Vocational Training Centre in Ghor As-Safi - Thesis

DECLARATION

This thesis was written by Yousra Marwan Saied Urabi and was submitted to JORDAN UNIVERSITY OF SCIENCE AND TECHNOLOGY during the First Academic Semester 2022-2023 for the course ARCH-591 and was supervised by Dr. Yasmein Okour

In partial fulfilment of the requirements for the degree of BACHELOR OF ARCHITECTURE

First and foremost, I have to begin by thanking my parents, Marwan and Nada, for everything I have and everything I am, I owe it all to them. Thank you for selflessly encouraging me to pursue my own dreams and experience new things in life. Thank you for teaching me how to be a good person, I will always do my best to make you proud.

To my siblings, Heba, Ahmad, Aya, Yahya and Salah, thank you for being the source of joy in my life, your presence, goofiness and occasional bullying makes life so much better and worthwhile.

I’d also like to thank Dr. Yasmein Okour for being more than just my thesis supervisor; she was also a great friend to me. Thank you for your encouragement and guidance during our sessions, they were full of insightful critiques that have helped me better understand and shape my project. Thank you for always being so considerate.

To my awesome friends, Sara, Salma and Taqwa, whom I’ve spent the last five years pulling all-nighters with, thank you for making this journey tolerable and ten times better. Thank you for the laughter, the company and optimism. To my best friend Tara, thank you for being by my side since day one and for always being my loudest cheerleader. I know that I can always count on you even if you are a thousand miles away.

A special thank you to Dr. Anwar Ibrahim, Dr. Nermeen Dalgamoni and Arch. Anas Khatatbeh, not as a matter of official courtesy but because they fostered in me a love for learning. Thank you for always believing in me and teaching me with love, you have shown me what great teachers are like. I will forever be grateful for your kindness.

In fact, I’m indebted to so many, to everyone I met along the way and for all those who helped me and taught me something valuable in life, thank you for keeping me going and making me better at life one small lesson at a time.

LIST OF FIGURES

Figure 1.1.2: Unemployment Infographic, Source: USAID

Figure 1.1.1: Kids in Ghor As-Safi, Source: Juman Azzawi, modified by Author

Figure 1.1.3: Family house in Ghor As-Safi, Source: Juman Azzawi, modified by Author

Figure 1.3.1: Unemployment rates in the third quarter of each year from 2014-2021, Source: Jordan Strategy Forum

Figure 1.3.2: Number of unemployed and employed Jordanians, Source: Department of Statistics, 2020

Figure 1.3.2: Number of unemployed Jordanians by age group, Source: Department of Statistics, 2020

Figure 1.3.2: Number of unemployed Jordanians based on sex and educational level, Source: Department of Statistics, 2020

Figure 1.4.1: Map of vocational training centres in Al-Karak, Source: VTC Jordan, modified by Author.

Figure 2.1.1: Map of Jordan showing Al-Karak, Source: Ministry of Interior, modified by Author

Figure 2.1.2: Karak Governorate Districts, Source: Ministry of Interior, modified by Author

Figure 2.1.3: Southern Ghor District Map, Source: Ministry of Interior, modified by Author

Figure 2.1.4: Residential villages in the district, Source: Mapbox, modified by Author

Figure 2.2.2: Collage art of the most important tourist destinations in Al-Aghwar Al-Janubiyah, Source: Author

Figure 2.2.1: Map of the most important tourist destinations in Al-Aghwar Al-Janubiyah, Source: Author

Figure 2.2.3: A family in Ghor As-Safi, Mohammad, the oldest sibling (red shirt), has been supporting his brothers and sisters since his father passed away , Source: 7iber.com

Figure 2.2.4: Basic tent, Source: Safa Al-Hassan

Figure 2.2.5: Basic houses, Source: Safa Al-Hassan

Figure 2.2.6: Temporary structures, Source: Safa Al-Hassan

Table 2.2.1: Distribution of Schools by Authority, Directorate and Gender 2019-2020, Source: Queen Rania Center (Ministry of Education)

Table 2.2.2: Distribution of Students by Authority, Directorate and Gender 2019-2020, Source: Queen Rania Center (Ministry of Education)

Figure 2.2.7: Distribution of Schools in Ghor As-Safi, Source: Ministry of Education

Figure 2.2.8: Distribution of Schools (left to right) in Al-Naq’e, Al-Mamourah, Feifa, Source: Ministry of Education

Figure 2.3.1: Ghor As-Safi Public Park, Source: Ro’ya

Figure 2.3.2: Ghor As-Safi Sports and Cultural Youth Club, Source: Prime Ministry of Jordan Twitter Account

Figure 2.3.3: Ghor As-Safi Hospital, Source: Unknown (Internet)

Figure 2.3.4: A local teaching a student the art of wire bending, Source: UNESCO

Figure 2.3.5: Rabie (middle) with locals, Source: Naua

Figure 2.3.6: A farmer from teaching a tourist how to cook traditional bread, Source: UNESCO

Figure 2.3.7: Ghor As-Safi, site tour with SCHEP staff and project director Konstantinos Politis, 2016, Source: USAID

Figure 2.3.8: Tourists picking fresh produce to cook in Safi Kitchen, Source: Visit Safi

Figure 2.3.9: Local preparing utensils for tourists to cook their food in Safi Kitchen, Source: Visit Safi

Table 2.4.1: Number of people aged 15+ working in different sectors in Al-Karak Governorate

Figure 2.4.1: Percentage of people working in different sectors in Southern Jordan Valley. Source: Multiple

Figure 2.4.2: Agriculture workers in southern valley, Source: 7iber

Figure 2.4.3: The percentage of Ghor As-Safi net production of certain foods, Source: 7iber

Figure 2.4.4: Farmers harvesting tomates in Ghor As-Safi, Source: https://alghad.com/?p=366442

Table 2.4.2: Distribution of Teachers by Authority, Directorate and Qualification in Al-Karak 2019-2020 Source: Queen Rania Center (Ministry of Education)

Table 2.4.3: Distribution of Teachers by Authority, Directorate, Gender & Cycle in Al-Karak 2019-2020 Source: Queen Rania Center (Ministry of Education)

Figure 2.4.6: Ghor As-Safi Vocational Training Institute, Source: Mapbox, modif

Table 2.4.4: Specialities and programmes available in Ghor As-Safi Vocational Training Institute, Source: VTC Jordan

Figure 2.4.7: Ghor As-Safi Vocational Training Institute, Source: Google Maps

Table 2.4.5: Distribution of people aged 15+ years who joined a new job or left it and net jobs during 2018, Source: DOS, 2018

Figure 2.4.8: Collage art of some buildings in Ghor As-Safi, Source: Author

Figure 3.1.1: Site and surroundings, Source: CADMapper, modified by author

Figure 3.1.2: Aerial view of Ghor As-Safi, Source: USAID YouTube Channel

Figure 3.1.2: Aerial view of Ghor As-Safi, Source: USAID YouTube Channel

Figure 3.2.2: Site boundaries and total area, Source: CADMapper, modified by Author

Figure 3.2.2: Elevation of the Jordan Valley, Source: MapTiles 3D Mapper, modified by Author

Figure 3.2.3: 3D Topography map of Ghor As-Safi and surroundings, Source: MapTiles, modified by Author

Figure 3.2.4: Average temperatures and precipitation in Ghor As-Safi, Source: Meteoblue

Figure 3.2.5: Cloudy, sunny, and precipitation days in Ghor As-Safi, Source: Meteoblue

Figure 3.2.6: Maximum temperatures in Ghor As-Safi, Source: Meteoblue

Figure 3.2.7: Precipitation amounts in Ghor As-Safi, Source: Meteoblue

LIST OF FIGURES

Figure 3.2.4: Land use map, Source: DLS Jordan, modified by Author.

Figure 3.2.4: Accessibility map, Source: Google Earth, modified by Author.

Figure 4.2.1: Exterior render of Goethe Institute Senegal, Source: Kéré Architecture

Figure 4.2.2: Site plan of Goethe Institue Senegal, Source: Kéré Architecture

Figure 4.2.2: Sketch by Francis Kéré of classrooms and library at the Goethe Institute Dakar, Source: Kéré Architecture

Figure 4.2.3: The ground floor plan (left) and first floor plan (right) shows that the entire plot is compactly enclosed by a wall and the building divides it into various zones, Source: Kéré Architecture.

Figure 4.2.4: Section of the building showing different spaces and their accessibility on each floor, Source: Kéré Architecture, modified by author.

Figure 4.3.1: Students standing outside the school, Source: Erik-Jan Ouwerkerk

Figure 4.3.2: Students inside a classroom in the school, Source: Erik-Jan Ouwerkerk

Figure 4.3.3: Community members building the roof of the Gando Primary School, Source: Kéré Architecture.

Figure 4.3.5: Community members flattening the floor during the construction of the Gando Primary School Extension, Source: Kéré Architecture.

Figure 4.3.4: Community members building the roof of the Gando Primary School, Source: Kéré Architecture.

Figure 4.3.6: Community members transporting stones for the construction of the Gando Primary School Extension, Source: Kéré Architecture.

Figure 4.3.7: Building structure difference between Gando Primary School (left) and its extension (right), Source: Kéré Architecture.

Figure 4.3.8: Air flow behaviour in Gando Primary School (left) and its extension (right), Source: Kéré Architecture.

Figure 4.3.9: Section of Gando Primary School (top) and its extension (bottom), Source: Kéré Architecture.

Figure 4.3.10: Aerial View of Gando, Source: Kéré Architecture.

