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The University of Oklahoma’s College of Architecture was contacted by Family Legacy Missions, based out of Dallas, TX, to consult on the functionality and use of the nearly twenty existing schools for children in Lusaka, Zambia as well as come up with future possible designs for the schools they plan to build in the future. A team of two Architecture students, one Landscape Architecture student, four Regional and City Planning students and two professors traveled to Lusaka in May of 2015 to better understand the situation and daily lives of children within the Family Legacy schools and neighborhoods. Through the use of tours within both schools and compounds, focus groups, as well as design charrettes, the University of Oklahoma group began deliberation on the most efficient use of limited land and resources to give the students of Lusaka the best education possible. This report hopes to: A) address the layout concerns noted through meetings with students, teachers and Family Legacy Staff, B) provide a framework and template for future Family Legacy schools, and C) offer solutions on the challenges which are not conducive to the learning environment.
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The design process was conducted in several steps including: 1. 2. 3. 4. 5.
Tours of the existing schools throughout the neighborhoods Focus Groups and interview with students and teachers as the main users of the facilities A process of reflection to prioritize essential design themes A series of Design Charrettes with facility users and Family Legacy staff The completion of final designs upon the team’s return to the US
The team began by touring Family Christian Academy at the Tree of Life area, Kamanga, Chainda, Bauleni, and Garden Lifeway Christian schools to get a sense of the physical structure and function of the Family Legacy schools, such as the struggle to get adequate ventilation in the schools and the use of modular structures when the school needs exceed the buildings. Throughout the tours we attempted to determine what is currently working within the school structures by asking open ended questions of the teachers and staff of the school. This method of questions while touring gave the group an opportunity to get a quick sense of the schools as the teachers actually walked us through the area. This process was also true when it came to that was to be gained from these tours was to examine what portions of the schools may need improvement.
Following the visual tours, the team spoke with Head Teachers, Discipleship Leaders, Students and Staff Members in the form of Focus Groups or One-on-One Interviews. The Focus Groups were asked several standard questions, such as “Is the school layout helpful for teaching or learning?” and “How is the outdoor space for educational and playtime activities?” to get the participants thinking about the school they are working in or attending, but the questions were also open ended to facilitate additional discussions about other parts of the schools that may have not have been addressed in the standard questions. These Focus Groups were conducted at Tree of Life, Kamanga, Garden and Chainda Family Legacy schools to get a more comprehensive feeling of school functionality and emerging design priorities. After conducting the Focus Groups over two full days at the schools, it was important to compare and contrast the statements collected from all of the schools and participants. The process chosen was to write down the design priorities heard from all of the schools onto Post-It notes and group them together based on similarities. In this way, a large amount of data was processed and interpreted quickly and comprehensively. This activity allowed specific important design themes to emerge from the data that could be used to orient the initial design work.
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These included six main themes: School Layout, Outdoor Areas, Amenities, Materials, Weather and Community Engagement. Each theme then had several subheadings based on input from the Focus Groups. These themes became the basis of the initial designs created by the team and presented in the Design Charrettes. The next step in the design process was to conduct Design Charrettes with selected participants from the Focus Group, including one group of students, one group of teachers and staff and one group of senior staff from Family Legacy. To begin the Charrettes, the group was shown the outline of the six themes that were selected from the Focus Group discussions. Discussion was then opened to determine whether all points had been analyzed correctly in regards to design proprieties of the participant. This was an important check on the data analysis process that had been conducted because participants were able to correct or confirm the conclusions of the design team in person. Following the discussion portion of the Charrettes, the participants were then asked to draw a layout of what they thought would be the “perfect school� and then discuss why they designed their layout the way that they did. This provided further information on what students, teachers and staff consider to be the most important components of their schools and what design solutions they thought would best meet their needs.
After conducting the Charrette process, the design team moved onto a process of concept diagrams and element relationships. A concept diagram is a way to spatially see what components of a design need to be associated or related as well as those elements that should not be near each other, all without putting down a formalized layout or design. This allows a designer to spatially see what will be necessary when fleshing out their final design. Along with the concept diagrams, an adjacency matrix was created. These two design components aid in the design process by getting a sense of the concepts heard during the Focus Groups and Charrette processes before formally putting a design onto paper.
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Touring Chainda Lifeway Christian Academy
Touring Bauleni Lifeway Christian Academy
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Conducting Focus Groups
Design Charrettes with students
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Design work at Family Legacy Lodge
Design Charrettes with Family Legacy
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Upon arriving back in Oklahoma, the design process began to take on formalized shape. The design students decided to begin research on alternative design elements such as Modular Building options and adding a Superstructure idea to the design. The designers, working off of the adjacency matrix and concept diagrams, began fleshing out a more formalized design onto two actual design sites that were provided by Family Legacy as potential school sites. The two sites chosen were Chawama 2 and a generic 1.5 acre plot. The four research focuses were alternate modular systems, modulars as is but as a permanent solution, superstructures, and a breakdown of the existing built schools (Bauleni and Kamanga). The majority of this work was completed on an individual basis with periodic consultation with the group. They then came together to go over the benefits and disadvantages of each system that was researched and created a unified solution based off of the research of each style of modular and permanent systems. The modular systems became a key component of the research and design. They explored many possibilities of how to use a modular system that were to address temporary versus permanent use, a quick iteration of the built form of the school, asset recovery and alternate uses or forms possible for the Multi-Purpose Area.
