MARCH 2014

英文 　086963.742300.26.2.28　作業；清田

PREPARATORY SURVEY REPORT ON

THE PROJECT FOR CONSTRUCTION OFLOWER SECONDARY SCHOOLS

IN PHNOM PENHIN THE KINGDOM OF CAMBODIA

Phnom Penh Capital CityKingdom of Cambodia

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MOHRI, ARCHITECT & ASSOCIATES, INC.

JAPAN INTERNATIONAL COOPERATION AGENCY(JICA)

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14-031

MARCH 2014

PREPARATORY SURVEY REPORT ON

THE PROJECT FOR CONSTRUCTION OFLOWER SECONDARY SCHOOLS

IN PHNOM PENHIN THE KINGDOM OF CAMBODIA

Phnom Penh Capital CityKingdom of Cambodia

MOHRI, ARCHITECT & ASSOCIATES, INC.

JAPAN INTERNATIONAL COOPERATION AGENCY(JICA)

Preface

Japan International Cooperation Agency (JICA) decided to conduct the preparatory survey and

entrust it to Mohri, Architect & Associates, Inc.

The survey team held a series of discussions with the officials concerned of the Government of

Cambodia and conducted field surveys. As a result of further studies in Japan, the present report was

finalized.

I hope that this report will contribute to the promotion of the Project and to the enhancement of

friendly relations between our two countries.

Finally, I wish to express to my sincere appreciation to the officials concerned of the Government of

Cambodia for their close cooperation extended to the survey team.

March, 2014

Takao Toda

Director General

Human Development Department

Japan International Cooperation Agency

i

Summary

1. Overview of the Country

The Kingdom of Cambodia (Cambodia) is situated in the center of the Indochina Peninsula, and has

an area of 181 thousand sq.km, with population of 14.86 million (2012: World Bank). The country is

a plain surrounded by low mountains of 400 m- 1,500m high and shares its borders with Vietnam in

the East, Thailand in the Northwest, and Laos in the Northeast. The country also faces the Gulf of

Thailand in the Southwest. Dominant features are the large, almost centrally located, Tonle Sap, and

the Mekong River, which traverses the country from North to South. The climate is monsoonal and

has marked rainy (June – October) and dry seasons (November – May). The hottest time of a year is

between March and May and the temperature reaches about 40 ℃ in daytime. The annual

precipitation is over 1,200 mm in Phnom Penh.

The size of the Cambodian economy is estimated at about USD 14.25 billion GDP (USD 934 per

capita), with the GDP growth rate at 6.45% and inflation rate at 3.61% in 2012 (IMF: World Outlook

Database). The Cambodian GDP growth slowed down to - 2% in 2009 due to the world-wide

recession triggered by the bankruptcy of Lehman Brothers, but it showed its powerful resilience by

growing by more than 6% in the succeeding year and the upward trend is likely to continue. On the

other hand, Cambodia ranks 139th out of 187 countries in the Human Development Index (UNDP:

Human Development Report 2012). Although the country is no longer in the Low Human

Development Group1, it ranks the 3rd lowest in the Medium Human Development Group.

2. Background and Outline of the Project

Education in Cambodia has been afflicted with a decrease in teachers, demolition of school

infrastructure, and destruction of textbooks and teaching materials due to the prolonged civil war in

the 1970-80s. Since the end of the civil war, an enormous effort has been made to restore education

to mark the Primary GER at 123.4 % (2012/13). However, on the other hand, the Lower Secondary

GER still lags behind at 53.6% in the same year, and this has been an obstacle for students to

advance to upper secondary education and tertiary education, which are crucial to develop necessary

human resources for the manufacturing industry.

Conversely, in Phnom Penh, secondary education infrastructure has been overwhelmed by a large

number of students. Currently, 66 secondary schools host about 92,000 students (2012/13), marking

the student-classroom ratio at 65.5, which is way over the national average at 46.3. Owing to this

classroom shortage, the number of teaching hours actually taught in classrooms is reduced and 1 UNDP classifies countries into 4 groups: Very High Human Development, High Human Development, Medium Human Development and Low Human Development. Cambodia is categorized in the Medium Human Development Group.

ii

double-shift or triple-shift schoolings are common. In fact, the national curriculum stipulates that at

least 32 teaching hours should be taught per week for secondary levels, however, many schools have

no choice but to reduce the number of teaching hours per week to 24. Therefore, there is a

widespread concern that the quality of education has been compromised.

Against this backdrop, the Government of Cambodia has requested the Government of Japan for a

Grant Aid Project to construct additional classroom buildings for 8 existing lower secondary schools

in Phnom Penh.

3. Outline of the Survey Results and the Contents of the Project

Japan International Cooperation Agency (JICA) dispatched a preparatory survey team to Cambodia

in June-July and November 2013. Through a series of discussions with the concerned Cambodian

officials and field surveys by the preparatory survey team, it has been determined to cover all 8

requested schools in the Project.

3-1. Planned Components

The Project components are: classrooms, toilet buildings, and classroom furniture (students’

desk/chair, teachers’ desk/chair, and glassboard2).

Each Project school has an operation and maintenance budget consisting of Program-based Budget

from MOEYS and other sources of income. Using the operation and maintenance budget, the utility

fee is paid and small-scale repair is carried out. Besides, school buildings including classrooms,

toilet, and offices are kept clean everyday by students, teachers and/or cleaning staff.

Thus, since each Project school has a well-established system, solid budget sources, and sufficiently

high awareness of maintenance of buildings and furniture, a soft-component is out of the scope of

the Project.

3-2. Project Schools and Project Size

The Project schools and the quantity of the components to be procured for respective schools are as

follows.

2 A board in a classroom that is used as a conventional blackboard or whiteboard consisting of a sheet of glass is attached to a white-colored board. A whiteboard marker will be used for writing.

iii

Project Schools and Planned Components and Their Quantity No School Name Facility Equipment (Classroom Furniture)

No. of CRs*

No. of Toilet Bldgs

Students’ Desks and

Chairs (22 sets /CR)

Teachers Desk and

Chair (1 set/CR)

Glassboard (1 set/CR)

A Chamroern Phal 24 1 528 24 24 B Hun Sen Borey 100 Khnong 20 1 440 20 20 C Russey Keo 24 1 528 24 24 D Prek Leap 21 1 462 21 21 E O Bek Kaom 20 1 440 20 20 F Teuk La-ak 20 1 440 20 20 G Hun Sen Chumpouvoan 24 1 528 24 24 H Hun Sen Pochentong 12 1 264 12 12

TOTAL 165 8 3,630 165 165 *CR stands for Classroom

The number of classrooms to be built for each school has been determined based upon the projected

student enrollment in 2016/17 and 44 students per classroom.

As for the students’ desk and chair, a type of “bench-table for two students” is to be procured. Thus,

22 sets per classroom are planned.

4. Project Implementation Plan

Following an approval from the Government of Japan, Exchange Notes (E/N), Grant Agreement

(G/A), Agent Agreement (A/A), and a consultant agreement shall be signed. Then, detailed design,

an approval of detailed drawings, tenders, and the selection of contractors follow. The entire process

from the consultant agreement to the selection of contractors shall take about 11 months.

The construction period is set for 15 months, 17 months, and 19 months for a 3-storey building, a

4-storey building and a 5-storey building respectively. Construction works shall be grouped into 2

lots, with different commencement timings. The entire construction period is 34 months from the

commencement to the completion of the Project.

The Project implementation schedule shall be as follows.

iv

Project Implementation Schedule (Tentative)

The Project cost to be shouldered by the Cambodian side is estimated at about USD 92,842.

5. Project Evaluation

5-1. Relevance

The Project objective is to improve the education environment in lower secondary schools in Phnom

Penh, thereby contributing to improve the quality of education at the lower secondary level in

Cambodia. Also, this Project assists the Government of Cambodia in executing a part of the

Education Strategic Plan: 2009-2013 in school infrastructure construction and thus fits into the

education policy of Cambodia.

In addition, it is normal practice for each school under the Project to perform operation and

maintenance tasks in which high skills are not required. Thus, it is expected that the Project schools

will be used in good condition continuously. Furthermore, construction of the Project schools is

implementable without difficulties under the Grant Aid Scheme.

On account of these given justifications, the Project proves to be adequate for the Japanese Grant

Aid.

