Master Architecture Project - The Fisherman Hub and Culture Learning Center at Sandakan, Sabah.

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Acknowledgement

My foremost gratitude goes to my supervisors, Ar. Lim Kee Yen, who was instrumental in encouraging me to research on this topic about “THE FISHERMAN HUB AND CULTURE LEARNING CENTER IN SANDAKAN, SABAH”. He had been given me the support via continuous guidance and moral support throughout this journey. I appreciate his constructive pointers on my work, and I am grateful for his being accommodative and for acceding to my request to the best of her abilities.

Copyright © Universiti Putra Malaysia I would like to take this opportunity to thank the following persons and organisations who have provided me the knowledge in one way or another in completing this dissertation: · i. I am highly indebted to Ar. Wan Sofiah Wan Ishak,, our Master Thesis coordinator under faculty of Design and Architecture for her guidance and advice for providing necessary information in the preparation of this undertaking. ii. My studio lecturers Ar Wooi Lok Kuang, DrWan Srihani Wan Mohamed, Ar. Kalsom Mohamad, Dr. Nor Hayati Hussain,for giving a lot of advice and guidance in my thesis; iii. Interview person from Dignity for children foundation, Petrina Shee and Kuala Lumpur Steiner School educator, Ursula Nicolai, whom provided me with a lot of information on innovative learning programs and strategies on teaching method for future education. iv. Teachers from SMK St Michael, Miss Lim Chiew Jet, Miss Helen Liau Shau Hing for providing lots of teaching experience and her perspective on current education system. v. My family who gives me the full support. vi. My classmates for their assistance in the thesis and also support and discussion among one another.

All in all, thank you to anyone who have helped in carrying out the research. Without the help and guidance from all of you, it is impossible for me to complete my research alone.

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CONTENT vi

01

02

03

04

THESIS INTRODUCTION /

LITERATURE REVIEWS /

SITE & CONTEXT RESPONSES /

CASE STUDIES /

- Title & Abstract - Issue Statement - Issue Background - Thesis Aim & Objectives - Thesis Statement - N-A-B-C - Ideation Manifestation Poster - Target users

- Introduction - Poverty and Student Readiness to School - Survival or Schooling - The 21st century education approach - Importance of personal interest in choosing learning Programs - Role of Architecture in Providing A Learning Environment

- Selected Site - Site History - Macro Analysis and Response - Micro Analysis and Response - Challenges & Potential - S-W-O-T - Summary on site - Contextual Response - Site Photos

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06

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CONCEPTUAL DESIGN /

THESIS EXPLORATION /

DESIGN PROPOSAL /

SPECIAL STUDY /

Design Generator Explorations Idea Development Conceptual Massing Building Massing & Site Planning Conceptual Plans & Drawings Image Representations

Project Brief Programme Study Detail Programme Impact to Target Users

Design Development Material Study Building Ambience Spacious Study Final Massing & Site Planning Floor Plans Sections & Elevations Perspectives Images

Technical Study Detail Drawings

- Case Study 01 / - Case Study 02 / - Case Study 03 / - Leading to Thesis Building Programme - Proposed Programme

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1.0 THESIS INTRODUCTION / “Poverty is harming children's capacity to learn and it's getting worse,”

suggests a survey of teachers.

-Bbc News 14 April 2019ABSTRACT / Education and poverty are close related to each other as education always seems a solution to eradicate the issue of poverty. But recent evidence has shown that students living in poverty tend to perform poorly in school; poverty issue has distracted the students from focusing on study. The longer they stay in poverty, the greater their academic deficits. Eventually, it will persist to adulthood, resulting in lifetime-reduced occupational attainment. As a negative impact, there are many young generations trapped in the poverty cycle at a very young age. A new possibility in education is therefore needed to rethink and propose a more suitable education strategy to answer their needs. Hence, this thesis is aim to explore the alternative learning method for poverty students to ensure their future and employment. Therefore, the potential outcome of this thesis hope to encourage the possibility of education can be flexible in providing both formal and informal, long term and short term knowledge to address the different needs of the study users.

“Education is not a way to escape poverty, it is a way of fighting it.”

Julius, Nyerere

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02

THE STORY BEGINS WITH...

-THE POOREST STATE IN MALAYSIA-

Issue Background /

Sabah

19.5%

Kelantan

12.4%

Sarawak

9.0% Poverty Rate from PGK 2019 Findings

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Malaysia, as a country is undergoing urbanization at a rapid pace; on the contrary, small towns in Sabah are going at an unprecedented rate. Those inner villages do not get proper investment and development will be left behind the growing city. It resulted in a poor environment and facilities provided to the locals affecting the growth of the younger generation. As a result, there will be a certain amount of youth that grows without proper conditions and education.