Figure 4.4.1: Masterplan render of the Agro Food Park, Source: William McDonough + Partners and GXN

Figure 4.4.2: Project context analysis, Source: William McDonough + Partners and GXN

Figure 4.4.3: The four phases of the project, Source: 3XN and GXN architects

Figure 4.4.4: Marketplace (left) and innovation house (right) program, Source: 3XN and GXN architects

Figure 4.4.5: The three components in the masterplan, Source: 3XN and GXN architects

Figure 4.4.6: Project masterplan, Source:3XN and GXN architects

Figure 4.4.7: Students standing outside the school, Source: William McDonough + Partners and GXN

Figure 4.5.1: Exterior view of the greenhouse, Source: ZM Yasa Architectural Photography

Figure 4.5.2: Project location in Izmir, Source: Mert Uslu Architecture

Figure 4.5.3: Plan showing the bio-boulevard’s and bio-swale’s relationship with the buildings, Source: Mert Uslu Architecture

Figure 4.5.4: Plan highlighting the greenhouse spaces (in green) and educational spaces (in orange), Source: Mert Uslu Architecture, modified by author.

Figure 4.5.5: Diagram showing different parts of the project, Source: Mert Uslu Architecture

Figure 4.5.6: Site plan, the circulation axis stands out with the red texture provided by a unique material making the structural spine legible, Source: Mert Uslu Architecture

Figure 4.5.7: Aerial view showing the project linear axis, Source: Zm Yasa Architectural Photography

Figure 4.5.8: Inside the greenhouse, Source: Zm Yasa Architectural Photography

Figure 4.5.9: Inside the greenhouse, Source: Zm Yasa Architectural Photography

Figure 4.5.10: Project entrance, Source: Zm Yasa Architectural Photography

Figure 4.5.11: Exterior view of the greenhouse, Source: Zm Yasa Architectural Photography

Figure 4.6.1: People working inside the workshop, Source: Federico Cairoli

Figure 4.6.2: Workshop floor plan, Source: Ruta 4 Atelier

Figure 4.6.3: Dynamic wall when closed (top) and opened (bottom), Source: Juan Pulgarin

Figure 4.6.4: The workshop during night time, Source: Juan Pulgarin

Figure 4.6.5: Aerial view showing the workshop and surrounding context, Source: Juan Pulgarin

Figure 4.6.6: Workshop exterior perspective, Source: Federico Cairoli

Figure 4.6.7: Community members participating in the construction process, Source: Juan Pulgarin

Figure 4.6.9: Local women sewing, Source: Ruta 4 Atelier

Figure 5.1.1: Community-driven design in a nutshell, Source: IDEO

Figure 5.1.2: Collage of the author’s architectural vision, Source: Author

1 INTRODUCTION 1.1 INTRODUCTION

Over the past years, Jordan’s economic growth has been extremely slow, and the labour market has seen high rates of unemployment.

The population structure in Jordan is quite young and the concern of unemployment and job seeking dominates the lives of the youth in Jordan with almost 51.1% of job seekers, both men and women, below the age of 25. [1]

According to the World Bank, Jordan is classified as an upper middle income country [2], in most of its regions, unemployed youth are struggling with harsh living conditions and are becoming a burden on their families and relatives.

The duality of poverty and unemployment is enough to turn any area into a hot spot for criminal activities, drug use and generates endless social problems and tragedies. Ghor As-Safi is no exception in this equation, as the harsh living conditions are severely reflected on the social and family structures of the population.

Despite this, Ghor As-Safi is one of the most important agricultural areas in Jordan due to its climatic nature that enables the cultivation of produce, which many countries cannot grow.

Therefore, this project is an attempt to break the poverty cycle in Ghor As-Safi by equipping the youth with the skills required to compete in the labour market through a vocational training centre which will provide them with a space to train and practice their newly acquired skills, turning them into competent individuals.

[1] Unemployment in Jordan, ISBN 92-9157-453-8, European Communities, 2005. [2] World Bank country classifications by income level, 2022-2023.

Figure 1.1.1: Kids in Ghor As-Safi, Source: Juman Azzawi, modified by Author

Figure 1.1.2: Unemployment Infographic, Source: USAID

1.2 WHY THIS PROJECT?

1. Skilled and qualified youth are an integral component contributing to the development of any region.

There are large companies working in the region that are exploiting the region’s resources and making huge profits such as Arab Potash Company Limited, the Jordan Bromine Company, and the Jordan Magnesia Company. However, these companies need qualified employees, [1] and they classify the residents of Ghor As-Safi as unskilled workers who are only suitable for insignificant jobs such as servants or drivers, therefore they rely on experienced expatriate employees to fill their places. [2]

2. Like all rural areas in Jordan, Ghor As-Safi transformed into a lifeless concrete jungle over the years.

Development projects are often expensive and don’t usually involve the community in the decision making process. The goal behind this project is to build an affordable yet comfortable space that helps improve the living conditions of its users and enable them to dream of a better life for their families.

Figure 1.1.3: Family house in Ghor As-Safi, Source: Juman Azzawi, modified by Author

3. A quick field study, which was carried out by a number of members of charitable and cooperative societies in Ghor As-Safi in a number of residential neighbourhoods in the region, shows that drug users in the region are “from families suffering from extreme poverty.”

To escape the brutality of poverty and destitution, the youth in Ghor As-Safi found a safe haven in consuming drugs and alcoholic beverages, indifferent to the negative repercussions on their health since they are overwhelmed by anxiety and frustration from having a lot of free time. [3] Worried mothers in the area demanded the provision of awareness programs, and the activation of volunteer work among young people by civil society institutions and youth clubs in the region.

4. Residents of Ghor As-Safi are victims of historical injustice and continuing prejudice.

Locals see themselves as “victims of negligence by successive governments” due to the constant failure of development projects in Ghor As-Safi which exacerbated poverty and increased unemployment in the area and they made it clear that large companies are not only evading their social responsibility but are also exploiting the resources of the area without giving back to the local community. Despite being painfully aware of this, the locals are very patriotic and are serving their country in the Jordanian Armed Forces and governmental jobs.

They are usually referred to as “Ghorani” (or “Ghawarneh”), a derogatory term that alludes to their dark skin tone and lower socioeconomic status. [1]

[1] The Politics of Development in Ghor al-Safi, Jordan, CBRL Bulletin 2013, pp. 74-72, https://www.athimar.org/en/articles/details/the-politics-of-development-in-ghor-al-safi-jordan.

[2] Promoting Decent Work in Jordan, https://www.ilo.org/beirut/countries/jordan/WCMS_474549/lang--en/index.htm

1 INTRODUCTION 1.3 UNEMPLOYMENT IN JORDAN

The inability to find a work opportunity despite the existence of the potential to do so and the ongoing quest for one is known as unemployment. An imbalance in the labour market, when there is an excess of demand relative to work options, causes this economic issue (supply). One of the fundamental traits that distinguishes modern economies in both developed and developing nations is unemployment. [1]

For the Jordanian economy, unemployment is a serious and ongoing problem. Unemployment rates has risen to unprecedented levels as a result of the Corona virus pandemic. [2] However, even before the pandemic crisis, the Jordanian economy was facing difficulties due to continued sluggish growth dynamics and structural challenges. Between 2016 and 2019, real GDP growth averaged around 2%, which was not enough to create jobs to absorb Jordan’s young labour force. [3]

The total unemployment rate increased from 19.1% in the third quarter of 2019, to 23.9% in the third quarter of 2020, to decline slightly to 23.2% in the third quarter of 2021. [3] These high rates of unemployment lead to an increase in the economic, social and psychological costs for Jordanians, which makes it imperative for everyone to find practical and effective solutions to limit this increase.

[1] OECD Statistical Glossary: UNEMPLOYMENT

[2] https://www.worldbank.org/en/country/jordan/overview

[3] Department of Statistics, Unemployment Report, 2021

Figure 1.3.1: Unemployment rates in the third quarter of each year from 2014-2021, Source: Jordan Strategy Forum

Unemployed people frequently experience anger, frustration, and hopelessness. [4] Additionally, there is a correlation between high unemployment rates and rises in crime, domestic abuse, substance misuse, and divorce. Social unrest can result from high and sustained unemployment rates.

[4] https://www.health.org.uk/publications/long-reads/unemployment-and-mental-health

Figure 1.3.2: Number of unemployed and employed Jordanians, Source: Department of Statistics, 2020

Figure 1.3.2: Number of unemployed Jordanians by age group, Source: Department of Statistics, 2020

1 INTRODUCTION 1.3 UNEMPLOYMENT IN JORDAN

Looking at the distribution of unemployment by age group, educational attainment, and sex presents a more significant problem. It is really disappointing that the youth population 16-24 years old has such a high unemployment rate, especially given how high their ambitions for the future are. Young individuals experience a great deal of uncertainty when they join the labour market. [1]

Results indicate that 53.5% of the total unemployed are holders of a secondary certificate or higher, and that 46.2% of the total unemployed had educational qualifications below secondary school.

The percentage of the unemployed varied according to the educational level and gender, as the percentage of unemployed males holding a bachelor’s degree or higher was 25.5% compared to 78.9% for females, while the unemployment rate among young people in the age group 15-24 years was 46.1% of the total (42.2% for males compared to 63.3% for females).

Figure 1.3.2: Number of unemployed Jordanians based on sex and educational level, Source: Department of Statistics, 2020

1 INTRODUCTION

1.4 VOCATIONAL TRAINING CENTRES

Vocational education refers to training that equips students for careers in trades, crafts, technical positions, or support positions in fields like engineering, accounting, nursing, medicine, architecture, or law. The development of skills and vocational education go hand in hand and are connected to one another. [1] Vocational education mostly comprises of practical courses that allow students to develop knowledge and experience directly related to future careers.

The main role of vocational training centres (VTCs) is providing vocational training opportunities to prepare the technical workforce, raise its efficiency in the various disciplines and levels of non-academic vocational training and work on diversifying vocational training.[2]

They offer intensive training in various professions, apprenticeships for young people and adults to practice long-term structured training and providing support services for the establishment and development of small and medium enterprises.

