not sufficient to incorporate the new furniture standards. It should also be noted that many classrooms have more than 35 students. Suggested Square Meters Square Meters per Classroom To address current and future classroom needs in Honduras, a new classroom size guideline is proposed. The current standards are listed below. Accommodating 35-40 children in a classroom, having the ability to work in groups, addressing the needs of the new curriculum, and adding new furniture standards makes a 72m2 classroom needed at all levels. The former 48m2 and 56m2 classrooms based on prior furniture standards, sizes of the students, and delivery of curriculum cannot accommodate 35-40 students. The government’s latest classroom layouts of 48m2 and 56m2 show 30 students. Many classrooms have 35-40 students and should be built to accommodate that number. It is recommended that a long -term view be taken. By implementing the proposed new standards, in 10 or more years the country will have implemented a more adequate classroom size. Increased flexibility and efficiency will result from uniformly sized classrooms for all age groups. The diagram below shows how 40 students might be accommodated in a 72m2 classroom using the Ministry of Education’s new furniture standards.

Size of Classrooms Current Proposed

Kindergarten 72m2

Grades 1-6 48m2

Grades 7-12 56m2

72m2



Square Meter Requirements Square meter requirements were determined by analyzing the educational program, size of students, class size, as well as furniture and equipment. It should be noted that what is often overlooked are the spaces other than classrooms which are needed. These include: bathrooms, overhangs on buildings [covered walkways], and support spaces [storage, offices, libraries, computer labs, science rooms, kitchens, etc.]. The following chart shows the recommended net square meters based on various sizes of school enrollment.

Square Meter Requirements Kindergarten Grades 1-6 Grades 7-9 Grades 10-12

Enrollment Net m2 Enrollment Net m2 Enrollment Net m2 Enrollment Net m2 1-25 72 1-35 72 1-35 72 1-35 72

26-50 168 36-70 156 36-70 156 36-70 168 51-75 261 71-105 291 71-105 303 71-105 315

76-100 336 106-140 366 106-140 402 106-140 414 101-125 435 141-175 483 141-175 627 141-175 659 126-150 510 176-210 558 176-210 702 176-210 758 151-175 597 211-245 681 211-245 825 211-245 881 176-200 672 246-280 756 246-280 900 246-280 956 201-225 771 281-315 855 281-315 1023 281-315 1079 226-250 846 316-350 930 316-350 1098 316-350 1154 251-275 921 351-385 1029 351-385 1197 351-385 1253 276-300 996 386-420 1104 386-420 1272 386-420 1328 301-325 1107 421-455 1227 421-455 1503 421-455 1547 326-350 1182 456-490 1302 456-490 1578 456-490 1622 351-375 1257 491-525 1401 491-525 1677 491-525 1721 376-400 1332

Over 4003.3m2 per Student Over 525

2.64m2

per Student Over 525

3.13m2

per Student Over 525

3.21m2

per Student



Site Size There are nearly 13,018 school sites in Honduras. As a higher percentage of eligible children attend school and as more grades are added, it is anticipated that there may not necessarily be more schools but the current schools are more likely to be larger. In many cases there is a need to add a classroom to a building but the site is not large enough. Considerations should not only be made for current need but also future need. The school site should be able to accommodate school buildings, support facilities, additions, and play areas. There is a difference in rural and urban areas. In rural areas there is often land available, whereas in urban areas, obtaining land can be very difficult. Topography also needs to be taken into consideration. Uneven sites may need to be larger to have enough level surface to locate the buildings and playfields. The table to the right shows suggested guidelines for school site sizes. Space Requirements To plan future schools, minimum space requirements have been developed. In addition to classrooms, there is a need for bathrooms, storage, offices, libraries, kitchens, and other type of spaces. The type of spaces besides classrooms and bathrooms depends on the size of a school’s enrollment. Minimum space guidelines have been developed for primary and secondary education. These guidelines can be found at www.schoolsforhonduras.org

Educational Adequacy Index (EAI) The Educational Adequacy Index (EAI) provides a simple method of indicating the ability of an educational facility to meet the spatial requirements for a specific student enrollment. The EAI is used as a way to understand how a facility addresses the needs of the children it must serve, mainly, if the facility is large enough to house the number of students that attend the school. Many schools in Honduras are overcrowded. The EAI shows where additional space is needed, where there is a lack of support areas, or where the classrooms are too small. The EAI also allows users to compare the adequacy of educational facilities with one another. In determining the adequacy of school facilities, consideration must be given to both classroom space and the support spaces needed to sustain the desired educational programs. The adequacy calculations included in this report are based on minimum area guidelines per student within a range of total student enrollment for the school. The Required School Area was determined by comparing the existing student enrollment with Minimum Area Requirement Tables established for varying levels of school enrollment. The Existing Net School Area is the total net area of the school’s existing buildings. The Minimum Additional School Area Needed = Required School Area - Existing School Area.

EAI = (Required School Area - Existing School Area) / Required School Area

Recommended Site Size (m2)

Number of Students Urban Rural

<100 5,000 8,000 100-200 7,500 11,000 200-300 10,000 14,000 300-400 12,500 17,000 400-500 15,000 20,000

Over 500 15,000 + 25m2/ student

20,000 + 30m2/ student



EducationalAdequacy

Index Schools0% to 10% 2,166

11% to 20% 56621% to 30% 76531% to 40% 1,79641% to 50% 1,68651% to 60% 1,64161% to 70% 2,12171% to 80% 1,53781% to 90% 489

91% to 100% 78No Enrollment 56

Total 12,901

Educational Adequacy

Evaluating Facility Adequacy Using the EAI When evaluating the adequacy of schools, the schools or areas having the higher EAI have the greatest need for additional educational facilities. Using the EAI, policy makers can determine where the greatest need exists for additional educational facilities. Schools with a low EAI are considered to have sufficient space to meet the educational program and enrollment needs of the school. The higher a school is on the EAI scale the more acute the need is for additional space. For example: schools that are over 70% should be seriously considered for additions. These additions might include adding classrooms or support spaces or adding classrooms and converting small spaces that are currently being used for classrooms to other uses such as offices, libraries, or storage. In all cases, the location of the students being served must be considered before determining the best location for additional educational facilities. In some cases, the additional capacity can be achieved by the addition of classrooms to an existing school. In many cases, however, a large number of students may live too far from any existing school, and a new school may be needed. In these cases, the Ministry of Education’s guidelines for the “Net System” relationship between schools should be considered when locating new schools. In other cases, the existing school site may have no room for additional classrooms, in which case a new school location may need to be identified. In all cases, careful planning must be undertaken to determine the best location of any additional educational facilities after considering both the needs of the immediate future as well as those that can be anticipated over the next twenty to forty years. Suggested Action Based on EAI – Educational Adequacy Index The table to the right provides a guideline for determining the appropriate action for a building based on the EAI Preliminary budgets can be established for building programs directed towards meeting educational adequacy. A preliminary budget can be determined by multiplying the Minimum Additional School Area Needed, calculated when determining the School’s EAI, by the New Building Construction Cost per m2. Cost of New Construction = Minimum Additional School Area Needed * New Building Construction Cost per m2

Very High Over 75%High 50-75%Moderate 25-50%Low 0-25%

Suggested ActionNeed for Additional Space



Utilization # of Schools0% - 10% 9411% - 20% 15421% - 30% 30231% - 40% 50741% - 50% 69551% - 60% 1,04461% - 70% 1,04171% - 80% 1,33881% - 90% 1,19691% - 100% 1,252101% - 110% 881111% - 120% 828121% - 130% 572131% - 140% 474141% - 150% 393151% - 160% 309161% - 170% 249171% - 180% 294181% - 190% 175191% - 200% 150200% - 300% 635300% - 400% 115Over 400% 102

Total 12,800

Capacity

Capacity The EAI looks at required square meters based on enrollment. Another way to look at the data is to review the utilization of the school in comparison to its capacity. The table to the right reflects the current utilization of school facilities in Honduras. Assuming that the average classroom has a capacity of 35 students, this table reflects the number of schools that are operating below capacity [below 100%] and those operating above capacity [over 100%]. Since many schools are only 1-2 classrooms it is difficult to achieve optimum utilization. Schools that operate in excess of 150% are typically severely overcrowded, even considering double shifts. The Ministry of Education recognizes the need for double shifts to address the increases in student population. The ministry is also considering delivery systems such as distance learning, as alternatives to constructing school facilities. Even with these initiatives there is a significant need for additional school facilities in Honduras. One of the most significant challenges for the country is to provide sufficient space to meet the enrollment and programmatic needs. Note: In order for utilization to be calculated, a school had to have both classrooms and enrollment. Some schools are vocational or technical schools and therefore would not be included if they do not have a normal classroom identified.



ENROLLMENT

The number of students is a major variable in determining infrastructure needs. More students will result in the need for more classrooms and school buildings. Fewer students and the use of alternative school models will reduce the requirements. Currently, there are approximately 1,900,000 students in grades Pre-K through grade 12. The majority of students are between ages 5 and 18.

