“Successful plans are those that improve the lives of the poor” (Mahatma Ghandi)

EDUCATION IN UGANDA

Formal education in Uganda commenced in 1962. Children start school at around 7. However, many do not have the opportunity to attend school due to lack of schools, illness and families not being able to afford fees. At present, the Ugandan government provides free education for 4 children per home; however, the average family size is 8 children. Most children value education highly and want to go to school.

Many existing school buildings in rural areas are bungalows, with concrete floors and corrugated iron roofs. Current class sizes in Uganda are between 40 and 80 children, which leads to serious over-crowding in classrooms. Students generally sit on work benches with a table in the middle. However, some schools do not have such facilities and students are forced sit and work on the floor.

Through the implementation of a new classroom model, these issues can be improved and greater opportunities afforded to all children who wish to undertake formal education in Uganda.

CAPACITY BUILDING

It is the responsibility of architects to engage communities from developing and developed countries to play a crucial role in inventing a future that effectively improves the living conditions of the urban poor. As such, design and building strategies and policies must be economically, socially, culturally and environmentally sustainable. By fully engaging with these communities and placing them at the centre of development plans, decisions can facilitate positive social and environmental change. Through considerations of participatory design and planning processes, innovation in teaching and practice, and turning ideas into action, we can begin to ameliorate rural poverty through capacity building.

ACTIVE ENGAGEMENT

A proper education increases the quality of life for people and overall habitat development in rural areas, by convergence activities and rural development programs. Projects such as the classroom in Uganda can instigate effective implementation, by technology transfer and human resource development, through peoples’ participation during the planning and construction stages.

Encouragement of active engagement, consultation and participation by community members will the development and delivery of culturally appropriate design responses on a micro and macro scale. Each rural community afforded a classroom/school, therefore, must co-ordinate the activities and be responsible for its execution. Members of the community will play an active role in the successful implementation of this project.

Innovative and alternative technologies and materials, such as rat-trap bond, will be used for its construction. The community can also take part in the manufacture of building materials, such as bricks and woven screening elements.

CLASSROOM AS LEARNING TOOL

When the classroom is not in use, either during the evenings or on weekends, it becomes a ‘room for other activities’. The space might be transformed for use as a space for performance, woman’s groups, a vaccination clinic, workshop space [such as textiles, basketry, pottery and other indigenous crafts], or other educational activities.

The building’s most important users, the students, should be actively encouraged to participate during the design stage, and contribute to ideas to the configuration of outdoor areas and colour choice. This not only actively involves them in the process, it allows a sense of ownership over the building. During the construction, all members of the community should be encouraged to observe each stage of erection. Construction knowledge may then be passed from one person to the next. Those who wish to undertake training shoulddo so with such a project.

Further, the finished school will have details and features that will act as an essential educational tool for students. Basic environmental strategies, such as collecting clean rain water, extraction of heat in the classroom, cross ventilation and good hygiene practices.

NEW CLASSROOM MODEL

A number of design considerations were taken into account during the development of an innovative and accessible new classroom model for rural/remote communities in Uganda.

BUILDING MATERIALS + CONSTRUCTION METHODS

Local masons, carpenters and crafts people will be engaged during the construction period. Likewise, materials sourced locally will be used where available and suitable. These materials should ideally be good quality and durable.

Good construction practices in appropriate technologies can seed long-term benefits. Future mason training [technology and information transfer] can be undertaken in new techniques such as rat-trap bond.v

SAFETY + SECURITY

A spate of fires in Ugandan schools has recently forced the government to pass a by law prohibiting security bars on school windows. Therefore, the challenge is to design a building that can safely house the children while allowing sufficient light . Door openings are located on the courtyard side only. High level screening allows natural light to filter down walls. Light levels can be controlled by pivoting doors and window screens.

It is intended that the school is designed around a main courtyard space, which will focus the children into an area that can be easily monitored during school hours.