5-2. Effectiveness

(1) Quantitative Results

The Project is expected to bring about the following results.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

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Drafting TenderDocuments

PQ Annoucement -Commencement ofWorks

Construction Lot 1

Construction Lot 2

Rainy Season

Cabinet Meeting/Approval

E/N・G/A

Agent Agreement (AA)

Consultant Agreement

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No. of Months from AA

19 months for 5-storey building construction

Lo1 1 Contract

DD Survey Commitee・OD/DD・Explanation of Drawings

Designing works

Lot 2 Contract

17 months for 4-storey building construction

15 months for 3-storey building construction

17 months for 4-storey buidling construction

FurnitureDelivery

PQ

Furniture Delivery

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Indicators of the Project

Indicators NOW (2012/13) PLAN（2019/2020）

Accommodation Capacity of 8

Project Schools

5,236 12,496

Number of Students per Classroom 98 723

(2) Qualitative Results

With an increase of the number of available classrooms, the number of teaching hours per week

shall increase in the Project schools.

With improvement of the education environment (including easing the congested classroom

environment), the quality of education shall be enhanced in the Project schools.

As for the 4 Project schools which rent classrooms from respective abutting primary schools,

the education environment of the said primary schools shall be improved, because the rented

classrooms shall be available again for the primary schools due to the Project.

3 The number of students per pedagogical class is about 44. However, some schools may end up continuing double-shift schooling

(though the standard teaching hours are taught), while others may realize single-shift schooling. The number of students per classroom regardless of school shift is about 72.

Index Preface

Summary

Index

Project Location Map

Perspective

List of Figures and Tables

Abbreviations

Chapter 1 Background of the Project ............................................................................................. 1-1

1-1 Background of the Project ...................................................................................................... 1-1

1-2 Environmental and Social Consideration ............................................................................... 1-2

Chapter 2 Contents of the Project .................................................................................................. 2-1

2-1 Basic Concept of the Project................................................................................................... 2-1

2-2 Outline Design of the Japanese Assistance ............................................................................. 2-1

2-2-1 Design Policy .................................................................................................................. 2-1

2-2-2 Basic Plan ........................................................................................................................ 2-9

2-2-3 Outline Design Drawings .............................................................................................. 2-30

2-2-4 Implementation Plan ..................................................................................................... 2-52

2-3 Obligations of the Recipient Country ................................................................................... 2-65

2-3-1 General .......................................................................................................................... 2-65

2-3-2 Undertakings to be Done by Site ................................................................................... 2-66

2-4 Operation and Maintenance Plans ........................................................................................ 2-67

2-4-1 Teacher Reallocation and Employment of Additional Teachers .................................... 2-67

2-4-2 Operation and Maintenance Plans ................................................................................. 2-70

2-5 Estimated Project Cost ....................................................................................................... 2-71

2-5-1 Initial Cost Estimation ................................................................................................... 2-71

2-5-2 Operation and Maintenance Cost .................................................................................. 2-71

Chapter 3 Project Evaluation ......................................................................................................... 3-1

3-1 Preconditions .......................................................................................................................... 3-1

3-2 Necessary Inputs by the Cambodian Side ............................................................................... 3-1

3-3 Important Assumptions ........................................................................................................... 3-1

3-4 Project Evaluation................................................................................................................... 3-1

3-4-1 Relevance ........................................................................................................................ 3-1

3-4-3 Effectiveness ................................................................................................................... 3-2

Appendices

1. Member List of the Survey Team

2. Field Survey Schedule

3. List of Parties Concerned in the Recipient Country

4. Minutes of Discussions & Technical Notes

5. References

Pers

pect

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List of Tables and Figures

Table 2-1 Project Schools and Priority ............................................................................................. 2-1 Table 2-2 Initial Request from the Cambodian Side ......................................................................... 2-9 Table 2-3 Basic Information of Project Schools (2012/13)............................................................. 2-11 Table 2-4 Rate of increase/decrease between grades (For G7-9) .................................................... 2-12 Table 2-5 Enrollment Projection of School A (2016/17) ................................................................ 2-12 Table 2-6 G7-9 Enrollment Projection for All Project Schools (2016-17)...................................... 2-13 Table 2-7 Rate of increase/decrease between grades (For G10-12) ................................................ 2-13 Table 2-8 Enrollment Projection of School B (2016/17) ................................................................ 2-14 Table 2-9 G10-12 Enrollment Projection for All Lycées (2016/17) ................................................ 2-14 Table 2-10 Enrollment Projection for All Project Schools (2016/17) ............................................. 2-14 Table 2-11 Number of Classrooms to be Planned ........................................................................... 2-15 Table 2-12 Classification of school learning environment after the classroom construction .......... 2-16 Table 2-13 Feasibility of 32 Teaching hours per Week by School .................................................. 2-17 Table 2-14 No. of Classes to Receive 32 Teaching hours/Week ..................................................... 2-17 Table 2-15 Comparison between whiteboard and glassboard ......................................................... 2-18 Table 2-16 Planned Components .................................................................................................... 2-18 Table 2-17 Types of Toilet .............................................................................................................. 2-19 Table 2-18 Comparison on No. of Classrooms per Toilet Booths among Projects ......................... 2-19 Table 2-19 Advantages and Disadvantages of Ready-made PC and Cast-in-place piling methods 2-27 Table 2-20 Pilling Method to be Applied to by Site........................................................................ 2-27 Table 2-21 Materials to be Used for the Project and Respective Reasons ...................................... 2-29 Table 2-22 Size of the Project School Facilities ............................................................................. 2-30 Table 2-23 Staff Allocation of Procurement Agent (JICS) ............................................................. 2-53 Table 2-24 Consultant Staff and Responsibilities ........................................................................... 2-56 Table 2-25 Tender Schedule (Tentative) ......................................................................................... 2-58 Table 2-26 Major Quality Control Items at Structural Work Stage................................................. 2-60 Table 2-27 Suppliers of Material and Equipment for the Project ................................................... 2-61 Table 2-28 Standard Construction Schedule (Tentative) ................................................................. 2-62 Table 2-29 Construction Lot Plan (Tentative) ................................................................................. 2-63 Table 2-30 Project Implementation Plan ......................................................................................... 2-64 Table 2-31 Undertakings to be Done by Cambodian Side by Site .................................................. 2-66 Table 2-32 Standard No. of Teaching Hours per Week ................................................................... 2-67 Table 2-33 No. of Teachers to be Staffed by Subject and School ................................................... 2-68 Table 2-34 No. of Standard Teaching hours per Week .................................................................... 2-69

Table 2-35 No. of Teachers to be Staffed by Subject and School ................................................... 2-69 Table 2-36 Cost and Items to be Borne by the Cambodian Side..................................................... 2-71 Table 2-37 Estimated Budget of 2016/17 by School ...................................................................... 2-72 Table 2-38 Item and Cost for Facility Maintenance ........................................................................ 2-73 Table 3-1 Indicators of the Project .................................................................................................... 3-2

Figure 2-1 Image of Sewage Water Treatment at Schools D & G .................................................. 2-28 Figure 2-2 Implementation Organization (Tentative) ..................................................................... 2-52 Figure 2-3 Organization for Detailed Design and Construction Supervision ................................. 2-55

List of Abbreviations

A/A Agent Agreement

A/M Agreed Minutes on Procedural Details

CR Classroom

CDC Council for Development of Cambodia

DOEF Department of Economy and Finance

DOEYS Department of Education, Youth and Sport

E/N Exchange of Notes

ESP Education Strategic Plan

G/A Grant Agreement

GDP Gross Domestic Product

GER Gross Enrollment Rate

IMF International Monetary Fund

JICA Japan International Cooperation Agency

JICS Japan International Cooperation System

M&E Mechanical and Electrical

MOEF Ministry of Economy and Finance

MOEYS Ministry of Education, Youth and Sport

NGO Non-Governmental Organization

NSDP National Strategic Development Program

OD/DD Outline Design/Detailed Design

PB Program Based budget

PC Pre-cast Concrete

PQ Pre-qualification

UNDP United Nations Development Programme

VAT Value Added Tax

CHAPTER 1 BACKGROUND OF THE PROJECT

1-1

Chapter 1 Background of the Project

1-1 Background of the Project

Following an economic crisis in 2009, the Government of Cambodia is determined to strengthen its

economy by diversifying industry. The Government of Cambodia is dedicated to building education

and training infrastructure in order to develop the quality and quantity of human capacity,

particularly in the field of science and technology, which are the key to the manufacturing industry.

Thus, Cambodia emphasizes the importance of education under “Capacity Building and Human

Resource Development,” one of the six main themes in the “National Strategic Development Plan

2009-2013 (NSDP 2009-2013).” Furthermore, “Education Strategic Plan 2009-2013 (ESP

2009-2013)” clearly states that the Government of Cambodia continues constructing new schools to

increase equal access to education for the sake of improvement of quality and quantity of secondary

education.

Education in Cambodia has been afflicted with a decrease in teachers, demolition of school

infrastructure, and destruction of textbooks and teaching materials due to the prolonged civil war in

the 1970-80s. Since the end of the civil war, an enormous effort has been made to restore education

to mark the Primary GER at 123.4 % (2012/13). However, on the other hand, the Lower Secondary

GER still lags behind at 53.6% in the same year.

