Coolcentration Project

cooLC E n t r at ı o n

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Contents 6 Introduction 9 context 10 1.1 - Kenya 12

1.2 - Kisumu

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1.3 - Obunga

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1.4 - Future Hope Academy

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PROJECT AREA DEFINITION 2.1 - Background

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2.2 -Project area definition

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2.3 -Methods

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2.4 -Limitations

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FACT COLLECTION & ANALYSIS 3.1 - Urban Context

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3.2 - Existing Situations and Detected Issues

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3.3 - Sketch Studies

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3.4 - Gathered Scientific Studies

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3.5 - The Workshop

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DESIGN PROPOSAL 4.1 - Design Criterias

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4.2 - Change in the Layout

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4.3 - Site Plan

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4.4 - Bio-Climatic Section

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4.5 - Floor Plans

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4.6 - Window Development Process

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4.7 - Walls With Papyrus Reed Mats

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4.8 - Costs

57 dISCUSSION & conclusion 58 5.1 - Discussion 64

5.2 - Conclusion

67 REFERENCES 68 References 70

Project References

73 appendıx 74 Appendix

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INTRodUCTION

Introduction Our project is about improving the learning environment for pupils in informal settlements in Kisumu, by improving the indoor climate in classrooms that are made of corrugated metal sheets, and encouraging interactive learning.

During our field studies in Kisumu, we noticed that most schools in Obunga have problems such as; overheating, overcrowded classrooms, lack of adequate lighting, ventilation and sound insulation. Our vision was to create a model classroom which has an adequate comfort level for pupils and teachers in terms of lighting, ventilation, sound and thermal quality. The project's name "CoolCentration" derives from the purpose of cooling down the overheated classrooms to create the right environment for students to concentrate on their education. Our design criteria were based on using; easy, local, sustainable and affordable building solutions, which can easily be replicated in other temporary structures in Kenyan informal settlements.

During our stay, we have built a new structure, which is designed to contain two nursery classes and a small library. This model building addresses the issues mentioned above by applying reed mats to the interior as thermal insulation, designing and building a dynamic system of different openings for lighting and ventilation.

Upon our return to Sweden, we further developed a flexible layout design for the classrooms aiming to encourage interactive learning.

We have also gathered our solutions in a guideline booklet which will be distributed in Kisumu to inspire the local community to replicate the proposed solutions.

The realization of the project was made possible through crowd-funding and collaboration with a local NGO (Zingira Community Crafts), a master thesis student at Chalmers (Achyut Siddu) as well a Kenyan education adviser and instructional coach (Ms. Anne Nipher Olieba).

(next spread) On the picture you can see the meeting moment with the kids.

They were all so happy and excited to seee us.

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context

1.1 - Kenya

[Image 1.1.1] Map of Kenya

[Image 1.1.2] Kibera slums, Nairobi

[Image 1.1.3] Jomo Kenyata, Nairobi

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Kenya is a subsaharan country in Eastern Africa, with a population of 48.46 million (world bank, 2016) and a tropical warm climate. Its east coast lies on the Indian Ocean, between Somalia to the northeast and Tanzania to the south. Despite being the most powerful economy of East Africa, with a fast-growing middle class, a large number of its urban population live in slums with no adequate access to infrastructure or basic services such as water, sanitation, sewerage, waste management, electricity and street lighting (Gottesman, 2017). In its capital, Nairobi 60 percent of the population lives in the slums, while occupying only 6 percent of the government-owned land (Gottesman, 2017). 68% of Kenyans lack land documentation or tenure security, insufficient income, lack of affordable housing options along with the struggle to put food on the table is one of the many hurdles that poor Kenyan families have to struggle with.

Families live in overcrowded homes typically made from mud or corrugated metal sheets, with one room and no adequate ventilation. These families are at high risk of diseases such as malaria, respiratory infections or jigger (worm) infestation (Un-Habitat, 2017).

HIV/AIDS prevalence: Kenya is one of the most affected countries by HIV in the world. It has an average HIV prevalence rate of 6% and with about 1.6 million people living with HIV infection, making it one of the 4 HIV 'high burden' countries in the world (Avert, 2017).

The education system in Kenya: Many parents living in the slums see education as a way for their children to climb out of poverty. Kenya invests a lot in its education, education takes the largest share of the national budget. In 2013, over 17 percent of government expenditure went to education (Irungu, 2017).

Kenya's public education has been based on an 8–4–4 system since 1967, with eight years of primary education followed by four years of secondary school and four years of college or university ( Eshiwani, 1990).

Primary education in Kenya begins at the age of 5 to 7 after completion of a year of kindergarten commonly known as Nursery School or pre-unit.

The first class or year of primary school is known as Standard 1, the final year as Standard 8 and primary school children are known as pupils.

Since 2003, education in public schools became free and compulsory, as part of the Millennium Development Goals to end extreme poverty across the world by 2015 ( Kenya Constitution,Article 53, 2010).

Despite the free education, there are many hidden costs for the students and parents, such as; examination and photocopy fees plus extra cash for the teachers’ upkeeps to motivate them. Students also pay for school uniforms, lunch or have to provide posho and beans for school meals (Irungu, 2017.

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Not everyone benefits from free education: There are few public primary and secondary schools in the slums, as they tend to be located more in the developed areas. Due to lack of available public primary schools in the slums and low quality of education there. Parents in Kenyans slums tend to send their children to low-fee private schools that promise particularly poor children a good education at little cost. These schools don’t benefit from the country’s free education grants since not all of them are registered at Kenya’s Ministry of Education. Another reason why they choose to send their children to these low-fee private schools is that the public ones don’t offer adequate services for pre-primary children (nursery), which is important for parents who spend their days looking for work (Ngware, 2015). This creates a system of inequality between low and middle- to high-income families, and benefits educational entrepreneurs in the slums who set up private schools for reasons of faith, philanthropy or profit (Ngware, 2015).

Norms in Education There are widely accepted norms in Kenya, about how classrooms should look like, how they must be built, and how space must be used. The norms listed below were repetitive in the schools we visited; • The layout of the classroom was often the same. Blackboard is seen as you entered the classroom, a teachers desk near it, and student desks facing blackboard. This layout gives us the impression that learning is based on teacher-centered approach.

Which is the condition where students put all of their focus on the teacher. During activities, students work alone, and collaboration is discouraged. (Concordia University, 2017) • The school furniture must be approved by Ministry of Education.

We've noticed the majority of schools use shared desks in classrooms, where often 3 pupils sit tightly together. This was 4 case out of 5 schools. Only in one of the school's (Anne's Royal) individual spaces of pupils were considered and each pupil had their individual desk.

• The temperature inside the classrooms was often very high, even though it restrains the teaching and learning, it was not regarded as important as lack of school furniture.

• The amount of light was not adequate in most of the cases, nonetheless, it must be considered that it is also related to the culture. During my household visits and talks with locals, I have learned in residential structures, light is not welcomed since that space is expected to be a hiding spot from the sun and the heat.

[Image 1.1.5] A classroom in Obambo

context

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[Image 1.1.4] A classroom in Obunga

1.2 - Kisumu

[Image 1.2.1] Kisumu & Lake Victoria

[Image 1.2.2] Motorcycle taxi drivers, Kisumu

Kisumu is Kenya’s third largest city after the capital, Nairobi, and the coastal city of Mombasa. Located on the Victoria lake, with an area of 417 sq. km (157 sq. km. of water and 260 sq. km. of land) and a population estimated at 968,909 (Kisumu County, 2013). Kisumu is considered to be the principal city of western Kenya, and the second most important city in the greater Lake Victoria basin. The city was founded by the British as "Port Florence" in 1901 as a stop on the railway between Mombasa and Uganda. A year later, the city was renamed Kisumu, from the local Lou language meaning "trading place" (Mistra urban future, [n.d]). Kisumu is situated on the enjoys a tropical savanna climate of temperatures varying between 20°C-37°C. Despite a growing economy, Kisumu still registers one of the highest poverty levels in Kenya (Mistra urban future, [n.d]). The infrastructure development and service expansion have not matched the rapid population growth. Some of the most significant challenges besides transportation is the political situation, migration, planning, and waste.

Surrounding the central part of the city center is a belt of unplanned slum settlements that has developed as a complete semicircle around the old city. Partly due to the unplanned rapid population growth and rural-urban migration as well as due to selective urbanization by the colonial administration and the corruption and neglect of the post-colonial government to these areas.

HIV/AIDS prevalence: Kisumu county is among the top 4 counties leading to HIV prevalence in Kenya. According to the Kenya HIV Estimates 2015, HIV prevalence in Kisumu is 3.4 times higher than the national prevalence at 19.9% (Avert, 2017).

1.3 - Obunga

[Image 1.3.1] Obunga (Ndoto, 2018)

Obunga is a poor slum area in northwest Kisumu, situated on the east side of Lake Victoria. It houses around 10,000-15,000 people, most of whom are young men and women with limited education and resources. Parents usually have many children and try to provide for them by working random and inconsistent jobs. Obunga's inhabitants mainly come from surrounding villages in the countryside. Most parents don't have an education past 8th grade, and are, therefore, untrained for more qualified jobs. The lack of capital and jobs keeps residents entangled in poverty, and forces some into prostitution. The community's primary businesses are: selling fish and brewing of illegal alcohol. These jobs are usually highly unpredictable, leaving families unstable and without income most of the time. Women usually work with selling fish heads or brewing illegal alcohol. Men usually work as motorcycle taxi drivers, handcart pullers, or construction workers (Ndoto, 2018).

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Juliana School Juliana School is a school run by Mr. Lawrence who at the same time is the Chairman of Obunga Residents Association. The lady who was taking care of the school, which at the same time is the wife of Mr Lawrence, was deceased recently, therefore the school was not taken care of. The walls were worn down, the furniture were mostly broken and eventually kids started to quit the school. Even though the classroom layout and architectural qualities are not the biggest problem currently, one can easily see that Juliana school also carries the same characteristics as other schools shown in this article. The most important furnitures were seen as blackboard, teacher’s table and student desks. Therefore they are the last (only) standing furnitures in the school.

[Image 1.3.2] Juliana School

Anne’s Royal School Anne’s Royal School was a special school in terms of the comfort of the pupils in the classroom environments. We have visited this school with the recommendations of Teacher Anne who is an inspector teacher writing reports to Ministry of Education about the schools in Obunga.

The reason of her recommendation, was felt immediately as we entered the classes. Despite the fact that enclosure material was corrugated iron sheet (just like many other schools in the informal settlements), the papyrus reed mats that cover the walls made the interior temperature way cooler than the others. Pupils and teachers were comfortable in terms of the temperature. I have also noticed teachers desks were located beside the student’s desks which made me feel that the relationship between teachers and pupils were more open and friendly, and the hierarchy did not seem to be a scary issue even though the discipline was well-managed in the classrooms and outdoor spaces of the school.