Projecting Enrollments There is a great deal of difficulty developing reliable projections of future enrollments in Honduras. Projections are dependent on accurate statistics of previous school-by-school and grade-by-grade enrollments, as well as accurate birth and population data. Most of the data reviewed demonstrated significant inconsistencies and contradictions. However, in the years following Hurricane Mitch, the data collection procedures have changed dramatically. In 2003 the Ministry of Education established new procedures for collecting enrollment data. These new procedures should result in more accurate enrollment information to be collected for 2003 and beyond. However, it is not possible to develop projections from one year of data. Projecting future enrollment is usually based on historical trends, population statistics, live births, retention of students from one grade to the next, and the number of students dropping out of school. A. Historic Enrollment During the 1990’s, the data reported by the Ministry of Education showed a fairly consistent growth curve. The sharp increase in enrollment during the past few years is likely to be a result of both an actual increase in enrollment and the new data collection procedures.

0200,000400,000600,000800,000

1,000,0001,200,0001,400,000

Enro

llmen

t

1986

1988

1990

1992

1994

1996

1998

2000

2002

Years

HISTORICAL ENROLLMENT GRADES 1-6

Source: MOE/EMIS 1986-2000 Ministry of Education 2001-2003



Enrollment by Grade Level The chart below shows the number of students by grade. As the chart demonstrates, there are fewer children in Kindergarten and pre-school, very large numbers attending first and second grades, and then the number of children attending higher grades drops off significantly.

0

50,000

100,000

150,000

200,000

250,000

300,000

Kinder Pre

p

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 1

1

Grade 12

Grade 13

ENROLLMENT BY GRADE

Source: 2003 Enrollment – Ministry of Education

First Grade Enrollment There are a large number of students in first grade. This is a result of many students not starting school on time and students not completing the requirements to move to second grade in a timely manner. As can be seen in the chart below, first grade consists of 101,068 six year old students, 103,884 seven year olds, 43,901 eight year olds, and even some students that are 9, 10, 11, and 12 years old. There are approximately 100,000 more students attending the first grade than there are seven year olds according to the 2001 census. As the country improves its educational system, the number of students in the first and second grades should decrease while the enrollment in the higher grades increases.

6,86

9 101,

068

103,

884

43,9

01 18,51

6

9,56

9

4,43

5

2,70

5

0

20000

40000

60000

80000

100000

120000

Stud

ents

>6 6 7 8 9 10 11 12

Age

GRADE 1 BY AGE

`

Source: Ministry of Education



Children Not in School

The graph below shows the difference between the number of school aged children [4-18] and the number of children not currently in school. The greatest potential for enrollment growth are the younger children, ages 4-6, and the older children, ages 12-18. If all children between the ages of 4 –18 were in school it is estimated that there would be over 600,000 more students to serve.

CHILDREN NOT IN SCHOOL

0

50,000

100,000

150,000

200,000

4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Age

Population Not in School

Source: INE and 2003 Ministry of Education Census Data The chart below shows the number of children by age according to the census, which was collected in 2001. The numbers have been adjusted to show their age in 2003. According to the census of 2001, the number of children, grouped by age, is fairly flat. One discernable factor is the number of two and three year olds, which is noticeable lower than the number of children ages four and five.

020,00040,00060,00080,000

100,000120,000140,000160,000180,000200,000

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

CENSUS BY AGE

Source: INE



B. Historical Enrollment by Department The chart below provides a summary of the enrollment by department for Grades 1-6. These numbers only reflect children 6-13 years of age in those grades. According to these statistics, the enrollment did not changed significantly until 2003. This significant change of nearly 17% in one year could be a result of the combination of more children attending school and a change in reporting procedures. The largest increases in enrollment could be found in the more urban areas of the country. There is a migration occurring from the rural to the urban areas.

Source: USAID and Honduras Ministry of Education

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003Atlantida 58,273 60,214 60,667 62,732 61,573 61,569 60,735 61,641 63,497 73,541Colon 44,055 45,608 46,152 46,396 48,737 50,118 49,270 46,851 52,910 55,431Comayagua 54,642 50,497 57,202 65,258 60,421 62,717 60,076 59,369 60,987 70,954Copan 41,448 42,939 39,207 40,228 38,712 46,454 45,575 42,152 47,392 52,629Cortes 154,684 159,254 160,141 165,163 160,463 167,760 179,005 231,347 166,252 210,203Choluteca 69,745 71,987 69,364 70,059 66,875 69,413 70,446 58,400 62,310 74,022El Paraiso 51,116 52,831 54,920 55,326 58,015 60,704 58,653 57,338 61,438 67,466Francisco Morazan 173,210 178,300 181,127 180,722 184,646 180,861 181,310 191,594 180,855 211,164Gracias a Dios 11,201 11,842 11,877 12,272 14,243 14,220 15,087 10,755 13,549 17,257Intibuca 31,480 32,865 30,657 31,106 30,826 34,436 33,503 32,837 34,452 38,969Islas de la Bahia 4,968 5,436 5,364 5,432 5,704 6,016 6,112 4,306 4,948 7,248La Paz 23,402 24,382 24,975 26,221 27,603 27,505 28,358 30,221 26,018 31,636Lempira 39,615 41,035 37,268 38,401 39,275 40,149 37,786 39,675 45,229 48,643Ocotepeque 12,887 13,587 13,510 13,797 14,953 14,055 20,096 16,761 16,702 19,864Olancho 67,612 69,796 68,786 68,903 69,534 69,679 73,512 66,262 70,382 84,233Santa Barbara 56,538 58,230 56,497 56,865 58,500 59,138 58,713 51,323 57,583 69,048Valle 32,319 33,502 31,466 31,868 30,841 29,814 32,047 24,603 25,279 29,792Yoro 80,986 83,516 83,519 84,213 86,105 87,995 84,508 82,536 89,213 97,324Total 1,008,181 1,035,821 1,032,699 1,054,962 1,057,026 1,082,603 1,094,792 1,107,971 1,078,996 1,259,424

Grades 1-6: Enrollment by Department



C. Student Concentration by Geographic Area and Administration System Rural vs. Urban Approximately half of all students attend schools in rural areas and half in urban areas. The charts below demonstrate that at the earlier ages the breakdown of rural/urban is about 50/50. However, when considering the upper grades, the vast majority are urban students. This is a result of the lack of educational opportunities beyond the sixth grade in rural areas.

RuralMunicipal 2,885 1,151 0 4,036Official 85,369 746,805 47,930 880,104Semi Official 3,991 18,770 4,258 27,019Private 4,848 11,760 4,512 21,120Sub Total Rural 97,093 49.1% 778,486 59.2% 56,700 14.4% 932,279 48.9%

UrbanMunicipal 1,945 703 0 2,648Official 71,169 454,208 237,801 763,178Semi Official 3,066 10,038 5,748 18,852Private 24,549 72,119 92,352 189,020Sub Total Urban 100,729 50.9% 537,068 40.8% 335,901 85.6% 973,698 51.1%

Total 197,822 1,315,554 392,601 1,905,977

Rural Students

Urban StudentsPreK-K Primary Secondary Total

PreK-K Primary Secondary Total

Public Schools vs. Private Schools Most students in Honduras attend public schools. In rural areas, this is by far the dominant delivery system with over 95% of the schools being public. Public schools are also dominant in the urban areas, however, in the urban areas, approximately 25% of the students attend privat e secondary schools.

PreK-K Primary Secondary TotalPublic 95.0% 98.5% 92.0% 97.7%Private 5.0% 1.5% 8.0% 2.3%

Rural [Private/Public Students]


Urban [Private/Public Students]


Total [Private/Public Students]



D. Enrollment Targets The chart below shows enrollment by age, enrollment by grade, and census by age. The chart clearly shows the misalignment of ages and grades of students. That is why the Ministry of Education has instituted several major objectives to increase educational opportunities, reduce dropout rates, and have students completing school in a timely manner. These goals are on target for improving the educational system.

MISALIGNMENT OF AGES AND GRADES

0

50,000

100,000

150,000

200,000

250,000

300,000

350,000

Pre-K Pre

p

Grado 2

Grado 4

Grado 6

Grado 8

Grado 1

0

Grado 1

2

Enrollment by Age

Enroll by GradeCensus by Age

Source: INE and Ministry of Education

There are several major initiatives underway to dramatically alter the educational goals and activities in the country. The Ministry of Education and the project Education For All [EFA] are undertaking these initiatives. Ministry of Education Goals and Initiatives Ø New Educational Curriculum: The ministry of education is in the process of introducing a new

curriculum, by 2005, that is directed at increasing student achievement and will hopefully result in an increase in students completing each grade level in a timely fashion and reducing the dropout rate.

Ø Universal Preschool Education for Children Age 5. Currently there are 105,002 five-year-old children in school. According to the census data, there are approximately 185,000 children age 5. It is also estimated that there are another 50,000 children age six that are not in school.

Ø Reduce Repetition Rates to Nearly Zero . This will have two impacts. First it should substantially reduce the number of children in the first grade. Currently there are nearly 100,000 more children in first grade than there are children age seven. Second this should substantially increase enrollment in grades 2-6.

Ø Alternative Delivery Systems. The Ministry of Education is exploring the use of virtual schools and distanced learning as approaches to reach populations currently not attending school. Especially student in grades 7-12.