In 1976, the Vocational Training Corporation was established in Jordan. Once again a pioneer among other countries in this regard, Jordan supplied a vocational labour force comprising a diverse range of occupations. [3]

In partnership with the public and private sectors, as well as local and international civil society organizations, the corporation prepare, implement, and provide exemplary and high-quality vocational training services that keep up with modernity and technology in order to provide skilled workers in accordance with the demands of the labour market. [3]

[1] Brodhead, C. W. “Image 2000: A Vision for Vocational Education.” VOCATIONAL EDUCATION JOURNAL 66, no. 1 (January 1991): 22–25 .

[2] https://hospitalityinsights.ehl.edu/what-is-vocational-education

[3] https://vtc.gov.jo/Ar/Pages/

Figure 1.4.1: Map of vocational training centres in Al-Karak, Source: VTC Jordan, modified by Author.

2 CONTEXT ANALYSIS

2.1 INTRODUCTION

Al-Karak Governorate is located in the south of Jordan and consists of (7) districts: Qasabet Al-Karak, Al-Mazar

Al-Janubie, Al-Qasr, Al-Aghwar AlJanubiyah, Ayy Qasabah, Faqu’ and Al-Qatraneh.

Al-Aghwar Al-Janubiyah District has two sub-districts, Safi and Ghor Al-Mazra’a. Ghor As-Safi is its administrative center. As-Safi sub-district has seven towns and villages with a total area of 350 square kilometers and a population of approximately 33,500 people mainly concentrated in Ghor As-Safi, Ghor AlFeifa, Al-Naq’e and Al-Ma’mourah. [1]

[1] Ministry of Interior and Department of Statistics March 2020 Survey.

Figure 2.1.2: Karak Governorate Districts, Source: Ministry of Interior, modified by Author

Figure 2.1.3: Southern Ghor District Map, Source: Ministry of Interior, modified by Author

Figure 2.1.1: Map of Jordan showing Al-Karak, Source: Ministry of Interior, modified by Author

Figure 2.1.4: Residential villages in the district, Source: Mapbox, modified by Author

2 CONTEXT ANALYSIS

2.2 AL-AGHWAR AL-JANUBIYAH

Tourism and Archaeology

Al-Aghwar Al-Janubiyah are rich in many archaeological and historical sites that tell the history of the region. Unfortunately these sites are neglected and not taken care of despite their economic significance that revitalises tourism and creates job opportunities for the people of the region.

Mud houses, constructed in an old architectural style that represents the culture of the ancient people who lived in the area, are one of the most significant features in Ghor As-Safi. [1]

The Cave of Prophet Lot is a naturally formed cave and it is said that the Prophet of God Lot, the nephew of the Prophet of God Abraham, peace be upon them, sought refuge in it after the destruction of Sodom and Gomorrah. The church was built next to the cave, built in the Byzantine period, and is characterized by attractive mosaics.

Archaeological excavations conducted at the site revealed 40 factories for refining sugar cane during the Ayyubid and Mamluk periods, [2] showing that this region controlled the sugar industry from the eleventh to the fifteenth century, and how the mills were used to produce the finest sugar and export it throughout the Ayyubid and Mamluk states. [3]

The Museum at the Lowest Place on Earth was opened in 2012 with different historical artefacts and archaeological relics on display at the museum. The museum also houses the whole pavement mosaic from the location of Lot’s Sanctuary and since Lot’s cave is located close by, the museum attracts Christian pilgrims who are on their way there. [4]

[1] https://visitsafijo.com/en/Experience/24

[2] https://alrai.com/article/10471750/فياصلا-روغ-في-ركسلا-ينحاوط/باوب�

[3] https://www.ammonnews.net/article/96267

[4] O’Keefe, Faisal (2013-04-17). “Jordan Valley Boasts the Lowest Museum on Earth”. Green Prophet.

Figure 2.2.2: Collage art of the most important tourist destinations in Al-Aghwar Al-Janubiyah, Source: Author

2 CONTEXT ANALYSIS

2.2 AL-AGHWAR AL-JANUBIYAH

[1] Data Source: Ministry of Interior and Department of Statistics March 2020 Survey.

[2] Maps source: Mapbox, modified by author

[3] Icons source: Flaticon

Demographics

Statistics in Al-Karak governorate indicate that until the end of 2021, the population of Ghor As-Safi district is estimated to be 38,810 people, distributed in four population centres between As-Safi, Feifa, Al Mamourah and Al-Naq’e. [4] However, it is important to note that during winter time, the population increases to approximately 60,000. [5]

According to a 2010 study by the Ministry of Planning and International Cooperation on poor areas in Jordan, the average number of family members in Ghor As-Safi is (7.4) individuals, which is higher than the average number of family members in Kingdom (5.7) individuals. [6]

[4] https://www.encyclopedia.com/reference/encyclopedias-almanacs-transcripts-and-maps/ghor-0

Figure 2.2.3: A family in Ghor As-Safi, Mohammad, the oldest sibling (red shirt), has been supporting his brothers and sisters since his father passed away , Source: 7iber.com

2 CONTEXT ANALYSIS

2.2

AL-AGHWAR AL-JANUBIYAH

Social Status

Poverty, in its general and simplified concept, is the decline in the standard of living below a certain level within economic and social criteria. An individual is said to be living in extreme poverty if they are unable to satisfy their nutritional needs, which are represented by a particular amount of calories, in order to maintain their quality of life within certain limits. [1]

40.8% of residents in Ghor As-Safi live in extreme poverty. [2] The poverty rate in the Al-Karak governorate is 17.1% and 13.3% in Jordan, according to 2010 data from the Department of Statistics.

Poor families in As-Safi are forced to build one-room houses using basic materials, after the Jordan Valley Authority refused to allocate housing units for them. [3] During the rainy season, most of these families evacuate the area out of fear of landslides and floods. [3]

[1] Classification of Poverty in Jordan, Salma Al-Masri, 2002

[2] Department of Statistics, Poverty in Jordan, 2010 Study

[3] https://en.royanews.tv/news/15618/Ghor_Al-Safi_suffers_mudslides

[3] Data Source: Ministry of Health and Department of Statistics in 2007

[4] Icons source: Flaticon

Figure 2.2.4: Basic tent, Source: Safa Al-Hassan

Figure 2.2.5: Basic houses, Source: Safa Al-Hassan

Figure 2.2.6: Temporary structures, Source: Safa Al-Hassan

2 CONTEXT ANALYSIS

2.2 AL-AGHWAR AL-JANUBIYAH

Education

The illiteracy rate among residents of Al-Aghwar Al-Janubiyah has reached 18.6%, which is significantly higher than the general rate in Jordan, which is 9.9%. [1] The number of people who should attend school (6-18 years old) in the region is 24,453. However, only 16,497 of them attend school. [2]

According to the Directorate of Education of the Southern Jordan Valley, no students from three schools in the Southern Jordan Valley were able to pass the Tawjihi exam for three years in a row.

[1] Khalil Zayadin, Productivity Enhancement Centre in Southern Jordan Valley, 2018

[2] Department of Statistics, Annual Report 2019

Table 2.2.2: Distribution of Students by Authority, Directorate and Gender 2019-2020, Source: Queen Rania Center (Ministry of Education)

Table 2.2.1: Distribution of Schools by Authority, Directorate and Gender 2019-2020, Source: Queen Rania Center (Ministry of Education)

Figure 2.2.7: Distribution of Schools in Ghor As-Safi, Source: Ministry of Education

Figure 2.2.8: Distribution of Schools (left to right) in Al-Naq’e, Al-Mamourah, Feifa, Source: Ministry of Education

2 CONTEXT ANALYSIS 2.3 INITIATIVES AND DEVELOPMENT PROJECTS

The Southern Ghor district has seen some recent development projects in different sectors mainly funded by the RHC (Royal Hashemite Court). [1] These projects include:

Education Sector

- Establishment of the Sugar Mills School.

- Comprehensive maintenance has been carried out for 15 schools.

- Installation of fans and air conditioners for all schools in the district.

Social Development Sector

- 192 housing units were built in all areas of the district.

- Establishment of chaste families’ housing (10 dwellings).

- Completing the construction of Salmeh Awad Al-Odaibat house.

- The construction of a park equipped with all services to be an outlet for the people of the region.

Health Sector

- Establishing a residence for doctors working in Ghor As-Safi Hospital.

- Expansion of the Ambulance and Emergency Department and the Operations Department at Ghor As-Safi Hospital.

- The Department of Pediatrics and Prematurity has been established with a capacity of (25) beds. In addition to establishing a sterilization department according to international standards.

Youth Sector

- Construction of the Ghor As-Safi Club building.

- Establishing youth centres equipped with the latest scientific and educational tools.