[Image 1.3.3] Anne's Royal School

Nyawita Project Primary School Nyawita Project Primary School, was another school that proves how spread is the idea of traditional classroom layout in informal settlements of Kisumu. Younger classrooms had some variety of seating order which seems to work fine with group-works, nevertheless the feeling of hierarchy was still there. Teacher stands by the blackboard, teaches the curriculum from the small open space provided for her/him. Walking among the students was not an option since the classes were overcrowded. This causes the education to not be interactive, but mostly a one sided information transfer.

[Image 1.3.4] Nyawita Project Primary School

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1.4 - Future Hope Academy Future Hope Academy is a low-fee private primary school in Obunga, Kisumu. It has over 130 students, aged 4 to 12. The school encompasses 2 nursery classes; PP1 and PP2 and a Primary School; grade 1-6.

In the school premises, there are 3 main buildings; pp1-3rd-grade building, 4th-6th-grade building with administration and storage building.

The school also has an open-air kitchen and toilets.

Parents have a very limited and unstable income in Obunga which is sometimes not enough to pay school fees. This put a strain on schools such future hope to try and be very cost effective.

Like many other schools in the Kenyan slums, Future Hope Academy building envelope is made of corrugated metal sheets, which creates high temperatures and humidity inside. Together with the lack of adequate lighting, ventilation, and sound insulation, this creates an uncomfortable indoor environment that can lead to heat-related health issues such as; fatigues, low concentration level, and sickness. Classrooms are overcrowded with rundown furniture which does not fit pupils needs. Nursery classrooms have dirt floors and no partition wall between classrooms. The school has no electricity and relies solely on natural lighting and ventilation.

[Image 1.4.1] Kindergarten Class

Although the schools have an apparent Christian religious preference, the pupil's makeup is multi-religious, multicultural with both Christian and Muslim students according to our observations.

The School usually holds debates in Kiswahili ones a week to strengthen the student's communication skills and encourage them to raise their opinions.

[Image 1.4.2] Kids playing in the courtyard

The school is led by the headmistress Mrs. Pamela Shikulu, with seven other staff members. One female assistant headmistress, three female primary school teachers, two males primary school teachers and a cook.

[Image 1.4.3] Collage of the site before the construction context

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PROJECT AREA DEFINITION

[Image 2.1.1] Future Hope Academy

2.1 - Background

2.2 -Project area definition:

Future Hope school, like many other schools around Obunga and other informal settlements in Kenya, is built from corrugated metal sheets, with unhealthy indoor climate; high temperatures, bad lighting and ventilation, crowded classrooms and overall poor conditions.

Aim

Schoolchildren spend a significant portion of their time attending school and being indoors in school classrooms. According to many studies, there’s a correlation between high temperatures and health risks. Exposure to high temperatures has known harmful effects on human health, especially on children whose physiology is still developing. Several studies have found that overheated and overcrowded classrooms are associated with feeling sick, fatigue, headaches, and low concentration levels (Bidassey-Manilal, et al., 2016).

The study also shows that school classrooms made of metal enclosures have much higher indoor temperature compared to brick classrooms when occupied by a similar number of students. With a recorded temperature difference of up to 12-19.5 °C (Bidassey-Manilal, et al., 2016).

[Image 2.1.2] Picture of children in class

We, therefore, think that focusing on improving the indoor climate in schools should be a priority when designing for children in Kenyan informal settlements. Hence our choice of focus in this project.

After visiting different schools in Kisumu, we decided to work in Future hope academy in Obunga not only because of the poor condition of the school but also because we saw a potential for improvements.

Due to several factors, such as; spacious schoolyard, convenient location and cooperative and open-minded school administration and a dedicated team of teachers and last but not least because of the school children who were full of enthusiasm and joy despite their limited resources.

[Image 2.1.3] Children playing outside

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Our aim with this project is to improve the learning environment for pupils and teachers of Future Hope Academy and encourage creative thinking. By finding easy, affordable, sustainable and local building techniques and materials for upgrading the selected school which could inspire other schools in the community.

Goals Our main goal is to improve the indoor environment by creating a prototype classroom which has an adequate comfort level for pupils and teachers in terms of temperature, ventilation, lighting and sound insulation, as well as introduce a flexible classroom layout that will allow the school to use the space in different configurations to encourage interactive learning and creative thinking. Additionally, we would like to improve the outdoor environment by creating a food garden inside the school premises which will act as an outdoor classroom, to teach kids practical skills about food production and waste management.

[Image 2.2.1] Jagoo School in a Bangladeshi slum

What are the positive and negative aspects of this project?

Positive aspects: • Upgrading the classrooms will increase the wellbeing of pupils and teachers and create a healthier indoor teaching environment.

• The food garden will help increase food security for the children and teach them about growing their own food and waste management.

In addition to creating a more sustainable and pleasant outdoor environment.

• The improvements can increase positive competition between neighbouring schools.

[Image 2.2.2] School garden in South Africa

Negative aspects: • Maintenance of the applications/project can be difficult in the future due to lack of funding and skilled labour as well long distance communication and corruption risks.

• The improvements could increase the value of the land which might increase the rent or cost of the land for the tenant.

• In case of land tenure conflicts, owner of the school might have to evict the land and leave behind investment made to the structure.

• Increase negative competition between neighbouring schools.

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P RO J E CT AR E A D E F INITION

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2.3 -Methods • Analysis of local context such as; existing spatial quality and conditions, child culture/behavior, local needs, and requirements. The analysis of existing spatial quality and conditions was conducted through sketch-studies, photographs, and measurements on site.

The analysis of child culture/behavior, local needs, and requirements were done through; observations of classrooms, workshops and interviews with children, teachers, craftsmen and other stakeholders.

• Participatory approach- we kept close contact with future users of the building throughout the construction process. We discussed and gathered their input/opinions through simple tools such as chalk.

[Image 2.3.1] Chalk as a communication tool

[Image 2.3.2] Site visit Anne's Royal

• Site visits to other schools in the neighborhood. We visited another school in Obunga which had implemented the same solution we were thinking of (the reed mats) to improve the indoor climate, to talk to the pupils and teachers and experience the indoor climate and quality of space ourselves.

• Study/Observation of local architecture and building materials.

During the design process of the windows, we made sure to take every opportunity to observe and document local weaving patterns and techniques in Kisumu as well as other places we visited in different parts of Kenya.

• Crowd-funding and networking with different stakeholders and relevant organizations. The funding of the project was done through crowd-funding

[Image 2.3.3] Weaved walls in Masai village

• Precedent study of similar projects in sub-Saharan or tropical climate with limited resources. We studied similar projects in sub-Saharan and tropical climate with limited resources, (see reference list below). Both as design solutions and scholarly articles about thermal comfort in school in tropical and sub-Saharan climate.

2.4 -Limitations Time Like many other projects. Our project was limited by time and we had high ambitions and goals to reach during our limited amount time in Kisumu. We wanted to realize some of our goals before leaving Kisumu to ensure the quality of building and benefits to the local community from tangible results of the project.

Funding Funding was a major limitation as it was mainly based on donations collected from crowd-funding and it was not enough throughout the project as we had no experience in financially managing construction projects.

[Image 2.4.1] Interactions with locals

Building Permission We were also restricted by building permission which doesn’t allow the use of permanent building solutions, as usually is the case in informal settlements.

Labor Our design solutions were also restricted by the available local knowledge and labor, as many lacked conventional craftsmen-training and some of the design solutions we introduced were completely new to them. We had to therefore adjust our design together with craftsmen and simplify the solutions.

Tools There was a lack of appropriate building tools on site, which were either not available or too expensive to buy in the local market. Most of the tools provided on site were borrowed from Zingira and Evance.

[Image 2.4.2] Window frames getting built with basic manual tools

Electricity The were no electricity outlets in the school, so all labor was done manually except for welding which requires electricity and was done through borrowing of electricity from neighboring buildings.

Language and Cultural barriers

[Image 2.4.3] Talking to craftsmen

We were also restricted by language and cultural barriers which sometimes prevented us from understanding and communicating our ideas freely with craftsmen who usually communicated with each other in their local language. Sometimes it was difficult to convince them about our ideas, due to the different perception of womens role on construction site.

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P RO J E CT AR E A D E F INITION

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THREE

FACT COLLECTION & ANALYSIS

3.1 - Urban Context

BA PAM

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3.2 - Existing Situations and Detected Issues

Amount Of Pupils In Each Grade pp1 - 31 pp2 - 36 1st grade - 28 2nd grade - 30 3rd grade - 20 4th grade - 30 5th grade - 4 6th grade - 5

In the school premises, there are 3 main buildings; pp1-3rd-grade building, 4th-6th-grade building with administration and storage building. Forming a spacious courtyard in the middle. The school also has an open-air kitchen and toilets. The school kitchen lacks the hygienic standard that is common in Sweden due to lack of adequate facilities and tools, such as electricity, paved flooring, door, and a water tap or washing basin. Charcoal is used for cooking, as its the most affordable fuel option in the country. Toilets are also in a bad condition and usually get clogged. Since they’re pitched toilet, they have to change every ten years.

Buildings are built out of corrugated iron sheets which causes uncomfortable indoor temperatures. The spaces heat up as an oven and cause heat-related health issues, such as; fatigues, low concentration level and sickness (Bidassey-Manilal, et al., 2016). The teacher reported that their pupils often suffer from similar symptoms during the long school hours in the hot season. Lighting and ventilation are important issues at the school. Since the school lack electricity and relies solely on natural ventilation and natural lighting. The openings in the building envelope do not provide enough daylight and ventilation, due to being only one side. Younger classes are extremely overcrowded, which also adds to the indoor temperatures (Bidassey-Manilal, et al., 2016). 3-4 student sit in each desk. The desks are very old or worn-down, with not enough desk space for books. Some schools desks are broken, but kept inside, which created less space inside the classrooms. Blackboards were also in a bad condition, some are broken and others are just painted on the partitioning walls. They are also small. Inner walls or partitions are built from reused plywood panels to create divisions between classrooms. This simple solution is not durable in the long term and is not adequate enough to provide sound insulation. Students can hear the neighboring class lectures which cause further distraction both for the teachers and the pupils. While some classrooms had cement floors, nursery classes had dirt floors, which create an uneven and uncomfortable ground for students, difficulty cleaning, and no waterproofing. The school usually holds different events, such as debates, christening or prayers, and other performances, where up to 140 people gather. But they don’t have any designated space for that on the school premises. During rainy season passing to and from school is a problem due to lack of appropriate paving of the school ground which creates piles of mud on the ground. One of the things that teachers asked for during an interview, was a stone or concrete paved footpath. They also lack a school library or sufficient space for storing books and school supplies, and or sufficient space for storing books and school supplies, and asked for a library and more shelves or locked cubit to prevent theft.