Ø Net Concept. This concept expands seventh through ninth grade educational opportunities in rural areas. The focus of this project will take a group of 4 to 6 elementary schools in a rural area and identify one of these schools to be expanded for grades 7-9 to serve the students from the neighboring schools. This should result in a substantial increase in students in grades 7-9. The Ministry's plan calls for making 7-9 opportunities available throughout Honduras within the next 2-3 years.



Primary

Primary

Primary

Primary

Primary

Grades 7-8-9

PrimaryPrimary

Primary

PrimaryPrimary

PrimaryPrimary

PrimaryPrimary

Grades 7-8-9

These goals and initiatives are aggressive goals and have the potential to positively transform the educational system in Honduras. The country’s success in attaining these goals will have a major impact on future enrollments.



Education for All [EFA] Goals: Project EFA is an international initiative originating during the 1990 G-8 conference in Thailand. Its goal is to have nearly all students in Honduras completing grade 6 by the age of 12 by the year 2015. To reach this goal, EFA calls for:

1. All 5 and 6 year old students to attend Kindergarten 2. All students completing Grade 1 by the age of 7 3. All students completing Grade 6 by the age of 12

The following charts describe the goals of EFA [Education For All].

Indicators Base Line 2005 2008 2011 2015Repetition RatesGrade 1 18.5% 13.0% 7.8% 3.9% 0.8%Grade 2 10.8% 7.5% 4.5% 2.3% 0.5%Grade 3 8.1% 5.6% 3.4% 1.7% 0.3%Grade 4 5.2% 3.6% 2.2% 1.1% 0.2%Grade 5 3.5% 2.5% 1.5% 0.7% 0.1%Grade 6 1.0% 0.7% 0.4% 0.2% 0.0%

Dropout Rates 3.4% 2.2% 1.1% 0.6% 0.0%Admission 1st Grade 7 year olds 58.0% 65.0% 78.0% 93.0% 100.0%

EFA Goal Indicators

Indicators Base Line 2005 2008 2011 2015

1. % of 6th grade graduates of population at age 12 31.9% 32.0% 35.0% 65.0% 85.0%2. % of all ages 6th grade graduates of population at age 12 69.0% 75.0% 82.5% 90.0% 100.0%

3. Increase the academic achievement of students in the 6th

grade in Mathematics and Spanish 42.0% 50.0% 55.0% 61.0% 70.0%

EFA Goals

Source: EFA Report

The combination of both of these initiatives should result in: Ø Increased enrollment of children ages 5 and 6. Ø Fewer students in first grade but more in grades 2-6 Ø Increase in students in all grade levels 2-9 and a higher percentage of students attending school who are

10-15 years of age.

With improving retention rates, declining dropout rates, and increasing opportunities for grades 7-9, enrollment in grades 10-12 should also improve.



E. Live Birth Statistics Birth data is also an important factor to anticipate future enrollments. However all births are not reported. For example: in 1997 there were 79,212 live births reported. Four years later, the census reported that there were 185,534 children that were four years of age. The following graph represents the projected number of births from 2001 to 2015.

PROJECTED BIRTHS

175,000180,000185,000190,000195,000200,000205,000210,000215,000220,000225,000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Source: INE

F. Population Projections In 2001 it was estimated that there were approximately 6.5 million persons in Honduras. Projections call for a population of nearly 9 million in 2015. This is an average increase of 2.23% annually.

TOTAL POPULATION PROJECTION

01,000,0002,000,0003,000,0004,000,0005,000,0006,000,0007,000,0008,000,0009,000,000

10,000,000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

Source: INE



The graph shows that the population for the age group 5-18 is expected to grow from approximately 2.4 million in 2003 to approximately 2.9 million in 2014 or an increase of approximately 500,000 school aged children. It should also to be noted that the rate of growth is expected to slow in future years.

POPULATION PROJECTION: AGES 5 TO 18

500,000

1,000,000

1,500,000

2,000,000

2,500,000

3,000,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 20140.00%

0.50%

1.00%

1.50%

2.00%

2.50%

Children Annual Rate of Growth

Source: INE When comparing the 2003 enrollment with the total population and population projections there is the potential for approximately one million more students by 2014 if all children 5-18 were enrolled in school. It should be noted that the 2003 enrollment includes approximately 90,000 students over the age of 18.

2,84

3,67

2

1,90

3,56

8

956,

507

0

500,000

1,000,000

1,500,000

2,000,000

2,500,000

3,000,000

2014PopulationAges 5-18

2003Enrollment

2015PotentialStudents

2014 POPULATION / 2003 ENROLLMENT

Source: INE



Projected Enrollment Based on the current enrollment data by age and by grade, census data, and the educational goals, the school enrollment in the country is projected to grow by 40,000-80,000 per year. The moderate projection would suggest an increase of approximately 50,000-60,000 students annually. Based on all of the information collected, this increase is a combination of growth in population and an increase in the number of students attending school. The moderate projection shows an increase of 634,473 students in the next ten years.

NATIONAL ENROLLMENT PROJECTION

1,500,0001,700,000

1,900,0002,100,000

2,300,000

2,500,000

2,700,000

2,900,000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Low Moderate High

Source: SCW Department Level Projections Projecting enrollments by department or by municipal level is more difficult based on the information available. The following projections are based on the moderate scenario.

Source: SCW

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014Atlantida 119,137 122,354 125,657 129,050 132,534 136,113 139,788 143,562 147,438 151,419 155,507 159,706Colon 81,765 84,381 87,082 89,868 92,744 95,712 98,775 101,935 105,197 108,564 112,038 115,623Comayagua 105,607 108,986 112,474 116,073 119,787 123,621 127,577 131,659 135,872 140,220 144,707 149,338Copan 77,354 79,829 82,384 85,020 87,741 90,549 93,446 96,436 99,522 102,707 105,994 109,385Cortes 335,840 346,587 357,678 369,123 380,935 393,125 405,705 418,688 432,086 445,913 460,182 474,908Choluteca 100,062 101,263 102,478 103,708 104,952 106,212 107,486 108,776 110,081 111,402 112,739 114,092El Paraiso 93,052 96,262 99,583 103,019 106,573 110,250 114,054 117,988 122,059 126,270 130,626 135,133Francisco Morazan 361,056 368,999 377,117 385,414 393,893 402,559 411,415 420,466 429,716 439,170 448,832 458,706Gracias a Dios 26,948 28,080 29,259 30,488 31,769 33,103 34,493 35,942 37,451 39,024 40,663 42,371Intibuca 54,591 55,928 57,299 58,703 60,141 61,614 63,124 64,670 66,255 67,878 69,541 71,245Islas de la Bahia 12,881 13,164 13,454 13,750 14,052 14,362 14,678 15,001 15,331 15,668 16,012 16,365La Paz 49,680 51,270 52,910 54,604 56,351 58,154 60,015 61,935 63,917 65,963 68,074 70,252Lempira 66,545 68,175 69,846 71,557 73,310 75,106 76,946 78,831 80,763 82,741 84,769 86,845Ocotepeque 31,366 32,840 34,384 36,000 37,692 39,463 41,318 43,260 45,293 47,422 49,651 51,984Olancho 110,315 112,742 115,222 117,757 120,348 122,995 125,701 128,467 131,293 134,181 137,133 140,150Santa Barbara 95,833 97,941 100,096 102,298 104,549 106,849 109,199 111,602 114,057 116,566 119,131 121,752Valle 46,318 46,503 46,689 46,876 47,064 47,252 47,441 47,631 47,821 48,012 48,204 48,397Yoro 135,218 138,193 141,233 144,340 147,516 150,761 154,078 157,467 160,932 164,472 168,091 171,789Total 1,903,568 1,953,499 2,004,845 2,057,648 2,111,950 2,167,798 2,225,238 2,284,317 2,345,085 2,407,593 2,471,894 2,538,041

Projected Enrollment by Department 2003-2014



COST & FUNDING This section contains the cost estimates, as well as funding requirements, to address the infrastructure needs in Honduras. There are four main issues driving the infrastructure needs of the country. They are:

Ø Facility Conditions Ø Educational Adequacy Ø Enrollment Projections Ø Un-housed Students

To address these infrastructure needs, the following actions are needed:

Ø Improvements to existing buildings [Renovation Cost] Ø Replacement of buildings [Replacement Cost] Ø Additions to existing buildings [New Construction Cost] Ø Additional new schools

Previous sections of this report outline the various infrastructure needs. They are summarized as follows. Construction Costs To estimate the cost of construction, FHIS provided data from their database of completed projects for both system costs and complete educational facility costs. The following table illustrates the costs per square meter used. These costs include: construction, labor, site development, and furniture. To derive at total project cost, 29% soft cost was added to the cost per square meter in the table below for project management, design and construction management services, and project contingencies.

M2 Construction Costs No Electric No Ceiling L. 2,911.22 $161.73No Electric Ceiling L. 3,100.94 $172.27Electric No Ceiling L. 3162.28 $175.68Electric Ceiling L. 3,352 $186.22

Costs were also determined for each building system [i.e. roofs, windows, floors, etc.].



Facility Condition Costs Based on the results of the assessment, the following are the needs for renovations and replacements based on conditions. The higher the percentage, the greater the need. Buildings greater than 70% often need to be replaced. Both tables below represent renovation and replacement costs.