Eventually it creates more poverty youth in the future where they are an important asset to the global workforce. In recent years, however, there are some groups of youth in Sabah who have been facing the problem of being uneducated and working at their study age, especially in poverty areas. In Malaysia, the age for youth is defined as those between 15-40 years old but the main focus of the development programs in the country are for those aged between 18-25.

Youth in Malaysia represented 43% of the total population in 2012.

According to the data from the global report “Out of School Children Initiative” (OOSCI) prepared by Unicef, the majority of working youth are involved in the plantation industry, followed by agriculture or fishery, and timber, they contribute mostly human force without any learning experience.(Temkin, 2011) This could result in them learning nothing but spending their most potential age period in working just to feed the family. Prior to this, there is a need to develop this group of people as they are a major factor in determining the future, representing the future capacity for economic growth and development. The ultimate goal of this paper is to propose key improvements for 21st century poverty youth training strategy to activate their talents and make use of what they have learned into their life.

To relate this, it can involve the educators and business people in Malaysia aware of the role youth can play in developing young people as potential assets for the future. In this investigation, there is a high enthusiasm to research about the elements, qualities, and parameters in education that help youth to learn in different ways to ensure they are having equal, quality and practical education.

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NABC

THE GOAL AND ACHIEVEMENT -MAKE LEARNING POSSIBLE POSSIBLE TO EVERYONEThesis Aim & Objectives/ The aim of this thesis is to explore ways to reduce poverty by self-empowering the youth through education, and improve the future of this community. Based on the above, the final aim is to propose new possibilities in education strategy and key improvements for our country to eventually be considered a nation that is forward looking, transparent and sustainable.

NEEDS There is a need to design an appropriate education strategy for different group of youth in different environment with different needs.

The purpose of this thesis is to determine the criteria of education strategy and learning platform for poverty youth to enable them to make use of what they have learned into their life. The ultimate goal is to explore ways to gather and help the poverty youth to be able to survive and sync with the growing world. Based on the above, it can involve the educators and business people in Malaysia aware of the role youth can play in developing young people as potential for the future.

The objectives of the research were to:

COMPETITION Only certain group of learner are benefit as compare to the conventional school which offer all types of students.

APPROACH & BENEFITS Approach the learning strategy thru studying the target group background.

With the support of Architecture as part of the solution, it helps in designing a proper learning environment and programs that blend with the nature that benefits the youth and also the surrounding locals

1. To understand the living and learning conditions & limitations of poverty youth.

2. To identify the best youth learning programs strategies and environment that bring up their interest in study in rural areas.

To understand the role of developing the poverty youth as part of the future economy that helps to control poverty in Malaysia.

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Ideation Manifestation Poster / The poster illustrated the image of a learning environment to children, it is way beyond the typical classroom that we have usually seen. The creativity of a children can break the classroom into a more diverse, complex, freedom and fun to begin with. Therefore, to explain the meaning of learning, it should have different answer from different children. It can the the hobby they like, the lifestyle they used to it or the culture they born with.

Education for future generations should have more option and flexible to choose where the student can learn what they wants to learn instead of learn what have provided to learn. This poster highlight different element in term or learning environment, learning programs and learning outcomes to break the current learning system into a more vibrant and unique experience for the future.

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Academics Result Lack of education backgrounds

Long Term Study 13 years of study from 5-18y/o

Target User This thesis will put importance to the group of poor family community in Sandakan Sabah, especially children from the water-edge community. Water village is popular yet underdeveloped area where you can noticed around Sandakan area. Children from water-edge family used to found to work at very young edge or give up going to school at study age. Therefore, this thesis is looking for an alternative learning method for this group of young generation to secure their future and cultivate a stronger youth group in order to help them to escape the poverty cycle.

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Work v.s Study Earn is better than Learn

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Thesis Questions / Research questions are focusing on the underprivileged group of the young generation in accessing education. Questions help to shape out the factor they find challenging and how this research can help and provide a better platform in further.

The subsidiary approaches are as follows: 1. What are their education challenges and reasons they refuse to go to school?

2. What education strategy and curriculum programs are suitable for

“ Besides conventional school,

them to practice in daily life as well as benefit the future?

3. How can architecture help the education programs by providing a learning environment to them?

what other solution we can explore?

“ Education is not a problem, Education is an opportunity.”

Julius, Nyerere 11

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2.0 LITERATURE REVIEW / Poverty and Student Readiness to School “We are not ready to a new environment”

Poverty children born with a family lack of study background

The term school readiness is explained as a

Due to their poverty background, the parents of these students also

student's ability to succeed both socially

lack education, resulting in their children not being familiar and being

and academically in a school environment.

prepared during school age.