Notes from Lusaka in OU’s Gould Hall
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An adjacency matrix allows designers to plot out the connective relationships among the various built features on a site, reasoning which uses should be near to one another and which should be distant. For the purposes of the Family Legacy project, the adjacency matrix is used to lay out what school structures and uses are cohesive, and desired in proximity to others as well as which non appealing structures should be situated away from places of learning. There are 3 levels of location used in our matrix: Green (Adjacent), Yellow (Nearby), and Red (Distant), and 0 (No Preference). These levels of location adjacency are used to help effectively design future schools and create a feasible layout that will promote quality learning and management of the schools. While some location relationships may seem obvious like the Sick Bay should be adjacent to the Head Teacher and Teacher’s Lounge, others we learned through extensive focus groups with students, teachers, and Family Legacy staff. For example, some school uses should be located proximal to each other for different reasons, the head teacher’s office we learned, should be located next to many different rooms due to the supervision needed at those areas. We learned in many focus groups with teachers and head teachers that they like to be able to welcome outsiders to the school per tradition, so the head teacher office should be located near the DL area where many people from the community typically go to within the school. For areas that should
be left distant, we noted that the classrooms should be located away from the kitchen/food prep area due to many children get distracted by people entering the school as well as the smell caused by the cooking. These examples are some of the many relationships that our group analyzed thoroughly and will use to effectively design our ideal school layout. The Adjacency Matrix is crucial to have to find out the future layouts of schools as small location based changes and alterations can have profound effects on the running of a school. The focus groups that were run were amazing at gathering this kind of information as we found that the classes are exceptionally susceptible to noise, and especially smells from the kitchen and bathrooms. We will use this adjacency matrix to design a great school for all generations to come. This graphic was used by our group architects and planners in creating the final layout design(s) for future proposed school sites throughout Lusaka. The visual is made to be easy to understand and clearly breakdown the aspects of the schools and where they should be in relation to each other for feasibility.
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TABLE: Family Legacy school adjacency matrix
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After completing the research portions of the design process, our group was able to determine six main themes or design elements that are the most important factors to be considered in the final school design. The six themes, as mentioned earlier, were School Layout, Outdoor Areas, Amenities, Materials, Weather and Community Engagement. These themes, along with additional subheadings, were determined based on the Focus Groups, Interviews and Design Charrettes with the students, teachers and staff members of the Family Legacy schools.
Post-It Note Organization of themes
Preparing for Focus Group Charette
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LAYOUT The layout of the schools was found to be the most important either issue or benefit of the existing schools. Because layout can be a very broad topic, it was decided to break down the layout theme into more individualized portions:
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LAYOUT
Initial school layout bubble diagram
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2. OUTDOOR AREAS OUTDOOR AREAS
Outdoor multi-use pavilion at Pestalozzi Education Centre
Multi-purpose area serving as a optional classroom extension Source: archrecord.construction.com
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AMENITIES
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Students at a local government school working on crafts together outside of the classroom
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4. MATERIALS MATERIALS
SOURCE: divisare.com
High-folding, metallic, hinged windows at the High School of Dano (Burkina Faso) are not only colorful and durable, but also do not conflict with adjacent pathways when raised.
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5. WEATHER WEATHER The weather in Lusaka is wide ranging and intense depending on the time of the year and the season. There are several weather related issues that have to be considered and addressed in the final school design.
SOURCE: bbc.com/weather
SOURCE: commons.wikimedia.org
Above: Earth’s Global Circulation [Lusaka Area Highlighted]
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6. COMMUNITY COMMUNITY
Lifeway school children
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FOCAL ISSUES TO ADDRESS IN FINAL DESIGN
VENTILATION
WEATHER CONSIDERATIONS
• Moisture issues related to lack of ventilation (bodies inside small enclosure) • Appropriate condensation/sweating • Proper air circulation • Passive air flow considerations due to lack of electricity
RAIN • Penetrating waters via dirt / mud / water tracked in • Forces doors and windows to be closed • Perpetuates ventilation issues
APPEARANCES
WINDS • Penetrating dust and disruptive winds • Forces doors and windows to be closed • Perpetuates ventilation issues
• • • • • •
Limiting exposure of foundation Providing safety while remaining functional Short lifespan of buildings Examine possible alternate materials / finishes Lack of pride in the setting Looking like a school vs temporary space
EXTREME HEAT • Passive design alone not always sufficient/other available options • Additional operable window considerations
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FOCAL ISSUES TO ADDRESS IN FINAL DESIGN PLUMBING • Examining functionality of the system • Commercial fixtures / plumbing designed to handle volume of use • Location • Sanitary considerations • Airborne illnesses / prevailing winds • Proximity to sensitive areas i.e. food prep area
Chawama Site Bathrooms
Dirty bathrooms, units leak all over the floor
ADDITIONAL CONSIDERATIONS • Emergency-only pit latrines (when plumbing can no longer function) • Alternate grey-water use to alleviate dependence on chlorinated water • Optional/additional systems to enhance spaces • Bench seating along established walls • Awning systems along established walls • Providing uniform and safe staircases View from the entrance to the bathrooms, LCA, Mtendere
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PROCESS: EXPLORATION OF IDEAS Once returning to the US, each of the design students was tasked with leading an exploration into various options. From the individual research, each student would then lead discussions on how that option addressed Family Legacy concerns with issues identified while in-country through the aforementioned design component and analysis.