Figure 2.3.1: Ghor As-Safi Public Park, Source: Ro’ya

Figure 2.3.2: Ghor As-Safi Sports and Cultural Youth Club, Source: Prime Ministry of Jordan Twitter Account

Figure 2.3.3: Ghor As-Safi Hospital, Source: Unknown (Internet)

2 CONTEXT ANALYSIS

2.3

INITIATIVES AND DEVELOPMENT PROJECTS

Zikra Initiative

The “Zikra” initiative was established in 2007 in Ghor Al Mazra’a by Rabie Zurikat and their slogan is “exchange to change”. It attempts to eliminate the equation of “hero and victim” and replace it with a more just equation between the countryside and the city by highlighting the richness of “marginalized” communities in terms of life knowledge that enjoys sustainability, productivity, and the exploitation of local resources , strong social ties and others to create economic and cultural projects inspired by these local knowledge and resources, which are in danger of disappearing under the pretext of “evolution”. [1]

The initiative sought to achieve this goal through a multi-modal methodology that includes volunteer tourism, a micro-credit program, training in various skills and leadership styles, as well as technical workshops. [2]

The “Zikra” ideology is centred on the elimination of economic and social disparities through initiatives in which members of disadvantaged and urban areas trade skills and resources. The project focuses on a range of initiatives, including workshops for cultural and creative expression, modest loans, volunteer exchange tourism, and skills development. [1]

Through the exchange tourism program, locals, particularly women, interact with volunteers, local tourists, international tourists, and school and university students who discover the “Ghorani” way of life while on excursions arranged by association members for a fee of 25-30 JDs. [3] The workshops introduce visitors to traditional handicrafts like wool spinning, dairy industry, fringing the “Shemagh”, which is a traditional craft for weaving the long fringes of the

[1] https://www.naua.org/ngo/-40ىركذ-ةردابم

[2] https://alghad.com/?p=481109

[3] https://unesdoc.unesco.org/ark:/48223/pf0000265393_ara

headdress worn by men, as well as traditional activities like participating in tomato picking, preparing traditional dishes, and touring the region.

The proceeds are used to provide small, interest-free loans that assist the residents across a range of industries. [4] The people’s income has increased as a result of this reciprocal tourism, and some families have even developed minor initiatives with the help of loans, including keeping bees and chickens and putting up ovens to make traditional bread and pastries. [1]

Figure 2.3.4: A local teaching a student the art of wire bending, Source: UNESCO

Figure 2.3.6: A farmer from teaching a tourist how to cook traditional bread, Source: UNESCO

Figure 2.3.5: Rabie (middle) with locals, Source: Naua

2 CONTEXT ANALYSIS

2.3 INITIATIVES AND DEVELOPMENT PROJECTS

Visit Safi

In 2017, USAID Sustainable Cultural Heritage Through Engagement of Local Communities Project (SCHEP) launched the Visit Safi initiative with the goal of promoting the Southern Ghor region as a travel destination through the marketing of various services and activities and the promotion of experiences that reflect the region’s cultural heritage, natural beauty, and history. [1]

The aim of the project is to sensitize host communities to the value of cultural and natural resources, promote equal job opportunities, and make use of human, natural, and cultural resources to market Ghor As-Safi as a tourist destination all year long.

[1] USAID SCHEP, http://usaidschep.org/en/page/63/GHAWR%20AS%20SAFI

[2] https://visitsafijo.com/en/page/13/Our%20Story

Figure 2.3.7: Ghor As-Safi, site tour with SCHEP staff and project director Konstantinos Politis, 2016, Source: USAID

Safi Kitchen

Throughout the year, Safi Kitchen, a non-profit organization, works to promote Ghor As-Safi as a tourist destination by preserving the area’s natural resources and culture. Local women and young people who lack employment opportunities in their areas are the main beneficiaries of the kitchen. They take part in the actual farm experience and meal prep to demonstrate their history and culture through cuisine. [3]

The southern Jordan Valley’s Al-Safi Kitchen welcomed guests at the end of 2019 and transformed the area into a distinctive tourism attraction by offering high-quality services that honor the regional cultural heritage. [1]

Community members participate in tourism-related activities to earn muchneeded money from the kitchen. Women are more financially independent, and young people are taking the lead in community conservation efforts.

Figure 2.3.8: Tourists picking fresh produce to cook in Safi Kitchen, Source: Visit Safi

Figure 2.3.9: Local preparing utensils for tourists to cook their food in Safi Kitchen, Source: Visit Safi

2 CONTEXT ANALYSIS

2.4 LABOUR CONTEXT

The unemployment rate in the Southern Jordan Valley reached (14.2%) at the end of 2014, which is higher than the overall rate in Jordan (11.5%). The highest unemployment rates recorded were in the Southern Jordan Valley (As-Safi and Al-Mazra’a Districts) at (19.2%), which is higher than the overall unemployment rate in Al-Karak Governorate, which is (15.1%). [1]

As for income, in the Ghor As-Safi district, the average annual income of families reached (2316 JDs), almost half the annual income of families in AlKarak governorate (5319 JDs). [2]

Despite several voluntary efforts to reduce the phenomenon of poverty, no one could point out the real cause of poverty in a community that lives in a productive agricultural area, poverty is surely linked to unemployment, however, one can deduce that poverty in Ghor As-Safi was not just the result of poor living conditions only, but rather the result of agricultural and economic restrictions imposed on farmers, who represent approximately 50% of the workforce in the district. [1]

Residents were exposed to injustice and persecution throughout historical eras, which led them to relinquish their lands to powerful individuals and forced them to start working for pay on what was once theirs. [3]

The people of the Southern Jordan Valley called for creating a comprehensive national strategic plan to compensate poverty and unemployment, and to establish development projects aimed at creating job opportunities, supporting training and employment programs, and giving priority to hiring the people of the region in companies and factories.

[1] Community Rehabilitation Centre in Al-Karak Survey, 2019.

[2] https://alrai.com/article/174424/

[3] https://www.addustour.com/articles/164619

Table 2.4.1: Number of people aged 15+ working in different sectors in Al-Karak Governorate

Figure 2.4.1: Percentage of people working in different sectors in Southern Jordan Valley.

Source: Multiple

2 CONTEXT ANALYSIS 2.4 LABOUR CONTEXT

The district is one of the most important agricultural areas in Jordan and perhaps the world due to its climatic nature and agriculture has continued to play a significant role as a source of income for families in Al-Ghor, which is more than any other region in Jordan.

Despite it being the most common profession, the existing vocational training centre does not have an agricultural program that prepares the people of the region to work in this field.

The practice of agriculture has undergone significant change since the region as a whole has experienced a reduction in the output of grains and legumes and a rise in the production of vegetables and fruits, which are products of capitalized production. [1]

The decline in the demand for work in the agricultural sector among young people is due to the low wages offered and the tendency to find jobs in government departments and the ineffectiveness of working in the agricultural sector from their point of view as a result of the exposure of many farmers to material losses over the past seasons, and the tendency of employers to employ expatriate workers due to their low wages in exchange for longer work hours and often including overnight stays within the work area. [2]

Based on the information provided by the Department of Statistics in 2017, we can see that there are more Non-Jordanian workers in the agriculture sector in the Southern Jordan Valley and it is worth noting that the number of Jordanian female workers is significantly more than Non-Jordanian female workers. [1] https://www.athimar.org/en/articles/details/the-politics-of-development-in-ghor-al-safi-jordan

However, Jordanian female workers expressed their dissatisfaction with the absence of supervision by the concerned authorities on Syrian female workers who violate the residency law. Workers say that their families depend on their work in agriculture, after relying on the National Aid Fund, especially in light of the high cost of many basic commodities in the Kingdom. [3]

Figure 2.4.2: Agriculture workers in southern valley, Source: 7iber

2 CONTEXT ANALYSIS 2.4 LABOUR CONTEXT

The deterioration of the agricultural sector in the region did not only inflict losses on farmers, as thousands of seasonal workers, especially women and youth, lost their only job opportunity during the year, which lasts four months, from the end of December until the end of March.

Many women, girls, and young men who worked seasonally in agriculture claim that their hopes of saving money have been crushed due to the decline in the price of vegetables produced there, particularly the tomato crop, which is relied upon by the majority of farmers for their cultivation. [1] Thousands of families rely on the harvest season which earns them a daily wage of 5 JDs to cover their expenses for the rest of the year. [2] All family members work together to harvest tomatoes and use the earnings to pay for food and other necessities, but the season’s decline has cast a shadow over these underprivileged households and taken away their seasonal source of income.

The Agricultural Credit Corporation in As-Safi grants loans of all kinds and forms to encourage people to work in the agricultural sector, and they finance irrigated agricultural projects for agricultural units, with the aim of reducing unemployment and poverty. [2]

However, residents say that these loans require a sponsor who has a bank deposit to be given, and this sponsor is not available in an area that is considered to be one of the poorest in the region, so the people of As-Safi do not benefit from these loans. [1] The people of As-Safi are calling for the support of local community organizations to provide revolving loan services since large farms and lands are occupied by giant corporations, and they have no power to compete with them using primitive techniques. [2] [1]

Figure 2.4.4: Farmers harvesting tomates in Ghor As-Safi, Source: https://alghad.com/?p=366442

Figure 2.4.3: The percentage of Ghor As-Safi net production of certain foods, Source: 7iber

2 CONTEXT ANALYSIS

2.4 LABOUR CONTEXT

Table 2.4.2: Distribution of Teachers by Authority, Directorate and Qualification in Al-Karak 2019-2020

Source: Queen Rania Center (Ministry of Education)

Table 2.4.3: Distribution of Teachers by Authority, Directorate, Gender & Cycle in Al-Karak 2019-2020

Source: Queen Rania Center (Ministry of Education)

Education

In light of the severe shortage in the number of teachers in the Southern Jordan Valley, the assistant director of the Human Resources Department at the Ministry of Education, confirmed the appointment of 143 male and female teachers were appointed in the schools of the Southern Jordan Valley, and the number of vacancies reached 61 position. [1]

Around 50% of male teachers appointed by the Ministry of Education in the schools of the Southern Jordan Valley quit or reject the job because it is not financially viable. [1]

Transportation fees from Al-Karak to the Southern Jordan Valley cost approximately 4 JDs per day, which will take away a significant portion of their salary, and thus they will stay away from teaching there. [2]

Yet, parents of university graduates in the Southern Jordan Valley closed the Directorate of Education in Ghor As-Safi, and prevented auditors and a number of employees from entering the building, in protest against the appointment of 10 female graduates in the Directorate of Education from outside the district. The protesters indicated that it is their right as residents of the region to be appointed in governmental departments in the region. [2]

Locals describe their schools as an “experimentation field” for newly appointed teachers who cover scientific disciplines such as mathematics and physics since they are not qualified and they practice their profession for some time to gain experience before leaving and as a result parents are concerned about the performance of their students. [3]

[1] Ministry of Education, 2021, https://moe.gov.jo/node/406

[2] https://www.addustour.com/articles/636647

[3] https://ammannet.net/ةيبونلجا-راوغلأا-في-ينملعلما-صقن-ةكلشم-ثبح

2 CONTEXT ANALYSIS 2.4 LABOUR CONTEXT

Health Care

There are 416 workers in the health care sector distributed between Ghor AsSafi Hospital (315 employees) and the area’s 7 health centres (101 employees) among which are 9 specialist doctors, 37 resident doctors, 27 general practitioners, 3 dentists, 22 midwives, 116 nurses and 10 pharmacists, the remaining staff work in complimentary roles [1,2]. Similar to the general educational staff situation, locals in the district expressed their dissatisfaction with the lack of medical sufficient staff and health services provided. [3]

As of 2018, Ghor As-Safi hospital is receiving more over 35,000 patients per year, up from roughly 20,000 in 1998. [4] Yet, the number of doctors didn’t increase to accommodate the population growth but rather declined creating a greater problem in an already deteriorating area. This highlights the significance of giving doctors privileges so they are encouraged to work in the area.