There are few criteria to measure including emotional health, positive approach to new experience,

physical

wellbeing,

social

knowledge, language, appropriate motor development, and cognitive skills. Various approaches have been documented that the issue of poverty lowers a student readiness for school through the factors of Without a role model, they don’t know the importance of education

home life, health, and neighbourhoods.

Few aspects are known to impact the student

developments,

the

depth

of

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score much lower than children from high-income families in terms of vocabulary and communication skills, numbering knowledge, symbol use, and ability to concentrate and cooperate with other children.

Apart from that, the schools with the largest proportion of children with low enrollment rates come from communities with higher social risks, including poverty (Thomas, 2006). It has proved that students from low income backgrounds scored lower on a receptive vocabulary test than higher low income background children.

The results clearly indicated poor students arrive at school at a

poverty, duration of poverty, incidence of

cognitive

poverty, timing of poverty, concentration of

nowadays is schools are obviously not in a role to equalize this gap

poverty, community characteristics and

(Willms, 2003). For instance, the differences between students from low

crime in neighbourhood. Students from

and high income backgrounds were evident by grade 3 (age of 8-9);

low-income

children from low income backgrounds were less likely to pass a grade

families

are

usually

not

stimulated and without social skills required When they go to school, is a new environment and lifestyle to them which they dont familiar with.

A study from Canada reported that students from low-income families

to

prepare

problems because

them

are of

for

parental daily

school.

and

behavioural

disadvantage.

The

common

issue

3 standards test (Brownell et al., 2006).

Typical

inconsistency

routines,

frequent

changes of primary caregivers, lack of supervision and poor role modelling.

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SURVIVAL OR SCHOOLING “I rather work and earn money to feed the family”

Poverty children born with a family who relies a lot on salary

Children normally start working once they reach the independent age

Education challenges for poverty students

The report compiles comprehensive profiles of excluded children in

not only happened in school but also

Sabah, the barriers keeping them from going to school, and

outside the school after school hours.

recommendations to address this issue. Understanding from the report,

According

an

the result showed that there are more children out of school at

educator in Semporna, Sabah, believes

Pre-primary and at the end of lower secondary. Second, more

that circumstances outside the school will

school-aged children in poverty areas are out of school, youth tends to

seriously affect a student’s performance in school or whether the student can continue

work rather than going to school because working enables them to earn money which is more beneficial to their family. Third, cultures of

to

happening

early marriage also stop them from getting a proper education and

especially in Malaysia culture, when the

cause their kids to grow in an education lacking background (Temkin,

family is depending on a single source of

2011).

to

attend

income,

Ghazlina

school.

difficult

What

Poedjo,

is

decisions

will

be

considered. Parents tends to ask their underaged school-going children to work rather

than

study

in

order

to

survive

provided Malaysia does have child labour laws that protecting. However, for these less-privileged communities, these laws are not abided by out of the need to survive Feeding family become the obstacle and conflict between work or study.

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(Poverty Role in Education Inequity.Pdf, n.d.). A report done by UNICEF and UNESCO,

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THE 21ST CENTURY EDUCATION APPROACH -Student centered Learning rather that textbook centered learning-

Put importance in student preference of learning

More physical contacts, outdoor activities and creative learning method

As a response to the economy, technology,

4) Opportunity factors in economic, training opportunity and guidance,

and society shift that are running at an

and new innovative product exploration. This strategy is aimed at

ever-increasing

teaching

achieving the goal of 4 pillars of education which are 1) Learning to

methods like sitting in a classroom with an

Know, 2) Learning to Do, 3) Learning to Live Together and 4) Learning

individual

not

to Be. Elemen menrentas kurikulum is one of the 21 st century education

effective anymore, the key for the future is

approaches that have been practiced in Malaysia. SMK Kimanis, SMK

all about creativity. Therefore the role of 21st century education is encouraging the

Papar and SMK Bongawan in Kota Kinabalu, Sabah are the examples of practicing 4 pillars education to let the student expose their talents

student in creativity, collaboration, critical

to the maximum. Study shows the positive relationship between 4 pillars

thinking,

of

pace,

desk

current

and

textbook

are

entrepreneurship

communication

rather

than

and

education

and

poverty

alleviation.

It

recommended

the

academic

government should take more action in improving the awareness of

grades. The revolution of textbooks centred

the new learning principles to individual as it relates to poverty

education into student centred education.

alleviation.(Kareem, 2015)

It is also potential to eradicate poverty issues

by

exploring

the

younger

generation’s talents at a young age. It benefits the poverty youth in a few factors.