Given the situation, the Government of Cambodia has addressed “Ensuring equitable access to

education services” and “Improving the quality and efficiency of education services” in secondary

education. Consequently, the number of secondary schools across the country almost doubled from

810 in 2004/5 to 1,647 in 2012/13. Likewise, the number of classrooms increased from 15,578 in

2008/09 to 17,776 in 2012/13.

With the nationwide decline of total fertility rate, the number of lower secondary students is on the

decrease in Cambodia. Thus, the student-classroom ratio improved from 57.7 in 2008/09 to 46.3 in

2012/13, almost equal to the standard set by the Ministry of Education, Youth and Sport (MOEYS).

Conversely, in Phnom Penh, owing to its rapid economic development and an influx of population,

the number of primary students turned on the rise from 2011/12. The annual enrollment of lower

secondary education (public schools) remains stable about 50,000 from 2010/11 to 2012/13.

However, considering that the transition rate from primary to lower secondary education remains

almost the same during the last 5 years and the increase of enrollment of primary level, the

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enrollment of lower secondary education is highly likely to rise soon in the capital city.

On the other hand, construction of new buildings for secondary education has not been carried out in

Phnom Penh. Though the number of public secondary schools increased from 30 in 2004/05 to 66 in

2012/13, many of such newly opened schools barely operate borrowing classrooms from existing

primary schools, and no new classroom has been constructed. Furthermore, many existing secondary

school buildings are so dilapidated that some of their classrooms are demolished.

Consequently, secondary education infrastructure in Phnom Penh is in shortage to mark the

student-classroom ratio at 65.5, which is way over the national average at 46.3. Owing to this

classroom shortage, the number of teaching hours actually taught in classrooms is reduced and

double-shift or triple-shift schoolings are common. Therefore, there is a widespread concern that the

quality of education has been compromised. In order to accommodate the expected enrollment

increase, the necessity of construct new classrooms is very high in Phnom Penh.

Furthermore, the internal efficiency of lower secondary education in Phnom Penh worsened, as the

average drop-out rate of lower secondary education was at 14.9% in 2011/12. To improve the quality

and efficiency of secondary education, ESP stresses to implement the curriculum policy with a focus

on teaching hours. For this purpose, the lack of classrooms needs to be tackled.

Against this backdrop, the Government of Cambodia has requested the Government of Japan for a

Grant Aid Project to construct additional classroom buildings for existing lower secondary schools in

Phnom Penh.

1-2 Environmental and Social Consideration

The Project is to construct school buildings in existing school sites and thus no resident relocation is

required. Therefore there is no negative impact on society. In addition, Project sites are almost flat

and no large-scale land development is required. Furthermore, sewage water from the toilet flows

into the public sewage system or penetrate into the ground after being treated in septic tanks, thereby

preventing contamination from spreading. Therefore there is no negative impact on environment

either.

The Project is categorized as “C,” which is likely to have minimal or little adverse impact on the

environment and society, according to “JICA Guidelines for Environmental and Social

Consideration.”

CHAPTER 2 CONTENTS OF THE PROJECT

2-1

Chapter 2 Contents of the Project

2-1 Basic Concept of the Project

The Project assists the Government of Cambodia in executing a part of ESP 2009-2013 through

constructing 165 classrooms and 8 toilet buildings at 8 secondary schools in Phnom Penh. The

objective of the project is to improve education environment in lower secondary schools in Phnom

Penh, while the overall goal of the Project is to improve the quality of lower secondary education.

2-2 Outline Design of the Japanese Assistance

2-2-1 Design Policy

2-2-1-1 Basic Policy

（１） Project Schools and Their Priority

All 8 requested schools in the table below shall be covered by the Project, as the following points

were confirmed through the field survey carried out in June-July 2013 and a post-survey analysis in

Japan.

① Classroom construction is necessary, as the number of existing classrooms is in shortage for

the Project schools to provide the necessary teaching hours and classrooms are overcrowded.

② No other institution such as the Government of Cambodia, other donors, NGOs, etc. has a

plan to assist the schools in constructing facilities.

③ Construction is feasible in terms of topography, soil, and other site conditions such as access

and land size.

④ Each school has proven its ownership of the land and/or right to use the land.

Table 2-1 Project Schools and Priority

No. Priority School Name Grades

A 1 Chamroern Phal G7-9

B 2 Hun Sen Borey 100 Khnong G7-12

C 3 Russey Keo G7-12

D 4 Prek Leap G7-12

E 5 O Bek Kaom G7-9

F 6 Teuk La-ak G7-9

G 7 Hun Sen Chumpouvoan G7-12

H 8 Hun Sen Pochentong G7-9

2-2

The priority among the Project schools is in alphabetical order, i.e., School A is the highest priority,

and School H is the lowest. The priority order is set by Phnom Penh Capital City, Department of

Education, Youth and Sport (DOEYS) and the Preparatory Survey team agreed on it. Should the

Project budget become less than the estimation at the time of outline design due to an exchange rate

fluctuation and/or price escalation at the time of implementation, the Project shall curtail a certain

number of classrooms from the lowest priority school, rather than cancel an entire school

construction plan from the lowest priority school.

（２） Upper Secondary Level at Lycée

Of all 8 Project schools, Schools B, C, D and G are Lycées where both lower secondary (G7-9) and

upper secondary levels are taught. The initial request from the Cambodian side covered only the

lower secondary level, however, it turned out that both levels are administrated by one director at

each Lycée and thus difficult to separate one from another. Even though the Project aims to provide

assistance only to the lower secondary level, it is highly likely for the classrooms constructed by the

Project to be used mostly by the upper secondary level and limit the benefit for lower secondary

students, should the number of upper secondary level students is very large. That is, it is difficult to

plan the Project solely for the lower secondary level. Hence, for the 4 Lycées, the Project plans the

size of facilities considering the needs of both lower and upper secondary levels.

（３） Components

The Project components consist of classrooms, classroom furniture (students’ desk/chair, teachers’

desk/chair, and glassboard4), and toilet buildings, as per the request from the Cambodian side.

（４） Setting the Facility Size for Project Schools

As for the number of classrooms to be constructed for each Project school, it is based upon the

expected enrollment in 2016/17. The Project aims to provide enough classrooms to enable each

school to resolve double or triple shift schooling, or provide 32 teaching hours per week. However,

the number of classrooms to be planned shall not exceed the number of requested classrooms,

considering the entire Project cost and limited land size.

2-2-1-2 Policy for Natural Conditions

（１） Weather Conditions

Phnom Penh belongs to the tropical monsoonal zone, having distinct dry and rainy seasons. The

rainy season starts in June and ends in October, lasting about 5 months. September and October 4 A board in a classroom that is used as a conventional blackboard or whiteboards A sheet of glass is attached to a white-colored board. A whiteboard marker will be used for writing.

2-3

experience the heaviest precipitation which exceeds 250mm per month. The temperature is high

throughout the year with an average annual temperature at 27C. Particularly, April, the last month of

the dry season, is the hottest and its average highest temperature is 35C. Though Phnom Penh is not

in an area subject to typhoons, during the rainy season it experiences torrential rains, which cause

floods.

Considering these weather conditions in Phnom Penh, the following points are taken into account in

planning architectural and construction plans.

① Classroom windows shall be as large as possible for two reasons. One is to secure sufficient

natural ventilation for students to stay comfortable in the hot and humid climate. The other

one is to introduce enough natural light, and thereby sufficient illumination at desk level.

On the other hand, from time to time, it is necessary to close the windows to prevent heavy

rain and intense sunlight from coming in. For this reason, the Project installs louver

windows which enable users to adjust the sunlight and allows natural ventilation even

while shut.

In addition, eaves shall be built outside so that the windows can be opened during rain.

② A pitched roof shall be planned to account for downpours in the rainy season. The space

under the roof on the top floor classrooms shall be used as an insulator to cool down the

temperature of the classrooms directly underneath.

Furthermore, water tanks shall be installed to collect rainwater for flushing toilets so as to

reduce the utility fee of the schools.

（２） Soil

The soil of Phnom Penh is not very good for building foundations, as the city lies in low and wet

land along the Mekong River. Accordingly, an optimal foundation structure shall be designed based

upon a result of the soil investigation. Currently, two types of piling are common in Phnom Penh.

One is conventional ready-made PC piling and the other is cast-in-place piling5. The latter has been

becoming common rapidly. Both types have advantages and disadvantages, and neither of them have

crucial defects. Therefore the more economical method shall be chosen for each site, after a cost

study is made.

5 In the ready-made PC piling method, pre-fabricated piles are transferred from the factory to the site, where the piles are driven by a pile driver. On the other hand, in the cast-in-place piling method, iron cases are driven into the soil, and then reinforcing cages are set and concrete is poured into the cases.

