KASHITU SECONDARY SCHOOL

Idea projektu

This thesis focuses on the design of a secondary school in Kashitu, a rural area of Zambia, with an emphasis on sustainable architecture and the use of local materials. The aim of the project is to create a functional and efficient educational environment that responds to the specific climatic, social, and economic conditions of the region. The school campus includes classrooms, workshops, laboratories, and student accommodation, which forms a key part of the school. The boarding facilities ensure access to education for students from remote areas, particularly in view of the limited transportation options in the region. While the school will operate primarily as a boarding institution, it will also be open to day students from the nearby surroundings. The overall capacity of the school is designed for 250 to 400 students. The main construction element is Interlocking Compressed Earth Blocks (ICEB), which allow for economically accessible and environmentally friendly building. The design also incorporates passive strategies such as natural ventilation, solar energy use, and rainwater harvesting, reducing the school's operational costs and increasing its self-sufficiency. The construction of the secondary school aims to improve educational infrastructure in remote areas of Africa and support the development of the local community.

Popis projektu

URBAN DESIGN CONCEPT OF THE PROJECT The urban design of the project is based on respect for local customs, traditional settlement patterns, and the specific climatic and cultural conditions of the area. The aim of the proposal is to create a harmoniously functioning campus that supports community life, safety, sustainable development, and functional interconnection of its various components. A key principle is the division of the campus into clearly defined functional zones that respond to different needs and are designed to ensure smooth operation without mutual interference. Main Entrance and Traffic Connections The main entrance to the campus is located in the southeastern part of the site, in close proximity to the existing kindergarten and community facilities. It is connected to an existing dirt road currently used by local residents. The chosen location ensures easy accessibility from the village and supports the natural integration of the school campus into community life. The entrance thus builds upon the existing center of social activity. A parking area for visitors is planned near the main entrance, as well as bicycle storage facilities. The entrance will be highlighted by landscaping in its forecourt. In addition to the main entrance, several other access routes are proposed to facilitate campus operations and provide access for different user groups. Along the eastern edge of the site, adjacent to the kindergarten, a secondary access road leads to the sports fields. These fields are oriented north–south to minimize glare and improve user comfort. Their placement and open character allow use not only during school hours but also by the wider community in the afternoons and on weekends. They thus become an important public space within the settlement. The sports zone will be extended by an outdoor fitness area, located in the northeastern corner of the site. Here, rows of trees are planned to provide shade for exercising out of direct sunlight and to create a space for rest and relaxation. In the northeastern part of the site, a separate service entrance is planned for the kitchen’s supply deliveries, waste collection, and other operational needs. This entrance connects to the local dirt road and ends in a turning loop within the campus, allowing for separated traffic flow without interfering with student or visitor movement. Another road leads to the workshop area, connected to the existing dirt road at the southwestern side of the site. In the upper part of the site, a separate road provides access for teachers who are housed outside the main fenced campus. This road ensures their direct exit to the main road without passing through the school area, thereby avoiding disruption of the educational environment. It leads to the northwestern edge of the site, where it again connects to the existing dirt road. Road surfaces across the campus are adapted to local conditions—most of them are dirt roads using locally available materials. Paved surfaces are proposed only in key areas, particularly in the central part of the campus near the school building, where reliable access is necessary during the rainy season when the terrain may become waterlogged and difficult to traverse. Functional Zoning of the Campus The campus is divided into several zones according to specific use and designed with regard to spatial and operational relationships. Entrance Zone Near the main entrance, a health center is located, serving not only the students and staff but also the surrounding community. Its strategic position ensures quick accessibility in case of need and highlights the school’s role as an important community hub. Academic Zone The central part of the campus is formed by the school building, including classrooms and associated facilities. In its immediate vicinity are workshops and laboratories, spatially separated to avoid noise and disruption to teaching. This arrangement allows for a combination of theoretical and practical instruction, while the layout supports natural movement of students between the individual facilities. Community Zone The community zone forms the natural heart of the entire campus. It includes the school canteen, a library, and spaces for rest, gatherings, and informal learning. It is conceived as an open and multifunctional area that promotes everyday interactions among students, teachers, and visitors and creates conditions for cultural and community activities. This zone occupies a key position—located between the school building and student dormitories, it functions as their natural connection. Thanks to its central location and wide range of uses, it is active throughout the day for both educational and leisure purposes. A prominent architectural and visual feature of this area is the bell tower, which creates a vertical landmark visible across the campus. In addition to its symbolic role, it also functions as an assembly point during events, further reinforcing its role as the heart of community life. Residential Zone Student dormitories are designed separately for boys and girls, placed symmetrically on either side of the central axis of the campus. This arrangement ensures both privacy and clarity, promotes a sense of safety, and facilitates straightforward operation. The dormitories are designed as independent units with their own courtyards and facilities. The entire campus is fenced, and internal areas are further subdivided by walls that enhance safety, support spatial orientation, and facilitate organization of different activities. Agricultural and Community Areas The surrounding grounds of the campus are used for agriculture—orchards, gardens, and fields are created and directly integrated into the school’s educational program. Students learn the basics of crop cultivation, soil care, and principles of self-sufficiency and sustainability. This model contributes to hands-on education while also partially supplying the school with food. In the second phase of the project, construction of housing for teachers is planned outside the fenced school campus. These will be freestanding houses with private plots and no fencing, supporting natural integration into the local environment. Accommodation for volunteers is designed as smaller units for short-term stays without families, emphasizing community engagement. Among these residential buildings, a small public space is created in the form of a village square, intended for gatherings, community events, markets, and cultural activities. This central point