1) Psychological in achievement, risk taking, creativity, intelligence and motivation. 2) To activate the brain thinking, body training rather than only study theories on books

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socio-cultural aspect in religious value, social cohesion and marginality. 3) Personal factors such as family tradition in business, previous

experience

or

none,

age

at

entrepreneurial level and education.

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IMPORTANCE OF PERSONAL INTEREST IN CHOOSING PROGRAMS -We learn what we like to learn-

As a learner, being a student is just a part of life. In fact, human are always

Although this is still very useful as current curriculum system, the

learn at any age with different surrounding environment. Therefore,

disadvantages of this system is still noticeable, the subjects provided is

personal interest play an important role. Encourage children to learn

solid and textbook centered where the student have to spent a lot of

based in their personal interest whether is art and craft, sport or music it will

time in paper works without real life practice, when it come to the

stimulate the children creativity toward something they interested to. By

current century which creativity is getting important in future, real life

looking at the current school curriculum, the system are design as below :

practice or involvement is much more important. Student should have the option to choose what they interested topic and polish it as their potential skill, especially for the poverty student. Although Malaysia

Basic Knowledge

Option provided in Conventional School

government have provided almost free education to people but for the poverty student, there are still a lot or burden and expenses to afford. When it come to a situation that spending money with their not

Language + Science + Theories

Art & Craft + Culture background + Personal Skills

interest topic learn in the school, they will tends to give up going to school and rather to work to feed their family as the subjects provided in the school are not impactful and takes long time to see to learning result. Therefore, the future learning strategy should have considered about personal interest development, which allow student to polish their hobby into their potential skill rather than spending extra money

Basic Knowledge

Language + Science + Theories

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Proposed Personal Interest Learning

for outside class such as piano class, dancing class or painting class.

Art & Craft + Culture background + Personal Skills

they will never have a chance to cultivate their hobby in life. As a

These are all the poverty study cannot afford and it marks the end that results, they will keep trapped in poverty cycle. In the paper, the future learning system are proposed as below :

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ROLE OF ARCHITECTURE IN PROVIDING LEARNING ENVIRONMENT -Learning spaces beyond classroom-

Architecture to improve the learning quality

Unlike the urban students, poor students who grow up in a more outdoor environment tend to be more familiar to

Students not only learn how to take care of the environment in theory but can feel its application in their school directly. Learning in a more natural and open environment also activates their interest in study and

nature. They spent a lot of time outdoors

curiosity. Together with the programs that promote more life skill

during the off school period as the outdoors

learning, this strategy would help the poor student to learn more

were wider and provided more freedom to

functional knowledge in a more welcoming environment (S.N & D.D,

them to move around compared to their

2019).

living

home.

Therefore,

it

can

be

hypothesized that conventional school is not the best for poor students to study in a Involved more flexible design, open environment, support different movement

more enclosed and disciplined manner.

Some children prefer the school's natural education

system

to

the

conventional

school education system. They can learn in the wild and experience the lessons they get directly. They are more excited and not bored. The concept of nature school seems more suitable to poor students as it teaches students how to love the environment and nature.

Make learning environment as comfort as ‘second home’

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3.0 SITE & CONTEXT RESPONSE / SELECTED SITE / SANDAKAN -THE LOCATION-

ABOUT SANDAKAN/ It is a place that first develop the water village life style back to british era. The city develop in a linear way and as the city grow, people moving in wards and started to build more permanent buildings. So the population is moving better to the north, resulted there are a lot of low income and poor family that left bottom. Majority of them still practicing water village life style. The highlighted red color was the first 3 places that form Sandakan during the British era. It was once the famous and most crowded area. By the time the city keep developing, more and more new cities were formed (highlighted in yellow color). therefore, it caused the water-edge community getting not populated and eventually the placed has been left abandoned.

The Story of Little Hong Kong: Sandakan was once named as “The Little Hong Kong” before because of the geographical factor, water village lifestyle and also the Hong Kong settler roots at sandakan back to old times. The area highlighted with red color are the three main places that contribute a lot during that time, city town Bandar Sandakan, Bandar Ramai Ramai and Bandar Nam Tung were the golden trio back to the British Era. After years and years, the town is there no more, with the under managed facilities, old and broken facade building and the young generation that keep staying at the same place without going to school.

Therefore, these area become the interested area to study for this thesis.