2-4

2-2-1-3 Policy for Socio-Economic Conditions

（１） Small Size Sites

The buildings shall not be low-rise but medium-rise (3-5 levels) which saves building areas for two

reasons. Firstly, it is necessary to best use the limited space in each construction site where there are

existing classroom buildings. Secondly, it has an advantage in reducing land development work such

as landfilling, the cost of which is borne by the Cambodian side. Following the design of the Primary

School Construction Project (3rd Phase), piloti construction shall be planned for two sites with

particularly limited construction space, so that more ground area can be used as a part of the

schoolyard.

（２） Infrastructure

The public drainage system has been rapidly improving in Phnom Penh and all sites no longer get

submerged under rainwater during the rainy season. However, the floor level of the ground floor

shall be planned high enough in case of malfunctions in infrastructure or extraordinarily heavy rain.

（３） Forest Protection Policy

The Government of Cambodia controls logging to protect forests. Due to this, the domestic lumber

supply has been decreasing and the price is escalating. Therefore steel or other types of substitute

materials shall be used for building structures and finishing materials, whenever possible.

（４） Barrier-Free

A ramp between the schoolyard and the ground floor level shall be installed for wheelchair access. In

addition, a universal toilet shall be built, which students in a wheelchair and teachers can use.

（５） Toilet

As the number of existing toilets is too few for the number of students, the Project shall provide a

sufficient number of toilet booths. Because the shortage of toilets negatively affects the enrollment

of female students, the Project plans a larger number of toilets for girls than for boys.

（６） Security

So as to prevent classroom furniture and equipment from being stolen at night and/or during

holidays, classroom doors and windows shall be made of steel. In addition, a door made of lattice

steel shall be installed at the entrance of staircases on the ground floor.

2-5

（７） Meeting Space

Following the design of the Primary School Construction Project (3rd Phase), a removable partition

shall be installed between a set of two abutting classrooms on the ground floor to secure a large

space for meetings among teachers and parents. At the time of a meeting, by removing the partition,

the two-classroom space can be used.

2-2-1-4 Policy for Procurement of Construction

（１） Construction Materials and Machinery

There are many suppliers which import construction materials in Cambodia, and many kinds of

construction materials from neighboring Asian countries are available in the market. Domestically

produced concrete aggregate, cement and lumber are easily available. Steel and reinforcing bars

produced in Thailand and/or Vietnam are also available in the market, which have acceptable quality

as European and/or Japanese companies have transferred manufacturing skills to companies in those

countries.

Construction machinery can be leased, however, mid or large size construction companies own them.

Considering those points, the Project shall design buildings to specifications which can be

constructed with locally available materials and machinery.

（２） Building Codes and Permits

In Cambodia, there is no building code equivalent to the “Building Standard Acts” in Japan. As for

design standards, one is allowed to follow standards established in foreign countries such as Japan

and Great Britain. Thus, the Project follows standards that a detailed design consultant usually refers

to, incorporating the classroom size and the width of corridors and staircases, the standards of which

are set by DOEYS and MOEYS.

As for the building permit, it will be issued by the Governor of Phnom Penh, soon after DOEYS

submits an application for it.

2-2-1-5 Policy for Using Local Companies

（１） Local Consultants

The Project shall be implemented under the Grant Aid for Community Empowerment scheme. In a

Grant Aid project for Community Empowerment, job-descriptions of a local consultant include

preparing a set of detailed design drawings at the design stage under the supervision of a Japanese

2-6

consultant, and dispatching engineers who work under a Japanese construction supervisor, to each

site at the implementation stage.

There are more than 50 architectural consultants in Phnom Penh, most of whom are freelancers.

However, there are only a few of them who meet requirements of foreign donors in terms of

construction supervision experience and an ability to draft complicated documents. The Project shall

select a local consultant who understands the requirements of the Project, and has enough ability and

staff to implement the Project. By doing so, it is possible to design and construct buildings using

resources available locally.

（２） Local Construction Companies

Construction companies are required to register with the following authorities in order to do business

legally in Cambodia.

① Office Registration： Ministry of Land Management, Urban Planning and Construction

② Patent Registration：Ministry of Economy and Finance (MOEF) (Tax Department)

③ VAT Registration：MOEF (Tax Department)

④ Office Registration：MOEF (Procurement Department)

⑤ Company Registration：Ministry of Commerce

Companies are classified into 3 grades depending on their capacity, regarding the registration with

the Ministry of Land Management, Urban Planning and Construction. However, in general, every

tender is open to all companies regardless of their grades. As the level of the Project is high due to

the construction of medium-rise buildings including piling, the Project shall invite only large-size

companies with sufficient technical capacity for tenders. In Phnom Penh, there are 10~20

construction companies with experience of school construction projects by foreign donors, and

capacity to complete the construction at a required quality in a given timeframe. In order to select

such capable construction companies, it is necessary to carry out a pre-qualification which short-lists

bidders.

2-2-1-6 Policy for Operation and Maintenance

（１） Operation and Maintenance Budget

Every government school is subsidized with an operation and maintenance budget (Program Based

budget: PB budget) from MOEYS through DOEYS and its amount depends upon the size of school.

PB budget is spent for school building repair and maintenance, purchasing cleaning materials, utility

2-7

fee, consumables, office materials, stationeries, etc. At each Project school, the PB committee,

consisting of teachers, rigidly controls the expenses and reports them to an internal review

committee, DOEYS and DOEF, with all receipts. In the case that the PB budget is not enough, each

school uses other sources such as parking fees collected from students riding on motorbikes and rent

collected from canteen vendors. The Project schools have their annual budget consisting of PB,

parking fees and canteen rents, and the amount ranges from USD 3,000 to 26,000, as of 2012/13.

（２） Operation and Maintenance System

Small-scale maintenance, including repairing school buildings, is carried out by each Project school

with the aforementioned budget. As for cleaning, classrooms, administration offices and toilets are

cleaned on a daily basis by students, teachers and/or cleaners hired by each school. These school

facilities are kept clean all the time and thus there is no problem.

（３） Policy for Operation and Maintenance

As described above, each Project school has a well-established system, solid budget sources and

sufficiently high awareness of operation and maintenance. Therefore the Project does not plan a

“Soft-Component” which assists the schools in improving their operation and maintenance.

2-2-1-7 Policy for Setting Grade of Facilities

JICA has now set a major design quality policy for a facility constructed under the Grant Aid for

Community Empowerment: to use a local standard and specification with some modifications based

upon the survey result. To comply with the policy, the following measures shall be taken.

（１） Improvement in Structural Durability

The limited capacity of local construction companies and insufficient maintenance may result in

insufficient durability. Accordingly, measures to enhance durability shall be considered at the design

stage. Specifically, the covering depth of reinforcing bars shall be thicker than usual, elastic and

weather-proof materials shall be used for external finishes, and a measure to delay concrete from

becoming neutralized shall be taken.

（２） Improvement in Water-proofing of Roofs

There are two common roof shapes in Cambodia. One is flat and the other is pitched. The former is

useful if the rooftop is used for some activity. However, the former has a disadvantage in

water-proofing, because the current water-proofing technology level in Cambodia is not sufficient to

completely prevent water from leaking over the long term due to the harsh climate there. On top of

2-8

that, repairing the roof is costly. Therefore the Project designs a pitched-roof to minimize water

leakage from the roof, as the past Grant Aid projects did.

For roof materials, following the Primary School Construction Project (3rd Phase), cement tiles shall

be used instead of traditional fired tiles. This is because the latter may be blown away by strong

wind and it requires wood in its production.

Furthermore, foremost attention shall be paid to joints and edges to prevent water from leaking at

those locations.

（３） Improvement in Interior and Exterior Finishes and Durability of Fittings

To prevent mortar from becoming cracked, joints which may induce cracks shall be indicated in the

drawings. As for the floor finish, tiles shall be used, contrary to the design in the Primary School

Construction Project (3rd Phase) which used mortar for the purpose.

To improve the durability of fittings, metal shall be used, as was used in the Primary School

Construction Project (3rd Phase). However, rust-proof painting materials, thickness of hinges, and the

shape of the fittings adopted in the previous project shall be carefully re-examined.

2-2-1-8 Policy for Construction Methods

As it is difficult to secure a sufficient number of skilled workers, the building structure of the Project

shall be of reinforced concrete, because it is common and can be constructed only with general

workers. Regarding the selection of exterior and interior finishes, the Project shall select those which

can be undertaken by those workers. In addition, for piling work, a less-noisy method that does not

disturb the neighborhood shall be selected.

2-9

2-2-2 Basic Plan

2-2-2-1 Contents of the Plan

（１） Contents of the Request

（１）－１ Contents of the Initial Request by the Cambodian Side

Table 2-2 shows the contents of the initial request by the Cambodian side. A field survey was carried

out in each site.