supports social cohesion and strengthens the bond between the school and its surrounding environment. ARCHITECTURAL DESIGN The architectural concept of the school campus is rooted in the climatic, constructional, and cultural specificities of the site. The aim of the design is to create a functional, aesthetically valuable, and adaptable environment that merges traditional building principles with a modern approach to educational infrastructure. The use of a modular system based on repeatable construction units enables operational flexibility while maintaining a unified visual identity. The load-bearing system consists of semi-columns made of ICEB (Interlocking Compressed Earth Blocks, 300 × 150 × 100 mm). These serve as permanent formwork for reinforcement and concrete casting, thus combining traditional building material with modern construction technology. The infill masonry between the columns is partially load-bearing; in some areas, it is perforated to allow natural ventilation and improve the interior microclimate. The semi-columns protrude from the façade, creating a rhythmic architectural structure. The layout of the buildings is based on square modules grouped into compact units that form semi-enclosed courtyards and quiet zones. The orientation of the buildings along the northwest–southeast axis optimizes sunlight exposure and ventilation. Roof overhangs and strategically planted trees protect the interiors from direct sunlight and create pleasant outdoor spaces suitable for teaching, relaxation, and community activities. All buildings are single-storey, but their heights vary depending on their function. Taller volumes, such as the dining hall or classroom blocks, emphasize the primary functions and establish a spatial hierarchy. Covered walkways connect the different parts of the campus, ensuring comfortable movement even in rainy weather and also serving as shaded places for rest. The corrugated metal roofs are elevated above the main building mass, which promotes air circulation beneath the roofing and helps prevent overheating of the interiors. To soften incoming light, fabric ceiling panels are used in the interior. Window openings are equipped with wooden rotating louvres without glazing, allowing for control of daylight while supporting natural ventilation. The campus is composed as an interconnected network of functional units – classrooms, communal areas, accommodation, and sanitary facilities – forming a clear and intuitive spatial structure. Indoor and outdoor spaces flow seamlessly into each other, promoting natural movement and social interaction. The design emphasizes the possibility of both indoor and outdoor learning, efficient operational connections, and an inspiring character of the environment. The architectural expression is modest, based on simple forms, clear geometry, and rhythmic motifs. The design aims not only to support education but also to create a dignified environment for the daily life of students, teachers, and the broader community. A distinctive orientation and symbolic feature of the campus is the bell tower – a vertical element used to call gatherings, structure the daily routine, and strengthen the identity of the place. SPATIAL LAYOUT Building A – Clinic Located near the main entrance to the campus, the clinic serves both students and the public. It includes two treatment rooms, staff facilities, and two dormitory rooms (separate for girls and boys, each with 5 beds), complete with sanitary facilities and access to a recovery garden. The building is adjacent to the existing caretaker’s house and respects its shape and proportions. Surrounding elements include bicycle stands, cultivation plots for the caretaker, and informational signage along the main path. Building B – School The main educational facility, designed for 250–400 students. It has a square floor plan with eight classrooms arranged around the perimeter, six of which can be flexibly interconnected. At the center is an atrium with a cross-shaped walkway, an amphitheater, and greenery. The building also includes storage, sanitary facilities, and administrative offices (principal's office and staff offices). A southern outdoor zone provides relaxation space and access to the workshops, which can be used independently from the main school. Building C.1 – Beekeeping Workshop Designed for honey processing and beekeeping workshops. It contains an open-plan interior with an extractor, workbenches, and equipment. Beehives are located nearby. The wall facing Building B is fitted with "bee bricks" to support insect life and biodiversity. Building D.1 – General Workshop A workshop with an indoor classroom and a covered outdoor area. Intended for working with wood, metal, and other technical materials. Equipped with workbenches, a blackboard, and storage space. Building E.1 – Workshop Sanitary Facility The smallest building in the workshop zone, featuring separate toilets for girls (2 WCs) and boys (1 WC, 2 urinals). Designed to support the independent operation of the workshops outside school hours and independently from the school building. Building F – Additional Workshops and Storage Includes space for craft workshops (e.g., sewing, textile production) and an adjoining storage area for materials and finished products. It is connected to an older workshop building, which has been supplemented with an outdoor tool shed. Building G – School and Sports Sanitary Facilities Serves both the school and sports areas (netball, basketball, volleyball, workout). Includes changing rooms with showers and separate toilets for girls and boys (5 WCs + 5 urinals for boys, 2×5 WCs for girls), communal washbasins, and a cleaning room. Outdoor-accessible sports equipment storage and seating steps are included. The shorter sides of the building provide shaded outdoor spaces. A covered walkway connects the school (Building B) with the laboratories, and a well for potable water is situated between Buildings B and G. Building H.1 – Laboratories Includes an internal atrium for teaching and relaxation. Contains biology, chemistry, and physics labs (two of which are connectable with movable walls), support rooms (storage, preparation room, technical room, battery storage), an office for eight teachers, and a meeting room. Sanitary facilities for students and teachers (including a janitor’s closet and outdoor drinking fountain) are also provided. The atrium features a tree with benches and gardens for educational use. The entire building is surrounded by a shaded, covered walkway for sheltered circulation. Building I.1 – School Dining Hall A central dining space accommodating up to 250 people, featuring an open design that connects interior and exterior areas. Includes a stepped amphitheater with a water feature and a rainwater tank used for irrigation. The kitchen area, complete with changing room, storage, cooking, serving, and dishwashing zones, has a dedicated service entrance. Building C.2 – Firepit Area An open space with a central firepit, benches, and shading, intended for gatherings, education, and community use. Building D.2 – Library A square structure with two sections: a closed library with reading desks, bookshelves, storage, and a book repair workshop (for practical training); and an open, roofed exhibition area for presenting school products and educational materials. Building E.2 – Bell Tower A simple tower structure used to call students and teachers to activities and to mark events within the school, reinforcing the school's identity. Boarding Area The dormitory zone is symmetrical, with one half for girls and the other for boys. It consists of five buildings: two larger ones for accommodation, designed with emphasis on privacy and safety, and three smaller ones for study, hygiene, and technical support facilities. The spatial layout is described in greater detail in Section A and within the individual building descriptions.