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[Image 3.2.1] Darkness of the Classes

[Image 3.2.2] Broken partitions between classes

[Image 3.2.3] Open-air cooking

Facade Analysis

[Image 3.2.4] Kindergarten, 1st-3rd grades building complex

[Image 3.2.5] 4th-5th grades building complex

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3.3 - Sketch Studies Sketching was used as a tool to simplify the reality around us, frame the important subjects and to distinguish what matters the most. In this way, one can fastly remember what we thought was interesting, troublesome, creative or dangerous.

The sketches were partly architectural in terms of being technical drawings such as section or plan, but partly for us to spill our ideas on paper.

EXISTING PP2 CLASSROOM ANALYSIS

3.4 - Gathered Scientific Studies lack of adequate ventilation, high humidity levels, and poorly performing building envelopes can contribute to poor thermal comfort. (Kamaruzzaman, Tazilan 2013) Previous studies indicated that thermal comfort does affect the productivity and learning. A student’s perception of thermal comfort is affected (Kamaruzzaman, Tazilan 2013) Heat-related health impacts and perceived health symptoms are potentially a problem, especially in public schools with limited resources (Bidassey-Manilal, et al., 2016).

[Image 3.3.2] Transverse section

High temperatures may impact schoolchildren’s (and teachers’) health, school learning, productivity and performance as well as their general well-being (Bidassey-Manilal, et al., 2016).

Exposure to high temperatures has known adverse effects on human health. These effects may be especially dangerous for children whose physiology is still developing (Bidassey-Manilal, et al., 2016).

The World Health Organization recommends a maximum working temperature of 24 ˝C. Overheating in classrooms is said to occur when the internal air temperature exceeds 28 ˝C

[Image 3.3.1] Sketching during pupil's classtime [Image 3.3.3] Longitudinal section

Several studies have found that warm environments are associated with feeling sick, tiredness/lethargy and headaches. Concentration is also affected by warm temperatures as we found with 96% of students reporting low concentration relatively consistently during the study days. (Bidassey-Manilal, et al., 2016).

[Image 3.4.1] Drawings from Buildings, Climate and Energy. (Markus & Morris, 1980)

School classrooms made of metal enclosure are more likely to experience high indoor temperatures compared to brick classroom when occupied by a similar number of students. (Bidassey-Manilal, et al., 2016).

It is recommended that the class only have around 30 pupils per class.

Human body provides heat transfer or heat loss. If the seats are too close or too near with each other, the pupils will feel more discomfort or hot (Kamaruzzaman. K,, 2013).

[Image 3.3.4] Plan view of pp1 and pp2 classes

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3.5 - The Workshop INTRO:

CONCLUSION:

On 14th of March 2018, we conducted a workshop with two age groups of pupils at Future Hope Academy.

Initially, there was some difficulty in understanding the task as it was new to them and they were unfamiliar with similar tasks where they had to think about space in a plan or 2D perspective. The older pupils (grade 3-5) responded well to the task after we and the teachers explained it to them and were faster in designing the classrooms and appeared to have a good spatial understanding.

Older group: selected students from the 3rd to 5th grader, Younger group: nursery class (pp2) age group 4 to 5.

PURPOSE:

[Image 3.5.1] Kids discussing the best layout

• To understand their thoughts and desires for the new classroom.

• To get a better understanding of the children's spatial awareness and local culture.

• To challenge and motivate them to think about their school environment.

• To encourage creative thinking.

• To inspire us in the planing of the new classrooms.

• To introduce ourselves and create a relationship with the children.

WHAT WE DID: Let the children design their own classrooms PROCESS: We outlined a plan of the classroom (not to scale) on a colored sheet of paper and asked the children to design their dream classroom and subsequently their worst classroom; using different icons that represent different items used in the classroom:

[Image 3.5.2] Best Classroom Decisions

• • • • • • • • • •

There were some language barriers, especially with the nursery group, who also had trouble understanding the task as they were too young to have a developed spatial awareness like their older counterpart. But teachers did their best to explain the task and involve the children.

We also observed some cultural differences in arranging and placing the items that were given such as; bins and plants which most children placed outside. Other observations were that most children chose to put single person school-bench when designing a good classroom, while the triple person school-bench was used when designing the bad classroom.

Which confirmed our ideas about crowded classrooms and the need for better seating arrangement/furniture. The circular seating arrangement was also used in the good classroom for reading corner or group work.

The workshop was overall successful in reaching some of the goals and purpose that was set at the beginning. Children were engaged and did the task to the best of their knowledge. We were able to talk to them and observe how they behave in a group and engage with their surroundings.

Blackboard School-bench (single and triple) Chairs Tables Desk and chair Shelves Storage unit/cupboard Plants Hangers Recycling bins

RESULT: Best classroom

[Image 3.5.4] Group one [Image 3.5.5] Group two

Worst classroom

[Image 3.5.6] Group one [Image 3.5.7] Group two

[Image 3.5.8] Group work

The workshop was planned with the teachers who introduced the task/ challenge to the pupils in Kiswahili and divided the participating pupils into two groups for each age group; Nursery and Primary levels.

[Image 3.5.3] Enjoying and confused faces

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After the task was finished the teachers helped us distribute some candy to the pupils as a reward for their participation.

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DESIGN PROPOSAL

4.1 - Design Criterias

4.2 - Change in the Layout

The new structure in future hope will encompass two new classrooms for 1st and 2nd nursery classes and a small library or reading corner that will be accessible to the whole school.

Kitchen

Kitchen

Teacher’s room

Kitchen

Teacher’s room

Teacher’s room

PP1

The new building has to possess the following features: • Improved indoor climate in terms of; temperature, thermal insulation, natural ventilation • Good natural lighting and sound insulation.

• Use affordable and sustainable local materials and building techniques in a creative way which can be replicated and are aesthetically pleasing.

• Use semi-permanent or temporary building materials (due to building regulation).

In addition, the new building should, if possible, possess the following features:

[Image 4.1.2] A building facade in Obunga

• Encourage creative learning environment through interactive teaching approach.

• A food garden which will act as an outdoor classroom to teach kids practical skills about food production and waste management.

Food Gardens

3rd 2nd 3rd

3rd

Principle’s room

3rd

2nd

PP2 2nd 1st

3rd Food Gardens

3rd 2nd

PP1

PP1

3rd

Principle’s room

Library

Library Library

PP2

Toilets

Toilets Toilets

4th

6th

EXISTING SITUATION

1

6th

6th

2

EXISTING SITUATION

Situation before the intervention

4th 5th

5th

6th

6th

Toilets

4th Principle’s room

5th

5th

PP2

Food Gardens

Principle’s room

Principle’s room

5th

PP2

4th

4th

Principle’s room

PROPESED LAYOUT

Transition phase, relocation of classes and implementation of green gardens

1 The Future Hope Academy currently has 2 kindergarten level classrooms, 6 levels of primary school. Kindergarten levels are divided into two, with the names pp1 and pp2, while pp1 is the 3-4 years old class, pp2 is the 5 years old class. These classes have over 30 students each and when we first arrived at the school they were not divided physically with a partition.

Students and teachers were not happy with this situation since one class' pupils get distracted by the other class' teacher.

Even though grades 1 to 4 is crowded as well, they were squeezed in much smaller areas than kindergarten classes. On the other hand, 5th and 6th grades hold 4/5 students each but have the same floor area as the rest of the primary classes.

Therefore as CoolCentration team, we try to fix this overcrowding issue and unfair divisions of floor areas by moving the 2 levels of kindergarten in another building complex. And suggest dividing the existing buildings more fairly.

At the same time, we have added a library function to the new SITUATION building complex that can be used by the whole school EXISTING during the school hours and after school hours.

It is also proposed to move the head-teachers room to the building with the 1st, 2nd and 3rd grader, and provide a bigger space than before for having the possibility to host a teachers meeting. We have also made collaborations to be able to provide a greener courtyard for the class.

Kitchen

2

Kitchen

Kitchen

Teacher’s room

Teacher’s room

PP1 1st

2nd Green

1st

1st

Food Gardens

3rd

2nd

2nd

PP1

3rd

3rd

PP2

Principle’s room

Library Toilets

Food Gardens

4th

4th

Principle’s room

Principle’s room

3rd PP1

Principle’s room

Library

Toilets

Toilets

PP2 4th 5th

5th

5th

6th

1st

Greenery

PP2 2nd

PP2

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Green

2nd

PP1

PP1

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Greenery

1st

1st 2nd

Teacher’s room

[Image 4.1.3] A building facade in Obunga, Kisumu

1st

PP1 1st

Greenery

PP2 2nd

PP2 1st

Teacher’s room

Teacher’s room

PP1 1st

PP1

PP2

[Image 4.1.1] A building facade in Dunga Beach

Kitchen

Kitchen

6th

6th

3

PROPESED LAYOUT

3

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Envision of Future Hope Academy

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4.3 - Site Plan

13

14 12

11

AD O R BA

1

PAM

2

3

9

7

10 15 8

4

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

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5

1st grade 2nd grade 3rd grade 4th grade 5th grade 6th grade Head-teacher’s room pp1 - kindergarten 1st level pp2 - kindergarten 2nd level Library Food Gardens Recycle Kitchen Storage Bathrooms

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10

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4.4 - Bio-Climatic Section Close-up Relations re fle cte dd ay lig ht

gh rou d th heets e r e s t t fil oof ligh nt r day nsluce a tr

IR

in di re ct da yli gh t

HOT A

COOL AIR

ra i

nw

a t e r c o ll e c ti o n

po

i nt

pe rfo ra te dl igh t

Drainage trenches

Drainage trenches

Plants for blocking the solar rays over-heating metal sheets

Plants for blocking the solar rays from over-heating the metal sheets

Pots that cover the ceiling for preventing the heat coming from roof

Pots that cover the ceiling for preventing the heat coming from roof

Papyrus reed mats hanged on the walls for thermal insulation

Papyrus reed mats applied to the walls for thermal insulation

Plants for blocking the solar rays over-heating metal sheets

Plants for blocking the solar rays from over-heating the metal sheets

between perforeted light & studying pupils

between diffused light & studying pupils and teachers

Transparent roof sheets, the upper ventilation openings and weaved windows' perforated light provides adequate amount of lighting inside for pupils to study comfortably

At the back of the building, additional light and ventilation source is provided similar to clerestory windows. Depth of the building is 6 meters which prevents creation of dark zones in the room.

between indoor & outdoor

between library and food garden

The height of the weaved windows are designed in according to allow an average 6 years old to see outside while standing or sitting. In this way, students can have a glimpse of outside, or daydream when their concentration level is low and have a fresh start.