Table 2-2 Initial Request from the Cambodian Side

No. Requested Site Requested Facilities Equipment (School Furniture)

No. of CRs*

No. of Toilets

Student Desks and Chairs

(24 sets/CR)

Teachers’ Desks and Chairs (1 set/CR)

Whiteboard (1 set/CR)

A Chamroern Phal 24 1 576 24 24 B Hun Sen Borey 100 Khnong 20 1 480 20 20 C Russey Keo 24 1 576 24 24 D Prek Leap 21 1 504 21 21 E O Bek Kaom 21 1 504 21 21 F Teuk La-ak 20 1 480 20 20 G Hun Sen Chumpouvoan 24 1 576 24 24 H Hun Sen Pochentong 12 1 288 12 15**

TOTAL 166 8 3984 166 169 * CR stands for Classroom **Though the number does not correspond to the number of CRs requested, DOEYS requested 15 whiteboards.

（１）－２ Relevance of the Request

Through the field survey, it was confirmed that the Project schools have the following problems due

to a lack of classrooms, and need additional classroom construction. Table 2-3 shows the details of

the problems.

① Double or Triple Shift Schooling

School A is under triple-shift schooling and all remaining schools are under double-shift schooling.

② Number of Teaching hours Curtailed

The national curriculum stipulates at least 32 teaching hours per week for secondary level. But due

to the lack of classrooms, all Project schools except for School D can offer students only 24 teaching

hours per week, curtailing 1 or 2 teaching hours per week from each subject.

③ Overcrowded Classrooms

Even though each Project school adopts double or triple shift schooling, the average number of

2-10

students per class are 50 and 49 for Grade 7-9 and Grade 10-12 respectively, while the standard of

MOEYS is at 45. To avoid these overcrowded classrooms, some students opt to transfer to different

schools including private ones.

④ Little Accommodation Capacity

Schools A, E, F, and H borrow classrooms from the primary schools within the respective school

compounds. Particularly, School A and F do not have any of their own classrooms.

⑤ Concern on Negative Affect on Primary School Environment

As mentioned above, Schools A, E, F and H use classrooms of the primary schools, so the education

environment of those primary school may worsen.

2-11

Tabl

e 2-

3 B

asic

Info

rmat

ion

of P

roje

ct S

choo

ls (2

012/

13)

Grad

eSh

ift(a) G7

-9En

rollm

ent

(b)

G10-1

2En

rollm

ent

(c )

G7-9

No.o

f Clas

ses

(d)

G10-1

2No

. of C

lasse

s

(e )

G7-9

Stud

ent/C

lass

(a)/(c

)

(f)G1

0-12

Stud

ent/C

lass

(b)/(

d)

(g)

No. o

fCl

assr

oom

s in

Use

(h) N

o. o

fUs

able

Clas

sroo

ms

(i)St

uden

t/Cl

assr

oom

((a)+

(b))/

(g)

G7

24

G8

30

G9

30

G7

24G

1026

G8

24G

1126

G9

24G

1224

G7

24G

1024

G8

24G

1124

G9

24G

1224

G7

32G

1032

G8

32G

1132

G9

32G

1232

G7

24

G8

24

G9

24

G7

24

G8

24

G9

24

G7

24G

1032

G8

24G

1131

G9

24G

1231

G7

27

G8

27

G9

27

8,00

45,

970

154

117

5049

142

119

98

547

410

8

TOTA

L (o

r Ave

rage

)

4011

4

HHu

n S

en P

oche

nton

gG

7-9

275

814

2,38

734

4264

5740

3410

061

GHu

n S

en C

hum

pouv

oan

G7-

122

2,16

9

FTe

uk L

a-ak

G7-

92

606

1818

4643

2020

70

EO

Bek

Kao

mG

7-9

277

54

8643

9

DPr

ek L

eap

G7-

122

638

769

1418

1,86

228

34

5141

2220

87

CR

usse

y K

eoG

7-12

21,

653

3111

359

5531

BHu

n S

en B

orey

100

Khn

ong

G7-

122

967

952

1923

9

No.

Scho

ol N

ame

Bas

ic S

choo

l Inf

orm

atio

n (2

012/

13)

(j) G

7-9

No. o

f Les

sons

/Wee

k(k

) G10

-12

No. o

f Les

sons

/Wee

k

AC

ham

roer

n Ph

alG

7-9

343

80

146

493

2-12

（２） Contents of the Plan

In order to determine the necessary number of classrooms to be constructed, the future enrollment of

the respective schools has been projected. Since new classrooms to be constructed by the Project will

be available for use from the year of 2016/17, the future enrollment for G7-9 and G10-12 for the

year 2016/17 are projected.

（２）－１ Project Schools’ Enrollment Projection for 2016/17

① G 7-9 Projection

The Project estimated G7-9 enrollment for 2016/17, based upon the actual 2012/13 enrollment of

G3-5 in feeder schools6. The projection assumes that the rate of increase/decrease in students are as

follows.

Table 2-4 Rate of increase/decrease between grades (For G7-9)

G3→G4 G4→G5 G5→G6 G6→G7 G7→G8 G8→G9

94.5% 94.5% 94.5% 94.9% 85.1% 85.1%

Furthermore, at G7, it is assumed that 20 % more students transfer from outside the catchment area

will join a Project school, and such transfer students are added on to the projection.

As an example, the enrollment projection of School A is shown below. As of 2012/13, School A has

3 feeder schools in its catchment area and the number of students to join School A are: 696 at G3,

510 at G4, and 597 at G5. Considering the aforementioned rate of increase/decrease in students, it is

projected that School A shall have 670 students at G7, 443 students at G8 and 465 students at G9 in

2016/17, for a total of 1578 students.

Table 2-5 Enrollment Projection of School A (2016/17)

Following this method, the enrollment projection for all Project schools are made as below.

6 Feeder schools refer to primary schools (usually more than 2) in the catchment area of a Project school. Graduates of the feeder schools join the Project school.

Year G3 G4 G5 G6 G7 G8 G9 TOTAL2012/13 696 510 5972013/14 658 482 5642014/15 622 455 6432015/16 588 518 5472016/17 670 443 465 1,578

About 20 % of students are added, as transfer students from outside the catchment area are expected to join the Project school

2-13

Table 2-6 G7-9 Enrollment Projection for All Project Schools (2016-17)

② G 10-12 Projection

Likewise, as for the 4 Lycées, the number of students for G10-12 are projected based upon the actual

enrollment of G7 and G8 at the respective feeder schools7 in 2012/13, and the estimated enrollment

for G7 at respective feeder schools for 2013/14.

The projection assumes that the rate of increase/decrease in students is as follows.8

Table 2-7 Rate of increase/decrease between grades (For G10-12)

G7→G8 G8→G9 G9→G10 G10→G11 G11→12

85.1% 85.1% 80.0% 92.9% 92.9%

Furthermore, at G10, it is assumed that 30 % more students will transfer from outside the catchment

area to join a Project school, and such transfer students are added on to the projection.

As an example, the projection of School B is shown below. As of 2012/13, School B has 2 feeder

schools in its catchment area and the number of students to join School B are: 760 at G7 and 563 at

7Feeder schools refer to lower secondary schools (usually more than 2) in the catchment area of a Project school. Graduates of the feeder schools usually join the Project school. 8G7~9 increase/decrease rates: equals 100％ minus the average lower secondary level drop-out rate in Phnom Penh (2011/12) G9→G10 increase/decrease rate: equals the promotion rate from lower secondary to upper secondary level in Phnom Penh (ditto) G10~G12 increase/decrease rates: equals 100％ minus the average upper secondary level drop-out rate in Phnom Penh (ditto)

No. School Name G3 G4 G5

A Chamroern Phal 696 510 597B Hun Sen Borey 100 Khnong 541 510 484C Russey Keo 656 671 590D Prek Leap 247 221 183E O Bek Kaom 504 501 392F Teuk La-ak 434 446 336G Hun Sen Chumpouvoan 1,119 1,075 966H Hun Sen Pochentong 451 445 397

No. School Name G7 G8 G9 TOTALA Chamroern Phal 670 443 465 1,578B Hun Sen Borey 100 Khnong 522 440 378 1,340C Russey Keo 630 580 461 1,671D Prek Leap 276 223 160 659E O Bek Kaom 485 433 307 1,225F Teuk La-ak 415 386 262 1,063G Hun Sen Chumpouvoan 1,079 929 756 2,764H Hun Sen Pochentong 433 387 308 1,128

Enrollment of Feeder Schools 2012/13

Grade-wise Project School Enrollment 2016/17

2-14

G8. The feeder schools are expected to have 707 students in total at G7 for 2013/14. Considering

the aforementioned rate of increase/decrease in students , it is projected that School B shall have 533

students at G10, 532 students at G11 and 430 students at G12 in 2016/17, for a total of 1495

students.