Through this process, the design students identified weak points and strong points within each exploration. By identifying these, the designers were able to ensure that the concepts were well researched, Family Legacy’s concerns incorporated, and that the designed solution addressed all of the problems.
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PROCESS: EXPLORATION OF IDEAS Exploration One Examines the existing modular system Family Legacy currently uses (UFUDU Modular Systems). Since the system is already in place, examining how UFUDU can address the problems and concerns with a permanent use of their system, rather than the temporary use Family Legacy currently employs with the UFUDU Modulars. Exploration Two Designed to explore other modular systems available. Since multiple schools are to be designed in the future, changing the modular system, if necessary, should occur earlier rather than later. Some systems explored use shipping containers while others focus on different elements in their prefabrication facilities. Exploration Three Explore the idea known as “superstructures,” which have been used with success in other parts of Africa, including in Zambia. Focusing on combating the natural elements (light, wind, temperature, water) passively (without electricity) is key to design effectively under the parameters set forth by our limitations, concerns, and difficulties. One of the strong points of the superstructure is the ability to create a shelter with either modular units or permanent structure and allow the transition from one to the other. Exploration Four Research the issues with the existing built-on-site within Family Legacy’s portfolio of schools. Bauleni and Kamanga offer up opportunities to explore construction methods and flaws, while offering up real expectations of timeframe, use of site, budget, and available resources. 23
EXPLORATION NO. 1: MODULAR AS A PERMANENT SOLUTION Portable classrooms provide an economical and sustainable away to add new classroom space. Modular classrooms are custom-designed to meet the specific needs of the school. They are fabricated at a manufacturer’s facility using strict quality control measures and lean manufacturing methods. The process is completed in just a fraction of the time it would take to build comparable school buildings using conventional construction methods. Additionally, during that time, the site remains usable, except for a very short period of time used to prepare the site for delivery and erection, which can occur in as a little as 2-3 days; delivery, placement, and erection.
According to Charsley Barron of UFUDU, turn around time for custom-made products to be delivered to Lusaka is 8 weeks and stock pieces can be delivered in as little as 2-3 weeks.
Efficiently-compressed modular units are easy to transport
Standard Modular Dimensions: External Dimensions: Internal Dimensions: H: ~9’ 2”
H: ~8’ 2.5”
W: 8’
W: 7’ 4”
L: 19’ 10”
L: 19’ 3”
SOURCE: ufudu.com
SOURCE:ufudu.com
Multi-story UFUDU compound
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EXPLORATION NO. 1: MODULAR AS A PERMANENT SOLUTION Exploring the options of the existing company that Family Legacy currently uses provides for quicker turnaround by using existing assets & relationships, exploring opportunities not yet considered, and addressing all identified concerns with existing systems. To the right is an example of the versatility of the modular units. Bathrooms, office space, classrooms, storage, multi-purpose rooms can all be customized to customer specifications. Benefits of this include:
Administration [above] and office [below] options using pre-fabricated modulars
• Off-Site manufacturing, so as not to disturb on-site usability • Complete customizability • Full range of options including: • Wall materials • Fixtures • Openings (Doors and windows) • Awnings • Exterior Finishes • ADA / OSHA Standards Exploring the modulars as permanent solution can even address issues like the bathrooms. Having facilities designed under precise conditions in a factory will eliminate poor construction which has led to so many plumbing issues. And when problems do arise with the bathrooms, UFUDU can easily repair or replace the necessary components easily.
Bathroom modular with standardized, repairable, and replaceable fixtures SOURCE:ufudu.com
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EXPLORATION NO. 1: MODULAR AS A PERMANENT SOLUTION Process Being made in a manufacturing factory off-site will allow the process to occur simultaneously as the site remains usable, a crucial design element identified by the Family Legacy group.
