See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/273897191

A Uganda Schools Design Guide: a guide to planning and building secondary

schools in Uganda

Book · March 2011

CITATIONS READS

0 1,032

2 authors:

Ben Slee Matt Clay

UNSW Sydney 1 PUBLICATION   0 CITATIONS   
22 PUBLICATIONS   73 CITATIONS   
SEE PROFILE
SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Thermal performance of relocatable classrooms View project

All content following this page was uploaded by Ben Slee on 05 November 2020.

The user has requested enhancement of the downloaded file.

 A GUIDE TO PLANNING AND BUILDING SECONDARY SCHOOLS IN UGANDA
MATT CLAY & BEN SLEE

FOR THE RICHARD FEILDEN FOUNDATION IN ASSOCIATION WITH

FEILDEN CLEGG BRADLEY STUDIOS

A UGANDA SCHOOLS DESIGN GUIDE

2 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
EXAMPLES
I N T RO D U C T I O N
This Design Guide aims to give the reader / user an
understanding of the issues that are surrounding the design

BUILDING
of a secondary school in Uganda. It aims to raise awareness
of some of the key areas that will influence the design,
implementation and realisation of any schools project that is
being considered from an early stage.

Through the experience that the Richard Feilden Foundation

has gained from designing and overseeing a number of
different projects in Uganda and other African countries, this
document aims to help organisations / individuals who are
trying to start similar building projects.

DESIGNING
As with all such documents it will remain relevant for a
relatively short period of time but educational and building
practices change. If you have any comments on the
contents please contact The Richard Feilden Foundation
and we will endeavour to bring the publication up to date as
circumstances change.

S TA RT I N G
 HOW IS IT FEASIBLE? INITIAL DESIGN FINALISED
ABOUT IDEAS DEVELOPMENT DESIGNS
BUILDING A
SCHOOL...?
LEARN FROM FIN
DEVELOP LOCAL PRECEDENT & THE ALISE
CO A BRIEF BRIEF
BU ST AN VISIT EXISTING LOCAL
DG D SCHOOLS
ET?
PRELIM
COMM INARY
CONSIDER PRELIMINARYR
CONS UNITY
ULTAT LOCAL SKILL- CONTRACTO N
ION BASE & AVA A NEGOTIATIO
SHORM
T- MATERIAL SUILPPBLE
T E R &RESOURCESLIES
-TERM
LONG WHEN ON SITE.
.. CHECK
RK OF
LOOK PREVIOUS WCO
TO RS
AL CONTR A
A
IS THEREABLE? LISTEN LEARN TOPOGRAPHIC
IT E AVA IL CHALLENGES
S
FIN
RESPOND COST ALISE
TIMESCALE? TO LOCAL BUILDABILITY PROGRPLAN &
REQUIREMENTS AMME

WHAT SIZE
OF SCHOOL? CONTINUE LINKS PRESENT
MASTERPLAN & CONSULTATION FINALISED SCHEME TO
THE SITE WITH LOCALS AND LOCAL COMMUNITY &
END USERS END USERS
HOW TONG-
O
ENSUREULCCESS? CONSULT
TERM S SURVEYOR DEVELOP
ENGINEER BUDGET &
CATCHMENT ARCHITECT COST PLAN
AREA?

HOW MANY
SCHOOLS IN
LOCAL AREA?

4 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
W H E R E TO
TENDERING CONSTRUCTION CONTINUED
S TA R T ?
INVOLVEMENT All projects require a local ‘champion’, someone with
local knowledge of the educational opportunities
available, the needs of the local population, and what
local sites may be available. Whether you are a Western
INVITE & MANAGE designer who has not been exposed to a context or
COSTS&BUDGET ANALYSE
AWARD TENDERS such as this, or are an African based organisation well

EXAMPLES
SUCCESSES & FAILURES
OF DESIGN AND versed in a Ugandan context, it is important to research
LAYOUT OF SCHOOL and consider the local context for any potential project
DRAW UP MANAGE carefully before proceeding. The long-term success
CONTRACTS & SITE BUILD & or failure is often reliant on the work carried out at
APPOINT SITE PROGRAMME preliminary / early stages; local community involvement
FOREMAN OR and interaction is crucial in this respect.
SUPERVISOR UNDERSTAND
PROS AND CO
BUILD PROCN S OF
ESS
Site visits to ‘get a handle’ on the context need to be
AGREE TERMS planned beforehand; where possible, partnerships should
OF PAYMENT RUN & be formed with organisations who have experience with
MANAGE the area to facilitate short-, medium- and long-term
CONTRACT

BUILDING
project success.
COMPLETE
PROJECTS AS
ESTABLISH E OF PROMISED
WAGE STRUCT UR PROVISION AT
RS FOOD / SAN IT ION
FOR SUPERVISO DATION
CONTRACTORS
& / ACCOMMO K FO RCE?
RS O R
SUBCONTRACTO FOR W REVISE LO
TERM DEVELONG
PLANS IN LINEPMENT
SET OUT BUIL EXPERIENCE FRWITH "For children to reach their
AND COMPO DINGS COMPLETED OM
CAREFULLYU&
NDS PROJECT full potential and countries

