KASHITU SCHOOL

FAST VUT - Faculty of Civil Engineering, Brno University of Technology, Department of Architecture

Project idea

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.

Project description

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.

Technical information

ECOLOGICAL ASPECTS OF THE DESIGN AND SUSTAINABILITY
The design of the school campus is conceived from the outset with a strong emphasis on environmental responsibility, long-term sustainability, and the use of local natural and human resources. Individual strategies complement one another and together form a functional whole that not only reduces the ecological footprint of the buildings but also contributes to environmental education and the active involvement of students in caring for their surroundings.

A key element of the design is natural ventilation, which ensures a high-quality indoor environment without the need for mechanical systems. Ventilation is provided through cross-ventilation, which arises from wind flow around the buildings and the resulting pressure differences between windward and leeward sides, as well as through stack ventilation driven by temperature differences. Ventilation openings, including perforations in the walls and opposing window openings, are used to encourage continuous air movement through the interior. This passive strategy supplies fresh air, ensures thermal comfort, and supports a healthy learning environment.

The design also incorporates efficient rainwater harvesting, helping to reduce the use of natural resources while addressing the issue of water availability during dry seasons. Rainwater is collected from the rooftops, passes through debris traps, and is filtered through layers of gravel and sand in retention tanks. Once filtered, the water is stored in drinking water tanks designed to allow regular recirculation, preventing stagnation. In combination with groundwater from a borehole, this system provides a reliable source of potable water for daily operation.

The use of renewable energy sources—specifically photovoltaic panels—also plays a significant role in the design. These reduce the school’s dependence on the central power grid. Solar electricity provides sufficient energy for evening lighting, essential equipment, and water pumping for both domestic and irrigation needs. Where possible, investment in durable cast-iron batteries is recommended to extend the system's lifespan.

Daylight is introduced into the interiors through a combination of side window openings with wooden louvers and roof skylights equipped with suspended ceilings made of light-colored recycled fabric. This ceiling material diffuses incoming light, creating a soft and even illumination without glare. The textile elements will be produced by students during art and craft lessons, fostering a stronger connection with their school environment.

Windows with wooden pivoting louvers serve multiple purposes—providing daylight, ventilation, and shading to prevent overheating from direct sunlight.

An important aspect of the design is the use of locally available materials, which minimizes transportation-related carbon emissions and supports the local economy. The region's traditional construction materials include fired and unfired bricks. Due to the high energy consumption and deforestation associated with firing bricks, the use of Interlocking Compressed Earth Blocks (ICEB) is proposed. These are produced on-site using a manual press, made from local clay and stabilized with 5% cement. Resembling LEGO blocks in shape, they interlock, significantly speeding up and simplifying the construction process. Their use is both environmentally and economically advantageous. Excavation pits created during clay extraction will be reused as part of the foundations and water retention systems.

The proposal also emphasizes the teaching of sustainable principles. Students learn about rainwater harvesting, tree planting, community building, and volunteer activities such as waste collection, community education, and environmental awareness. This strengthens their role as future agents of positive change within their communities.

Agricultural gardens are an integral part of the school campus. They promote food self-sufficiency and serve as practical teaching spaces for subjects focused on sustainable agriculture. The production of fruits and vegetables can meet the needs of both students and teachers and offers a potential source of income for the school. Students gain hands-on experience in farming, soil care, and crop processing, enhancing their future employability.

Vegetation planting is integrated throughout the campus and will be irrigated with harvested rainwater. This approach supports the creation of a favorable microclimate and improves the overall quality of the built environment.

The metal roofing in front of classrooms enables covered circulation between spaces and provides protection from both sun and rain. Outdoor structures such as gazebos will feature fabric shading elements with African patterns, offering both necessary shade and cultural and aesthetic value. These solutions are simple, cost-effective, and easy to maintain or replace.

Overall, the design combines functionality, ecology, aesthetics, and education into a coherent whole that fosters an active relationship with the landscape, the community, and the future.

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