Standardized Staircase
Standardization The controlled process of manufacturing ensures that construction quality control is adhered to ADA Standards (Americans with Disabilities Act) and OSHA requirements (Occupational Safety and Health Administration), though widely ignored in Zambia, can be strictly adhered to. This ensures accessibility and safety for the students and faculty who will be using the spaces. Refinement Possibilities Once an ideal layout is designed, the manufacturing company can easily return to that design for re-implementation or re-designed to address new problems identified, further refining the product.
Custom Roofing / Awning Options
Sweating Issues Addressed According to Charlsey Barron of UFUDU: About 3 months ago we improved our wall panels and removed a steel support frame that we discovered was forming a bridge between the inner and outer steel sheet and thus having a negative impact on the thermal conductivity of the panels. This should have a major positive impact on the amount of sweating on the panels.
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EXPLORATION NO. 1: MODULAR AS A PERMANENT SOLUTION With a lifespan of thirty years or more, considering UFUDU modulars as a permanent solution is possible, but does not address all of the issues and concerns identified in our analysis. Chawama 2 illustrates some of the downfalls of having an entirely modular school. Although durable and is functional, modulars should be used in a temporary capacity in order to address concerns such as environmental protection, appearance, and community permanence.
Right: As a permanent solution, exterior and foundation can be addressed to address safety and appearance concerns. Exterior finish can be upgraded to look more appealing and inviting.
Above: An interior view of double-wide modular unit with additional features, such as wall finishes, lighting, AC ventilation, and large operable windows.
Left: ADA and OSHA minimums can be followed for safety and uniformity concerns. Repairs and replacement can occur off-site in a quality- controlled environment.
SOURCE:ufudu.com
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EXPLORATION NO. 1: MODULAR AS A PERMANENT SOLUTION Pros: • 30+ year lifespan • Easily Cleaned / Maintained • Components easily replaced over lifespan • Near 100% ability for asset recovery due to: • Loss of property rights • Need for financial recovery • Compound instability • Shift of site placement priority • Ability to address ADA / OSHA minimums • Panels fully customizable • Options include various sized operable windows • Proper ventilation • Prevention of respiratory illness • Quick turnaround time due to: • Manufacture process off-site • On-site minimum requirements • Minimum crane usage
Cons: • Cold, stark appearance • Temporary feel, even in permanent setting • Pupils unsure of future • Community unsure of future • Exposed foundation • Safety concern • Security concern • Stock panels and options inadequate for use • Function of ventilation • Function of light • Proper ventilation • “Sweating” / Condensation options on older panels • Limited lighting options • Optional solutions add substantial cost • Manufacturing done off-site • Minimal community outreach • Requires minimum local work to erect • Missed opportunity to create tradesmen and craftsmen
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EXPLORATION NO. 2: ALTERNATE MODULAR SYSTEMS Alternate modular systems exist. If plans exist to build a substantial number of new schools, then an exploration of other modular systems and capabilities is warranted.
For this option, we will explore case studies of different examples of alternate modular systems, diverse innovations, and various uses of the technologies available in this field. The SEED Classroom by the SEED Collaborative uses this temporary, modular system to create hands-on experimental learning opportunities for children and teachers. It is a net-zero energy, net-zero water facility built to be built off-site and placed onsite, complete. Grow Dat Youth Farm in New Orleans, LA is designed to nurture groups of youth leaders through the meaningful work growing food. The architecture of the eco campus mirrors those principles through the sustainability and function of the design using retrofitted shipping containers to create the offices, kitchen, locker rooms, toilets, storage, and post-harvest facilities. Projectfrog provides technologically-advanced component buildings that assemble easily on-site, giving architects and builders a fast and cost effective way to create beautiful and energy-efficient buildings. 29
EXPLORATION NO. 2: ALTERNATE MODULAR SYSTEMS SEED Classroom by SEED Collaborative SEED Classroom uses this temporal component to create experiments in design. Testing out newer technologies will give potential clients— school districts, mission organizations, businesses—real data on lifespan expectancy, real cost-savings, and real data on environmental impact.
SEEDClassroom dropped in place in one day
This opportunity allows for cost to be subsidized by manufacturers of innovative products, potentially offsetting the cost substantially. A solar panel company will gladly donate several panels and the installation for the opportunity to showcase their product to a school district. Besides having abundant natural day light via solartubes, a solar photovoltaic array provides electricity for the unit. Rainwater collection and use for flushing toilets is another innovative feature of this system.
Diagram of innovative technologies SOURCE: theseedcollaborative.org/seedclassroom/
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EXPLORATION NO. 2: ALTERNATE MODULAR SYSTEMS Grow Dat Youth Farms
Interior open space created by outlying shipping containers
Grow Dat’s eco campus was built and donated by students and staff at the Tulane City Center, part of the Tulane School of Architecture. The eco campus has received a lot of attention nationally for the beauty, sustainability and function of the design, including 2014 AIA Louisiana Honor and Members Choice Awards, a 2012 SEED Award, and a 2012 AIA New Orleans Design Award of Honor. The seven retrofitted shipping containers that constitute our eco campus house our offices, teaching kitchen, youth locker rooms, composting toilets, cold storage, post-harvest handling area and farm tool storage. The bioswale (landscaped elements designed to remove pollution from runoff water) under the front wooden walkway directs excess water into the bayou, managing water sustainably and preventing flooding.