The curvy library partition separates the library from the classrooms and becomes a semi-open learning space. Pupils can use the curves to create their individual spaces to focus on their reading, or to watch outside where others are taking care of the food garden.

Drainage Plants for trenches meal program

Drainage Trenches

Plants for the meal program

Strategy for Improving the Micro Climate of the Learning Structures Collect as much natural daylight as possible

Use ceramics on ceiling to block overheating from roof

Apply sun blockers such as weaved eucalyptus

Collect the rain water

Locate the opening on strategical positions to collect the wind

Use the collected water in food gardens

Use local insulation materials such as papyrus mats

Create drainages for the rainy season

Plant local plants in front of the exterior walls to avoid over-hating

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INTERACTIVE TEACHING: UK. [ɪn.təˈræk.tɪv ˈtiː.tʃɪŋ] (noun) 1. is a teaching method following the idea 'without practical application, students often fail to comprehend the depths of the study material'

4.5 - Floor Plans LAYOUT ONE

1.

1. Pp1 Classroom 2. Pp2 Classroom 3. Library

3.

According to Taylor and Kuo hands on learning outside the classroom can: • Improve test scores, attendance, attitudes toward learning • Positively affect child physical, social, interpersonal, and aesthetic development • Alleviate symptoms of ADHD and ADD • Help ELL learners learn new vocabulary • Improve child health • Allow children who learn differently from others to become leaders and shine

"

We cannot create observers by saying 'observe', but by giving them the power and the means for this observation and these means are procured through education of the senses.

Maria Montessori

"

Research reveals the significance of early experiences with nature as an important factor in developing environmental awareness (Taylor and Kuo, 2006; Orr, 2004) CoolCentration project aims to provide a library for the Future Hope Academy pupils as safe space where they can have their personal space and focus on their work. Each curve is designed to be a reading corner for a kid, but if they would like to share with their friends it is also possible to have a group sitting. The books are located on the shelves attached to the inner part of the curves.

Teacher Centered Teaching vs.

Student Centered Teaching Teacher is not an intimidating figure standing by the blackboard and expecting pupils to memorize/repeat what she/ he tells. On contrary classroom layout does not allow a certain spot to be on the focus. Blackboard is on the wall but used just as a tool instead of being the 'heart of the classroom'. The corridors system encourages the teacher to walk around the classroom and individually take care of each pupil, while desks are directed towards each other to create engagements for discussion and allow group-works.

2.

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1

2

3

4

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"

} "

If you are not prepared to be wrong, you will never come up with anything original.

Sir Ken Robinson

learning through play In schools it is taught that being wrong is the worst thing you can ever do.

(Robinson, 2006) This kills the creativity.

Instead the student-centered approach in teaching, lets pupils learn by reading, discussing, doing and learning through mistakes.

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The nursery pupils have classes until 3 pm. After this hour they leave the school, but the older pupils continue with their classes and sometimes have extracurricular activities such as debates, performances (dancing, singing).

Before the construction of the new building, they did not have any specific space to gather as the whole school since these extracurricular activities are not gradebased. With this multi-functional flexible space, older kids will also have a new facility to practice their activities. This way, the extension of the school is not only for a specific age group, but it welcomes all the pupils.

Additionally, if there is an event organized at the school premises, space can be opened up to host a larger group of people. The place can potentially be rented out to generate an extra income for the school, in case a third-party would like to organize an event there, such as 'Reading Day' for example which is organized by Anne Nipher Olieba - education advisor.

Layout Two 1.

Parents meeting

2.

Individual parent meeting

3.

Library use in free time

4.

Farming

5.

Poem reading session

6.

Audiance setting

7.

Performing

1.

2.

3.

4.

During 8:00-15:00

During 15:00-17:00

During 17:00-8:00

Circulation throughout the day

Curvy Library Partition Each curve provides a personal space where pupils can focus on their work.

6.

It becomes a playful object in the middle of the slum area where every building is a rectangular box.

5.

It's an experimental building technique, aims interchange of building construction knowledge.

7.

It also aims to inspire the kids towards creating, and being original.

Axonometric view of the Curvy Library Partition

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1

2

3

4

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4.6 - Window Development Process PATTERN STUDIES

Pros

Awning window

Vertical folding window

Awning window

Vertical Pivot window

•Easy opening •Fast buildabilty •Creates shades below when opened

•Allows bigger length window frames •Introduction of a new window technique to the area

•Easy opening •Fast buildabilty •Creates shades below when opened

•Easy opening •Fast buildabilty •Introduction of a new window technique to the area

Designing on site and prototyping

Cons

•Risk of injuries if closes fastly •Kids cannot open

•Risk of injuries if closes fastly •Kids cannot open •Difficult to build

•Risk of injuries if closes fastly •Kids cannot open

•Kids might play with it, by turning

EXPERIMENTS WITH THE WINDOWS

Perforated light through the weaved windows 12:15

11:00

10:00

Shadow study of the windows in place

21.03.2018 Examining local weaving materials and patterns by visiting local Market and vendures.

Purchasing and testing to weave the first materials; (green papyrus reeds, dried papyrus reeds and ropes made of papyrus).

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22.03.2018 Material and Pattern Experiments using papyrus reed mats.

Pattern studies were important to create a playful space for the nursery pupils. Each pattern shadow creates a different impression on how we perceive the space. Nevertheless, the easy application of the pattern and its durability were even more crucial in the decision of the final patterns.

23.03 2018 Final window prototype, using eucalyptus sticks and weaving as our final pattern and building technique.

Experimenting with light and shadow

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WEAVED WINDOWS

Vertical pivotting was achieved with bolts and washers

Lock for avoiding the window become a play material

Outer frame Inner frame

Poles for weaving

Metal supports were added to avoid the bending due to compression and twisting

Horizontal pieces of inner frames are shaped as C section

To achieve a balanced amount of daylight and natural ventilation into the classroom we designed and built the weaved windows, from local eucalyptus branches. They have a vertical pivoting mechanism, when closed, allows perforated light through during the morning, and indirect light during the afternoon, regulating sunlight and controlling the amount of light and heat that enters the building. The porosity of the window allows constant cross ventilation keeping the building cooler. The material was chosen because its, locally available, affordable and sustainable as well as for its naturalistic quality, to add an aesthetic value to the classrooms whereby children can enjoy the cast of shadows and light.

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Steel

Brass Timber Eucalyptus Sticks

Steel

Steel

Exploded Axonometric View of the Vertical Pivot Window on Front Facade

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The light effect weaved windows create inside the classrooms.

VENTILATION OPENINGS

Poles nailed to the thicker poles

Outer frame

Poles for meshing Thicker poles nailed to the outer frame

Eucalyptus Sticks

Timber

Axonometric View of the Ventilation Openings

During the afternoon, sunlight hits the building from the west side and creates this poetic effect on the reed mats. Naturality of the space is highlighted even further by the perforated light.

The ventilation openings like the weaved windows are also built from eucalyptus branches, except they are fixed into the wall and can not be opened. Nevertheless, they are higher on the wall, with larger grid openings that provide perforated light and air through. They provide cross ventilation as well to keep the building cooler. The choice of material and design was intended to create a visual coherency to space whereby all indoor element has a naturalistic character in contrast to the hard unnatural surfaces outside. Creating a pleasant atmosphere inside the classroom whereby shadows and light constantly change casting different patterns on the surfaces. The windows are placed higher up on the wall and start at 150 cm in accordance to Boubekri’s formula to give evenly distributed sunlight.

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79%

4.7 - Walls With Papyrus Reed Mats

4.8 - Costs

To reduce the interior temperature that the corrugated iron sheets causes, papyrus reed mats were applied to the interior. The reed mats also have the quality to reflects light and affects the visual perception of the space making it brighter and softer on the eye. The mats were chosen because they are locally available and affordable as well as biodegradable making them sustainable and easy to replace. The mats were attached to the wall by a horizontal and vertical timber support at the back, nails, and bedding on top to tighten the mats and prevent them from breakage. An extra coat of varnish was applied to protect it from the weather elements and termites.

Funds collected/used for the bigger project 6% in Future Hope Academy

Corrugated Iron Sheet

8%

Horizontal Structural Timber

6%

Papyrus Reed Mats

8% 1% 6%

Bedding

Thermal 1% Insulation Windows 6% Blackboards Maintenance Rest of the Building

29910 KES 41270 KES 6700 KES 32120 KES 400000 KES

Nails 79%

79%

The sum of the funds collected for the new building project of the Future Hope Academy is approximately 510.000 Kenyan Shillings (KES). Of this sum, 21% of the funds are collected by CoolCentrati̇on team. Team has collected approximately 110.000 KES which 27% of these was contributed personally by us and 73% of it was from crowd-funding.

The biggest contribution of the crowd-funding was from Volvo Penta Turkey group and the rest was from acquaintances. The crowd-funding was started while we are in Kisumu, and there were some money transaction issues. 77.880 KES is used currently and 32.120 KES is left for maintenance for the following 3 years.

Vertical Structural Timber Walls insulated with papyrus reed mats and the exploded axonometric presentation

Funds used for CoolCentration Project 45000 40000

Prototype Displayed at the Kisumu Exhibiton Corrugated Iron Sheets

Reed Mats

Structural Timber Bedding

Building process of papyrus reed mats

Top view

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Wall prototype

The air-gap in between the reed mats and the metal sheets, acts as another thermal insulation agent, since the air trapped between two layers being a poor conductor of heat acts as a barrier to heat transfer (CLEAR, 2004).

Transportation Labor Material

1000 KES 14500 KES

35000

2200 KES

30000

5000 KES

26310 KES

25000

23310 KES

20000 15000 10000

400 KES 1500 KES 4800 KES

5000 0

Windows

Thermal Insulation

The money used by June 2018 is spent on mainly 3 elements you can see above.

Windows were the biggest part of the expenses and took the most time to built.

All the window construction was completed while the team was in Kenya. While, thermal insulation construction had begun after team left Kisumu due to the lack of time, and unfinished construction of the building such as roof. As Zingira Community Crafts reported, the application of the papyrus reed mats cost 29.910KESin total. Additionally, to allow pupils start their education as soon as possible, team has funded the blackboard of the new classes.