[1] Department of Statistics, Ministry of Health workers according to hospital in 2021.

[2] Ministry of Health, Human cadres in health centres by region in 2021.

[3] https://www.almadenahnews.com/article/182669

[4] https://www.addustour.com/articles/723685

Figure 2.4.5: Ghor As-Safi Hospital, Source: Alghad Newspaper

Ghor As-Safi Vocational Training Institute

There is a single Vocational Training Centre (VTC) in the Southern Jordan Valley, offering 8 different training programmes [1] and its goal goes beyond training and qualification to reach the point of marketing competencies and providing them with job opportunities in various work sectors.

Engineer Hassan Al-Houli, the centre’s director, said that the centre works with local businesses and farm owners to connect graduates with employment opportunities. He also notes that 15% of the Arab Potash Company’s staff are alumni of the centre. [2]

The centre graduates 240 trainees yearly with an overall success rate of 85%. [2] Its objective is for these young people to reach a point where they are qualified enough to find relevant careers. The centre also has a special unit to handle to follow up with graduates and update them with possible job opportunities.

Figure 2.4.6: Ghor As-Safi Vocational Training Institute, Source: Mapbox, modif

Most of the students in the training centre are those with low academic grades, indicating that the enrolment of the outstanding students is rare. Parents also cannot afford to transport their children to vocational schools or the vocational training centre since buses only serve nearby areas.

Table 2.4.4: Specialities and programmes available in Ghor As-Safi Vocational Training Institute, Source: VTC Jordan

Figure 2.4.7: Ghor As-Safi Vocational Training Institute, Source: Google Maps

2 CONTEXT ANALYSIS

2.4 LABOUR CONTEXT

Jordanian Labour Market Needs

Agriculture has continued to play a significant role as a source of income for families in Al-Ghor, which is more than any other region in Jordan.

The practice of agriculture has undergone significant change since the region as a whole has experienced a reduction in the output of grains and legumes and a rise in the production of vegetables and fruits, which are products of capitalized production. [1]

The decline in the demand for work in the agricultural sector among young people is due to the low wages offered and the tendency to find jobs in government departments and the ineffectiveness of working in the agricultural sector from their point of view as a result of the exposure of many farmers to material losses over the past seasons, and the tendency of employers to employ expatriate workers due to their low wages in exchange for longer work hours and often including overnight stays within the work area. [2]

Based on the information provided by the Department of Statistics in 2017, we can see that there are more Non-Jordanian workers in the agriculture sector in the Southern Jordan Valley and it is worth noting that the number of Jordanian female workers is significantly more than Non-Jordanian female workers.

However, Jordanian female workers expressed their dissatisfaction with the absence of supervision by the concerned authorities on Syrian female workers who violate the residency law. Workers say that their families depend on their work in agriculture, after relying on the National Aid Fund, especially in light of the high cost of many basic commodities in the Kingdom. [3]

[1] Edu-Syria, Jordanian Labor Market Needs - A Research Study, November 2021

[2] https://www.ilo.org/beirut/countries/jordan/WCMS_474549/lang--en/index.htm

[3] Husseini, J. A. 2013. Challenges Facing Jordan’s Labour Market. In Ababsa, M. (Ed.), Atlas of Jordan: History, Territories and Society. Beyrouth: Presses de l’Ifpo. doi:10.4000/books.ifpo.5039

Table 2.4.5: Distribution of people aged 15+ years who joined a new job or left it and net jobs during 2018, Source: DOS, 2018

2 CONTEXT ANALYSIS

2.5 ARCHITECTURAL IMAGE

Architecture in Ghor As-Safi is charicterized by simplicity and low-cost, the majority of buildings are built using traditional hollow bricks and in some cases the building is covered with tinted plaster. Poverty and the scarcity of modern technology and advanced building techniques is what drives the residents to build such simple structures. In general, residential buildings height doesn’t exceed 7 meters while governmental and educational buildings may reach 12 meters maximum.

Figure 2.5.1: Collage art of some buildings in Ghor As-Safi, Source: Author

Figure 2.5.2: 3D model of buildings Ghor As-Safi, Source: CADMapper

3

3 SITE ANALYSIS

3.1 SITE LOCATION

Ghor As-Safi is a densely populated area and there are limited plots that allow further expansion. The chosen site is located on the edge of Ghor AsSafi and is surrounded by agricultural lands. According to residents, this plot was acquired by the government three years ago in order to build a public institution/park to serve the area.

Figure 3.1.1: Site and surroundings, Source: CADMapper, modified by author

Figure 3.1.2: Aerial view of Ghor As-Safi, Source: USAID YouTube Channel

Figure 3.1.2: Aerial view of Ghor As-Safi, Source: USAID YouTube Channel

3 SITE ANALYSIS

3.2 GENERAL DETAILS Boundaries and Area

Figure 3.2.2: Site boundaries and total area, Source: CADMapper, modified by Author

Topography

The topography of the Ghor As-Safi does not differ from the topography of the Jordan Valley in general, as most of the valley lands are of a flat nature surrounded by high mountains from the eastern and western sides.

Figure 3.2.2: Elevation of the Jordan Valley, Source: MapTiles 3D Mapper, modified by Author

Figure 3.2.3: 3D Topography map of Ghor As-Safi and surroundings, Source: MapTiles, modified by Author

3 SITE ANALYSIS

3.2 ABOUT THE SITE

Figure 3.2.4: Average temperatures and precipitation in Ghor As-Safi, Source: Meteoblue

Figure 3.2.5: Cloudy, sunny, and precipitation days in Ghor As-Safi, Source: Meteoblue

Figure 3.2.6: Maximum temperatures in Ghor As-Safi, Source: Meteoblue

Climate

The climate of the Southern Jordan Valley does not differ from the climate of the Jordan Valley as well, except for the relative variation in the high temperatures, which are most likely always the highest in the Ghor As-Safi region, as temperatures can reach up to 50°C in summertime. The climate of the Ghor As-Safi is dry in general however it becomes extremely dry during the summer, where the average temperature is about 42°C, and in the winter, it is about 18°C.

The rainy season in the area starts from October until the beginning of April, noting that the region have begun to witness a lack of rain that may extend to early January in the last ten years.

Figure 3.2.7: Precipitation amounts in Ghor As-Safi, Source: Meteoblue

3 SITE ANALYSIS

3.3 LAND USE AND ACCESSIBILITY Land Use

Figure 3.2.4: Land use map, Source: DLS Jordan, modified by Author.

Accessibility

The site can be accessed by foot for young users from surrounding schools and can be easily accessed from the Jordan Valley Highway for users coming from Amman and AlKarak governorate.

Users from Ghor As-Safi can use public transportation to reach the site since the bus station is located nearby.

Ghor As-Safi has a decent transportation network with surrounding areas, however, transportation within the district itself is very poor and most users travel around in private buses owned by residents this is mainly because fees imposed by the Land Transport Regulatory Commission for buses operating in Ghor As-Safi are considered high. [1]

From Ghor As-Safi

From Amman and Al-Karak

Figure 3.2.4: Accessibility map, Source: Google Earth, modified by Author.

Old and new bus complexes

4 CASE STUDIES

4.1 INTRODUCTION

In order to understand how to apporach this design certain studies had to be made on precedent buildings all over the world.

Case studies were chosen based on 5 different elements:

1- Architectural Style

2- Context

3- Building type

4- Program

5- Overall design

Figure 4.1.1: Icons representing what aspects focused on in case studies, Icons source: Flaticons

4 CASE STUDIES

4.2 GOETHE-INSTITUT DAKAR

Figure 4.2.1: Exterior render of Goethe Institute Senegal, Source: Kéré Architecture

Why this case?

This case was selected because it shares some similarities with the proposed project site. The GoetheInstitut is situated in the centre of a dense residential neighbourhood in Dakar, Senegal.

The project is well integrated with the surroundings and the building’s architectural style respects the adjacent natural environment.