Department Schools Cost Schools Cost Schools Cost Schools Cost Schools Cost Schools CostAtlántida 5 L. 311,572 149 L. 68,521,089 248 L. 124,977,080 118 L. 57,680,255 23 L. 12,499,982 543 L. 263,989,978Choluteca 2 L. 997,826 36 L. 19,906,615 285 L. 148,533,058 418 L. 212,007,406 75 L. 31,577,646 816 L. 413,022,551Colón 7 L. 527,350 106 L. 39,273,402 255 L. 103,200,424 86 L. 43,455,559 14 L. 2,755,580 468 L. 189,212,315Comayagua 12 L. 1,814,074 213 L. 68,069,253 474 L. 180,413,474 182 L. 59,942,908 13 L. 2,914,066 894 L. 313,153,775Copán 1 L. 21,896 453 L. 119,544,381 203 L. 55,273,339 40 L. 10,832,426 13 L. 2,778,105 710 L. 188,450,148Cortés 17 L. 3,432,670 569 L. 277,097,611 400 L. 227,974,326 58 L. 28,735,803 16 L. 5,004,105 1,060 L. 542,244,515El Paraíso 2 L. 119,665 585 L. 106,773,363 307 L. 70,549,206 102 L. 29,510,787 29 L. 8,842,056 1,025 L. 215,795,076Francisco Morazán 15 L. 5,637,841 967 L. 531,224,806 522 L. 211,131,894 103 L. 37,011,628 13 L. 5,700,155 1,620 L. 790,706,324Gracias a Dios 0 L. 0 12 L. 7,471,841 78 L. 30,999,303 89 L. 47,701,428 14 L. 5,220,972 193 L. 91,393,543Intibucá 0 L. 0 43 L. 12,768,066 240 L. 89,450,927 198 L. 65,301,224 26 L. 10,123,453 507 L. 177,643,670Islas de la Bahía 0 L. 0 24 L. 9,190,157 24 L. 13,985,444 3 L. 5,544,389 0 L. 0 51 L. 28,719,990La Paz 1 L. 22,894 90 L. 24,804,928 236 L. 82,458,582 151 L. 53,968,208 22 L. 6,533,788 500 L. 167,788,401Lempira 0 L. 0 247 L. 40,517,573 251 L. 80,018,217 203 L. 91,847,675 137 L. 52,861,187 838 L. 265,244,651Ocotepeque 0 L. 0 41 L. 6,944,408 107 L. 34,341,762 130 L. 49,504,881 68 L. 27,473,221 346 L. 118,264,272Olancho 5 L. 645,532 284 L. 91,469,427 646 L. 175,257,197 214 L. 54,612,160 39 L. 8,735,780 1,188 L. 330,720,095Santa Bárbara 16 L. 997,861 494 L. 126,016,443 316 L. 97,815,231 53 L. 11,025,285 11 L. 2,111,135 890 L. 237,965,956Valle 1 L. 164,534 28 L. 7,150,552 158 L. 109,746,252 171 L. 102,294,187 35 L. 16,366,597 393 L. 235,722,122Yoro 4 L. 434,817 348 L. 112,233,230 365 L. 166,910,216 118 L. 61,315,440 24 L. 6,046,936 859 L. 346,940,639Total 88 L. 15,128,531 4,689 L. 1,668,977,144 5,115 L. 2,003,035,931 2,437 L. 1,022,291,649 572 L. 207,544,766 12,901 L. 4,916,978,021

Facility Condition Costs by Department81-100%0-20% 21-40% 41-60% 61-80% Total

FacilityCondition

Index Schools Lempira Dollars11% - 20% 88 L. 15,128,531 $840,474 USD21% - 30% 1963 L. 610,725,363 $33,929,187 USD31% - 40% 2726 L. 1,058,251,781 $58,791,766 USD41% - 50% 2883 L. 1,141,402,882 $63,411,271 USD51% - 60% 2232 L. 861,633,049 $47,868,503 USD61% - 70% 1621 L. 644,968,282 $35,831,571 USD71% - 80% 816 L. 377,323,367 $20,962,409 USD81% - 90% 376 L. 148,233,900 $8,235,217 USD

91% - 100% 196 L. 59,310,866 $3,295,048 USDTotal 12901 L. 4,916,978,021 $273,165,446 USD

CostsFacility Condition Costs



As buildings age, new deficiencies will be identified and existing deficiencies will be corrected. The lifecycle of a building constructed in Honduras is 15-20 years. With approximately 20,204 buildings, about 1,000 buildings will need major renovation or replacement annually. During the next ten years the needs for improvements will increase as buildings age. Educational Adequacy Costs Many schools in Honduras do not have sufficient space to meet enrollment and programmatic needs. These include schools that are overcrowded, have classrooms that are too small, or lack support space. The students at these schools are inadequately housed. New space guidelines have been developed that recommend the minimum space requirements for future schools in Honduras. Implementing these standard will be costly and will need to be accomplished over a period of 10-20 years as new schools are constructed and existing schools are renovated. The long -term direction needs to stay in focus. Ten years from now the problem will be even greater if the country does not embrace new space standards. The table below represents new construction costs for schools that are overcrowded or have very small classrooms. The higher the percentage, the greater the need.

EducationalAdequacy

Index Schools Lempira Dollars0% to 10% 2,166 L. 26,477,119 $1,470,951 USD

11% to 20% 566 L. 105,701,474 $5,872,304 USD21% to 30% 765 L. 250,426,336 $13,912,574 USD31% to 40% 1,796 L. 650,243,638 $36,124,647 USD41% to 50% 1,686 L. 1,199,999,974 $66,666,665 USD51% to 60% 1,641 L. 1,904,066,233 $105,781,457 USD61% to 70% 2,121 L. 3,076,199,084 $170,899,949 USD71% to 80% 1,537 L. 2,704,792,107 $150,266,228 USD81% to 90% 489 L. 1,331,468,267 $73,970,459 USD

91% to 100% 78 L. 506,137,910 $28,118,773 USDNo Enrollment 56 L. 0 $0 USD

Total 12,901 L. 11,755,512,143 $653,084,008 USD

CostsEducational Adequacy Costs



Note: The above refers to new construction costs of space that needs to be added to the school in order to meet square meter requirements for the number of students enrolled.

Department Schools Cost Schools Cost Schools Cost Schools Cost Schools Cost Schools CostAtlántida 123 L. 8,186,769 84 L. 35,240,503 131 L. 160,489,891 170 L. 322,791,336 33 L. 117,482,553 541 L. 644,191,051Choluteca 177 L. 7,719,988 131 L. 52,389,311 250 L. 191,015,630 238 L. 296,732,503 19 L. 45,042,606 815 L. 592,900,039Colón 57 L. 2,910,868 65 L. 28,068,055 126 L. 128,658,428 183 L. 278,566,046 34 L. 100,688,570 465 L. 538,891,966Comayagua 195 L. 12,077,712 180 L. 58,199,015 261 L. 202,787,498 237 L. 317,728,663 21 L. 58,969,464 894 L. 649,762,353Copán 187 L. 5,792,769 162 L. 52,504,463 122 L. 84,374,032 182 L. 162,837,984 47 L. 109,062,234 700 L. 414,571,482Cortés 201 L. 11,172,979 136 L. 69,604,406 268 L. 382,266,508 365 L. 1,124,268,330 85 L. 512,790,387 1,055 L. 2,100,102,610El Paraíso 191 L. 5,844,637 230 L. 58,713,100 275 L. 156,251,172 294 L. 255,302,651 29 L. 82,036,151 1,019 L. 558,147,710Francisco Morazán 414 L. 26,263,959 276 L. 139,483,258 429 L. 677,488,721 408 L. 1,182,995,592 85 L. 355,365,188 1,612 L. 2,381,596,718Gracias a Dios 7 L. 818,658 19 L. 7,063,627 35 L. 30,096,428 104 L. 218,922,715 27 L. 59,571,889 192 L. 316,473,317Intibucá 82 L. 4,112,679 102 L. 32,302,213 160 L. 97,589,730 147 L. 128,664,498 16 L. 16,928,519 507 L. 279,597,639Islas de la Bahía 11 L. 1,360,620 6 L. 3,016,771 7 L. 4,933,118 21 L. 65,752,899 6 L. 43,399,723 51 L. 118,463,131La Paz 122 L. 5,323,625 111 L. 27,053,479 156 L. 99,666,608 100 L. 134,878,222 9 L. 17,016,139 498 L. 283,938,073Lempira 233 L. 6,937,665 180 L. 50,160,869 194 L. 97,898,132 209 L. 167,025,059 21 L. 39,467,941 837 L. 361,489,666Ocotepeque 70 L. 1,749,815 108 L. 21,157,139 90 L. 62,176,637 72 L. 79,024,533 5 L. 6,624,849 345 L. 170,732,973Olancho 198 L. 6,296,020 341 L. 91,922,380 230 L. 195,347,601 360 L. 339,488,230 50 L. 89,667,834 1,179 L. 722,722,064Santa Bárbara 145 L. 8,577,925 192 L. 74,116,642 258 L. 209,906,444 271 L. 218,613,799 20 L. 42,266,983 886 L. 553,481,794Valle 145 L. 7,369,292 78 L. 33,311,403 107 L. 93,979,572 57 L. 87,422,848 6 L. 7,344,937 393 L. 229,428,053Yoro 174 L. 9,662,614 160 L. 66,363,340 228 L. 229,140,056 240 L. 399,975,285 54 L. 133,880,209 856 L. 839,021,503Total 2,732 L. 132,178,593 2,561 L. 900,669,974 3,327 L. 3,104,066,207 3,658 L. 5,780,991,191 567 L. 1,837,606,176 12,845 L. 11,755,512,143

Educational Adequacy Costs by Department81-100%0-20% 21-40% 41-60% 61-80% Total



The educational adequacy was also developed comparing a single shift with a double shift arrangement. Using a double shift calculation significantly reduces the additional space requirements needed. The table below represents new construction costs.

