Omar Harb

advisor

Phoenicia University

Lebanon

As an architect and founder of Omar Harb Architects & Associates, my work centers on creating… more

Feedback: KASHITU SECONDARY SCHOOL CAMPUS - INSAKA
This project presents a deeply thoughtful and culturally resonant vision for the Kashitu Secondary School Campus. Your team has developed a proposal that is not only architecturally robust but also powerfully anchored in local knowledge systems and community values.

The project idea is exceptionally strong, drawing inspiration from the "Insaka" – a traditional communal structure embodying gathering and exchange. Reinterpreting this as both an architectural typology and an organizing principle provides a unique and meaningful spatial language that promotes cohesion and dialogue. This approach effectively grounds the school in its cultural context, fostering a sense of belonging and continuity.

The project description articulates a comprehensive scope that extends beyond the school itself to the urban scale, establishing a vital territorial corridor linking key community points. This "educational continuum" strengthens the project's connection to broader social systems. The site strategy, inspired by neural networks and organized along a central axis, is a sophisticated way to manage flow and define transitions between diverse spaces. Your vision for an inclusive, adaptable, and context-sensitive educational environment, guided by "Genius Loci," promises a built landscape where learning is open, rooted, and transformative, effectively bridging ancestral knowledge with contemporary needs.

From a technical information perspective, the prioritization of local materials like bamboo and compressed earth blocks (ICEBs) is commendable. This choice not only ensures structural integrity and thermal comfort but, crucially, facilitates sustainable construction processes through the involvement of local labor and techniques. The specific dimensions and use of ICEBs in single and double-laid walls indicate a practical understanding of their application and benefits.

To further enhance this already compelling project, consider these aspects:

Detailed Insaka Typology and Spatial Qualities: While the Insaka is a central concept, elaborate on how its reinterpretation translates into specific architectural forms and spatial experiences within the school campus. For instance, how do the "shared, community-oriented nodes" functionally and atmospherically replicate the traditional Insaka's qualities of informal gathering, dialogue, and protective canopy? Are there various scales of Insaka integrated throughout the campus?
Climate-Responsive Design Specifics: Beyond using earth blocks for thermal comfort, consider providing more specific details on other passive design strategies tailored to the Zambian climate. How does the architecture (e.g., roof design, orientation, ventilation openings, courtyards) mitigate heat, maximize natural light without glare, and manage rainwater effectively in a way that directly enhances comfort and sustainability?
Future Adaptability and Phasing: Given the focus on "adaptable" environments and the project's urban scale, how is the campus designed to evolve over time? Are there specific strategies for future expansion, the integration of new technologies, or changes in educational needs? Could the territorial corridor and school campus be developed in phases, and how would this impact the community engagement and construction process?