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INTERESTED STUDY AREA / Bandar NamTung

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SELECTED SITE / BANDAR NAM TUNG -THE LOCATION-

ABOUT THE SITE @ Bandar Nam Tung / The selected site was decided to set at Bandar Namtung. It was a unique location where it looks old and underdeveloped, but it still a tourist attraction spot that selling some handicraft products included accessories made by seashell collection, handmade dried seafood, sea cucumber, oyster, clam, salted fish and so on. The first time to visit this area, there are a lot of abandoned buildings and it was the famous landmark before such as the cinema (Photo3&4) that famous in playing Hong Kong Movie back to 1950s. The first wet market, Pasar Tanah Merah (Photo2), is the center gathering node for the residents. The pasar is then moved to Bandar Nam Tung, next to the sea due to the safety issue and convenient purpose. Also, there was a kindergarten + primary school located at the hill side named St Gabriel School (Photo 1), due to the lack of the fund and the years attacked by the termites, the closed has closed down and cause there are no more public school provided within this area. To summaries, there is an opportunity to invite back the missing education and a chance to revive back this area through architecture solution.

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SITE HISTORY -THE UNIQUE WATER VILLAGE-

The Story / This water village named Kampung Pukat located next to Bandar Nam Tung, it was once occupied by Hong Kong settler a period of time until Malaysia was formed. There are still some Hong Kong culture spotted at the area such as the tea time lifestyle, where they used to gather and chit chat after the fisherman finish their work. The home also separated into the home business area and the private living area where the front part of the house will normally treated as public, gather and business zone. So from the frontage to the sharing corridor, there are a lot of childrens playing around, and they are came from different family with different expertise such as, dried seafood maker, boat repairing or art and craft. Different family carry different expert.

1880 - HK fisherman came for job opportunity.

- Hk settlers start to settle at the coastal line with their boat 29

1950 - Fishing industry start to develop - Chinese water settlement start to grow and named Kampung Pukat.

1960 - New commercial area developed - Tanah Merah & Bandar Namtung serve the populated chinese settlement.

1972-2015 - Fire incident at 1972,1983,1996 and rebuild.

- 4th fire incident on 2015 at 1st bridge and never rebuild.

2019 - Kampung Pukat starts to turn into cultural village to attract tourist.

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Main Road (Jalan Leila)

Kampung Karamunting

Facing main road benefit the space in taking public attentions.

Serve as a middle nod for water village.

Kampung Pukat

Existing Landmark -BETWEEN THE VILLAGES-

THE SELECTED SITE

Serve as a middle nod for water village.

Located existing landmark benefit to create a new landmark without taking the existing attentions.

Waterfront Taking advantage of the waterfront and allow more water culture activities to happen

MACRO ANALYSIS -The Five Elements-

The main road, Jalan Leila

The relocated pasar, Pasar Karamunting

The old pasar location, Pasar Tanah Merah

Next is some studies of the site, this area basically is a combination of four small area, Tanah Merah, Bandar Namtung Kamoung Seng Kee and Kampung Pukat.

Tanah merah is separated by the main road (Image 1), Jalan Leila, people will normally gather around these few areas is because of pasar, shop lots that facing to main roads, and the tourist spot water village. Current active landmark is the relocated pasar that was located at tanah merah before, the reason of relocation is due to the safety issue (Image 2), except the front shoplots, behind are left abandoned cinema and unoccupied houses. and there are total of 4 significant landmark but left abandoned(Image 3).

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MACRO ANALYSIS -Traffic Analysis-

For accessibility, the site is easily accessible by public transport, there are buses available along the main road, and there are two functioning bus stop at both sides. The site is convenient accessible by private cars and there are two random open carparks that serving the visitors, pedestrian will normally take the main road as the places are actually within walking distance, they will take the primary path to reach the crowed nodes such as the wet market, shoplots and water village.

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MACRO ANALYSIS -Traffic Analysis-

The difference between day and night / The site also easily noticed and more happening during morning time as the people will visit for foods and groceries. But during night time, the place become really quiet except for those restaurant area. When the restaurant is closed, the place can be said as empty. The lack of night event make the safe trapped in unsafety issue especially during the night.

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-

STRENGTH

WEAKNESS

OPPORTUNITY

TREAT

Local & tourist nodes

Aging And Low Income

Coastal line

Cleanliness and sanitation

Favorite local and tourist spot during day time for grocery and breakfast

-

Most of them are aging population as the youngsters tend to move out for a better job opportunity

-

Located next to coastal line give more interesting elements to the study group, & more exploration in nature.

-

Coastal line filled by wastes and high level of pollution

Strategic location -

Locate next to main road, easily visible by public. Accessible by all direction

Underutilized Spaces -

Dilapidated burnt down area + too much abandoned buildings.

-

Expose the culture to the study group to build a specific identify to learning hub.

Rich in culture that would be interesting to be part of the learning programs.

Lost Cultural -

Most of the significance cultural events and festival started to diminished due to the aging population.

Economy -

Greenery & natural resources -

-

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Greenery hill opposite to the site benefits the visual quality.