Schools Lempira Dollars Lempira Dollars12,901 L. 11,755,512,143 $653,084,007 USD L. 2,983,099,628 $165,727,757 USD

Single Shift Double Shift

Educational AdequacySingle & Double Shifts Costs

The costs of new construction to meet educational adequacy standards are substantially less using double shifts, as shown by department in the table below. However, there are issues associated with the amount of time students are in class, and scheduling of buildings and staff when employing double shifts.

Department Schools Lempira Dollars Lempira DollarsAtlántida 543 L. 644,191,051 $35,788,392 USD L. 163,792,561 $9,099,587 USDCholuteca 816 L. 592,900,039 $32,938,891 USD L. 132,242,826 $7,346,824 USDColón 468 L. 538,891,966 $29,938,443 USD L. 152,208,759 $8,456,042 USDComayagua 894 L. 649,762,353 $36,097,908 USD L. 149,767,457 $8,320,414 USDCopán 710 L. 414,571,482 $23,031,749 USD L. 111,170,221 $6,176,123 USDCortés 1,060 L. 2,100,102,610 $116,672,367 USD L. 626,610,561 $34,811,698 USDEl Paraíso 1,025 L. 558,147,710 $31,008,206 USD L. 138,755,908 $7,708,662 USDFrancisco Morazán 1,620 L. 2,381,596,718 $132,310,929 USD L. 602,530,051 $33,473,892 USDGracias a Dios 193 L. 316,473,317 $17,581,851 USD L. 103,968,708 $5,776,039 USDIntibucá 507 L. 279,597,639 $15,533,202 USD L. 55,765,991 $3,098,111 USDIslas de la Bahía 51 L. 118,463,131 $6,581,285 USD L. 43,942,083 $2,441,227 USDLa Paz 500 L. 283,938,073 $15,774,337 USD L. 61,646,776 $3,424,821 USDLempira 838 L. 361,489,666 $20,082,759 USD L. 79,486,160 $4,415,898 USDOcotepeque 346 L. 170,732,973 $9,485,165 USD L. 39,744,180 $2,208,010 USDOlancho 1,188 L. 722,722,064 $40,151,226 USD L. 169,716,326 $9,428,685 USDSanta Bárbara 890 L. 553,481,794 $30,748,989 USD L. 109,823,102 $6,101,283 USDValle 393 L. 229,428,053 $12,746,003 USD L. 36,460,041 $2,025,558 USDYoro 859 L. 839,021,503 $46,612,306 USD L. 205,467,915 $11,414,884 USD

Total 12,901 L. 11,755,512,143 $653,084,007 USD L. 2,983,099,628 $165,727,757 USD

Single Shift Double Shift

Educational Adequacy Costsby Department by Shifts



Total Facility Costs Combining the two previous indexes [Facility Condition and Educational Adequacy] at Total Facility Index was established for each school. The Total Facility Index provides the overall cost analysis of the needs for renovations, replacements, and new construction to address the conditions and need for additional space. The total facility index is arranged in order of priority from 1 to 19. The higher the rating, the greater the need. It is suggested that schools that have a ranking of 12-19 be established as priority projects. These schools typically represent those in need of the greatest amount of repair and additional space to meet enrollment needs.

Priority Index

Schools Lempira Dollars Lempira Dollars Lempira Dollars

1 56 L. 15,596,985 $866,499 USD L. 0 $0 USD L. 15,596,985 $866,499 USD2 21 L. 7,484,506 $415,806 USD L. 77,414 $4,301 USD L. 7,561,920 $420,107 USD3 349 L. 212,523,508 $11,806,862 USD L. 2,549,609 $141,645 USD L. 215,073,117 $11,948,507 USD4 507 L. 247,705,122 $13,761,396 USD L. 16,435,849 $913,103 USD L. 264,140,972 $14,674,498 USD5 599 L. 287,074,132 $15,948,563 USD L. 47,281,573 $2,626,754 USD L. 334,355,705 $18,575,317 USD6 751 L. 298,537,231 $16,585,402 USD L. 129,990,467 $7,221,693 USD L. 428,527,698 $23,807,094 USD7 997 L. 369,045,237 $20,502,513 USD L. 349,130,395 $19,396,133 USD L. 718,175,631 $39,898,646 USD8 1,178 L. 466,729,072 $25,929,393 USD L. 637,100,125 $35,394,451 USD L. 1,103,829,197 $61,323,844 USD9 1,421 L. 532,815,919 $29,600,884 USD L. 1,121,314,531 $62,295,252 USD L. 1,654,130,450 $91,896,136 USD10 1,737 L. 627,232,069 $34,846,226 USD L. 1,875,733,280 $104,207,404 USD L. 2,502,965,349 $139,053,631 USD11 1,607 L. 585,614,809 $32,534,156 USD L. 2,290,679,650 $127,259,981 USD L. 2,876,294,458 $159,794,137 USD12 1,366 L. 501,074,734 $27,837,485 USD L. 2,055,926,594 $114,218,144 USD L. 2,557,001,328 $142,055,629 USD13 1,025 L. 367,503,594 $20,416,866 USD L. 1,536,863,458 $85,381,303 USD L. 1,904,367,052 $105,798,170 USD14 642 L. 203,451,165 $11,302,842 USD L. 818,651,064 $45,480,615 USD L. 1,022,102,229 $56,783,457 USD15 375 L. 132,755,524 $7,375,307 USD L. 513,403,401 $28,522,411 USD L. 646,158,925 $35,897,718 USD16 173 L. 44,389,228 $2,466,068 USD L. 272,716,599 $15,150,922 USD L. 317,105,827 $17,616,990 USD17 63 L. 12,887,453 $715,970 USD L. 49,863,746 $2,770,208 USD L. 62,751,199 $3,486,178 USD18 24 L. 3,340,253 $185,570 USD L. 29,696,292 $1,649,794 USD L. 33,036,544 $1,835,364 USD19 10 L. 1,217,482 $67,638 USD L. 8,098,095 $449,894 USD L. 9,315,577 $517,532 USD

Total 12,901 L. 4,916,978,021 $273,165,446 USD L. 11,755,512,143 $653,084,008 USD L. 16,672,490,164 $926,249,454 USDPriorties 3,678 L. 1,266,619,431 $70,367,746 USD L. 5,285,219,250 $293,623,292 USD L. 6,551,838,681 $363,991,038 USD

Total Facility Index Costby Priority

Building Condition Costs New Construction Costs Total Costs



Un-housed Students Un-housed students are students that attend school in a location other than a regular classroom. This may be a house, a community center or a variety of other locations. This impacts approximately 75,000 students. If space were to be provided for theses students, additional facilities with 225,000 square meters of additional space would be required. Some of these students may be housed in community centers or other locations that may be adequate. Most of these students are attending very small schools. Priorities were established based on the assumption that 50% of the students currently in this situation could continue to be housed in alternative settings.

Students Sq. Meters Lempira Dollars Sq. Meters Lempira Dollars75,000 225,000 L. 972,918,000 $54,051,000 112,500 L. 486,459,000 $27,025,500

Provide Space for All Un-housed Students

Un-housed Student CostsProvide Space for 50% of Un-housed Students

Priority Enrollment Projections The number of students is projected to grow based on an increase in the population and as a result of programs being implemented to expand educational opportunities and improve the educational system. The moderate enrollment projection calls for an increase of approximately 50,000-70,000 per year for each of the next ten years. The total increase is nearly 264,230 students in the next five years and 586,326 in the next ten years. The total amount required is based on all new students attending school on a single shift. These costs were derived base on approximately 3m2 times the cost of new construction. The priority number is 50% of the single shift number. This assumes that some students will be double shifted and some secondary students will be delivered education through distance education and virtual learning delivery systems.