Table 2-8 Enrollment Projection of School B (2016/17)

Following this method, the enrollment projection for all Project schools are made as below.

Table 2-9 G10-12 Enrollment Projection for All Lycées (2016/17)

③ Total of the Projected Number of Students in 2016/17

From ① and ②, each Project school is expected to have a total number of students as follows.

Table 2-10 Enrollment Projection for All Project Schools (2016/17)

No. School Name G7-9 G10-12 TOTAL A Chamroern Phal 1,578 N/A 1,578 B Hun Sen Borey 100 Khnong 1,340 1,495 2,835 C Russey Keo 1,671 1,529 3,200 D Prek Leap 659 1,152 1,811 E O Bek Kaom 1,225 N/A 1,225 F Teuk La-ak 1,063 N/A 1,063 G Hun Sen Chumpouvoan 2,764 2,936 5,700 H Hun Sen Pochentong 1,128 N/A 1,128

TOTAL 11,428 7,112 18,540

Year G7 G8 G9 G10 G11 G12 TOTAL2012/13 760 5632013/14 707 647 4792014/15 602 551 4982015/16 512 573 4632016/17 533 532 430 1,495

About 30 % of students are added, as transfer students from outside the catchment area are expected to join the Project school

No. School Name G7 G82012/13 760 5632013/14 (expected) 7072012/13 926 6642013/14 (expected) 8462012/13 518 4592013/14 (expected) 5802012/13 1,402 1,0542013/14 (expected) 1,525

No. School Name G9 G10 G11 TOTALB Hun Sen Borey 100 Khnong 533 532 430 1,495C Russey Keo 468 553 508 1,529D Prek Leap 437 363 352 1,152G Hun Sen Chumpouvoan 1,149 981 806 2,936

B

C

D

G

Hun Sen Borey 100 Khnong

Russey Keo

Prek Leap

Hun Sen Chumpouvoan

Enrollment of Feeder Schools 2012/13,2013/14

Grade-wise Project School Enrollment 2016/17

2-15

（２）－２ Number of Classrooms to be Planned

１） Rules to be Applied to Plan the Number of Classrooms

Based upon the Projections made in (2)-1, the number of necessary classrooms to be planned is

calculated. When calculating, the following assumptions were made.

School Shift: The Project aims to resolve double or triple shift schooling or realize 32 teaching

hours per week.

No. of students per class: 449

No. of appropriate classrooms (=No. of appropriate classes) :

The number of expected students ÷ 44 (Round)

No. of usable classrooms: The number of usable classrooms checked in the field survey

No. of necessary classrooms: No. of appropriate classrooms – No. of usable classrooms

Nevertheless, should the number of necessary classrooms exceed the number of requested

classrooms, the Project shall build only the number of requested classrooms, considering the size of

available land, adequate size of a school and the Project budget.

２）Number of Classrooms to be Planned

The following table shows the result of the calculation. As for School E, due to its available land size,

the number of classrooms to be planned is 20, instead of 21.

Table 2-11 Number of Classrooms to be Planned

*Construction of 21 classrooms is NOT feasible, due to the limited site size.

9The number of students per classroom is 40-45, according to the MOEYS standard. In addition, the Project plans to furnish a “desk and bench for two” for students. Thus, the number of students per class needs to be an even number between 40-45.

(a) (b) (c )G7-9

(d)G10-12

(e ) (f) (g) (h) (i) (j)

No. ofAppropriate

CRs

No. ofAppropriate

CRs

TOTALAppropriate

CRs

No. ofNecessary

CRs

No. ofRequested

CRs

No. ofRequested

CRs≧No. of

NecessaryCRs

No. ofCRs to

bePlanned

(a)÷44 (b)÷44 (c )+(d) (e )-(f) (g)≧(h)A Chamroern Phal 1,578 36 0 36 0 36 24 ○ 24B Hun Sen Borey 100 Khnong 1,340 1,495 30 34 64 20 44 20 ○ 20C Russey Keo 1,671 1,529 38 35 73 31 42 24 ○ 24D Prek Leap 659 1,152 15 26 41 20 21 21 ○ 21E O Bek Kaom 1,225 28 0 28 4 24 21 ○ 20*F Teuk La-ak 1,063 24 0 24 0 24 20 ○ 20G Hun Sen Chumpouvoan 2,764 2,936 63 67 130 40 90 24 ○ 24H Hun Sen Pochentong 1,128 26 0 26 4 22 12 ○ 12

No. School NameG7-9 G10-12

No. ofUsable

CRs

2-16

３）Evaluation of the Number of Classrooms to be Planned

Provided that classrooms are constructed according to Table 2-11, the learning environment of each

Project school shall be improved as follows.

Table 2-12 Classification of school learning environment after the classroom construction ① School to resolve shift-schooling 1 school (School D) ② School which shall be able to provide 32 teaching hours per week for all classes

4 schools (Schools A, C, E and F)

③ School where a majority of classes can receive 32 teaching hours per week

2 schools (Schools B and H)

④ School which remains as a double-shift school (24 teaching hours per week)

1 School (School G)

① No. of Schools to resolve shift-schooling: 1 (School D)

According to Table 2-11, School D shall be able to resolve double-shift schooling.

② No. of schools which shall be able to provide 32 teaching hours per week for all classes:

4 (Schools A, C, E and F)

In order to carry out 32 teaching hours per week, there needs to be 4 classrooms for each of the 6

classes (Refer to the box below).

【The number of necessary classrooms to provide 32 teaching hours per week】Every class usually has its own “home classroom.” Under double-shift schooling, all teaching hours per week cannot be covered only in the home classrooms. To solve this problem, besides a home classroom, there needs to be an “extra mobile classroom” where the remaining teaching hours are taught. This extra mobile classroom is used by several different classes, according to allocated time for each class. In order for all classes to have 32 teaching hours per week, 3 home classrooms plus 1 extra mobile classroom are necessary for 6 classes.

【Current Situation】

【With an extra mobile classroom】

Mon Tue Wed Thu Fri Sat Mon Tue Wed Thu Fri Sat1 A A A A A A 1 C C C C C C2 A A A A A A 2 C C C C C C3 A A A A A A 3 C C C C C C4 A A A A A A 4 C C C C C C

5 B B B B B B 5 D D D D D D6 B B B B B B 6 D D D D D D7 B B B B B B 7 D D D D D D8 B B B B B B 8 D D D D D D

Mon Tue Wed Thu Fri Sat1 E E E E E E2 E E E E E E3 E E E E E E4 E E E E E E

5 F F F F F F6 F F F F F F7 F F F F F F8 F F F F F F

AMCurrently only 1 classroom isavailable for 2 classes (i.e. 3classrooms for 6 classes). Thus, aclass can receive only 24 lessonsper week at maximum, thougheach classroom is used full-dayfrom Monday to Saturday.

CR 2

CR 3

CR 1

AM

PM

PM

Mon Tue Wed Thu Fri Sat Mon Tue Wed Thu Fri Sat1 A A A A A A 1 C C C C C C2 A A A A A A 2 C C C C C C3 A A A A A A 3 C C C C C C4 A A A A A A 4 C C C C C C

5 B B B B B B 5 D D D D D D6 B B B B B B 6 D D D D D D7 B B B B B B 7 D D D D D D8 B B B B B B 8 D D D D D D

Mon Tue Wed Thu Fri Sat Mon Tue Wed Thu Fri Sat1 E E E E E E 1 B B D D F F2 E E E E E E 2 B B D D F F3 E E E E E E 3 B B D D F F4 E E E E E E 4 B B D D F F

5 F F F F F F 5 A A C C E E6 F F F F F F 6 A A C C E E7 F F F F F F 7 A A C C E E8 F F F F F F 8 A A C C E E

CR4 (Extra mobile CR)

CR 1

PM

CR 3

CR 2

AM

AM

PM

If 4 classrooms are available for 6 classes, CR4 can be used as an extra mobileclassroom that all classes can use to receive the 8 remaining lessons.

2-17

That is, the number of classrooms needed for 32 teaching hours per week can be calculated with the

equation: No. of appropriate classes ÷ 1.5

Consequently, all classes at Schools A, C, E and F shall be able to offer 32 teaching hours per week.

Table 2-13 Feasibility of 32 Teaching hours per Week by School

③Schools where a majority of classes can receive 32 teaching hours per week: 2 (Schools

B & H)

At Schools B and H, a majority of classes can offer students 32 teaching hours per week, because

extra mobile classrooms are available for them.