Rich of natural resources from the sea to create more exploration for the study programs.

-

Abandoned buildings creates crimes

Community lack of young force

Historical heritage -

High crimes rate

Historical heritage

-

Improve the economy opportunity with the culture and rich natural resources by inviting more youngsters force.

Limited job opportunity for youngsters, community getting weaker

Not welcoming to public Lack Of Vibrancy -

Less night activity, left empty during night time.

Landmark -

Develop a learning community a new landmark.

-

Discrimination toward low maintenance areas.

centralized hub for that shape community

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CASE STUDIES 1 “Minimum Intervention X Maximum Impact”

The Bridge serve as a linkage of two castle to give a communication between two spaces. Other than function as a school, this architecture also act as a third space for the villagers to involved the participation of the community such as gathering, events or celebrations.

Although it is just a single platform, but the platform was designed flexible to change it into Multi-function Spaces for both students and villagers on how they perceived the space. (Bridge, Schools, Playground, Stage, Social space).

Bridge School/Li Xiaodong Atelier Location : Xiaoxi, China

Unique bridge become a fun element to the children to serve as a small gather area.

According to the Architect, the main approach of this project is to rejuvenate the old community. The school is built thru studying the local environment and human attitude to develop the interest of villagers.Developed with the school principal and head of the village to answer community needs rather than simply those of a primary school.

The material and the transparency create a humble linkage between 2 places.

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CASE STUDIES 2 “Knowledge Shared is Worth More than Knowledge Gained”

This case study blend the school with the surrounding, Ayung River. It demonstrate the approach of using bamboo to build beautiful buildings rather than slow growing hardwoods. It Break the typical image of the school, school without the wall. Besides, it also function as a shared community hall (Form a communication with the locals.

Bali Green School/John & Cynthia Location : Bali, Indonesia

Stunning Bamboo structure give the local a great landmark and demonstrate the local character very well.

A green school that integrates with nature is more in line with the developmental nature of children. They going to a education programs that release children naturalness, raise the awareness of the importance of recycle, and also involved learning from daily life and the culture form the locals such as the Mud Pond, (Mepantigan). Their achievement is to become a global village, attract students from different country.

Bamboo as a sustainable materials and also giving a good impact to the weather and the building life strength.

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CASE STUDIES 3 “Every Child is Considered a Genius”

School of Alfa Omega / Realrich Architecture Workshop Location : Indonesia

The site itself was chosen as part of design scheme, corresponding to its natural surroundings, in order to give children sense of closeness to nature, thus invoking outdoor-learning experience.

Designed as passive cooling building, which relied heavily on natural cross air ventilation in its construction. The open high ceiling designed as airing pathway, followed by porous solid-void brick on each side of classroom's wall.

This way, interior air flow are circulated optimally without necessity to use air conditioner.

Local Craftsmanship, achieved by hiring diverse local craftsman, rather than employing prime developer.

This project completed by local stone masonry, steel welder bamboo craftsmen from Sumedang area.

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MICRO ANALYSIS -Socio Economic-

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MICRO ANALYSIS -Significant Culture-

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POTENTIAL PROGRAMME THAT CAN BE LEARNING MATERIALS THAT FOUND ON THE SITE -The Unique Culture-

Fishery Knowledge Current and Loss Culture

Boat Building and Repairing

Fishing Nets and Tools Making Dried Seafood Products

Classic Kitchen Traditional Food Making

Art and Craft Paper art

Dragon Boat festival + Boat Design Annual Exhibition

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Boat Making Fishing Tools

Seafood Products

Classic Kitchen

Art & Craft First is to study what are the children and youth doing when they are not going to school, and it turns out that majority of them comes from the fisherman family background, children and youth used to help their family in preparing the significant product of the area, dried seafood, fresh seafood, repairing fishing tools, boats, and some home business such as eatery or selling accessories. So they grow up in such environment and they depends a lot with the sea products and the local souvenirs business. Different family have different expert they carrying, such as some family are expert in boat building, some family expert in preparing quality dried seafood. I try to involve their daily life into a series of learning programs.

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LEADING TO BUILDING THESIS BUILDING PROGRAM -When Lifestyle is also a type of learningAnd this allows them to polish their skill to become potential in future.

Therefore these activities are planned to happen more outdoor and open space, activate their creativity in making new idea. Third is the after school activities, one of the reason they refuse going to school is because they not familiar with the paper assignments they need to complete after school time, and always prepare for the exams and grades because the results means a lot for a student. Therefore, in order to build their confidence in learning, my planning for their after school activities is replace the assignments with community learning,so their family or the fisherman will be invited as educator, to join the teaching program, so they can teach their future generations about their knowledge, cultural skills and preserved the culture to the next generations. So indirectly it also benefit the fisherman to provide an extra space to carry out their activities. So the programs mainly related to boat and fishing activities such as boat design, build and repair, fishing tools making and dried seafood making. So the idea is, instead of designing a school for them, this is a culture learning hub priority to the younger generation from fisherman community but also open up to public who wants to join and exchange their experience.