Blackboards

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Before Construction

After Construction

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Ground Break

Structure

Timber

Windows

Construction ground break.

Foundation work & water connection started.

Structural steelframe finished and foundation work continiues.

foundation is finished and inner timber frames are put in place and attached to the structural frame.

First three windows are finished and put in place.

Roof trusses are welded and put in place.

Metal sheets are being attached to the exterior wall.

03.04.2018

04.04.2018

05.04.2018

Walls

Interior

Completion

Reed mats are being attached to the interior wall

Building projec is completed.

Facade All windows are up, and roof panels are getting fixed to the trusses.

BUILDING CONSTRUCTION TIMELINE

Roof

PROJECT TIMELINE

08.03.2018

10.03.2018

12.03.2018

14.03.2018

15.03.2018

21.03.2018

27.03.2018

07.04.2018

09.04.2018

14.04.2018

18.04.2018

23.04.2018

COOLCENTRATION

25.05.2018

08.06.2018

Rickel

By Bane Alsabawi & Sena Akçiçek

Reality Studio, 2018 Spring Term

1st PAD Project area description and group formation at KLIP.

Planning Planning phase with Zingira including the division of responsibilities and creation of a work plan.

Site Analysis Site analysis and fact collection through measuring, photographing and sketching of the site, as well as interviewing the teachers.

Workshops To understand children’s ideas and culture and get inspiration about the new classroom layout.

Design After analysis and fact collection. Design phase started with sketches of facade window and plan layout.

Kisumu Exhibition

Prototyping 54

See the experiments timeline above.

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We presented our work to the kenyan public by displaying it in the public exhibition in Kisumu at Kenyatta sports ground.

Pinup After returing to sweden we had another presentation whereby we showed our refined work from the public exhibition in Kisumu.

Final Exhibition Here we will present our final work and recieve feedback.

Report We will hand in our report together with a guideline booklet which we intend to distribute in Kisumu.

dISCUSSION & conclusion

5.1 - Discussion Optimal Temperature walls

openings ceiling & roof

flooring

temperature

light

sound

“Schoolchildren spend a significant amount of their time attending school and being indoors in school classrooms”(Bidassey-Manilal, et al., 2016). “Exposure to high temperatures has known harmful effects on human health. These effects may be especially dangerous for children whose physiology is still developing”(Bidassey-Manilal, et al., 2016). It is therefore important to consider the quality of indoor temperature and thermal comfort when intending to improve the learning environment for school children.

air quality

[Image 1] Bioclimatic Chart

Bedding Structural Timber Papyrus Reed Mats

Corrugated Iron Sheets Air Gap

[Image 2] Wall Detail

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Thermal comfort definition by ASHRAE is ‘that condition of mind which expresses satisfaction with the thermal environment and is assessed by subjective evaluation’ (ANSI/ASHRAE, 2004.) Thermal comfort is a key component of quality of indoor environments and environmental elements such as heat from electrical lighting, lack of adequate ventilation, high humidity levels, and poorly performing building envelopes can contribute to poor thermal comfort. (Kamaruzzaman & Tazilan, 2013) In this project we focused mainly on the building envelope, as we felt it was the biggest contributor to the high indoor temperature and thermal discomfort. We looked into a comparative study about heat-related health symptoms in South African schools which proves that the indoor temperature is higher in classrooms built from metal enclosure compared to the ones built from brick. It also shows that the temperature in metal classrooms is much higher than the outdoor, around 40°C on average (Bidassey-Manilal, et al., 2016). There are various models that aim to predict thermal comfort such as the predictive mean votes (PMV-model), actual mean votes (AMV-model) and the adaptive thermal comfort (ATC-model). PMV model consists six factors; air temperature, mean radiant temperature, air velocity and relative humidity are measured and activity level and clothing insulation are estimated with the use of tables. (Van Hoof, Mazej, & Hensen, 2010) Nevertheless, thermal comfort is also related to individual’s preferences and expectations.

People in warm climate zone would prefer higher indoor temperatures than people living in cold climate zones, which contrasts to PMV- model.

We have tried to consider the factors mentioned above in our project.

Previous studies have shown that the classroom environment is a determinant of students’ outcomes. (Fraser, 1994) Students’ achievement is also higher in those environments that students find to be relatively comfortable. (Kamaruzzaman & Tazilan, 2013) There are many factors that effects perception of thermal comfort. As Adunola and Ajibola reports, in the teaching-learning environment, students’ perception of thermal comfort is affected by air temperature, air movement or velocity and humidity in the classroom, as well as the clothing they wore to the

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lecture, the amount of physical work activity done, the mean radiant temperature, the radiant temperature of the walls, floor, windows, etc.

(Adunola & Ajibola, 2012.) One should not consider the thermal comfort improvements as luxury, because lack of attention to these might result in health issues. As Kovats & Hajat remark heat-related health impacts may be mild, such as nausea, headache and dizziness, or extreme, including vomiting, heat stroke and cardiac arrest. (Kovats & Hajat, 2008) The World Health Organization recommends a maximum working temperature of 24°C (University of Central Lancashire, 2013). Overheating in classrooms is said to occur when the internal air temperature exceeds 28°C (Department for Education and Skills, 2003) although we did not have the correct tools to measure these specific values, we have created a chart [image 1] for the project which considers the environmental factors to create the optimal learning conditions. For the thermal comfort aspect, we have worked on two architectural elements (walls and openings) and continued working on further developments to the school (see guideline). The best solution to improve the indoor climate or thermal comfort in building envelopes made of corrugated iron sheets would be the application of thermal insulation. The thermal insulation that we chose was based on four factors: local availability, affordability, sustainability and easy application. We, therefore, recommend the use of papyrus reed mats for thermal insulation in corrugated metal sheet structures in Kisumu [image 2]. Since papyrus is very common near Lake Victoria region, and the reed mats are relatively cheap, biodegradable and easily exchangeable. Though this material is widely used locally in buildings, it is not very common as a building material in schools.

Air Quality Both the weaved window and ventilation openings in the new classrooms allow cross ventilation through their positioning and porosity of their structures. The flow of the air is welcomed and desired in tropical climates. There are many structures in Kenya that embrace the open air flow through perforated walls and ventilation openings. Glass is not always necessary, as it might not be affordable but also because the ventilation opening does not need to be completely closed.

The main design criteria for achieving good air quality is the use of natural cross ventilation. It is therefore important to know the predominant wind direction throughout the year in order to position the windows in the wind direction. It is possible to use these basic principles shown [image 4 & 5] to keep the building well ventilated.

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[Image 3] Cross ventilation

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[Image 4] Cross Ventilation

The cool air that the wind brings collects the heat, the warm air rises up in the space and finally goes out from the ventilation openings that are located relatively high on the walls. It is always desired to have an opening on the top part of the building to let the warm air out. With these principles, over-heating is eliminated and air flow is facilitated. The flow of the air is very important in terms of health and well-being of the users because, at high humidity, the undesirable side effects are dampness or wetness sensation and sometimes difficulty in breathing (Markus & Morris, 1980).

At the same time, crowding must be considered to be able to provide good air quality for every individual in the learning environment. Crowding refers to the way we feel when there are too many people or not having enough space. (Bell, Greene, Fisher, & Baum, 2015) In a crowded room space without adequate ventilation, people give off carbon dioxide, water vapor, dead skin cells and unpleasant odors. (Tamaraukuro Tammy & Japo Oweikeye, 2016) Therefore it is recommended that the number of students in a classroom does not exceed 30 pupils.

[Image 5] Stack Ventilation

Optimal Daylight One of the issues that we detected inside the classrooms at Future Hope Academy was the lack of adequate daylight. Like many other schools in Obunga, the school also lack access to electricity. We addressed the issue by providing a dynamic daylighting system which provides enough natural light during the day without the need for an extra electric light source. According to Barrett & Zhang, “natural daylight should always be the main source of lighting in schools, supplemented by electric light when daylight fades” (Barrett & Zhang, 2009).

We designed and applied the following solutions which use four different entry points, to achieve a balanced daylight distribution into the classroom, in which we also considered the following factors (local context, affordability, and sustainability).

1. The weaved windows on the east facade (shown on page 46) are built from locally available eucalyptus branches. They vertically pivot around a middle axis, providing perforated light during the morning when closed, and indirect light during the afternoon, regulating sunlight and controlling the amount of light and heat that enters the building. It is possible to pivot the window up to 180 degrees, but 90 degrees provide the maximum daylight if it is desired to open.

2. The grid ventilation openings (shown on page 49) like the weaved windows are also built from eucalyptus sticks, except they are fixed into the wall and can not be opened. Nevertheless, they are higher on the wall, with a larger

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opening that provides perforated light and air through. They provide cross ventilation as well to keep the building cooler.

With these two types of openings we have considered, Boubekri’s formula; "to obtain adequate and more uniform daylight distribution the height of the clerestory window should be about one half the sidewall window heights" (Boubekri, 2007). While the weaved window starts from 95 centimeters, the clerestory or ventilation openings in our case, start from 150 centimeters. Both openings create a constant cast of shadows and light inside the classrooms keeping learners curious.

Thirdly, there are openings integrated into the roof for both letting the warm air out but also for getting sunlight through reflections from metal sheets.

[Image 6] Indirect and reflected light

Lastly, translucent roof sheets have been located on the roof to maximize the daylight. For the cloudy days where direct sunlight cannot provide enough lighting, and indirect daylight must be collected through all the entry points.

Optimal Sound Insulation "Comfortable and clear auditory perception, along with freedom from noise not only improves communication but also promotes working and learning efficiency" (Barrett & Zhang, 2009). It is very important for pupils to be able to clearly hear their teachers without being distracted by other sounds.

Metal is a material that reflects the sounds (reflects 90-95% of the sound) which may cause many sounds to be heard at once. There may be many situations in classrooms where talking, discussing, group-works and brain-storming is encouraged which may lead to a noisy environment. It is substantial to improve the sound quality in the learning spaces, therefore, metal sheet surfaces need to be covered up with a sound absorbent material.

[Image 7] Sound insulation

The papyrus reeds that were applied to the interior of the classroom walls have the ability to act as a sound insulation due to the low density/softness of dried papyrus reed fibers, sound does not get reflected as easy as exposed corrugated iron sheets. Hence applying the papyrus mats to the metal sheet walls will also improve the sound insulation in the classrooms.

The prolongation of the reflected sound is known as reverberation. [Image 8] Reverberation is dependent only on the volume of a space and the acoustically absorptive quality of the room’s finishes. Hard surfaced rooms will have a longer reverberation time than rooms finished with sound absorbing materials. (Acoustical Surfaces Inc., unknown date) While building new classrooms, one must make

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sure they are not unnecessarily big, considering the reverberation aspect and the sound quality for the learners and the teachers.