Table 2-14 No. of Classes to Receive 32 Teaching hours/Week

④School which remains as a double-shift school (24 teaching hours per week): 1(School G)

School G is much bigger than any other Project schools. For all classes to offer students 32 teaching

hours per week, 47 classrooms are necessary to be constructed, which is twice as many as the

requested number of classrooms. According to the aforementioned rules (i.e. the size of available

land, adequate size of a school and the Project budget), the Project plans to build only 24 classrooms.

Nevertheless, by building 24 new classrooms, the average number of students per class will be

reduced to 45, while the average number of students for G7-9 and G10-12 are 64 and 57 respectively

in 2012/13. Hence, the education environment at School G shall improve significantly.

(a) (b) (c )G7-9

(d)G10-12

(e ) (f) (g) (h) (i)2016/17

(j)

G7-9 G10-12

No. ofappropriate

CRs

No. ofAppropriate

CRs

Total ofAppropriate

CRs

No. of CRsnecessary for32 lessons/wk

No. of UsableCR

No. ofPlanned CRs

Total ofAvailabe CRs

Feasibility of32 lessons/wk

(a)÷44 (b)÷44 (c )+(d) (e )÷1.5 (g)+(h) (f)≦(i)A Chamroern Phal 1,578 36 0 36 24 0 24 24 〇B Hun Sen Borey 100 Khnong 1,340 1,495 30 34 64 43 20 20 40 ×C Russey Keo 1,671 1,529 38 35 73 49 31 24 55 〇E O Bek Kaom 1,225 28 0 28 19 4 20 24 〇F Teuk La-ak 1,063 24 0 24 16 0 20 20 〇G Hun Sen Chumpouvoan 2,764 2,936 63 67 130 87 40 24 64 ×H Hun Sen Pochentong 1,128 26 0 26 17 4 12 16 ×

No. School Name

No. School Name

(a)Total of

appropriateClasses (=CRs)

(b)Total of

available CRs(2016/17)

(c )No. of

necessary CRsfor double shift

(a)÷2

(d)No. of extrarooms underdouble shift

(b) - (c )

(e ) No. of classesable to receive32 lessons/wk

(d) x 6*

(f)No. of classesNOT able toreceive 32

lessons/wk(a) - (e )

B Hun Sen Borey 100 Khnong 64 40 32 8 48 16G Hun Sen Chumpouvoan 130 64 65 ▲ 1 0 130H Hun Sen Pochentong 26 16 13 3 18 8

*When 6 classes use 1 extra room, the classes can receive 32 lessons per week

2-18

（３） Project Contents and Components

Following the calculation result in (2)-2, the Project plan is as per the table below. Though

whiteboards were initially requested, the Cambodian side changed its request during the field survey,

and DOEYS is planning to introduce glassboards in all classrooms at the secondary level. The

Preparatory survey team examined both whiteboards and glassboards in terms of quality and cost as

follows, and it turned out that glassboards have more advantages than whiteboards.

Table 2-15 Comparison between whiteboard and glassboard Whiteboard Glassboard

Quality

Deterioration by Age SLOW VERY SLOW

Visibility GOOD ACCEPTABLE

(The visibility differs, depending on angles.)

Ease of maintenance

Cannot be maintained (If broken, only to be replaced

with new one) Can be maintained

Ease of erase Marker may remain, depending on products Easy to erase

Cost REASONABLE （About USD150 each）

VERY REASONABLE (About USD 50 each )

In addition, glassboards are becoming common in Cambodian classrooms, and thus the Project

furnishes each classroom with a glassboard.

Table 2-16 Planned Components No School Name Facility Equipment (Classroom Furniture)

No. of CRs

No. of Toilet Bldg

Students’ Desks and

Chairs (22 sets /CR)

Teachers Desk and

Chair (1 set/CR)

Glassboard (1 set/CR)

A Chamroern Phal 24 1 528 24 24 B Hun Sen Borey 100 Khnong 20 1 440 20 20 C Russey Keo 24 1 528 24 24 D Prek Leap 21 1 462 21 21 E O Bek Kaom 20 1 440 20 20 F Teuk La-ak 20 1 440 20 20 G Hun Sen Chumpouvoan 24 1 528 24 24 H Hun Sen Pochentong 12 1 264 12 12

TOTAL 165 8 3630 165 165

（４） No. of Planned Toilet Booths

There is no clear standards on the number of school toilets in Cambodia. The Primary School

Construction Project (3rd Phase) constructed 1 toilet booth for every 4 classrooms to reduce cost.

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Compared to the ratio realized at primary and secondary schools in Japan, i.e. 1 or more toilet booth

(or a urinal) per classroom, it is apparently small. In general, the number of existing toilet booths in

Cambodian schools is not sufficient, which is the case with the Project schools. Against this

backdrop, from the perspectives of education, gender, and hygiene, the Project plans the number of

toilet booths based upon the following policies.

① 1 toilet booth for every 2 classrooms

② A larger number of booths is planned for girls than for boys, from the perspective of gender

③ A universal toilet booth per school is planned, as there is only 1 handicapped person on

average and a significant increase is not expected in each school. The universal toilet shall be

able to be used by both male and female students.

Taking the above policies into account, the Project plans 2 types of toilets based upon the size of

school facilities.

Table 2-17 Types of Toilet Type School Girls’ Booth

Boys’ Booth

Universal Booth TOTAL

Toilet (L) 7 except for School H 6 4 1 11

Toilet (S) School H 5 3 1 9

For reference, the table below compares the number of classrooms per toilet booth among the past

Grant Aid projects and the Project.

Table 2-18 Comparison on No. of Classrooms per Toilet Booths among Projects

Project Girls’Booth Boys’ Booth

Universal Booth TOTAL Booth

Primary School Construction Project (2nd Phase) 5.37 5.37 9.43 2.09

Primary School Construction Project (3rd Phase) 8.00 8.00 19.23 3.31

The Project 3.51 5.32 20.83 1.91

2-2-2-2 Layout Plan

Due to the urban setting, each site is not spacious and the choice of a construction area is limited.

The Project lays out new buildings in each site, considering the building sizes, alignment with

existing buildings and the layout proposals presented by DOEYS.

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A. Chamroern Phal Construction conditions of the site are very difficult. First, a building of 24 classrooms is requested

in a quite limited site. Second, piloti construction is requested on the ground floor level to secure as a

large space as possible for the schoolyard. Third, there is almost no space to construct a toilet

building separately.

To deal with these severe construction conditions, a 4-storey building is planned, having 7

classrooms per floor on first, second and third floors, and 3 classrooms on the ground floor. In

addition, the toilet shall not be built separately, but built in the remaining space on the ground floor.

By doing so, a piloti area of 3-classroom-size shall be available. Furthermore, to best use the limited

space, the building shall be laid out curved around the boundary line. If it is laid out in straight line,

there will be unusable space.

Furthermore, it is necessary to build 3 staircases in the building, at both ends and one in the middle,

as there are 7 classrooms per floor. By taking the best advantage of the curved shape, a staircase

shall be built in the center of the curve, in addition to staircases at both ends.

B. Hun Sen Borey 100 Khnong Of all Project schools, the site has the smallest construction area, where a building of 20 classrooms

with a piloti area is requested to be constructed. Owing to its limited space, the building shall be

5-stories high. According to DOEYS, a 5-storey building is not desirable for an educational facility,

however, there is an existing 5-storey primary school in Phnom Penh and it is important for the

school to have piloti construction to secure as large an activity space as possible for students.

As there is no space to build a toilet building separately, it shall be constructed in a part of the piloti

area.

Because of its limited site space, locations of the temporary construction office and temporary fences,

and circulation of construction vehicles shall be planned with utmost attention to safety during the

construction.

C. Russey Keo A 3-storey building of 24 classrooms shall be built in a space where a previous building was

demolished. After the new building is completed, the main school buildings will circle around the

schoolyard, and thus one will feel a sense of unity in the layout. Since there are remains of the

concrete slab from the demolished building in the construction space, the remains need to be

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removed by the Cambodian side. A separate toilet building shall be built close enough to the

classroom building so that the toilet is connected at the end of the corridor of the classroom building.

By doing so, the two buildings shall share a ramp for wheelchairs.

D. Prek Leap A 3-storey building of 21 classrooms shall be laid out east to west and in parallel to the existing

2-storey buildings. The new building shall be built along the south boundary line in a place where a

previous building was demolished. A separate toilet building shall be built close enough to the

classroom building so that the toilet is connected at the end of the corridor of the classroom building.

By doing so, the two buildings shall share a ramp for wheelchairs.

E. O Bek Kaom Though the Cambodian side requested construction of a 3-storey classroom building of 21

classrooms, the Project shall construct a 4-storey building of 20 classrooms, because of the limited

size of the construction area. The new classroom building shall be laid out parallel and to the east of

the existing secondary school building. Furthermore, a separate toilet building shall be built close

enough to the classroom building so that the toilet is connected at the end of the corridor of the

classroom building. And thus, the two buildings shall share a ramp for wheelchairs.

