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Capital Project Planning

Planning and Facilities is responsible for the planning, management and administration of all capital projects in the district. Capital projects include seismic upgrades to existing facilities as well as the construction of new school facilities and additions.

CAPITAL PROJECTS Capital Projects

2010/2011 CAPITAL PLAN

Each year the Ministry of Education requires all school districts to submit a five-year capital plan. VBE  submitted capital project proposals for the 2010/2011 Capital Plan (pdf). The selection of proposals was primarily based on the VSB 2004 seismic priority order, educational program priorities and district capacity utilization.

CAPITAL PLANNING PROCESS

The Ministry of Education Capital Project Procurement Procedures (link) establishes the framework that the school district must follow for seismic upgrade and new school capital project planning.

This framework involves key development and approval stages: Project Identification; Project Definition; Project Agreement; Design Development; and Project Tender and Construction.


Terminology:

  • Project Identification: Project Identification involves a preliminary assessment of an individual capital project. The purpose of the Project Identification process is to develop a business case for the project to move forward to the Capital Plan stage. The Project Identification report describes overall project rationale, background information, existing building condition, potential project scope, possible project risks, and preliminary costs. If the Ministry of Education provides initial project support, the project can then proceed to the Project Definition phase.
  • Project Definition: Project Definition explores various school design concepts. The detailed planning process examines the project scope which includes factors such as site context, project constraints and opportunities, temporary accommodation needs, school space needs, community partnerships, and school building systems.  A range of supporting data is examined for each of design concepts including: seismic feasibility assessments, structural, electrical, mechanical reports, as well as heritage retention and sustainability analyses. Cost estimates are determined for each of the concept options. The outcome of the Project Definition process leads to a preferred school concept and form of development.
  • Project Agreement: When a preferred school concept is supported and accepted by the Ministry, a Project Agreement contract is finalized. The Project Agreement outlines the project scope and budget.
  • Design Development: The preferred school concept is developed into detailed architectural working drawings in order to ensure the facility design meets education program delivery objectives and to secure permits and approvals. When civic permits and approvals are in place, the project can proceed to tender and construction.
  • Project Tender and Construction: The site is prepared for construction. Temporary accommodation (if needed) and construction mitigation measures are put into place to minimize school disruption and ensure site safety during construction.

CAPITAL PROJECT PLANNING AND COMMUNITY CONSULTATION

A collaborative and integrated approach is used in all significant capital projects. VBE is dedicated to inclusive community consultation for information sharing and to allow for continuous feedback into the planning and design of upgraded and new school facilities. Community consultation is integrated throughout the Project Definition and Design Development phases. For more information click on the following link Capital Project Planning & Community Consultation.

WORKING WITH CONSULTANTS

On most major capital projects, the VBE contracts architects and other professional consultants to provide a range of design services. For more information see following links: The VBE Policy regarding the Selection of Architect and/or Consults for Major Projects (pdf) and Qualification Review Criteria (pdf)