[Image 8] How reverberation occurs

Nevertheless, as Matt Hickman says, "In Finland, the idea that a school needs to be entirely quiet is disappearing to an extent" (Hickman, 2018). Finland is a good example considering its worldwide fame on its successful and innovative approaches to education, despite the fact that it has no relation with Kenya geographically or in terms of climate. Classrooms must support student-centered learning where group-works and discussion among students are encouraged.

Therefore, the importance of sound insulation (as it affects communication) must be acknowledged but silence must not dominate the learning environments.

Flexibility in Layout

[Image 9] Learning layout

While in Kenya we focused on improving the micro-climatic condition and when we returned to Sweden we continued on developing the flexible layout for interactive learning. Material choice and the section of the building was planned with the design criteria to reach the optimal micro-climatic condition, the layout of the building was mostly determined by the aim of providing the school with a flexible space. During our site visits in Kisumu, we noticed that the use of the space is usually rigid. The classrooms were just classrooms, principal room was just principal room and a library was just a place to put books.

While we were observing the school’s daily needs, we have noticed they lack a space where they can gather as the whole school. For the activities taking place after the school hours such as; dancing, debating and singing, there was no space where a big group can fit all together. They were also lacking a library where they can put their books in an organized manner and for instilling the students the desire to read.

[Image 10] After-school-hours layout

That is why we designed the new space as a multi-purpose room divided by folding doors. It is expected that the final space layout will be: 2 classrooms and a library. [Image 9] But thanks to the folding doors, it is possible to divide the classrooms from each other while opening the library towards outside for the use of other pupils. In the opposite way, space can become one big room where parent-teacher meetings can be hosted, rehearsals for singing can be done and performances for the families can take place [Image 10]. This layout encourages the experimental and interactive learning.

For the learning to be experimental and practical we have tried to design the space as far away from the ‘formal image of a classroom’ which pupils and teachers are used to. In a space that is ‘regular,’ activities taking place will be also regular. While by providing a space that people cannot ‘read’ we give them

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the chance to be creative and experiment with what can be done within those boundaries. As Tom Kelley, puts it in his “Forward” in Make Space (2012), “Space matters. We read our physical environment like we read a human face” (p. 4) We architects, are required to design the new education spaces that feels like it is welcomed to make intellectual exchanges with others, it is alright to do experiments, it is allowed to create, dirt, mess for the sake of ‘PLAY.’ Where play becomes the biggest teacher. And where the teacher-learner relationship is not intimidating, the teacher becomes a friend, a mentor.

In an interview with a participant of the last act of Rehearsals in May 2014 (Bauer & Wiberg, 2017), Rebecka Thor describes how she felt in the unusual space which they gathered: “I felt a little lost because it was a room I couldn’t read or place. That meant I didn’t know what to do with myself. It was a common occurrence, one would go straight up o the table where fruits and coffee were set up.

Because It was a place, ... where one knew what was expected of us.” (p.210) This is a reflection from an attendant to the Rehearsals meeting who experienced a similar space we wanted to create. In her speech, she mentions ‘behaviors that are expected.’ This is exactly what this project want to avoid. It aims to get rid of the expectations, norms and learned (=memorized) behaviors. Let space just be a laboratory of learning.

Implementation of practical learning in the curriculum Under-resourced schools in Kenya can make use of their outdoor space to implement practical learning into their curriculum, by planting a food garden inside the school premises which will act as an outdoor classroom to teach kids practical skills about food production and waste management.

In this project, a collaborator has contributed by the realization of a food garden, built in the droughty soil of the school by bringing different types of soil, wood sawdust and chicken manure for composting. We have handed the garden to the children and to the teachers for them to take care of, grow food that might be used for the school meal program, but most importantly; for them to learn agriculture by doing it themselves.

[Image 11] School's new food garden

Future Hope Academy was lacking the infrastructure to apply practical and experimental learning, but now with the garden and the flexible classes, they will be able to implement different learning methods to achieve these goals.

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5.2 - Conclusion What we’ve proved with this project is that it is possible to achieve a better indoor climate in classrooms that are built from metal enclosures using simple, local, sustainable and affordable solutions. Although the fourth objective, affordability, was not obtained due to several factors such as the Kenyan market not being flat rate. Foreigners are often charged more because of their lack of knowledge of the local market prices and local traders often assume they are wealthy.

Nevertheless, the total amount used for the project, (approximately 77.900 Kenyan Shillings, equivalent to 6.780 Swedish Krona as today's rate (02.06.2018) can be considered low in cost, compared to Swedish standards. With this sum, we were able to build ten weaved windows, seven ventilation openings, insulation of all the walls which faces exterior on the other side, purchased the blackboards and paid all the related labor and transportation costs.

It’s also important to note that affordability should not compromise the architectural value of a project, which can with its aesthetic improve the general well being of its occupiers and enhance their sense of ownership and dignity. With that being said we do want to acknowledge the limitations of the project, such as cost and time management. One must consider few things in order to make it more cost-effective. For example, labor cost took a considerable amount of the total cost. This cost can be reduced by having the knowledge to do it yourself, and only hiring labor when necessary. That’s why we have developed the guideline booklet to guide others on how to replicate our solutions by themselves with as little outside help as possible.

Another limitation for us was, the difference in gender role norms in Kenya compared to Europe. Being two female architects, we have witnessed the unequal power role distribution between male and females figures on the construction site. Adding that, we were also foreigners, we were advised to have limited interactions with the market and the fundies (construction workers). This created a transparency issue, which we were eventually able to overcome.

(The General Comment 1 on the aims of education) Education must be child-centred and empowering. This applies to the curriculum as well as the educational processes, the pedagogical methods and the environment where education takes place.

We hope that the solutions that we applied at Future Hope Academy and proposed in this report and booklet will inspire other schools in Kisumu to upgrade their learning spaces according to the parameters that we concerned (indoor climate and interactive learning) because every child deserves to learn in a comfortable environment where they’re given the possibility to explore their full potential in accordance with Articles 29 of the Convention on the Rights of the Child (Unicef, 1989).

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REFERENCES

References • Acoustical Surfaces Inc. (n.d.). Reflected Sound – Reverberation. Retrieved from ACOUSTICAL SURFACES, INC.: https://www.acousticalsurfaces. com/acoustic_IOI/reverberation.htm • Adunola, A., & Ajibola, K. (2012). Thermal comfort considerations and space use within residential buildings in unpredictable world . Proceedings of 7th Windsor Conference. Cumberland Lodge,Windsor, UK: Network for Comfort and Energy Use in Buildings.

• ANSI/ASHRAE. (2004). Standard 55-2004 Thermal Environmental Conditions for Human Occupancy,. Atlanta, GA, USA: American Society of Heating, Refrigerating and Air-conditioning Engineers.

• Avert. (2017, September 14). HIV and AIDS in Kenya. Retrieved from https://www.avert.org/professionals/hiv-around-world/sub-saharanafrica/kenya • Barrett, P., & Zhang, Y. (2009). Optimal Learning Spaces. Design Implications for Primary Schools. Salford, England: Design and Print Group.

• Bauer, P. &. (2017). Rehearsals – On politics of listening. In T. K. M. Schalk, Feminist Futures of Spatial Practice (p. 210). Baunach, Germany: AADR (Spurbuchverlag).

• Bell, P., Greene, T., Fisher, J., & Baum, A. (2015). Environmental Psychology 5th Edition. New York, NY, USA: Taylor and Francis Group.

• Boubekri, M. (2007). Lighting Design. In M. Dudek, A Design Manual Schools and Kindergartens. Basel, Berlin, Boston: Birkhauser Verlag AG. • CLEAR (Comfortable Low Energy ARchitecture). (2004). Cavities and Air Spaces. Retrieved from Retrieved from https://new-learn.info/packages/ clear/thermal/buildings/building_fabric/elements/cavities_and_air_ spaces.html • Concordia University . (2017, December). Which is Best: Teacher-Centered or Student-Centered Education? Retrieved from The Room 241 - A Blog

by Concordia University, Portland: https://education.cu-portland.edu/ blog/classroom-resources/which-is-best-teacher-centered-or-studentcentered-education/ • Department for Education and Skills. (2003). Building Bulletin 87, Guidelines for Environmental Designs in Schools. 2nd ed. London, UK: Department for Education and Employment.

• Eshiwani, G. S. (1990). Implemnenting Educational Policies in Kenya (Rep. No. 85). Washington, D.C.: The world Bank. Retrieved from http:// documents.worldbank.org/curated/en/836481468774283223/pdf/ multi-page.pdf • Fraser, B. (1994). Research on classroom and school climate. In D. Gabel, Handbook of Research on Science Teaching and Learning Project (pp.

493–541). Washington, DC, USA: Macmillan Publishing Company.

• Gottesman, A. (2017, March 20). The Conditions of Kenyan Slums.

Retrieved from http://www.borgenmagazine.com/conditions-kenyanslums/ • Hickman, M. (2018, April 25). In Finland, classroom design offers a radical departure from the norm. Retrieved from Mother Nature Network: https:// www.mnn.com/green-tech/research-innovations/blogs/finnish-schoolsembrace-nontraditional-classroom-design • Irungu, P. (2017, December 17). How Free is Free Education in Kenya

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•

• • • • •

•

• • •

•

• • •

•

& Uganda? Retrieved from https://www.gsdmagazine.org/free-freeeducation-kenya-uganda/ Kamaruzzaman, K., & Tazilan, A. (2013). Thermal Comfort Assessment of a Classroom in Tropical Climate. In J. M. Nikos E. Mastorakis, Recent Advances in Energy, Environment and Development (pp. 88-91). Rhodes Island, Greece: SEAS Press.

Kenya, National Council for Law Reporting (Kenya Law). (2010).

CONSTITUTION OF KENYA. Retrieved from http://www.kenyalaw.org/lex/ actview.xql?actid=Const2010 Kovats, R., & Hajat, S. (2008). Heat Stress and Public Health: A Critical Review. London, UK: Annual Reviews.

Markus, T., & Morris, E. (1980). Buildings, Climate and Energy. London, UK: Pitman Ltd. Mistra Urban Futures. (n.d.). Kisumu Local Interaction Platform (KLIP).

Retrieved from https://www.mistraurbanfutures.org/en/lip/kisumu Ngware, M. (2015, October 2). Kenya's free education policy could actually be deepening inequality. Retrieved from https://theconversation. com/kenyas-free-education-policy-could-actually-be-deepeninginequality-48355 OECD Centre for Effective Learning Environments (CELE) . (n.d.).