As of today, there is a temporary building of light-weight steel structure in the construction space

which is used as a canteen space, storage and supplementary classrooms. The Cambodian side

pledged to soon demolish the building to secure the lot for the new building.

F. Teuk La-ak A 4-storey building of 20 classrooms shall be laid out on the west side of the existing building which

is situated in the south east of the site. By doing so, the two buildings shall face another set of two

existing buildings on the north with the schoolyard in the middle. Owing to the limited space, a toilet

building cannot be aligned with the new school building, and thus will be laid out perpendicular to it.

G. Hun Sen Chumpouvoan A 3-storey building of 24 classrooms shall be constructed as per the request. Although the school has

vast land, there are few choices for a suitable construction space. It is clear that a lot in the southwest

corner of the place where the existing buildings cluster is the best construction space. As this area is

not flat but bumpy with about a 1 meter level difference, the Cambodian side needs to level the area.

A separate toilet building shall be built close enough to the classroom building so that the toilet is

connected at the end of the corridor of the classroom building. By doing so, the two buildings shall

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share a ramp for wheelchairs.

H. Hun Sen Pochentong Although the Cambodian side requested a 3-storey building of 12 classrooms, a 4-storey building of

12 classrooms is planned. Currently, the construction space is used for a bicycle parking lot, which

will be relocated to the north of the school compound. A separate toilet building shall be built close

enough to the classroom building so that the toilet is connected at the end of the corridor of the

classroom building. By doing so, the two buildings shall share a ramp for wheelchairs

2-2-2-3 Architectural Plan

（１） Floor Plan of a Classroom Building

In conformity with the standard classroom plan set by MOEYS, the Project schools shall have

aligned classrooms facing a side corridor. Each classroom is 7m x 8m (Floor area: 56 sqm) in size,

the most common module in Cambodia. The width, in the direction of beams, is 7 m, and the depth,

the side parallel to the corridor and windows, is 8 m. Staircases are set at both ends of the corridor. If

there are 7 or more classrooms per floor, an additional staircase is planned in the middle of the

corridor.

One entrance to each classroom is planned and it shall be of a double-swinging type. Classroom

windows shall be as wide as the length between two columns to secure enough natural lighting. On

the other hand, on the corridor side, single-open type windows shall be installed, between which

shall be a wall so that the windows do not become obstacles for the corridor traffic even when open.

Two abutting classrooms situated at either end of the building on the lowermost level shall be

divided by removal partitions. When necessary, by removing the partition, there is an enough space

for meetings among students and teachers.

A podium and a glassboard shall be set on such side as to have natural lighting on students’ desks

from the left hand side. However, in one of the classrooms which shall have a removable partition,

the podium and glassboard shall be set on the opposite side, as the glassboard cannot be installed on

the partition.

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（２） Section Plan of a Classroom Building

１）Roof

Cement tiles shall be installed, underneath of which is a layer of sheathing and asphalt membrane

water-proof sheet over steel purlins/rafters. As the asphalt membrane water-proof sheet enhances the

water resistance, the roof pitch shall be no more than 4-in-10 to reduce cost. In addition, above the

classrooms on the uppermost level, there shall not be a slab in the attic for the sake of cost reduction.

Furthermore, a traditional Khmer-style decoration on the roof in the standard design shall not be

installed, considering the cost.

２）Floor

Floors were finished with mortar in the Primary School Construction Project (3rd Phase) for the sake

of cost reduction. In this case, the floors shall be finished with porcelain tiles for the Project schools,

as tiled floors are common in schools in Phnom Penh, easy to clean, and better looking. Nowadays,

imported tiles from neighboring countries are widely available at a reasonable price, and thus the

Project could build better classrooms with a small additional cost.

３）Ground Floor Level

It is confirmed that the drainage system has improved significantly in Phnom Penh and thus the

Project schools have not experienced submergence during the last few rainy seasons. That being said,

water submergence may still be possible, should there be an extraordinary downpour which may

cause trouble in the city drainage system. Therefore the ground floor level shall be set 50cm higher

than grade so that school activities are not disturbed by small scale submergence. Furthermore, a

ramp shall be installed to connect between grade and ground floor levels.

４）Storey Height and Ceiling Height

On the one hand, a high ceiling is desirable to produce a comfortable educational environment in the

hot and humid climate. On the other hand, a ceiling must be as low as possible for the sake of cost

reduction. Considering these issues are contradictory to each other, the ceiling height is set at 3.0m

for the uppermost floor level with an attic and 3.4m for the other levels, following the design of the

previous Primary School Construction Project (3rd Phase).

５）Walls

Walls shall be made of reinforced concrete frames consisting of columns and beams, and masonry

structure bricks. For the masonry structure, hollow-bricks shall be used, which are the most common

and inexpensive. The exterior wall shall be a double-layer structure, while partition walls inside shall

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be a single-layer structure.

６）Openings

Classroom windows shall be of a steel louver type, which allows ventilation while shut, and is

durable and easy to use. As a steel louver window is strong enough, there is no need to install a

theft-proof lattice over them. But for the windows on the first or higher levels, steel lattice shall be

installed so as to prevent students from falling.

Moreover, windows shall be as high as the bottom of the beams so that the skeleton works and the

cost can be reduced, the works can be more efficient, and sufficient natural lighting can be allowed

in. Above the windows, eaves shall be built to prevent direct sunlight from coming into the

classrooms and to allow the louvers to be left open for natural ventilation during rain.

Classroom doors shall be wide and double-swing, as in Cambodia, they are usually left open

regardless of whether or not a class is on-going for the sake of easier entry and exit and for better

natural ventilation. The material of classroom doors shall be steel, the same as windows.

（３） Toilet Building

Besides the aforementioned points on P.2-18, the following are incorporated in the toilet plan.

No hand-washing basin shall be installed, because students usually wash their hands in the

toilet booth, using water from the water tank for flushing.

A floor drain can get clogged easily, as water is drained through an elbow joint. Thus, a

drain inlet is installed at the bottom of the wall so that water which has been used for

cleaning can be directly drained to the outside.

For 2 schools, the toilet building shall be built in a part of the classroom building with piloti

construction, due to the limited spaces, while the 6 remaining schools will have a separate

toilet building.

For the 6 schools with a separate school building and a toilet building, the two buildings

shall be connected by the corridor on the ground floor level so that an installed ramp can be

used for access to both buildings.

A partition wall shall be constructed between Boys’ and Girls’ toilets and separate entrances

shall be built.

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（４） Structural Plan

１）Design Policy

The structural plan of the Project follows local specifications and its design is outsourced to a

Cambodian structural designer. But, the structural design usually adopted in Cambodia does not

consider the following points. Therefore, with direction and checking by a Japanese structural

engineer, the Project modifies the local specifications incorporating the following points to plan

building structures.

① Countermeasure for Deformation

The durability of a building will be enhanced, by keeping deformation by live load to less than 1mm

and 3mm for a girder and a cantilever, respectively.

② Countermeasure for Creep from Permanent Load

A building will have deflection (creep deformation) under permanent load in the long run. Should

floors be deformed, owing to the creep deformation, it would negatively affect classroom activities.

Accordingly, the Project considers creep in designing structure.

③ Study on a Mechanism for a Building to Collapse

In general, buildings in Cambodia are weak against horizontal force, as there are no earthquakes

there. Regardless, columns must not fail before the beams’ bending failure, or risk the collapse of the

building. Therefore the balance of material strength will be carefully studied so that the columns do

not fail, thereby preventing the buildings from collapsing.

④ Modifying Columns and Beams for Longer Durability and Accurate Implementation

The amount of concrete and the number of reinforcing bars in the Cambodian structural design are

sufficient in theory, but they are not practical when in construction. That is, the design of columns

and beams shall be modified for the sake of better practicability, by taking such points into account

as the covering depth of reinforcing bars and the intervals between two reinforcing bars.

Moreover, considering the execution accuracy of Cambodian construction companies, the covering

depth of reinforcing bars shall be re-examined. For example, provided that the covering depth is

designed thicker than the local standard by 10mm, buildings become durable enough even if there

are some errors in actual construction.

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２）Structures

The structure of classroom buildings and toilet buildings shall be of a reinforced concrete

rigid-frame. The classroom buildings shall be between 3 and 5 stories high, while all toilet buildings

shall be 1-storey high.

３）Design Load

①Live Load Roof 0N/sqm

Classroom Floor 2900N/sqm（Floors and beams）

2100N/sqm（Frames）

Stairs/Corridor Floor 3500N/sqm（Floors and beams）

3200N/sqm（Frames）

②Seismic Load Not Considered

③Wind Load The following equation is applied to calculate wind load.

W=C×q×A C: Wind pressure coefficient

q: Velocity pressure (25kg /sqm)

A: Are