Shipping containers can clearly be defined during construction. Soon, windows and doors will be added and the shipping container form will be minimized.
Bioswales under walkways offer water management and prevent flooding. SOURCE: growdatyouthfarm.org
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EXPLORATION NO. 2: ALTERNATE MODULAR SYSTEMS projectfrog Modular Classroom projectfrog has a full line of prefabricated, modular, and customizable classrooms, allowing schools to have a high-quality green option for classroom construction. projectfrog buildings are 40-50% more energy efficient than their traditional counterparts. These buildings are meant to be permanent solutions by being designed to withstand all climates and geographies.
Rendering illustrating different components
They are designed to incorporate new technologies and encourage innovation in the pre-fabricated system components.
Rendering illustrating open, airy concepts possible with their designs
Rendering illustrating permanent design solution using pre-fab, modular components.
SOURCE: projectfrog.com/products/education
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EXPLORATION NO. 2: ALTERNATE MODULAR SYSTEMS While exploring different modular systems than UFUDU was important, the main problem with these systems is that they are predicated on the ability to create more technologically advanced systems that rely on high maintenance skill and cost, specialty-skilled workforce, and access to specialty parts and equipment.
While good to explore the idea of innovative systems, some of the parameters of our project prevent their implementation at this time. Budget constraints, access to electricity, and availability of specialty materials require us to incorporate other, passive, design elements to address our issues. Pros: • Designed to have long lifespans • Easily Cleaned / Maintained • Components easily replaced over lifespan • Ability to address ADA / OSHA minimums • Panels fully customizable • Options include various sized operable windows • Proper ventilation • Prevention of respiratory illness • Quick turnaround time due to: • Manufacture process off-site • On-site minimum requirements • Greywater reclamation systems can be used
Cons: • Cold, stark appearance • Designed to be permanent solutions • No asset recovery • Stock panels and options inadequate for use • Function of ventilation • Function of light • Proper ventilation options add cost • “Sweating” / Condensation options add cost • Lighting options add cost • Optional solutions add substantial cost • Electricity options add cost • Manufacturing done off-site • Minimal community outreach • Requires minimum local work to erect • Missed opportunity to create tradesmen and craftsmen • Substantial equipment necessary for delivery and installation • Installed systems and technology add maintenance cost
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EXPLORATION NO. 3: SUPERSTRUCTURE BUILDINGS The superstructure is meant to form a durable, outer-covering of the buildings it encompasses. From this cover, superstructures are meant to largely deflect many of the elements of the weather upon buildings such as direct sun exposure and rain. The superstructure, not containing any full walls, is also conducive to the addition and removal of temporary structures and various programing intentions. SOURCE: media.designerpages.com
Within this exploration of superstructures as a permanent solution, we’ll examine the possibility of rainwater (also known as greywater) collection for use to subsidize the supply of water for approved uses, such as toilet flushing.
Sketch by Diebedo Francis Kere illustrating the opportunity of the superstructure the harness the natural elements of Africa.
SOURCE: archello.com
Detailed diagram of heat and ventilation system flows in a superstructure-based system
Diagram showing sun protection and ventilation through superstructure SOURCE: archrecord.construction.com
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EXPLORATION NO. 3: SUPERSTRUCTURE BUILDINGS
A superstructure’s main feature—the roof—allows protection from dust, weather, and the sun. It can aid in ventilation by directing prevailing winds underneath and in noise reduction by funneling it up and away.
Superstructure creates a multi-purpose area between buildings in Gando, Burkina Faso
The versatility can allow open-air shelters for school assemblies while also serving as classrooms if walls are added (either temporary or permanent). The roofs can be designed in such a way as to collect rainwater to be used in a greywater collection system. The large profile of the roof will maximize the profile used to collect the water, which can then be used to offset the dependency on the chlorinated water for flushing toilets. This also helps with erosion and runoff.
Superstructures extended beyond buildings create partially covered corridors SOURCE: wmhanley.com
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EXPLORATION NO. 3: SUPERSTRUCTURE BUILDINGS Without a specific template, superstructures are primed to be made from local materials, and can carry themes from local traditional aesthetic.