PriorityDepartment Schools Cost Schools Cost Schools Cost Schools Cost Schools Cost Schools CostAtlántida 23 L. 15,151,912 141 L. 106,335,461 268 L. 516,261,599 105 L. 265,014,200 6 L. 5,417,858 543 L. 908,181,029Choluteca 11 L. 11,965,231 166 L. 127,949,309 337 L. 383,598,325 294 L. 470,338,856 8 L. 12,070,868 816 L. 1,005,922,589Colón 16 L. 7,618,559 87 L. 73,411,794 231 L. 378,458,999 128 L. 265,521,574 6 L. 3,093,354 468 L. 728,104,281Comayagua 51 L. 21,798,876 234 L. 134,747,641 445 L. 561,552,433 162 L. 242,856,820 2 L. 1,960,357 894 L. 962,916,128Copán 116 L. 51,000,690 243 L. 140,485,433 291 L. 326,105,333 55 L. 80,889,806 5 L. 4,540,368 710 L. 603,021,630Cortés 105 L. 71,513,445 245 L. 267,934,536 581 L. 1,726,818,277 124 L. 569,592,295 5 L. 6,488,573 1060 L. 2,642,347,125El Paraíso 81 L. 21,746,093 350 L. 160,217,727 496 L. 506,420,095 93 L. 82,074,389 5 L. 3,484,482 1025 L. 773,942,786Francisco Morazán 240 L. 189,841,928 517 L. 580,177,262 733 L. 2,056,951,282 127 L. 343,358,717 3 L. 1,973,852 1620 L. 3,172,303,042Gracias a Dios 1 L. 246,957 7 L. 3,767,496 60 L. 106,563,258 112 L. 281,375,621 13 L. 15,913,529 193 L. 407,866,860Intibucá 10 L. 6,028,149 97 L. 60,688,501 249 L. 237,294,498 148 L. 151,341,352 3 L. 1,888,809 507 L. 457,241,308Islas de la Bahía 5 L. 2,320,980 12 L. 9,462,392 21 L. 45,461,292 13 L. 89,938,457 0 L. 0 51 L. 147,183,121La Paz 19 L. 5,903,601 144 L. 70,992,439 251 L. 279,144,445 85 L. 94,311,485 1 L. 1,374,503 500 L. 451,726,474Lempira 57 L. 11,421,717 245 L. 132,948,369 334 L. 284,061,994 189 L. 185,110,560 13 L. 13,191,678 838 L. 626,734,318Ocotepeque 10 L. 2,589,484 72 L. 32,131,037 167 L. 121,161,334 94 L. 130,734,555 3 L. 2,380,835 346 L. 288,997,245Olancho 55 L. 20,390,096 298 L. 198,195,195 607 L. 598,674,006 216 L. 227,778,111 12 L. 8,404,750 1188 L. 1,053,442,159Santa Bárbara 65 L. 30,211,095 292 L. 192,726,090 469 L. 501,802,444 63 L. 66,437,727 1 L. 270,394 890 L. 791,447,750Valle 4 L. 630,804 133 L. 110,923,502 180 L. 250,854,601 74 L. 101,524,496 2 L. 1,216,774 393 L. 465,150,176Yoro 64 L. 31,993,378 242 L. 181,794,046 411 L. 709,207,371 133 L. 241,535,012 9 L. 21,432,335 859 L. 1,185,962,142

Total 933 L. 502,372,994 3525 L. 2,584,888,231 6131 L. 9,590,391,586 2215 L. 3,889,734,033 97 L. 105,103,320 12901 L. 16,672,490,164

Total Facility Index Costs by DepartmentTotal Priority 1 to 4 Priority 5 to 8 Priority 9 to 12 Priority 13 to 16 Priority 17 to 19



Total School Infrastructure Requirements The table and graph below show the total and priority infrastructure costs broken by existing building conditions, adequacy, and un-housed and projected enrollment. This includes all areas of renovation, building replacement, additions, and new schools. The total estimated cost is in excess of 25 billion Lempira, over one billion U.S. dollars. The priority areas identified include a cost of over eight billion Lempira and nearly 600 million dollars.

TypeType of

ConstructionLempira Dollars

PriorityLempira

PriorityDollars

Building Condition Renovation L. 3,999,624,165.26 $222,201,342.51 USD L. 746,517,178.84 $41,473,176.60 USDBuilding Condition Replace L. 917,353,855.84 $50,964,103.10 USD L. 520,102,252.54 $28,894,569.59 USDEducational Adequacy New L. 11,755,512,142.63 $653,084,007.92 USD L. 5,285,219,249.60 $293,623,291.64 USDUn-housed Students New L. 972,918,000.00 L. 54,051,000.00 L. 486,459,000.00 L. 27,025,500.00Enrollment Projections New L. 7,372,458,166.77 $409,581,009.27 USD L. 3,686,229,083.39 $204,790,504.63 USD

Total L. 25,017,866,330.50 $1,389,881,462.81 USD L. 10,724,526,764.37 $595,807,042.47 USD

Total School Facility Costs

TOTAL SCHOOL FACILITY COSTS

L. 4,917M

L. 11,756M

L. 973M

L. 7,372M

Building Condition Educational AdequacyUn-housed Students Enrollment Projections

2004 2005 2006 2007 2008 5 Year Total 5 Year PriorityEnrollment Growth

49,931 51,346 52,802 54,303 55,848 264,230 50%

Square Meters 149,794 154,037 158,407 162,908 167,544 792,691 396,345Lempira L. 647,722,065 L. 666,069,356 L. 684,965,375 L. 704,427,338 L. 724,473,028 L. 3,427,657,163 L. 1,713,828,582Dollars $35,984,559USD $37,003,853USD $38,053,632USD $39,134,852USD $40,248,502USD $190,425,398USD $95,212,699USD

2009 2010 2011 2012 2013 10 Year Total 10 Year Priority

Enrollment Growth

57,440 59,079 60,768 62,508 64,301 568,326 50%

Square Meters 172,319 177,238 182,304 187,524 192,902 1,704,977 852,489Lempira L. 745,120,811 L. 766,389,657 L. 788,299,163 L. 810,869,573 L. 834,121,800 L. 7,372,458,167 L. 3,686,229,083Dollars $41,395,601USD $42,577,203USD $43,794,398USD $45,048,310USD $46,340,100USD $409,581,009USD $204,790,505USDCosts Not Adjusted for Inflation

Projected Enrollment Costs

NOTE: The table above shows the enrollment projection priorities as half of the total 10-year projection cost.



Cost by Category To address the building condition, adequacy, and enrollment growth needs, approximately 75% is new construction and 25% is renovation or building replacements. New construction requirements are substantially larger than renovations as a result of the lack of space in existing schools, projected increase in enrollment, and the suggested new space standards.

COST CATEGORY

L. 16,156M

L. 4,917M

New Construction Renovation & Replacement

Source: SCW

Five-Year Budget Forecasts Based on the information collected, the following provides an overview of the level of financing that is needed for the country to address its school facility needs. This is based on the priorities established above. It should be pointed out that these costs include materials, labor, furniture & equipment, and site development costs as well as soft cost. Even though a dollar value has been assigned to this, significant portions of these costs may be addressed through volunteer labor, donations of materials and supplies, or through other means. However, the dollar value is established to provide a realistic assessment of what resources are required. These costs include both public and private schools. The table below splits existing renovation, replacement, the needs of un-housed students, and half of the enrollment projections evenly over the next 5 years while suggesting priorities. In addition, the 2005 Enrollment Projection Budget includes half of the 2004 budget, as space for these students is immediately required.

TypeType of

Construction2005 2006 2007 2008 2009 Total

Building Condition Renovation L. 149,303,435.77 L. 149,303,435.77 L. 149,303,435.77 L. 149,303,435.77 L. 149,303,435.77 L. 746,517,178.84Building Condition Replace L. 104,020,450.51 L. 104,020,450.51 L. 104,020,450.51 L. 104,020,450.51 L. 104,020,450.51 L. 520,102,252.54Educational Adequacy New L. 1,057,043,849.92 L. 1,057,043,849.92 L. 1,057,043,849.92 L. 1,057,043,849.92 L. 1,057,043,849.92 L. 5,285,219,249.60Un-housed Students New L. 97,291,800.00 L. 97,291,800.00 L. 97,291,800.00 L. 97,291,800.00 L. 97,291,800.00 L. 486,459,000.00Projected Enrollment New L. 656,895,710.78 L. 342,482,687.49 L. 352,213,669.21 L. 362,236,514.08 L. 372,560,405.27 L. 2,086,388,986.84

Lempiras L. 2,064,555,246.98 L. 1,750,142,223.69 L. 1,759,873,205.41 L. 1,769,896,050.28 L. 1,780,219,941.47 L. 9,124,686,667.83Dollars $114,697,513.72 USD $97,230,123.54 USD $97,770,733.63 USD $98,327,558.35 USD $98,901,107.86 USD $506,927,037.10 USD

Total

Total Facility Costs - 5 Years



FUNDING Funding Levels The actual levels of funding for school construction projects are unknown. Current known funding comes from external funding agencies. Most school construction is coordinated by FHIS. However a significant amount of work is done by NGO’s, local communities, municipalities, and mission groups, which are involved in humanitarian projects in the country whose resources are not recorded. It is estimated that there may be L. 200-250M invested annually. If this assumption is correct, the need is significantly larger than the resources currently being invested. Funding Sources There are many agencies and organizations that fund school infrastructure. When considering funding sources for school construction and renovation projects, the focus is often on the government. There is no question that there is a need for the Honduran government to increase the government’s investment in school infrastructure. However, there is also a need for increased funding from other agencies and organizations as well as the local communities themselves. The following are potential funding sources to support school construction.