Status: Under Construction

Year: 2018

Type: Educational Community Centre

Location: Dakar, Senegal

Architect: Francis Diebedo Kéré

Size: 1700 m²

4 CASE STUDIES 4.2 GOETHE-INSTITUT DAKAR

Location

The project’s site is a reflection of the diverse, multi-layered and historic cultural fabric of Dakar and the enormous baobab tree that surrounds the structure has great symbolic significance for the Senegalese. [1]

[1] https://www.designboom.com/architecture/kere-architecture-goethe-institute-dakar-senegal-groundbreaking-02-22-2022/

Figure 4.2.2: Site plan of Goethe Institue Senegal, Source: Kéré Architecture

Architecture

The architecture calls for a diverse community to come together and gather in this enclosed space. [2] In order to avoid the site’s existing trees and provide a central courtyard-like area, the building’s L-shaped form was devised mimicking the contour of the trees. [1] This form also provides soundproofing between the interior and the exterior traffic protecting occupants and visitors from noise. [2]

The walls offers privacy to users while also providing views through the peroforations, made from locallyproduced BTC and laterite bricks. BTC stands for Brique de Terre Comprimée, i.e. air-dried rammed earth bricks, which are also used for load-bearing walls and are intended to give them a light appearance while regulating the indoor climate naturally. [3]

The design as a whole is follows a sustainable strategy that guarantees that this addition leaves minimal footprint. [2]

[2] https://www.german-architects.com/de/architecture-news/meldungen/goethe-institut-dakar-von-francis-kere

[3]

https://www.kerearchitecture.com/work/building/goethe-institut-dakar

4 CASE STUDIES 4.2 GOETHE-INSTITUT DAKAR Programme

The building was designed to accommodate 600 students and provide them with spaces for different activities ranging from exhibitions to language courses, concerts and more intimate gatherings.

The ground floor hosts public services, with an auditorium, cafeteria and library, while offices and classrooms are located on the first floor. Since roof is also accessible, it provides additional space for interaction and mirrors the garden below with the help of pillars in the shape of trees that support the roof above the space.

Figure 4.2.2: Sketch by Francis Kéré of classrooms and library at the Goethe Institute Dakar, Source: Kéré Architecture

Conclusion

The hierarchy of spaces public functions in the first floor creates a welcoming atmosphere for users to interact with the building and encourage them to enter it and reserving the upper floors for educational purposes provides the privacy need for the learning process while maintaining connection with the surroundings through windows overlooking the central courtyard. The programme of this project is a great example for a training institution.

Figure 4.2.3: The ground floor plan (left) and first floor plan (right) shows that the entire plot is compactly enclosed by a wall and the building divides it into various zones, Source: Kéré Architecture.

Figure 4.2.4: Section of the building showing different spaces and their accessibility on each floor, Source: Kéré Architecture, modified by author.

4 CASE STUDIES

4.3 GANDO PRIMARY

SCHOOL

Figure 4.3.1: Students standing outside the school, Source: Erik-Jan Ouwerkerk

Why this case?

The case has a similar cultural and social context to the proposed project and demonstrates how the community can collaborate in such projects since this school was built cooperatively by the whole village.

This case also has a unique style of architecture that combines traditional building techniques with modern engineering methods.

Status: Completed

Year: 2001, 2006 (Extension)

Type: Community School

Location: Gando, Burkina Faso

Architect: Francis Diebedo Kéré

Size: 520 m², 380 m² (Extension)

4 CASE STUDIES 4.3 GANDO PRIMARY SCHOOL

Cultural and Social Context

Gando is a small village in Burkina Faso which is the 7th least developed country in the world [1]. The village population is approximately 3,000 people who mainly work in agriculture with a very low-income. The community lacks access to potable water outside of wells, has no electricity other than solar-powered lamps, and has a much lower literacy rate than the national average of 25%. [2]

These tough living conditions are no different to those in Ghor As-Safi.

[1] UN Human Development Index, 2011

[2] https://arquitecturaviva.com/works/ampliacion-de-la-escuela-primaria-en-gando-7

Figure 4.3.2: Students inside a classroom in the school, Source: Erik-Jan Ouwerkerk

Community Contribution

The project itself stems from the desire to improve social conditions within the community. [3] As soon as the rough blueprint of the school was drawn the entire village became enthusiastic about the project and many people gave ideas of their own on how to make it better. When construction began, locals started collaborating to source materials and build the school. [4] Building skills acquired by community members during the construction of the school were shown in the new extension in which they applied their knowledge and lessons learnt from the first building to improve the second one and the bricks for the extension building were made locally by members of the community. [3]

“Only those who are involved in the development process can appreciate the results achieved, develop them further and protect them. In the village no one could build. What I had to do was train the people to be part of the building process”, says Kéré. [4]

[3] https://www.kerearchitecture.com/work/building/gando-primary-school-3

[4] https://arquitecturaviva.com/works/ampliacion-de-la-escuela-primaria-en-gando-7

4 CASE STUDIES

4.3 GANDO PRIMARY SCHOOL

Figure 4.3.6: Community members transporting stones for the construction of the Gando Primary School Extension, Source: Kéré Architecture.

Figure 4.3.5: Community members flattening the floor during the construction of the Gando Primary School Extension, Source: Kéré Architecture.

Figure 4.3.3: Community members building the roof of the Gando Primary School, Source: Kéré Architecture.

Figure 4.3.4: Community members building the roof of the Gando Primary School, Source: Kéré Architecture.

Construction

The school and the extension consists of a long, single-story structure with a lightweight corrugated metal roof. The over sailing canopy, which is supported by a space frame structure, creates shade around the building. Within the volume of the original building are three classrooms while in the extension building there are four equally sized classrooms and a covered area with a sandpit for play and learning. [1]

Both buildings were constructed using the same concepts and techniques since the original building’s architectural style and material palette came to represent the Gando community as a whole. The low cost of the original school building allowed for extension and further expansion. [2]

The traditional earth brick walls were constructed using local raw materials and basic techniques and the floor is beaten earth. Block work ceilings in classrooms are shallow, vaulted, and perforated for natural ventilation. The lightweight frame was physically assembled in parts without the use of mechanical equipment. [2]

Local metalsmiths were commissioned to make the colourful steel window shutters that let in light and air. Since hardwood is not locally available and is vulnerable to termites it is used only for furniture.

Burkina Faso often has corrugated tin roofs that overhang on buildings because of the country’s frequent rainfall during the rainy season. [1] The metal, however, makes the interiors intolerably hot during the dry season. Kéré was able to prevent this and keep the interior cool by utilizing clay bricks.

[1] https://www.kerearchitecture.com/work/building/gando-primary-school-3

[2] https://www.moma.org/interactives/exhibitions/2010/smallscalebigchange/projects/primary_school.html

4 CASE STUDIES

4.3 GANDO PRIMARY SCHOOL

Figure 4.3.7: Building structure difference between Gando Primary School (left) and its extension (right), Source: Kéré Architecture.

Figure 4.3.8: Air flow behaviour in Gando Primary School (left) and its extension (right), Source: Kéré Architecture.

Figure 4.3.9: Section of Gando Primary School (top) and its extension (bottom), Source: Kéré Architecture.

4 CASE STUDIES

4.3 GANDO PRIMARY SCHOOL

Figure 4.3.10: Aerial View of Gando, Source: Kéré Architecture.

Conclusion

Since the community built the building on their own, they now have new skills and knowledge to use to keep improving their lives and left them with a sense of pride in the fact that they actively changed their life to the better. This case supports the author’s belief that empowering the community through education and training will help them pave their way out of poverty. Therefore, building a training centre in Ghor As-Safi with a mindset similar to Kéré’s will provide locals with temporary construction jobs and give them basic building skills that, alongside the education they will get from the training centre itself, will give them better opportunities in the competitive labour market. The case demonstrates how one can work within harsh economic constraints as well as trying to imagine ways in which a good design could help to cope with or even reverse these conditions and also conceive a way of construction that was cost efficient, easily replicable with minor technology, and capable of locality.

4 CASE STUDIES

4.4 AGRO FOOD PARK

Figure 4.4.1: Masterplan render of the Agro Food Park, Source: William McDonough + Partners and GXN

Why this case?

The case has a powerful concept that improves connections between investors, researchers and public institutions by combining business with architecture and urban planning.

The masterplan with agricultural test fields, academic and commercial spaces allows us to study the spaces required for agriculture training and research.

Status: Phase 2

Year: 2015

Type: Agriculture Research Centre

Location: Aarhus, Denmark

Architect: William McDonough

Size: 280,200 m²

4 CASE STUDIES

4.4 AGRO FOOD PARK

Context

Urban and rural areas are combined in the master plan in terms of both space and functionality. The mountainous terrain provides a unique environment for future structures. [1] In order to ensure a distinctive profile in the style of traditional Danish towns in the open landscape, where the church tower is often placed at the highest point to mark a special place, the comprehensive plan proposes a development strategy where the tallest buildings are placed highest in the landscape.

[1] https://inhabitat.com/massive-food-hub-in-denmark-is-agricultures-answer-to-silicon-valley/

Figure 4.4.2: Project context analysis, Source: William McDonough + Partners and GXN

Concept

Agro Food Park is a business park that first opened in 2009 on an initiative of the Danish Council of Agriculture and Food, it hosts 75 specialized companies. This place aims to become the international centre for innovation and knowledge in agriculture, food, and related technologies. The ambition was to design a master plan the centres around the agro-urban ecosystem, and promotes urban and agricultural development. Urban infrastructures create economic values and support research and activities.

[1] https://inhabitat.com/massive-food-hub-in-denmark-is-agricultures-answer-to-silicon-valley/

Figure 4.4.3: The four phases of the project, Source: 3XN and GXN architects

Figure 4.4.4: Marketplace (left) and innovation house (right) program, Source: 3XN and GXN architects

4 CASE STUDIES

4.4 AGRO FOOD PARK Masterplan

The master plan was designed on three main spatial concepts:

The Lawn, which serves as a community gathering place, a place for food experimentation, and a garden. It also serves as a visual representation of a fundamental axis connecting the Agro Food Park and the experimental farming in Foulum.

The Strip, which is the main avenue of the campus, with lively façades of commercial signs and shared amenities, in a very dense organization like a lively urban avenue.