“Standardised design” for schools. Old solution, new context? Retrieved from OECD: http://www.oecd.org/education/innovation-education/ centreforeffectivelearningenvironmentscele/48224041.pdf Republic of Kenya, Kisumu County. (2013). FIRST COUNTY INTEGRATED DEVELOPMENT PLAN 2013 - 2017. Kisumu County: [PDF] Robinson, K. (2006). Do schools kill creativity? Ted-Talk. Monterey, California, USA. Tamaraukuro Tammy , A., & Japo Oweikeye, A. (2016). Perceived Thermal Discomfort and Stress Behaviours Affecting Students’ Learning in Lecture Theatres in the Humid Tropics. Yenagoa, Bayelsa State, Nigeria: http:// www.mdpi.com/.

Taylor, A & Kuo F. E (2006). Is contact with nature important for healthy child development? State of the evidence. In C. Spencer & M. Blades, (Eds.), Children and Their Environments. (pp. 124-140). Cambridge University Pres.

The Ndoto Journal. (2018, March, 19) LIFE IN OBUNGA. Retrieved from https://ndoto.org/blog/life-in-obunga/ Unicef, (2001) The Right to Education. Retrieved from https://www.unicef. org.uk/rights-respecting-schools/the-right-to-education University of Central Lancashire. (2013, October). Air Conditioning Policy & Guidance on Thermal Comfort. Retrieved from University of Central Lancashire: https://www5.uclan.ac.uk/ou/fm/resource-centre/ External%20Library/FM%20SHE%20031%20Air%20Conditioning%20 Policy%20and%20Guidance%20on%20Thermal%20Comfort.docx Van Hoof, J., Mazej, M., & Hensen, J. (2010). Thermal comfort: Research and practice. Eindhoven: Frontiers in Bioscience (Landmark Ed).

R E F E R E NC E S

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Project References ANNES ROYAL SCHOOL, KISUMU

JAAGO SCHOOL, BANGLADESH

At la volorest, as eos

At la volorest, as eos

At la volorest, as eos At la volorest, as eos

At la volorest, as eos

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appendıx

Appendix • In the first attachment you can find the Stakeholders Diagram prepared

by Achyut Siddu.

• Third attachment is the booklet created to spread the knowledge produced during the CoolCentration project and to become a guideline for people who would like to improve their schools made out of corrugated iron sheet.

The booklet has texts similar to the discussion part, but the language is simplified to a level everyone can understand and it is more towards convincing the reader to apply the suggested solutions.

You can find the booklet starting from the page 76.

COOLCENTRATION TEAM - REALITY STUDIO

We have also developed a proposal for the Future Hope Academy so that they can apply the suggested solutions in the easiest possible way.

windows can be weaved for less direct lighting

top part of the sheets that are already cut, on the opposide of the window must be opened up

metal sheet walls must be insulated with papyrus reed mats.

• Second attachment is a screen shot from the video we have made for sharing our experiences in Kisumu Kenya. To watch the full video you can click on the link below. https://youtu.be/W5OjgbjuY6o

floor must be covered by cement Suggestions for application of the booklet for the rest of the Future Hope Academy.

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a ppe n d ı x

75

t h e G u ı de l ı ne

ımprovıng learnıng envıronments for corrugated ıron sheet structures in iNformal settlements in Kenya

Introduction This booklet aims to spread the knowledge produced during the CoolCentration project in Kisumu, Kenya and to become a guideline for people who would like to improve their schools made out of corrugated iron sheet. It suggests, learning environments can be more efficient and encouraging by increasing the quality of indoor climate and implementation of interactive learning.

In the reading, you can get information about how to optimize temperature, air quality, daylight, sound insulation, the flexibility of layout & implementation of practical learning into the curriculum. In the final part, you may learn about how to apply thermal insulation using papyrus reed mats (jamvi in swahili), build weaved windows and ventilation openings made out of eucalyptus sticks (mkalitasi in swahili) with the step by step explanation.

improving the learning environments

Better Indoor-Climate, in terms of lighting, sound, air and thermal quality walls

openings ceiling & roof

Implementation of Interactive Learning

flooring

Flexibility in Layout

temperature

light Created by Veronica Polinedrio from the Noun Project

sound

Implementation of practical learning in the curriculum

air quality

1

Optimal Temperature Strategy for Improving the Indoor Climate

Collect as much natural daylight as possible

Apply sun blockers such as weaved eucalyptus

Locate the opening on strategical positions to collect the wind

Use local insulation materials such as papyrus reeds

Plant local plants in front of the exterior walls to avoid over-hating

Collect the rain water

Use the collected water in food gardens

Create drainages for the rainy season

2

Schoolchildren spend a significant amount of their time attending school and being indoors in school classrooms.

Exposure to high temperatures has known harmful effects on human health. These effects may be especially dangerous for children whose physiology is still developing.’17 It is therefore important to consider the quality of indoor temperature and thermal comfort when intending to improve the learning environment for school children.

Thermal comfort definition

by ASHRAE is ‘that condition of mind which expresses satisfaction with the thermal environment and is assessed by subjective evaluation.’2 Thermal comfort is a key component of quality of indoor environments and environmental elements such as air quality, ventilation, humidity and building envelopes.

Previous studies have shown that the classroom environment is a determinant of students’ outcomes.4 Students’ achievement is higher in environments that students find to be relatively comfortable.3 There are many factors that affect the perception of thermal comfort.

In the teaching-learning environment, students’ perception of thermal comfort is affected by air temperature, air movement or velocity and humidity in the classroom.5 One should not consider the thermal comfort improvements as a luxury, because lack of attention to these might result in health issues. As Kovats & Hajat remark heat-related health impacts may be mild,

such as nausea, headache, and dizziness, or extreme, including vomiting, heat stroke, and cardiac arrest. 6 The World Health Organization recommends a maximum working temperature of 24oC 6. Overheating in classrooms is said to occur when the internal air temperature exceeds 28oC 8.

If the perceived indoor temperature is high most of the time, one might consider implementing some of the recommendations below to improve the indoor climate in school classrooms made out of corrugated metal sheets.

The best solution to improve the indoor climate or thermal comfort in building envelopes made out of corrugated iron sheet would be the application of thermal insulation. The thermal insulation can be chosen for its locality, affordability and easy application. For the case of informal settlements in Kisumu, we recommend the use of papyrus reed mats for thermal insulation. Since papyrus is very common near Lake Victoria region, and the reed mats are relatively cheap, sustainable and easily exchangeable. Though this material is widely used locally in buildings, it is not very common as a building material in schools.

As an example, we visited Anne’s Royal primary school in Obunga, where they had applied reed mats on the interior of the corrugated metal sheet building envelope, and experienced that the indoor climate there was cooler and less humid compared

cross ventilation to the schools that didn’t apply reed mats on the corrugated metal sheet building envelope.

Cross ventilation is an important method to obtain good thermal comfort. To obtain cross ventilation windows and ventilation openings should be strategically allocated opposite of each other according to the wind direction, which will let cool air breeze in from one direction and exhaust hot air out from the other direction. See figures 1 and 2.

Air movement has an important role in thermal comfort, since it causes the feeling of freshness, while low wind movement causes inadequate ventilation.

Air movement also plays an important role in increasing the rate of evaporation, especially at high humidity, where evaporative cooling is the main source of heat loss from the body 9. Therefore, the proposed windows and openings are perforated and always allows the wind in. Kisumu has a tropical climate and monthly average is never below 22 °C. Hence windows do not need glass enclosure which seals the openings. The weaved window proposal provides security, allows air movement and perforated light.

3

Air Quality The flow of the air is welcomed and desired in tropical climates.

There are many structures in Kenya that embrace the open air flow. Glass is not always necessary, as it might not be affordable but also because the ventilation opening does not need to be completely closed.

The main design criteria for achieving good air quality is the use of natural cross ventilation. It is therefore important to know the predominant wind direction throughout the year in order to position the

windows in the wind direction.

It is possible to use these basic principles shown below to keep the building cooler. The cool air that the wind brings collects the heat, the warm air rises up in the space and finally goes out from the ventilation openings that are located relatively high on the walls. It is always desired to have an opening on the top part of the building to let the warm air out.

With these principles, over-heating is eliminated an air flow is facilitated. The flow

of the air is very important in terms of health and well-being of the users because, at high humidity, the undesirable side effects are dampness or wetness sensation and sometimes difficulty in breathing.9 It is recommended that the class only have around 30 pupils per class. Human body provides heat transfer or heat loss. If the seats are too close or too near with each other, the pupils will feel more discomfort or hot.4

Design Principles

Figure 1 - Cross Ventilation

Figure 2 - Stack Ventilation

Optimal Daylight Many schools in Obunga, Kisumu do not have adequate daylight inside the classrooms.

With the correct positioning of the windows, a classroom can be fully lit with daylight, and not need an extra source of light. As Barrett & Zhang says, natural daylighting should always be the main source of lighting in schools, supplemented by electric light when daylight fades. Considering most of the schools in Obunga do not have electricity connection, different entry points for light can be applied to maximize daylight entry.

4

In order to achieve a balanced daylight into the classroom.

We propose the following solutions which consider the following factors (local context, affordability and sustainability).

1.

The vertically pivoted weaved windows (shown on page 8). Built from eucalyptus sticks. When closed, it allows perforated light during the morning, and indirect light during the afternoon, regulating sunlight and controlling the amount of light and heat that enters

indirect and reflected light the building. It is possible to pivot the window up to 180 degrees, but 90 degrees provide the maximum daylight if it is desired to open.

2.

The grid ventilation

openings (shown on page 10) like the weaved windows are also built from eucalyptus sticks, except they are fixed into the wall and can not be opened. Nevertheless, they are higher on the wall, with a larger opening that provides perforated

light and air through.

With these two types of openings, Boubekri’s formula would give evenly distributed sunlight. The formula says to obtain adequate and more uniform daylight distribution the height of the clerestory window should be about one half

the sidewall window heights.

10 In the case of Future Hope Academy in Obunga, the weaved vertical window starts from 95 centimeters, clerestory (ventilation openings in this case) starts from 150 centimeters.

Optimal Sound Insulation Comfortable and clear auditory perception, along with freedom from noise not only improves communication but also promotes working and learning efficiency.11 It is very important for pupils to be able to clearly hear their teachers without being attracted by other sounds.

Metal is a material that reflects the sounds (reflects 90-95% of the sound) which may cause many sounds to be heard at once which we usually call ‘noise.’

There may be many situations in classrooms where talking, discussing, group-works and brain-storming is encouraged which may lead to noisy spaces.