1. Government of Honduras 2. Municipal Governments 3. Local Communities 4. External Funding Agencies 5. NGO’s 6. Churches and other Volunteer Organizations 7. Private Sector 8. Students & Parents 9. Other Volunteers

There is a need to develop new partnership models and funding arrangements to maximize the collective potential of the resources listed above. The task is too large for any one organization. Currently a significant portion of the funding for school construction in Honduras comes from external funding agencies such as the Inter American Development Bank [IADB], European Union, and various countries such as Japan, Germany, Canada, and the United States. These countries and external funding agencies support projects such as PRACC and World Vision. Smaller non-profit groups such as churches and other volunteer organizations also donate much time and resources for better schools.

100%

Groups Working Alone

100%

Groups Working Alone



The cost of school construction is approximately 60% material and 40% labor. For many local communities, the major challenge is the funds needed to purchase material. The concept of community involvement in the construction of local schools is being used more and more by NGO’s and the government itself.

A partnership model that brings together the Honduran government, local municipalities, local communities, and outside resources needs to be developed. Through a collaborative approach, the resources available can be maximized.

Local Municipalities The Ministry of Education is in the process of reorganizing into “school districts” to be more in line with municipal government jurisdictions. Other national government efforts are taking place to decentralize services to the municipal level. There are 298 municipalities in Honduras. In some cases, municipalities have resources and capacity to become more involved in school facility construction. Several municipalities, such as Puerto Cortes in the department of Cortes, have extensive programs to address school construction.

Labor 40% 60%

Materials

HonduranGovernment

LocalMunicipality

LocalCommunity

NGOPrivate Sector

External Funding

HonduranGovernment

LocalMunicipality

LocalCommunity

NGOPrivate Sector

External Funding

HonduranGovernment

LocalMunicipality

LocalCommunity

NGOPrivate Sector

External Funding

Example:- Donate Site- Grading Site- Utilities- Road- Materials(Block, Sand, Cement}

- LPS (funding)

Example:- Donate Site- Grading Site- Utilities- Road- Materials(Block, Sand, Cement}

- LPS (funding)



Example- Volunteer Labor - Construction of:

-Cement work-Block, Stucco-Flooring-Landscaping-Painting

- Maintenance:-Cleaning-Repairing-Painting

Example- Volunteer Labor - Construction of:

-Cement work-Block, Stucco-Flooring-Landscaping-Painting

- Maintenance:-Cleaning-Repairing-Painting

Local Community The local community is the single largest untapped resource in Honduras. A typical school in Honduras is constructed and run by the government. As a result, the vast resource of community involvement and ownership of school facilities is lacking. Involving the community and unlocking this potential will require a major cultural shift. The Ministry of Education is undergoing a fundamental shift in the governance of education through the implementation of ADELs. The ADEL is a community empowerment system where each local school is developing a governance structure to oversee the operations of the school. In the past two years over 3,000 ADELs have been established in Honduras. As this concept matures and expands, serious consideration should be given to using this vehicle as the means to implement a nationwide school construction program and provide community involvement at the local level. Labor is a significant portion of the cost on a project. There is higher skilled labor that will be required for items such as foundations and roof structures. However, there is a great deal of unskilled labor that is needed in the form of mixing cement and painting buildings. Maintenance is often overlooked. Since many buildings are remotely located, responsibilit ies and funding mechanisms should be considered for local maintenance of the building. The daily care of the buildings will need to be coordinated by the teachers and students. The community should coordinate other items. A broken door, fence, or hole in the roof are often not corrected even when local community volunteers have the knowledge to fix them. A good example is the painting of a school. Over 60% of all school buildings were found to need painting. A coordinated effort should be made between funding sources and the local community. The funding sources could provide funds for paint and supplies while the local community provides the labor. To insure greater community participation as well as care and maintenance of facilities, it is suggested that the local community or the municipality be allowed to own the school site and facility. Currently it is a requirement of government funding that the government own the schools. This is understandable, but if the local community or municipality can demonstrate clear ownership of the property, it is recommended that the option of ownership at the local level be permitted and encouraged. For community involvement to be successful, a partnership agreement will be needed to clearly spell out the responsibilities of the local community. Implementing a community involvement concept will not be easy but will be a worthwhile challenge.



Non-Profit and Private Sectors There is a significant presence of non-profit organizations working in Honduras. It is estimated that every week there are over 50 volunteer groups from North America performing some type of “mission”. These missions include water projects, church construction, medical teams, and school construction. Most of these teams become involved because they want to help and make a difference. A majority of the contributions from these organizations are not recorded. There is no way to measure the amount of resources these organizations provide toward school construction in Honduras. By developing this plan we can provide these groups with a list of schools with the greatest need. There are many excellent NGO’s working diligently in Honduras. These organizations often provide the critical technical assistance needed to spearhead projects. NGO’s typically have full-time staff operating in the country and have international parent organizations located outside of Honduras. The external funding agencies have been providing the majority of the funding for school construction projects. This is a critical source of revenue and technical assistance for the future of Honduras. Because of the scale of issues to be addressed and the limitation of resources organizations such as MERECE, ALIANZA, CONCORDE, COHEP, and Chamber of Commerce groups are providing increased coordination. There is a need for greater private sector involvement in school construction projects. Consideration should be given to form “school-business partnership programs” and “adopt-a-school” programs where private corporations b ecome involved in specific projects. There are other resources that should also be considered. More affluent churches in urban areas should team with churches and schools in poorer communities. High school and university students performing community service in conjunction with school construction projects can also provide valuable assistance. University Architectural and Engineering students can provide technical assistance on projects.

-LPS (funding) -School Supplies

Equipment

-Materials -Furniture &

Labor -Volunteer

Assistance -Technical

Example:



Honduran Government The Honduran Government needs to play a crucial role in the implementation of this plan. Guidelines need to be approved, new programs developed, and an increased level of funding needs to be allocated. Historically FHIS has had the responsibility for school construction in Honduras. In the past few years, FHIS has also begun to change the manner in which projects are delivered. In looking into the future, the national government’s role needs to focus more on creating guidelines, establishing new programs to empower local communities, and facilitating the implementation of school construction projects. A national school construction project cannot be successful without the full involvement and support of the government. At the same time, based on the magnitude of the need and new and evolving trends toward decentralization, the future role of the national government needs to be defined. The need for funding school construction is significantly higher than the current funding levels available, which will require a renewed and increased commitment of all involved. This will necessitate the involvement of new agencies and organizations. Finally this will call for a new type of partnership model to leverage untapped resources and improve the efficiency and coordination of projects.

Example: - Funding - Materials - Labor - - Supervision &

Example: - Funding - Materials - Labor - Planning, Design - Supervision &

Accountability

República de Honduras Secretaría de Educación


RECOMMENDATIONS Implementation Recommendations The following recommendations are being made to further define and implement the Honduras School Facility Master Plan. 1. The Ministry of Education should adopt this report as the official master plan

for school facilities in Honduras.

To provide guidance to the government, funding agencies, Departments, Municipalities, and other organizations involved in school facilities; the Ministry of Education should approve this plan.

2. Make available to the public reports and databases on school facilities.

There are many organizations, both within the government and outside, which can use the information that has been collected. This information should be widely disseminated in print form. The information should also be available on web sites to allow greater access to the data.

3. Establish the following programs for school construction in Honduras.

Ø New Construction Program Ø Renovation & Building Replacement Program Ø Special Projects Program

o Alternative Electricity Sources o Water & Sewer Systems o Furniture & Equipment

Ø Maintenance Program

Based on the complexity of needs identified, a series of programs will need to be developed and implemented. In addition to the above, special consideration will need to be given to rural and urban issues as well as areas of the country which are experiencing rapid growth.

a. New Construction Program

This program would focus on the development of new schools and additions to accommodate growth in enrollment and the need for additional space to accommodate program requirements.

Growth in enrollment is a result of: Ø Increase in population Ø Higher percentage of children attending school Ø Expansion of educational programs

o Kindergarten o Secondary opportunities [grades 7-9]



New construction is also needed to address school facilities for students that have no classrooms or attend school in structures other than a school building.

The facility assessment identifies the EAI [Educational Adequacy Index] for each school that has infrastructure in Honduras. The schools with the higher EAI scores are the schools that have the greatest need for additions or new construction.

It is proposed at the municipal level that the projected enrollments and other space needs be reviewed and determinations be made as to where additions and/or new schools should be located.

b. Renovation & Building Replacement Program

The facility assessment identifies the FCI [Facility Condition Index] for each school that has infrastructure in Honduras. Schools with the higher FCI scores are the schools that are in the greatest need of renovation or replacement. To address the renovation needs it is proposed that priorities be established at the municipal level to address the projects in rank order from worst to the best. Once projects are identified, a project specific scope will need to be developed for each school. The assessment data can be helpful to recognize deficiencies and areas of need such as roofs, windows, and doors. However a work plan, scope of services, with more detailed cost analysis will be required for each project.

c. Special Projects Program

To address these school infrastructure needs, several other special programs should be considered based on the results of the study.

Ø Alternative Electricity Sources

Approximately 62% of all sites were found to be without electricity. Adequate lighting, use of modern day teaching materials, and use of computers all require electricity. A program for the design and development of alternative electrical supply, such as solar, should be considered.