The 5 Plazas, which are supports for clusters through several addressed buildings, which will create neighbourhoods with distinct identities. Each cluster will bring together all the skills related to one of the 5 main themes: ecological materials, renewable energies, biodiversity, air quality, water treatment.

[1] https://www.archdaily.com/794507/agro-food-park-expansion-in-denmark-to-combine-urbanity-and-agriculture

[2] https://inhabitat.com/massive-food-hub-in-denmark-is-agricultures-answer-to-silicon-valley/

Figure 4.4.5: The three components in the masterplan, Source: 3XN and GXN architects

Figure 4.4.6: Project masterplan, Source:3XN and GXN architects

4 CASE STUDIES 4.4 AGRO FOOD PARK The Lawn

The Lawn was inspired by Central Park in New York, where the goal was to retain a piece of authentic American nature in the centre of the city and provide an area for recreation and education. [1] Similar to this, the Danish agricultural culture is incorporated and transformed into a major park space in a commercial district. The Lawn also acts as a true axis between Koldkaergaard’s historic farm brewery and the brand-new Agro Food Park hub of agricultural innovation. [2]

The Lawn may be viewed as a public city park, an outdoor testing ground for local businesses, and a public display space for the goods and capabilities of the agriculture sector. The idea is that large segments of the area can be divided into lots, each of which is looked after and managed by nearby businesses. [3] This gives the businesses access to land that can be used for development and testing of new crop and plant varieties, as well as for showcasing particularly interesting crop varieties to a broad audience.

[1] https://inhabitat.com/massive-food-hub-in-denmark-is-agricultures-answer-to-silicon-valley/

Conclusion

This project shows how important it is to integrate business in the development of activity spaces and agricultural zones. Urban planners and architects must be put around the same table with investors and decision-makers to develop innovative activity spaces that respond to people’s needs and generate income at the same time. Contemporary activity spaces can’t just be peripheral spaces enclosed in road infrastructures if you want them to be competitive and dynamic.

Figure 4.4.7: Students standing outside the school, Source: William McDonough + Partners and GXN

4 CASE STUDIES

4.5 IZMIR AGRICULTURE CENTRE

Figure 4.5.1: Exterior view of the greenhouse, Source: ZM Yasa Architectural Photography

Why this case?

There are a lot of similarities between this case and the agricultural training zone of the proposed project. The case demonstrates how education and training can be combined in a public space that serves the entire community.

Status: Completed

Year: 2021

Type: Research Centre

Location: Izmir, Turkey

Architect: Mert Uslu

Size: 2,000 m²

4 CASE STUDIES 4.5 IZMIR AGRICULTURE CENTRE

Concept

Recently, Turkey have seen an increase in the built environment due to the rising population from immigration and the resulting need for housing. This change in circumstances has put urban agricultural fields at risk. The spreading built environment reaching the city perimeter affects rural lands because the small city centres cannot accommodate the growing population. The alarming decrease in the number of users involved in agricultural practices and livestock throughout the country shows that serious problems will be faced in the future regarding both activities.

Figure 4.5.2: Project location in Izmir, Source: Mert Uslu Architecture

Program

The project’s program has agricultural areas for normal and smart soil application, agricultural areas with high row planting system, greenhouses, eco-market, multi-purpose hall, training classes, administration, laboratory, library, technical service and wet areas.

The core of the design is the bioswale (bioboulevard), which connects the units organized in a linear arrangement, and the circulation axis is formed by it. This linear structure gives visitors a chance to comprehend and interact with the institute’s operational system. Visitors and users are typically transported to the educational spaces such as laboratories and libraries via the longitudinal circulation axis, which begins at the northern main entrance. The eco-market space separates educational spaces from agricultural activity spaces such as greenhouses and vertical gardens.

After the eco-market space, people are invited to view and engage with various farming techniques in the agricultural activity zones. At the southern end of the territory, the design setup concludes with the conventional and innovative soil-applied agricultural lands.

Figure 4.5.3: Plan showing the bio-boulevard’s and bio-swale’s relationship with the buildings, Source: Mert Uslu Architecture

4 CASE STUDIES 4.5 IZMIR AGRICULTURE CENTRE

Greenhouse

The greenhouse is split into three zones, the drought scenario displayed in the first zone enables various applications by grouping. The heating and cooling needs are met in the second with the use of soil-less farming techniques, and in the third zone one can experiment with vertical gardening and hydroponics techniques and applications.

Rain water accumulated on the roof of the second and third zones and the water formed due to condensation inside the greenhouse is collected and preserved in the bio-swale to be reused for the plants.

Products grown in the agricultural areas are displayed and sold to users in the eco-market. The educational zone, on the other hand, serve as venues where data on agricultural practices and climate change scenarios is presented to users.

Figure 4.5.4: Plan highlighting the greenhouse spaces (in green) and educational spaces (in orange), Source: Mert Uslu Architecture, modified by author.

Figure 4.5.5: Diagram showing different parts of the project, Source: Mert Uslu Architecture

Figure 4.5.6: Site plan, the circulation axis stands out with the red texture provided by a unique material making the structural spine legible, Source: Mert Uslu Architecture

4 CASE STUDIES

4.5 IZMIR AGRICULTURE CENTRE

Figure 4.5.7: Aerial view showing the project linear axis, Source: Zm Yasa Architectural Photography

Figure 4.5.8: Inside the greenhouse, Source: Zm Yasa Architectural Photography

Figure 4.5.10: Project entrance, Source: Zm Yasa Architectural Photography

Figure 4.5.9: Inside the greenhouse, Source: Zm Yasa Architectural Photography

Conclusion

The greenhouse is split into three zones, the drought scenario displayed in the first zone enables various applications by grouping. The heating and cooling needs are met in the second with the use of soil-less farming techniques, and in the third zone one can experiment with vertical gardening and hydroponics techniques and applications.

Products grown in the agricultural areas are displayed and sold to users in the eco-market. The educational zone, on the other hand, serve as venues where data on agricultural practices and climate change scenarios is presented to users.

Figure 4.5.11: Exterior view of the greenhouse, Source: Zm Yasa Architectural Photography

4 CASE STUDIES

4.6 COMMUNITY SEWING WORKSHOP

Figure 4.6.1: People working inside the workshop, Source: Federico Cairoli

Why this case?

The small factory is run by women of the village of San Isidro in the town of Puerto Caldas in Pereira, Colombia and is constructed using local materials (bamboo).

This case show how such projects emphasizes the role of women in communities and empowers them. The proposed project also suggests creating a garment workshop for women of Ghor As-Safi.

Status: Completed

Year: 2019

Type: Community Centre

Location: Vereda San Isidro, Colombia

Architect: ruta 4 taller

Size: 210 m²

4 CASE STUDIES 4.6 COMMUNITY SEWING WORKSHOP Architecture

The design aims to adapt to its surroundings, including the sun’s position as it crosses the unique site. [1] The architect also wanted to employ regional building methods and materials, especially the bamboo that is widely available in the area.

The building is rectangular in shape and has a long brick wall facing the street with 24 square windows. The interior of Amairis is open plan and has a number of workstations with sewing machines, chairs, and clothing-making equipment in addition to a tiny kitchen nook, storage closets, two bathrooms, and a private office. [1]

[1] https://www.metalocus.es/en/news/open-future-amairis-sewing-workshop-ruta-4-taller-de-arquitectura

Figure 4.6.2: Workshop floor plan, Source: Ruta 4 Atelier

Figure 4.6.3: Dynamic wall when closed (top) and opened (bottom), Source: Juan Pulgarin

Figure 4.6.4: The workshop during night time, Source: Juan Pulgarin

4 CASE STUDIES 4.6 COMMUNITY SEWING WORKSHOP

Figure 4.6.6: Workshop exterior perspective, Source: Federico Cairoli

Figure 4.6.5: Aerial view showing the workshop and surrounding context, Source: Juan Pulgarin

Conclusion

It is possible for community members to build simple structures community that responds to an area’s needs, has a great impact on communities and creates job opportunities for underprivileged people while also making use of locally available materials combined with traditional techniques.

Figure 4.6.7: Community members participating in the construction process, Source: Juan Pulgarin

Figure 4.6.9: Local women sewing, Source: Ruta 4 Atelier

5 CONCEPT

5.1 DESIGN PHILOSOPHY

Community Driven Design

“From the community, to the community, by the community”.

How can design be addressed to enable balanced community involvement and benefit, while being attentive to the different needs and opportunities of that community? How can architects contribute in ways that are less about guiding a project’s path and more about enabling space for community members to jointly, iteratively pick its direction?

Community-driven design makes the most of the fact that local residents are best able to comprehend local issues as well as the barriers and opportunities for change. Instead of trying to solve a community’s problem without their involvment, we should advocate that individuals use their ingenuity to tackle their own challenges and problems. [1]

Principles of community driven design

1. Solve the fundamental, underlying issues, not the symptoms.

2. Ensure that the outcome is appropriate for the history, culture, and environment.

3. Design must focus upon the entire activity under consideration, not just isolated components.

4. Start with small projects and then after testing, refine and enhance the capabilities through successive iterations.

[1] Manzini, E. (2015). Design, when everybody designs: an introduction to design for social innovation. Cambridge, MA: The MIT Press.

Figure 5.1.2: Collage of the author’s architectural vision, Source: Author

Figure 5.1.1: Community-driven design in a nutshell, Source: IDEO

5 CONCEPT 5.2 PROGRAM

IT and Technology

According to survey results, the youth are clearly interested in getting IT training and because computer skills are considered to be a necessary requirement for all jobs.

Example of courses to be given in the centre

1- Course title: Basic Computer Skills And Fundamentals

Training course contents: Hardware and software, Windows, working with programs, file management, Word processing, Spreadsheets, printing, using email, accessing the internet and joining a Zoom meeting.