It is substantial to improve the sound quality in learning spaces, therefore, metal sheet surfaces need to be covered up with a sound absorbent material.

Due to the low density/softness of dried papyrus reeds, sound does not get reflected as easy as exposed corrugated iron sheets and acts as a sounds insulation.

Therefore by attaching the papyrus mats to the metal sheet walls will be a good contribution to your rooms in terms of noise.

The prolongation of the reflected sound is known as reverberation. (Figure 3) Reverberation is dependent only on the volume of a space and the acoustically absorptive quality of the room’s finishes. Hard surfaced rooms will have a longer reverberation time than rooms finished with sound absorbing materials.12 While building new classrooms, one must make sure they are not unnecessarily big, considering the reverberation aspect and the sound quality for the learners and the teachers.

Nevertheless, as Matt Hickman says, In Finland the idea that a school needs to be entirely quiet is disappearing to an extent.13 Finland is a good example considering its worldwide fame on its successful and innovative approaches in education, despite

sound insulation

the fact that it has no relation with Kenya geographically or in terms of climate. Classrooms must support student-centered learning where group-works and discussion among students are encouraged. Therefore, the importance of sound insulation (as it affects communication) must be acknowledged but silence must not dominate the learning environments.

Figure 3 - How reverberation occurs

Flexibility in Layout The layout of the building should be determined by the aim of providing the school a flexible space. The use of

the space is usually very rigid in learning environments in Kenya. The classrooms were just classrooms, princip room

was just where principle works and library was just a place to put books.

The schools’ daily needs were

5

lacking a space where they can gather as the whole school.

For the activities taking place after the school hours such as; dancing, debating and singing, there was no space where a big group can fit all together.

They were also lacking a library where they can put their books in an organized manner and to give the students the desire to read.

That is why the space should be designed as a multi-purpose room, maybe divided by foldable doors. It is foreseen that the most used layout will be 2 classrooms and a library. But it is possible to open the foldable doors dividing the classrooms and lose the foldable doors that connect the library to the back garden. In this way the space becomes one big room where parent-teacher meetings can be hosted, rehearsals for singing can be done and performances for the families can take place.

For the learning to be experimental, the design of the layout can be unusual and as far as possible from the

general image of classrooms that pupils and teachers are used to. In a space that is ‘regular’ activities taking place will be also regular. While by providing a space that people cannot ‘read’ we give them the chance to be creative and experiment what can be done within those boundaries. As Tom Kelley, put it in his “Forward” in Make Space, “Space matters. We read our physical environment like we read a human face” 15 (p. 4) The new education spaces must feel like it is welcomed to make intellectual exchanges with others, it is alright to do experiments, it is allowed to create, dirt, mess for the sake of ‘PLAY.’ Where play becomes the biggest teacher. And where the teacher-learner relationship is not intimidating.

In an interview with a participant of the last act of Rehearsals in May 2014 16, Rebecka Thor describes the space as “I felt a little lost because it was a room I couldn’t read or place. That meant I didn’t know what to do with myself.

It was a common occurrence,

Figure 4- Learning layout

Figure 5- After-school-hours layout

one would go straight up o the table where fruits and coffee were set up. Because It was a place, ... where one knew what was expected from us.” (p.210) This reflection from a person who experienced an unusual space. In her speech, she mentions ‘behaving expectations.’ Schools must avoid the expectations and learned (=memorized) behaviors for raising creative kids. They must let the space just be a laboratory of learning.

6

By making use of the waste product such as food waste, sawdust and chicken manure to produce a compost soil to grow food. The food garden can provide food for school meals and teach the school children about agriculture. The new curriculum prepared by Ministry of Education supports

Corrugated Iron Sheet Horizontal Structural Timber

Papyrus Reed Mats Bedding

Nails

Vertical Structural Timber

Implementation of practical learning in the curriculum Under-resourced schools in Kenya can make use of their outdoor space to implement practical learning into their curriculum, by planting a food garden inside the school premises which will act as an outdoor classroom to teach kids practical skills about food production and waste management.

LAYERING OF CORRUGATED IRON SHEET WALLS WITH PAPYRUS REED MATS

Walls insulated with papyrus reed mats

practical learning after they have realized that students memorize the classes but do not truly learn. The food garden and the flexible classes will give the tools to implement different learning methods to the under-resourced schools.

7

1

INVENTORY

2

1

2 3’’ 2’’ 1

3’’

3’’

2’’

2’’

40’’

1’’ 1’’

3 32’’ 36’’

3

5

2’’

4

4

3’’

36’’

4 40’’

5 3’’

32’’

3’’ 2’’ 2’’

3’’

36’’

8

4

3 1

x2 x2 x2 x2 x8 x2 x 45-55 x2 x1 x1

weft: stick to be weaved around

2

1 1 Build the outer frame by nailing 2 nails on each intersection. Attach the frame to the surface where the window is desired to be built.

1

1

INVENTORY 2

rately. Drill holes on the 3x2 inch timbers in the thickness of your wefts. Make sure to have the drilled holes at the same level on both timbers to have the wefts straight.

2

the endings are safely located and they are sturdy. Push and squeeze the weaved sticks 3’’ to make sure the to an edge window is secure.

6 3’’

wefts first, in the holes you drilled on 3x2 inch timber, then attach the frame with nails.

4

3’’

4 INVENTORY 6 Apply the step 5 from the opposite direction 3’’ to create INVENTORY the weaving effect. Make sure

5

3

3 Be careful to locate the

3

INVENTORY

6

2 Build the inner frame sepa-

2

3

4 INVENTORY 3’’ 2’’

9

2

2

4

36’’ 3’’

3

3

3

3’’

Outer frame timber (40’’x3’’x2’’) 1 Outer frame timber (36’’x3’’x2’’) 2 C-sectioned inner frame timber (32’’x3’’x2’’) 3 Regular Inner frame timber (36’’x3’’x2’’) 4 Iron Support 5 2’’ Thick Eucalyptus Stick (Weft)a 6 Medium Thickness Eucalyptus Stick 7 3-inch Bolt & Washer 8 1’’ Slider Window Lock 9 Wood Varnish

1

3

2

3

4

3

5 Start weaving with the

5

medium thickness eucalyptus sticks. First (1) pass the stick a direction from the middle, place the ending to the carving of the C-section then (2) locate the other ending to the opposite C-carve. (3) First, weaving is complete.

4

4 After the wooden frame is completed, add the triangular iron supports to avoid twisting, bending and shifting in the frame.

4

34’’

2 5

34’’

5

7

6

5

5

6

7

6 7

6

7 After the weaving is complete,

Disclaimer: This is an experimental window design, which was built at Future Hope Academy by architecture students from Chalmers University of Technology. Bear in mind its durability against weather or other unforeseen conditions is not guaranteed.

locate the inner frame into the outer frame.

7 8

7

8

7 8

8 Drill a hole on each C-section exactly in the center to put the 3-inch bolts. If rotation center is not exactly in the center, the window will not operate well.

8

9 Finally, attach a sliding lock

on your window to secure from the inside. After everything is complete you can varnish the wood for long lasting effect.

9

9

9

INVENTORY

3’’ 2’’

Timber Frame (76’’x3’’x2’’) 1 Timber Frame (20’’x3’’x2’’) 2 Thick Eucalyptus Stick (80’’x3’’x2’’) 3 Medium Thickness Eucalyptus Stick (20’’x3’’x2’’) 4 Nails Wood Varnish

3’’

x2 x2 x6 x 20 x 52 x1

1

2’’ 76’’

20’’

2 3’’ 2’’ 1 4

3’’ 2’’

20’’

76’’

1 Build the frame by nailing 2

nails on each intersection.

Attach the frame to the surface where the window is desired to be built.

2 Attach longer/thicker

sticks on the frame with the help of nails.

3 Then attach the shorter/

medium thick sticks on the thicker stick at the bottom and the top with the help of nails. Finally, you can varnish the wood for long lasting effect.

3 2

Disclaimer: This is an experimental window design, which was built at Future Hope Academy by architecture students from Chalmers University of Technology. Bear in mind its durability against weather or other unforeseen conditions is not guaranteed.

10

11

Example of Indoor Climate Strategies Developed for Future Hope Academy

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hh oouugg tthhrr eettss d d ee ee lltteerr ff sshh hhtt fifi nntt rroooo g g i i l l ddaayy nnsslluuccee ttrraa

EAST EAST

WEST WEST

in di re ct da yli g ht

OTT H HO

AIIRR OLL A OO C CO

A AIIRR

rraaii iinntt nn w ppoo waatt n n eerr ccoolllleeccttiioo

ppee rrffoo rraa ttee dd ll iigghh tt

Drainage Drainage trenches trenches

12

Plants Plants for for blocking blocking the the solar solar rays rays over-heating over-heating metal metal sheets sheets

Pots Pots that that cover cover the the ceilceiling ing for for preventing preventing the the heat heat coming coming from from roof roof

Papyrus Papyrus reed reed mats mats hanged hanged on on the the walls walls for for thermal thermal insulation insulation

Plants Plants for for blocking blocking the the solar solar rays rays over-heating over-heating metal metal sheets sheets

Drainage Drainage Plants Plants for for the the Trenches Trenches meal meal program program

13

References

1

(Tamaraukuro Tammy & Japo Oweikeye, 2016)

2

(ANSI/ASHRAE, 2004.)

3

(Kamaruzzaman & Tazilan, 2013) (Fraser, 1994)

4

5

(Adunola & Ajibola, 2012.)

6

(Kovats & Hajat, 2008)

7

(University of Central Lancashire, 2013)

8

(Department for Education and Skills, 2003)

9

(Markus & Morris, 1980)

10

(Boubekri, 2007)

11

(Barrett & Zhang, 2009)

12

(Acoustical Surfaces Inc., unknown date)

13

(Hickman, 2018)

14

(Bell, Greene, Fisher, & Baum, 2015)

15

(Kelley, 2012)

16

(Bauer & Wiberg, 2017)

You may find further information about the project built at Future Hope Academy (Obunga, Kisumu) and the references in the ‘CoolCentration’ project report written by Reality Studio Students, Bane Alsabawi & Sena Akcicek, at Chalmers University of Technology, Gothenburg, Sweden. May, 2018.

14

c o o LC E n t r at ı o n A project by Bane Alsabawi Sena Akcicek

Contact for any questions related to the CoolCentration project: alsabawi@student.chalmers.se akcicek@student.chalmers.se Contact our local representatives for more information about windows: Zingira Nyanza Community Crafts https://zingira.joomla.com/

Zingira Nyanza Community Crafts

Chalmers University of Technology, Gothenburg, Sweden. May, 2018.