SOURCE: architecturaldigest.com
Superstructures allow ventilation and protection while also using native materials in the design. Women’s Opportunity Center in Kayonza, Rwanda
Left: Superstructures can form unique and interesting corridors in their ranging structure. [Rendering] (Gando, Burkino Faso)
Right: The superstructure plays host to open communal dancing Event. Chipakata Children’s Academy in Chipakata, Zambia SOURCE: designindaba.com
SOURCE: archrecord.construction.com
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EXPLORATION NO. 3: SUPERSTRUCTURE BUILDINGS Superstructures built in place and as the only solution (instead of incorporated into a system) will protect the buildings underneath from the elements, but does little to address the problems identified with a built-on-site option (Exploration 4). Ultimately, it will have the same issues such as no construction oversight, unusable site during construction, and an inability to catch problems such as plumbing, structure, and foundation. If the idea of a superstructure can be used as a means to transition from modular units to permanent structures, then the benefits of the superstructure are maximized while the downsides are minimized. Additionally, they can be used to dictate the overall aesthetics of the buildings, both in its ability to hide the modulars and also as a guiding point for the permanent structures. Pros: • Offers protection from dust • Directs air flow for passive ventilation • Protects from direct sunlight / heat • Offers shelter from rain • Large profile to collect rainwater • Versatile use • Open-aired shelter • Added walls to create interior spaces • Food prep area • Once installed, non-load bearing walls can be added easily • Local, economical products can be used
Cons: • Additional initial building cost • Does not completely cover rooms and buildings • Passive air flow systems • No control • Ventilation dependent on weather • Can collect too much rainwater during rainy season • Echo / Acoustical effects • Wildlife nesting • Extreme winds resistance • Extreme impact resistance • No asset recovery • Added maintenance cost / concerns
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EXPLORATION STUDY NO. 4: PERMANENT BUILDING BUILT ON-SITE
Lack of construction oversight creates issues to be addressed such as building-ground connection as pictured, and also where workers dump trash. At Bauleni, it resulted in the bathrooms being completely redesigned with no prior approval.
While in Zambia, we were able to tour two schools of particular interest. Kamanga and Bauleni are two the schools in Family Legacy’s portfolio of schools that were built from the ground up. In exploring and examining these schools, major concerns arose to illustrate a need for new type of building system. Codes are either non-existent or not enforeced/followed. Lack of Oversight While touring the Bauleni, it was noticed, not until after completion, that the bathrooms were placed in the completely wrong place. Although a better option, the construction document revision process was not followed, and it is unclear who made the decision. Durability of Construction Lack of oversight can lead to more questions about the durability of construction for hidden systems such as piping, foundation, and structure. At Kamanga, the school is already beginning to show signs of deterioration in the construction. At Bauleni, for example, stairs were not standardized, leading to accessibility and safety concerns. Non-ADA/OSHA A concern of Family Legacy was a disabled pupil’s ability to access the building. Without minimum requirements for things such as stair measurements, bathroom minimum sizing, and door frame widths, some areas can prove to be not only inaccessible, but dangerous.
Uneven footing and incorrectly sized stair steps creates non-accessibility and creates dangerous environments for pupils and faculty.
Construction may look nice, but may hide hidden problems such as plumbing and weak foundation.
SOURCE: Dave Boeck and Shelby Templin
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EXPLORATION STUDY NO. 4: PERMANENT BUILDING BUILT ON-SITE Exploring Bauleni and Kamanga exposed some of the difficulties we face designing for this part of the country. Without proper construction management, corners will be cut, decisions will be made by the wrong people, and unprofessional work will occur. These issues will result in poor craftsmanship that will lead to unsafe and inaccessible conditions. Not to mention the added cost to repair or replace the bad component, whether it is bad toilets or bad foundation. If a system was created to control construction in manageable parts, construction oversight can be focused and proper regulations can be followed. Proper installation will reduce cost down the line such as maintenance and replacement. Additionally, there exists the opportunity to teach proper techniques to craftsmen, helping to bolster the community. Pros: • Does not require use of modular systems • Protects from direct sunlight / heat • Offers shelter from rain • Basic room design offer versatile use • Classrooms • Admin Core offices • Specialty rooms • Food prep area • Local labor required • Creates community involvement • Helps create labor skills/craftsmen • Local, economical products can be used • Large, operable windows allow light and ventilation
Cons: • No construction oversight • Defective construction • Plumbing issues • Added repair costs to fix initial mistakes • Decisions made without consultation/approval • Lifespan of buildings considerably less • Maintenance and repair costs are high • Maintenance and repair scheduling is slow • Construction time is extremely long and drawn out, unpredictable • During construction, whole sections are unusable, or at least unsafe • No ADA/OSHA standards followed 39
SUPERSTRUCTURE AS A METHOD TO TRANSITION FROM TEMPORARY TO PERMANENT Taking components from all three options, we began to explore incorporating what we learned from our extensive in-country interviews, focus groups, and design charrettes to design a solution. In addition, we addressed the concerns from Family Legacy. Things such as the desire for permanent structures, asset recovery, and budget constraints. We propose building superstructures like shelving units for the modular system. Taking advantage of the benefits of the superstructure, the modular system will be placed underneath, eliminating ventilation and heat issues associated with them. Once in place, they can be used immediately. As time and budget permits, the modular systems can be removed individually. As they are removed, they can be packed up and stored to be used for the next site. Reusing these modular systems will eliminate the need to purchase enough to supply classrooms for multiple sites. As they are removed, non-load bearing walls can be added with windows and doors to create the various rooms necessary. When the space needs to be used, there will be a combination of modular systems and permanent rooms in various combinations as the overall site is completed. Once modular systems begin to be removed, they can be stored at Tree of Life or they can be moved to anther site ready to be used for that build. Ultimately, Family Legacy is left with a permanent school with the modulars ready to be used in their ever-growing future to add more schools. 40
SUPERSTRUCTURE AS A METHOD TO TRANSITION FROM TEMPORARY TO PERMANENT
Designed like a shelf Superstructure and foundation serve as housing for temporary and permanent built options Using the superstructure’s ability to address natural elements that were problematic As time / budget permits, modular units (as few as one) can be replaced with permanent walls to create a permanent building with the superstructure acting as support, foundation, flooring, and roofing systems.