Spaces required: Computer lab, lecture hall

2- Course title: Web Development Course: Essentials with HTML, CSS and JavaScript

Training course contents: HTML and an introduction to web development, CSS as a presentation language and JavaScript

Spaces required: Computer lab, lecture hall

3- Course title: Physical Electronics and Devices’ Maintenance

Training course contents: Mobile phones components, computer hardware and understanding circuits, conductors and motherboard components, maintenance skills

Spaces required: Computer lab, electronics workshop, lecture hall

4- Course title: Introduction to Virtual Reality (VR)

Training course contents: How to use VR equipment, understanding the basics of VR and applications of VR in industries

Spaces required: Computer lab, VR room, lecture hall

5 CONCEPT 5.2 PROGRAM

Garment and Textile

Local women already have a business where they hand-dye textiles using natural resources and especially locally grown indigo.

(the goal is that people will come from different places to learn how Ghor AsSafi women use indigo to dye clothes)

Example of courses to be given in the centre

1- Course title: Fundamentals of textiles

Training course contents: study raw materials for textiles, understand types and properties of fabrics, environmental impact of textile, colour, stitch and textures through swatches

Spaces required: Workshop, fabric workshop, lecture hall

2- Course title: Textile dyeing using natural pigments

Training course contents: types of dyes, different dyeing methods, dyeing process and techniques, dyeing variations and applications

Spaces required: Lecture hall, dyeing room, storage room

3- Course title: Basic Tailoring

Training course contents: Study of sewing machine, fabrics material, pattern making, hand embroidery and stitching

Spaces required: Workshop, lecture hall, fabric workshop

4- Course title: Digital Textile Design

Training course contents: generate repeat pattern designs using design software, fundamental digital printed textile design techniques and printing textile designs onto fabric

Spaces required: Computer lab, lecture hall, fabric workshop

5 CONCEPT 5.2 PROGRAM

Agriculture

The region is famous for agriculture and it is the profession of most residents, it is also important to note that most of their jobs stem from agriculture both directly and indirectly. Greenhouses divided into different zones allows courses to run simultaneously and free space after four courses for example.

Example of courses to be given in the centre

1- Course title: Urban farming and hydroponics

Training course contents: Hydroponics urban farming Systems, plant nutrient essentials, indoor planting, aquaponics farming

Spaces required: Greenhouse, research lab, lecture hall

2- Course title: Organic fertilizers

Training course contents: common nutrient problems, essential nutrients, fertilizer types and how to interpret a fertilizer label, managing total nutrient level, pH and EC and onsite testing, and growing media.

Spaces required: Lecture hall, research lab, greenhouse, workshop

3- Course title: Irrigation systems

Training course contents: study irrigation for farming, to manage water needs of crops, pastures or livestock, optimise productivity, profit and land sustainability.

Spaces required: Greenhouse, lecture hall, workshop

4- Course title: Farm management

Training course contents: learn strategic planning, understand the elements involved with whole farm planning, learn how to prepare a business plan

Spaces required: Computer lab, lecture hall

5 CONCEPT 5.2 PROGRAM

Community

The training centre needs some services to support the other facilities and also provide a public space for people to gather and socialize.

5 CONCEPT 5.3 DESIGN PROPOSAL

The project will be built in cooperation with volunteers and community members and they will acquire a new skill throughout the process. This is very important for the project because it means that community members are able to expand in the future.

REFERENCES

[1] Unemployment in Jordan, ISBN 92-9157-453-8, European Communities, 2005.

[2] World Bank country classifications by income level, 2022-2023.

[1] The Politics of Development in Ghor al-Safi, Jordan, CBRL Bulletin 2013, pp. 74-72, https://www.athimar.org/en/articles/details/the-politics-of-development-in-ghor-al-safi-jordan.

[2] Promoting Decent Work in Jordan, https://www.ilo.org/beirut/countries/jordan/WCMS_474549/lang--en/index.htm

[3] ”غور الصافي”.. سكان يعيشون تحت خط الفقر وسط البطالة المستشرية, https://jumanazzawi.wordpress.com/15/08/2015/

[1] OECD Statistical Glossary: UNEMPLOYMENT

[2] https://www.worldbank.org/en/country/jordan/overview

[3] Department of Statistics, Unemployment Report, 2021

[4] https://www.health.org.uk/publications/long-reads/unemployment-and-mental-health

[1] Department of Statistics, Unemployment Report, 2021

[1] Brodhead, C. W. “Image 2000: A Vision for Vocational Education.” VOCATIONAL EDUCATION JOURNAL 66, no. 1 (January 1991): 22–25 .

[2] https://hospitalityinsights.ehl.edu/what-is-vocational-education

[3] https://vtc.gov.jo/Ar/Pages/

[1] Ministry of Interior and Department of Statistics March 2020 Survey.

[1] https://visitsafijo.com/en/Experience/24

[2] https://alrai.com/article/10471750/أبواب/طواحين-السكر-في-غور-الصافي

[3] https://www.ammonnews.net/article/96267

[4] O’Keefe, Faisal (2013-04-17). “Jordan Valley Boasts the Lowest Museum on Earth”. Green Prophet.

[1] Data Source: Ministry of Interior and Department of Statistics March 2020 Survey.

[2] Maps source: Mapbox, modified by author

[3] Icons source: Flaticon

[4] https://www.encyclopedia.com/reference/encyclopedias-almanacs-transcripts-and-maps/ghor-0

[5] رحلات هـ .ب. تريسترام/ترجمة احمد عويدي العبادي صفحة 57

[6] https://www.jordantimes.com/news/local/ghor-safi-region

[1] Classification of Poverty in Jordan, Salma Al-Masri, 2002

[2] Department of Statistics, Poverty in Jordan, 2010 Study

[3] https://en.royanews.tv/news/15618/Ghor_Al-Safi_suffers_mudslides

[3] Data Source: Ministry of Health and Department of Statistics in 2007

[4] Icons source: Flaticon

[1] Khalil Zayadin, Productivity Enhancement Centre in Southern Jordan Valley, 2018

[2] Department of Statistics, Annual Report 2019

[1] Ministry of Interior, https://moi.gov.jo/AR/Pages/معلومات_عامة_عن_المحافظة_الكرك

[1] https://www.naua.org/ngo/مبادرة-ذكرى-40

[2] https://alghad.com/?p=481109

[3] https://unesdoc.unesco.org/ark:/48223/pf0000265393_ara

[4] http://www.alwasatnews.com/news/926488.html

[1] USAID SCHEP, http://usaidschep.org/en/page/63/GHAWR%20AS%20SAFI

[2] https://visitsafijo.com/en/page/13/Our%20Story

[3] https://planeterra.org/safi-kitchen/

[1] Community Rehabilitation Centre in Al-Karak Survey, 2019.

[2] https://alrai.com/article/174424/محليات/33-نسبة-البطالة-في-الاغوار-الجنوبية

[1] https://www.athimar.org/en/articles/details/the-politics-of-development-in-ghor-al-safi-jordan

[1] Department of Statistics, Ministry of Health workers according to hospital in 2021.

[2] Ministry of Health, Human cadres in health centres by region in 2021.

[3] https://www.almadenahnews.com/article/182669

[4] https://www.addustour.com/articles/723685

Figure 2.4.5: Ghor As-Safi Hospital, Source: Alghad Newspaper

[1] https://vtc.gov.jo/EN/ListDetails/Karak_Institutes/1156/2

[2] https://www.almadenahnews.com/article/119751

[1] Edu-Syria, Jordanian Labor Market Needs - A Research Study, November 2021

[2] https://www.ilo.org/beirut/countries/jordan/WCMS_474549/lang--en/index.htm

[3] Husseini, J. A. 2013. Challenges Facing Jordan’s Labour Market. In Ababsa, M. (Ed.), Atlas of Jordan: History, Territories and Society. Beyrouth: Presses de l’Ifpo. doi:10.4000/books.ifpo.5039

[1] Transportation issues in Ghor As-Safi, https://alghad.com/?p=381417

[1] https://www.designboom.com/architecture/kere-architecture-goethe-institute-dakar-senegal-groundbreaking-02-22-2022/

[2] https://www.german-architects.com/de/architecture-news/meldungen/goethe-institut-dakar-von-francis-kere

[3] https://www.kerearchitecture.com/work/building/goethe-institut-dakar

[1] UN Human Development Index, 2011

[2] https://arquitecturaviva.com/works/ampliacion-de-la-escuela-primaria-en-gando-7

[3] https://www.kerearchitecture.com/work/building/gando-primary-school-3

[4] https://arquitecturaviva.com/works/ampliacion-de-la-escuela-primaria-en-gando-7

[1] https://www.kerearchitecture.com/work/building/gando-primary-school-3

[2] https://www.moma.org/interactives/exhibitions/2010/smallscalebigchange/projects/primary_school.html

[1] https://inhabitat.com/massive-food-hub-in-denmark-is-agricultures-answer-to-silicon-valley/

[1] https://inhabitat.com/massive-food-hub-in-denmark-is-agricultures-answer-to-silicon-valley/

[1] https://www.archdaily.com/794507/agro-food-park-expansion-in-denmark-to-combine-urbanity-and-agriculture

[2] https://inhabitat.com/massive-food-hub-in-denmark-is-agricultures-answer-to-silicon-valley/

[1] https://inhabitat.com/massive-food-hub-in-denmark-is-agricultures-answer-to-silicon-valley/

[1] https://www.metalocus.es/en/news/open-future-amairis-sewing-workshop-ruta-4-taller-de-arquitectura

[1] Manzini, E. (2015). Design, when everybody designs: an introduction to design for social innovation. Cambridge, MA: The MIT Press.

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