HYGIENE + SANITATION

Access to adequate hygiene and sanitation in Ugandan schools is poor. Currently, only 65% of schools have access to safe water, while there is an average of 113 pupils per latrine. The national target is 40:1. The project proposes rainwater tanks at the edge of the courtyard which provided students with clean, safe water for ablutions, handwashing facilities and drinking.

Other solutions, such as capping class sizes, can help reach the national latrine target, with a ratio of 1 latrine per classroom; additional latrines can be built as new classrooms are constructed.

Initially, latrines may be built using current construction methods. However, future latrine facilities might incorporate new technologies for sanitation. The twin-pit latrine is preferred in place of masonry septic tanks and soak pits. The advantage of the twin-pit latrine is that when one pit is full, excreta is then diverted to the second pit. The filled pit can be conveniently emptied after a rest period of one and a half years, during which time, the pathogens become inactive and the organic matter decomposes. This compost can then be used on garden bed located on the school grounds. This process will also assist in further education in relation to personal hygiene.

PASSIVE DESIGN

A number of passive design stragegies have been incorporated into the classroom. Electricity is scarce in rural Uganda. As such, lighting each classroom during school hours is of utmost importance. Pivot doors and windows allow user control over amount of daylight.

TEXTILES

Uganda is known for its textiles industry. The production of textiles is predominantly undertaken by women, who run mirco- and small-scale businesses to produce and sell their wares. These skills, and those of basket weavers, could be transferred to produce screens woven from sticks and perhaps some fabric. This process will involve women and children in the construction and detailing of the classroom. The screens will be used as building elements that help maintain ventilation and natural airflow whilst controlling pests, such as bats.

The building’s most important users, the students, should be actively encouraged to participate during the design stage, and contribute to ideas to the configuration of outdoor areas and colour choice. This not only actively involves them in the process, it allows a sense of ownership over the building. During the construction, all members of the community should be encouraged to observe each stage of erection. Construction knowledge may then be passed from one person to the next. Those who wish to undertake training should do so with such a project.

Further, the finished school will have details and features that will act as an essential educational tool for students. Basic environmental strategies, such as collecting clean rain water, extraction of heat in the classroom, cross ventilation and good hygiene practices.

CONSTRUCTION

FOUNDATION
Simple mass concrete trench footings to suit particular geotechnical requirements of specific locations.

PLINTH/FLOOR
The raised reinforced concrete plinth forms floor for classrooms and external verandah/circulation areas. The plinth forms a termite barrier and mitigates against ingress of surface water. It forms an inexpensive and easily maintained resilient finished floor.

WALL
A modified technique of rat-trap bond will be used, to suit the dimensions of the bricks. Rat-rap bond is widely used in India for its reduction in construction costs (up to 25%) and thermal performance (air cavity maintains a cooler, more constant temperature inside). The latter benefit will help to increase student concentration, and therefore performance, in the afternoon, as the classroom will not overheat.

LINTELS
Steel reinforced concrete ring beam forms the lintels to all openings, provides structural support to the top of masonry walls and give fixing/tie down for the primary roof structure.

DOORS + WINDOWS
Centre pivot doors and windows allow for securing the building when not in use, while allowing maximum opening for ventilation, circulation and potential sun control.

BRICK LATTICE
‘Brick lattice’ will be used in courtyard walls and high on the external façade of the classroom. This serves as security, while filtering natural light and allowing breezes for air circulation.

SCREENS
Woven timber and stick screens will be used throughout the classroom design; members of the community will craft these. They will form the hung ceiling and as high level screens at the front of each classroom, for ventilation and to keep vermin, such as bats and rats, out of the roof.

ROOF
The timber roof truss system is spaced at 2400mm centres, with an intermediate strutted member at 1200mm centres. It spans between girder trusses that allows ventilation of the roof space, ensuring sufficient air changes throughout the day.

ROOF SHEETING
Corrugated iron roof sheeting.

Location