FUTURE PLANNING

The programme categories into 3 groups, primary learning, secondary learning and after school activities. First is primary learning about the basic knowledge, grammar and calculations which is essential but instead of learning from the textbook, separated the space into different classroom, try to involve the primary learning with both indoor and outdoor, invite more nature and physical contacts. It benefits them to learn easier and shorter time to understand certain thing. So the space is tends to be flexible and convertible, children can shape their own learning environment according what they needs instead of fixing a classroom to them. Next is the secondary learning, Analysis before shows that they don’t have the interest in theory and paper knowledge provided in conventional school, instead they prefer more real life practice activities that allow them to develop some hand skills in a shorter period. Therefore secondary learning here is planned to involved more workshop, skill training class and more hands on activities such as art and craft, carpentry, water activities which free up their option and allow them to choose based on their personal interest. So they are learning what they prefer to.

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PROPOSED PROGRAMME -When there is options, there is interest to studyProgramme Planning Strategies/ Education and poverty are close related to each other as education always seems a solution to eradicate the issue of poverty.

But recent evidence has shown that students living in poverty tend to perform poorly in school; poverty issue has distracted the students from focusing on study. The longer they stay in poverty, the greater their academic deficits. Eventually, it will persist to adulthood, resulting in lifetime-reduced occupational attainment. As a negative impact, there are many young generations trapped in the poverty cycle at a very young age. A new possibility in education is therefore needed to rethink and propose a more suitable education strategy to answer their needs. Hence, this thesis is aim to explore the alternative learning method for poverty students to ensure their future and employment.

Therefore, the potential outcome of this thesis hope to encourage the possibility of education can be flexible in providing both formal and informal, long term and short term knowledge to address the different needs of the study users.

Public Involvement Activities

Learning Commons

KAMPUNG KARAMUNTING WATER VILLAGE Waterfront Regeneration Water Culture Activities KAMPUNG PUKAT WATER VILLAGE

57

58

62

63

64

SECTION A-A

SECTION B-B

SECTION C-C

67

68

ELEVATION STUDY -The Timber Long House Effect-

The Belian Fisherman Hub / The facade play more on expose belian timber (also known as Sabah timber). It aims to become the first timber fisherman hub in Sandakan to give a strong local identity from the building exterior. The combination to both Sabah timber and Sabah Long house is the the fisherman story starts to tell to the public.

69

70

ELEVATION STUDY -The Nature Elements of Earth, Sea and Greens-

The Nature Elements / The interior spaces it self are designed to be an open area.

Fishing nets is then transformed into shading to the building and the water flowing inspired roof also give a dynamic motion to the whole architecture. Instead of handrails, the planter box highlight a better facade to both interior and exterior which make the nature element included Earth, Sea and Greens are blending together to create a more nature learning environment to the users.

71

72

MASSING STUDY -Massing Development-

Input the massing with proper height consideration

Unlock the building limit and extend to the sea

Open up both connection between the villages, as a knot to tight the village together

Massing : Step by Step, Walk to the Sea / The design is started by studying the massing, putting the massing with the proper building height consideration, eventually decided to have a 5 storey building, which is in between the 4 storey building to the left surrounding residential building, and 6 storey building to the right surrounding residential building. The intention to have a slightly higher but not too strong to stress the building next to it. Then the building go horizontally extend to the sea to have a conversation for more water culture activities such as seafood market, seafood loading and boat activities. The extended massing also give an opportunity to involved the current landmark, which is the pasar next to it that enable the public to have visual connection.

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Then the massing open up both connection between the village, to connect both village together and create the axis from one village to another. It then the massing divided into 2 which allow the activities involved more public to happened to the front part, and the activities involved more fisherman community to happened to the part near to the sea. It give a better movement circulation allow the middle buffer zone to become an open plaze or event spaces to all directions.

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MASSING STUDY -Massing Development-

Create the axis to and bring the public closer to the sea

Rotate the building to form a welcoming building form as well as to the direction toward the sea

Blend the building with the water flowing roof profile, create a more dynamic massing

Massing : Step by Step, Walk to the Sea / Then the massing is separated into 4 block to give a main axis at the middle to drag the public all the way to the sea front behind. This movement allow to invite more public closer to the sea and get to know more about the water-edge community activities. After that the massing is rotated into more welcoming angle to serve as an entrance statement to invite more public attentions from the main road, Jalan Leila. So it formed a tunnel that grow narrow into the middle point. The rotating action also apply to the blocks next to the sea. Therefore, it turns out to have a center core that direct people from the main entrance all the way to the sea.