Stage 1 consists of the superstructure and foundation alone. While the greater intention is for some to be filled with permanent facilities, some can be left as is to fill the needs of a covered multi-use facility.
Stage 2 includes the temporary modular units set in place. The superstructure, shielding the modular units, allows for the quick insertion and transfer of the units. This stage also includes the addition of a supported shelf to hold the 2nd floor.
Stage 3 illustrates the transition of removing the modular units when time/budget allows for walls to be erected to create a permanent building. With the building taking shape incrementally, oversight of the construction can be monitored. Modular units can be stored offsite for reuse later or moved to the next site where Stage 1 has been completed.
Stage 3 is the completed planned build-out of the structure. Having removed the modular units, permanent durable rooms are constructed. The supporting shelf is now the permanent 2nd floor.
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SUPERSTRUCTURE AS A METHOD TO TRANSITION FROM TEMPORARY TO PERMANENT VENTILATION Without dependable electricity, resources, and maintenance abilities, addressing the ventilation in a passive way became a key element of the design. As mentioned, 80% of the prevailing winds move from an East to West Orientation. By aligning the buildings to take advantage of that, airflow will help keep the rooms cool. The superstructure roof’s angled roof will also help capture and direct airflow to help cool the space, wick moisture away, and provide fresh air to occupied spaces.
East to West orientation. 1’ barred slats in 18’ tall fence. (slat coordinates with spacing between 1st and second floor) Superstructure with 5 degree angled roof. Highest point orientated towards the East. To aide in airflow while modulars are in place, there is 2’ of space above each roof. Entire structure is lifted 2’ above ground.
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SUPERSTRUCTURE AS A METHOD TO TRANSITION FROM TEMPORARY TO PERMANENT HARVESTING GREYWATER Greywater is defined as gently used water collected that may contain traces of dirt and contaminants not suitable for sanitary handwashing or for consumption. Rainwater water collected and to be stored as greywater can be used to flush the toilets, providing a number of benefits:
Ease dependency on chlorinated water supply Greywater storage tanks above toilet facilities will allow proper pressure during flushing Manual valve system can switch between greywater and chlorinated, should they run dry Rainwater can be collected through slanted roofs and channels over to storage without need of pumps
This system was designed to be easily incorporated and even retrofitted to some existing schools. It requires minimal plumbing (even can use existing plumbing lines for half the system) and does not require any skilled labor to install or maintain. The only mechanical component is a valve that can just as easily be a manual valve, completely removing the need for electricity.
A diagram of a rainwater harvesting system that supplements a connected water supply. The featured system collects rainwater which is then stored and controlled by a valve, releasing the captured greywater for utility use in the latrine areas only when necessary (example: loss of imported water supply).
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SUPERSTRUCTURE AS A METHOD TO TRANSITION FROM TEMPORARY TO PERMANENT SITE FLEXIBILITY Not all sites obtained by Family Legacy in the future will have a footprint to which one design will work. It was vital to create a system that could change and morph to each individual site, while maintaining the important relationships identified. The recommendations are designed to offer maximum site flexibility. The units are created independently to one another to allow placement on different sites, pieced together as the site permits. Utilizing this system along with the adjacency matrix and bubble diagram will help dictate how each new site can be addressed. The floor plans are based on modular dimensions, which will allow proper sizing and placement. The team identified multiples of the singular modular unit (9’x8’x20’) to accommodate various different uses: • 62 classrooms varying in size from 16’x20’ to 24’x24’ • Drop off/ Pick up 4 modulars 8’x40’ Total dimension is 32’x40’ • Library 2 modulars of 8’x40’ Total Dimension is 16’x40’ • Computer room 2 modulars of 8’x40’ Total Dimension is 16’x40’ When the modular is removed the space accommodates a permanent structure with the same size. During the modular phase, if it is deemed necessary to move components, the standardized dimensions can easily allow spaces to move around. To illustrate the versatility of the system, the design team applied it to two sites: A basic square of 1.5 acres, and applied to Chawama 2.