Technické informace

The proposed structural and material solution is based on local climatic conditions, available resources, and traditional building techniques. The primary load-bearing element of the entire construction system is ICEB (Interlocking Compressed Earth Blocks), produced on-site from local soil using a manual brick press. The soil is stabilized with 5% cement to achieve the required strength and is sun-dried. Excavation pits created during soil extraction are subsequently repurposed as part of the foundation system and rainwater retention tanks. The foundation structure consists of a combination of concrete and reinforced concrete strips and footings, on which a 150 mm thick slab foundation is placed. This slab rests on a compacted gravel bed made of crushed stone of the same thickness. For all buildings, a raised slab foundation is proposed, elevated 300 mm above ground level, reducing the risk of water ingress and interior contamination during the rainy season. Circulation routes between the buildings will also be reinforced with concrete to allow comfortable movement during wet periods. The concrete slab also serves as the final floor layer. It is finished with a cement screed and a penetrating coating that increases durability and provides a more comfortable walking surface without the need for additional floor coverings. The vertical structures are primarily composed of ICEB blocks in two basic thicknesses – 300 mm for exterior walls and 150 mm for internal partitions. In some areas, a perforated brick pattern is proposed, created by shifting and stacking bricks to allow for natural ventilation and to enhance the aesthetic quality of the façade. The dimensions of each block are 300 × 150 × 100 mm. The exterior walls will be treated with a silicate penetrating agent to increase durability and protect the material from weathering. ICEB blocks are also used as permanent formwork for reinforced concrete half-columns, which are reinforced with steel bars and then filled with concrete. These half-columns transfer vertical loads to the foundation and also serve as visually rhythmical architectural elements. The structure is topped with a reinforced concrete ring beam measuring 250 × 300 mm, which provides overall structural stability and distributes loads evenly. Steel trusses made from L-profiles and steel tubes are anchored to the ring beam. Onto these steel trusses, secondary purlins made of steel tubes are welded, supporting a profiled metal sheet roof covering. Ceilings will be made using recycled fabric stretched within wooden frames anchored to the ring beam. This element not only diffuses light entering through the roof gap to ensure pleasant lighting conditions, but also improves acoustics, reduces dust, and provides aesthetic value. Fabric production can be incorporated into the school curriculum, allowing students to actively participate in shaping their built environment. Window openings are fitted with wooden rotating louvers, which allow for adjustable ventilation and shading. Below them, a 150 mm thick brick sill made of narrowed masonry is proposed. The overall architectural expression of the building is enhanced by a color scheme based on RGB tones 243,147,123 (muted apricot) and 108,141,132 (muted green-grey). Additionally, the design incorporates elements with African patterns to strengthen the building’s local identity. ECOLOGICAL ASPECTS OF THE DESIGN The design of the school campus is conceived from the outset with an emphasis on environmental friendliness, long-term sustainability, and the use of local natural and human resources. The various strategies complement each other and together form a coherent system that not only reduces the ecological footprint of the buildings but also contributes to the environmental education of students and their active involvement in caring for the environment.