Ø Water and Sewer Systems

All too often it was determined that there was no running water, a lack of drinkable water, poor sanitary systems, and no restrooms or restrooms that were in poor condition. These issues are prevalent in urban as well as rural areas. A program to address the basic health issues associated with school facilities is recommended.

Ø Furniture & Equipment

In approximately 50% of the buildings, the furniture and equipment needs major repairs or replacement. The government has adopted a new standard for furniture and has begun replacing classroom furniture. This program or a similar program should be expanded.



d. Maintenance Program

To protect the investment in school facilities an ongoing maintenance program needs to be developed. Because of the number and location of schools, this should be the responsibility of the municipality or the local community. There are three components to be considered.

Ø Custodial Care

Custodial Care is the regular cleaning and upkeep of the building and grounds. This clearly should be the responsibility of the school and/or local community. A greater accountability model of checklists should be established to track the ongoing care of the facility.

Ø Painting of Buildings

The facility evaluation identified 12,663 buildings that need to be painted. A partnership program should be created that includes the local community. Even though the local community can accomplish this task, the cost of paint and supplies is often a problem. A program should be established to paint school facilities on a regular bases.

Ø Larger Deferred Maintenance Projects

In many cases the entire building is not in need of renovation, however, various building systems need to be repaired or replaced. These are often roofs, plumbing, doors, windows, or other repairs. These repairs left un-addressed result in rapid building decay. A program needs to be established to address these deferred maintenance issues. Many of these issues can and should be addressed by the local municipality or local community, however funding and systems need to be established.

Competing Priorities

Honduras has several competing priorities. They include: Ø Providing space for an increasing number of students Ø Adding space or schools for secondary education Ø Renovating/replacing buildings Ø Maintenance of school facilities Ø Furniture & equipment

There are also competing priorities such as:

Ø Rural schools Ø Urban schools Ø Expanding suburbs Ø Relocation villages Ø Areas with high rates of poverty Ø Areas with limited educational opportunity Ø Areas with high dropout rates Ø Areas lacking basic infrastructure of roads, utilities, and health services

Determining the most appropriate implementation strategies (where the priorities should lie) and funding mechanisms are major challenges facing the country.



4. Develop and adopt a five-year school facility construction budget, which

outlines targets for renovations and new construction.

A five-year budget should be established for school construction projects. The government, in collaboration with external funding agencies, should establish this budget. This budget should be updated annually.

5. Develop facility plans for each Municipality.

A proposed structure for addressing greater decentralization of school construction efforts would be to focus more at the municipal and local community levels. At the municipal level it is suggested that building condition and additional space needs be further analyzed with a multi-year list of prioritized projects. This type of list will provide clarity to local communities as to when to expect facility issues to be addresses. These lists at the municipal level will also help focus non-profit and private organizations that are working in different areas around the country.

6. Adopt the new recommended space standards for school construction.

There is a significant amount of new construction and renovation that is needed in the country. To address the enrollment needs and educational program requirements, new classroom and space standards have been developed. These standards should be adopted to provide direction to agencies and organizations involved in school construction. The new space standards cannot be implemented throughout the country immediately. However, as new schools are constructed and renovations occur, the new space standards should be used. By doing so, in the next 10-15 years, a new generation of schools will be developed.

7. Update the database.

The information compiled in this study should be continually updated. With over 20,000 separate school buildings and the number of organizations involved in school construction projects, the status of school construction and renovation is constantly changing. New schools and additions are being built and renovations are occurring. At the same time new deficiencies are being identified. In order for the data to be usable it needs to be continually updated. This updating process should be accomplished through web access. There should also be qualified personnel that will receive the information and make the judgments necessary. Processes and procedures need to be established.

8. Research designs, materials, and methods of construction.

The quality of design, materials and construction techniques should be improved. Currently there are no building codes in Honduras. It is also identified that some building materials are not resilient to the local climate. The current lifecycle of a school building in Honduras is short. There are numerous areas in which improvements can be made. It is recommended that aggressive research be conducted to improve the types and uses of materials for school construction. As the new curriculum standards are implemented new design standards should also be considered.



9. Conduct more in-depth assessments of school facilities.

The assessment that has been recently completed is a major accomplishment. However, professional architects and engineers did not collect the information. The information itself is limited based on the time and methodology of data collection. The information should not only be updated, but a process should be developed and implemented for more in-depth analysis. One suggestion for accomplishing this task is to develop a partnership with the universities in Honduras that have architectural and engineering schools to develop CAD drawings of sites and buildings and conduct more in-depth assessments of school facilities.

10. Empower the Local Community.

Processes and procedures should be established which empower local communities to have greater input in school planning, design, construction, and operations. If local communities are more empowered they are likely to be more involved in the construction and maintenance of the school facilities. There are not sufficient funds for a centralized government solution to the school facility issue. The exact form of community involvement will need to be developed.

11. Create Partnerships.

New partnership agreements need to be developed at the international, national, departmental, municipal and local community levels. These arrangements are needed to harness the resources necessary to meet the infrastructure challenges. The country can only improve through collaboration. This form of collaboration will impact how school construction projects are planned, designed, and constructed. It is recommended that funding priorities be given to projects that involve private, public, non-profit, and community partnerships.

12. Form a National Authority for School Facilities to provide overall coordination and leadership.

To provide the leadership needed to meet the school construction challenges, it is recommended that a new independent “Authority” be formed. This would be a new agency that would work with the Ministry of Education and other departments as well as the external funding agencies, NG0’s, and local community organizations. The sole focus and mission of this Authority would be to implement this plan.

National Authority for School Facilities This should be an independent Authority formed outside the government but in cooperation with the government. It should also not be a subset of an existing ministry in the government. This Authority should be established for the purpose of: Ø Updating the Honduras School Facility Master Plan Ø Establishing Standards and Guidelines Ø Facilitating and Implementing the Plan Ø Providing Oversight and Direction



Updating the Honduras School Facility Master Plan The Authority should be responsible for continually updating the facility data and annual reports should be established documenting the accomplishments as well as updating the needs that have been identified. Systems and procedures will need to be developed to update databases as projects are completed and new needs are identified. Web based systems need to be put in place and maintained which provide all organizations [government, NGO, local communities, external non-profit organizations] access to the most current information available. Ongoing processes and procedures to evaluate buildings, develop enrollment projections, and design improved models for data collection and analysis should be established. Establishing Standards and Guidelines The Authority should be responsible for establishing guidelines for school planning, design, and construction. These guidelines would include: space requirements, design guidelines, material standards, and other guidelines that insure that school facilities meet the educational needs, as well as health and safety. Facilitating the Implementation of the Plan The focus of the Authority will not be responsible for the actual construction of projects but to facilitate the implementation of the plan. This facilitation would include:

Ø Formulating partnerships between government entities, municipalities, local communities, NGO’s,

external funding agencies and the private sector Ø Establishing partnership agreements for individual projects Ø Securing funding for infrastructure projects Ø Providing technical assistance to municipalities and local communities in the development and

implementation of projects Ø Establishing financial structures for obtaining and disbursing funds Ø Developing programs for new construction/additions, renovations/replacements, maintenance, and

specific other projects such as alternative energy, furniture and equipment, etc. Ø Determining mechanisms for the selection of design and construction services Ø Establishing a decentralized structure for further project planning and implementation. Ø Figuring out how to empower local communities [i.e. ADEL] to take a greater responsibility for

infrastructure and building maintenance. The mission of the Authority will not include the actual construction of the projects.



Providing Oversight and Direction Ø Monitoring the development and implementation of the plan and individual projects Ø Establishing accountability models and procedures Ø Ongoing communication structures at all levels

Composition of the Authority It is proposed that the Authority be composed of the following: Ø Minister of Education Ø Minister of Finance Ø Minister of SETCO Ø Minister of FHIS Ø Minister of SOPTRAVI Ø Chairman of the Congressional Committee on Education Ø 2- External Funding Agency Directors [selected by MERECE] Ø 2- NGO Directors [Selected by CONCORDE] Ø 1- Member of the Honduran Chamber of Construction, CHICO Ø 1- Member of Honduran Council of Private Sector, COHEP

It is proposed that persons be appointed for staggered multiple year terms to build a continuity of effort. It is proposed that an Executive Director be selected by the Authority to serve as the chief executive officer. The Executive Director should have significant knowledge and background in education, planning, architecture, and construction management. The Executive Director should possess excellent management and communication skills. The Authority will need to determine additional staffing needs. Closing Honduras has vast needs as the educational system expands and improves. The school facility requirements are extensive. Creating a new generation of schools requires vision and commitment. This report provides many challenges and opportunities. This cannot be accomplished by any one agency, organization or by the government itself. It will require collaboration, partnerships from the grassroots to the highest levels of government, and the international community. Hopefully this report will be viewed as a point of departure from which the country can move from one generation of schools to the next.

Documents

4140 Tuller Rd. Suite 132 Dublin, Ohio, USA 43017 Visit us at…washinschoolsmapping.com/wengine/wp-content/... · 4140 Tuller Rd. Suite 132 Dublin, Ohio, USA 43017 Phone: 001-614-798-8828