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SUPERSTRUCTURE AS A METHOD TO TRANSITION FROM TEMPORARY TO PERMANENT 1.5 ACRE LOT The desire of Family Legacy is to never again purchase land under 1.5 acres, ideally looking for 2-2.5 acres. It was vital to ensure feasibility, that the minimum, 1.5 acres, be used in the design process. Classrooms sit along the perimeter of the site, with traditional classrooms accentuated with outdoor classroom spaces, which can be used when weather permits. The times that these spaces can be used is further lengthened with the superstructure offering protection from the elements. The blocks of classrooms sit 8’ from the security wall, allowing them to be used as pathways for maintenance and to allow proper airflow for ventilation. The superstructure offers covered walkways between classrooms for protection from the weather. Centrally located is the open area where pupils can spend outdoor time in. To the North and center of the site, sit the bathrooms, divided as per the findings—boys and girls separated, and further separated to lower and primary. For sanitation and odor purposes, the bathrooms are kept far from food prep and away from most of the classes. Centrally located is the Administration Core Building. On the first floor, the library and two computer rooms are accessible yet supervised. Here, valuables (books, computers) are kept safe by being near the Admin Core just above. The Admin Core houses administration offices, discipleship group offices, as well the strong room and first aid area. Two faculty bathrooms are also located within this Core. From the second floor perch, a bird’s eye view over the entire site can be achieved. To the West of the Admin Core building, the Multi-Purpose Area (MPA) is located. This superstructure allows for assemblies to occur year round, regardless of weather. While not being used as an assembly area, pupils are free to use it to hang out, eat their lunch under protection, study in the shade, or any other outdoor activity when weather becomes an issue. Towards the entrance, the food prep and storage areas are near the controlled access point and parking lot and away from the pupils for security, privacy, and delivery access. Guests waiting to see discipleship leaders are also funneled through this control point. 45
FIRST FLOOR
SECOND FLOOR
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SUPERSTRUCTURE AS A METHOD TO TRANSITION FROM TEMPORARY TO PERMANENT CHAWAMA 2 By maintaining the superstructure and shelving system, we then applied our findings to the existing site of Chawama 2, an extremely narrow site. Through understanding that the prevailing winds originate from the east, classrooms are oriented to face the east. Our five degree slanted superstructure opens up to the east. This system captures winds and directs the breeze towards classrooms for proper ventilation. At the core, our administrative block, library, computer rooms, and stage act as a general meeting point between the two classroom blocks. Just west of the core, another block of classrooms can be found. Situated near the western end of these classrooms are the bathrooms. Here, boys and girls restrooms are separated both by sex and by age. This separation is believed to help the longevity of these facilities. These 62 classrooms follow the same system that was placed on the 1.5 acre lot, but amounts to a third of Chawama 2. Through applying rules of classroom and superstructure orientation and the general shelving system with two feet between floors, these sites can become a functional and efficient school for learning. Of particular note, on the Chawama site, the designers explored the idea of adding a pitch, which was on the “desired� list, but was thought to be unfeasible given site constraints. With the designed solution, space permitted the inclusion of all of the components, in addition to an 80%-scaled version of a football pitch. 47
SECOND FLOOR
FIRST FLOOR
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SUPERSTRUCTURE AS A METHOD TO TRANSITION FROM TEMPORARY TO PERMANENT RECOMMENDATION SUMMARY • Ultimately result in a permanent building solution • Minimize the use of modular systems by efficiently reusing a small number of units • Cost savings by purchasing fewer modular units can go towards construction and necessary options for the units that are required • Permits asset recovery during all phases except where a permanent building has been created • Address natural elements and hardships passively; with minimal use of electricity • Create an environment of construction that is not disruptive or intrusive while creating manageable timeframes • Creating community outreach through tradesmen/craftsmen development and job creation • Allows for greater aesthetic control during all four stages of development • Allow for proper oversight of construction and problems to be identified and rectified to minimize impact • Meets the requirements, concerns, and difficulties identified during the analysis and research portions
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Conceptual View from the East Standardized staircase for safety. Paths covered and protected by superstructure. Bioswale landscaping helps filter water runoff into planned drainage. Permanent buildings shown here with raised flooring to help cooling and airflow. Operable window shutters are colorful to aid in appearance and can be closed to protect against weather or for security purposes.
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View from First Floor, showcasing permanent doors and windows, covered walkways, landscaping and pathways
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View from Second Floor, showcasing permanent doors and windows, covered walkways, landscaping and pathways
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View of permanent buildings in place, with focus on open areas, bioswale landscaping and superstructure
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Rendering illustrating outdoor classroom in use, overlooking open area and Multi-Purpose Area. Alternate materials used to illustrate versatility in design.
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Rendering illustrating Multi-Purpose Area in use and permanent buildings with local building materials.
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Rendering illustrating Multi-Purpose Area in use, indoor classrooms, outdoor classrooms and open areas. Superstructure and buildings comprised of local building materials.
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