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The massing lastly completed by blending into the site with the curve and water moving inspired roof design. It give the life to the building to make the building looks like a crawling sculpture moving toward the land. By compare to the architecture language to the surrounding, this architecture gives a new language to the site and mark the first step to the revived town.

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77 78

8.0 SPECIAL STUDY

FIRE PROTECTION SYSTEM Determine fire purpose group of the spaces of the building by referring to fifth schedule. / Number of Purpose Group : II (Institutional) & VII (Place of Assembly)

Learning Spaces Public Space Public Spaces

Learning Spaces Public Space Public Space

Active Provision Determining the active provision required for this building by referring to tenth schedule: Table of Requirement for Fire Extinguishment, Alarm System & Emergency Lighting (By Law 226(1), 237 (1), 134,138) Purpose Group

No

Extinguishing System Note 2

Fire Alarm System Note 3

Emergency Lighting Note 4

1(ii)

Education Occupancies (i) Canteen/ Kitchen Detached

-

-

-

1(i) (a)

Education Occupancies (ii) Used for instructional purposes only, open design balcony approach

-

-

-

1(iv) (a)

Education Occupancies (iv) Library (iv)Single Storey- less than 1,000sqm

-

-

-

PG-II

79

Usage

80

Active Provision Determining the active provision required for this building by referring to tenth schedule: Table of Requirement for Fire Extinguishment, Alarm System & Emergency Lighting (By Law 226(1), 237 (1), 134,138) Purpose Group

No 1(a)

PG-VI 5(b)

PG-VII

3

Usage

Extinguishing System Note 2

Fire Alarm System Note 3

Emergency Lighting Note 4

Factory Single Storey (a) Less than 750 sqm

-

-

-

Factory Special Structure

-

-

-

(b)Wet processes

G

2

c

© Hazardous Processes

A,B,C,D,E OR F

2

a

Hazardous Areas (Boiler Room & Kitchen)

A,B,C,D,E OR F

-

a

Summary

Therefore, under Tenth Schedule, active provision that this building requires are :

Top Most Floor is 5th Floor : Listing the requirement for this buildings’ category either top most floor -

Below 18.3m or Top most floor above 18.3m and below 30.5m

This building’ is 25.5m high but top most floor is 15.54m

A- Automatic Sprinkler B- Water Spray System C- High Expansion Foam System D- Carbon Dioxide System E- Approach Halogenated Extinguishing System F- Other Automatic Extinguishing System G- Hose Reel

1.

2- Manual Eletrical Fire Alarm System

a- Signal Point Units c- Generators

Compartmentation

Fire Detector System comprises of 2 types: -

Automatic Fire Detectors System Manual Electrical Fire Alarm System

Fire Control Room

Thus. the category is below 18.3m (5 storey and below) Below 18.3m (5 storey and below) Fire Requirement 1.

2.

3.

4.

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Compartmentation External Hydrant Hose Reel FIre Escape staircases

Automatic Fire Detector System -

Monitor fire detectors and break glass Monitors fire fighting equipment Control indicator & M&E equipment Provide signal to Bomba and other system

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2. Distribution & Positioning of Staircases

3. Hose Reel /

Seventh Schedule : Calculation of Occupant Load and Capacity of Exits

Tenth Schedule, Table of requirements for FIre Extinguishment Alarm System and Emergency Lighting:

By-Law 167 (2), 168 (2), 170 ©, 171(c), 175

By - Law 225 (1), 237 (1), By Law 244 (b), All Hose Reel Shall be located at every 45m at every floor level, near to fire fighting access lobbies Design Consideration (From UBBL Tenth Schedule) -

The hose should maximum ranging 30m radius One hose reel should provide for every 800 sqm of usable space Hose reel are usually located in prominent position at each floor level along escape routes besides exit doors or staircases

Hose reel calculation Area of coverage : 30m radius (1/800 sqm) No of hose reel per floor : GFA(m2) / 800 a)

1st hose reel : 600 galloons

Hose Reel Calculation Per Floor Floor Level

Area (sqm)

Ground Floor

4,533

6

1st Floor

1,876

3

2nd Floor

3,276

4

3rd Floor

1,619

2

4th Floor

925

2

5th Floor

4,597.2

6

Subtotal

83

Number Hose Reel Needed

23

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-BETWEEN THE VILLAGES-

PERSPECTIVE IMAGES

REFERENCES The Fin, Fisherman Hub & Culture Learning Center Location : Sandakan, Sabah

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