DESIGNING
CORRECTLY to develop, the gains made in
SUSTAINABLE universal primary education
FINANCIAL SUPPORT vs
must be replicated at the
KEEP LOCAL OVER-RELIANCE ON
secondary level. At present 54%
COMMUNITY LVED EXTERNAL FUNDING
VO
INFORMED & IN of children of the appropriate age
in developing countries attend
N EXT BE secondary school..."
I S THENG TOT TO
AT OI ES
WHJECT GRE IS B...?
U N I T E D N AT I O N S
M I L L E N N I U M D E V E L O P M E N T G O A L S R E P O RT 2 0 0 8

S TA RT I N G
E IT
PROD WHUATE
AN SIT
 HOW BIG IS A
SCHOOL?
RU L E S O F THUMB
Minimum number of Pupils to make it cost
effective
Boarding students help subsidise day schools &
avoid long distance travel for pupils
Schools with 700+ pupils get big and institutional
Assuming single storey developments, building
areas can be calculated as follows, based on 40
/ 60 children class size...

PUPIL CHILDREN PER No. of ADMIN SPORTS

NUMBERS CLASS CLASSES LABORATORIES HALLS LIBRARY OFFICES TOTAL AREAS DORMS FACILITIES

250

500

700

1000

6 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
LOOKING
ENVIRONMENTAL
Orientation - West / east?
HAZARDS
Waste dumps - hazardous &
FOR A SITE
nonhazardous waste; risk of disease and
Prevailing wind - seasonal directions; are breeding ground for mosquitos, vermin etc Think about the following issues...
there trees / buildings around the site to
shelter school from strong winds? Noise - Adjacent roads; workshops and
light industry
Shade - Mature, large trees to provide
external spaces with shade; communal Fumes - from traffic, factories
SERVICES

EXAMPLES
feature for courtyards; trees useful for
Soil conditions - likelihood of landslide /
Power - are there power lines / pylons marking site boundaries
subsidence / flooding?
visible? Are there signs of powerline
tapping?
Sewerage - Open sewers? (Potential
health hazard for school children) ACCESS
Water supply - Drinking & bathing Location - relative to local village / town;
vehicle and pedestrian routes; securable site
What is available?
Roads - size, construction, type of use?
Paths - easy access for pedestrian visitors?
Local transport links - mutatu /boda-boda

BUILDING
access is fairly universal; more formalised links
beneficial for larger catchment areas

OBSERVATIONS
Local activities - Markets / schools /

DESIGNING
community centres / clinics?
Site usage - Who currently uses the site / WATER
surrounding areas? Open areas for sports /
communal activities? Site drainage - are there storm drains /
Noticeable features - anything that would TOPOGRAPHY channels present?
make site appealing / prominent in the Flat sites - easier to build on Flooding - is there evidence of marshy /
local area / benefit future development as - fewer design issues to resolve when grouping buildings boggy ground?
a school - easier to secure Sources - streams, wells, mains water,
Sloped sites - usually cheaper to buy storage tanks; what is the quality? Is it
- drain well owned by the locals or freely accessible?
- require stabilisation
- potential views to / from site (local presence)

S TA RT I N G
- likelihood of openness to prevailing winds
 ENGAGING 'The term Participatory
Rural Appraisal describes a
THE LOCAL [DIAGRAMS TO BE ALTERED TO SHOW
growing family of approaches
P O P U L AT I O N LESS ‘WESTERNISED’ PEOPLE]
and methods to enable local
people to share, enhance and
PA RT I CI PATI ON analyse their knowledge of
Ensuring that the school is successfully integrated, and life and conditions, to plan
accepted, into the local community when built is a key and to act...'
ingredient to any project. Engaging with the people of 'WHOSE REALITY COUNTS?'
the surrounding area from an early stage will help any RO B E RT C H A M B E R S
given project.
Participatory planning has been an established way
of consulting with local communities on possible
developments to allow full

STEP 2 - CREATE STEP 3 - PRESENT

STEP 1 - OBSERVE & TALK Mapping - ‘Stakeholders’ map out what are the
key issues in the community with physical models
Presentation of ideas - Design team / client group
present to leaders / elders; ideas developed further
Observe - look, listen and learn without preconceptions to encourage debate and discussion; people are in conjunction within small focus groups examining
Informal discussions - Talking to locals; building an idea encouraged to interact, to comment and to raise certain aspects of a project; Development of ideas with
for what might be available in the area for schooling; concerns. Maps do not need to be accurate; they are community groups
what other facilities might be wanted; a way of bringing issues of importance to the fore of
any agenda
Feedback - formally organised meetings with community
Formal interviews / meetings - formally organised leaders & groups
meetings with community leaders & groups Planning For Real - Kit-type consultation pack
that helps discussions within a loose but organised
framework. Opinions can be voiced anonymously for
different options

8 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
S U RV E Y I N G T H E
SITE
In many areas you can get a useful amount of information
from aerial photographs and satellite mapping sources, such
as GoogleEarth, or from local municipal maps showing legal
boundaries. These should be sufficient to start planning a school
in the feasibility stages of a project, but for detailed plans a
measured survey will be required.

EXAMPLES
BUILDING
DESIGNING
SATELLITE MAPPING HAND-DRAWN SURVEY/NOTES MEASURED SURVEY
Location - Early, fact-finding tool to establish where Feasibility stage - Early, fact-finding tool to establish Professional Surveyor - employ a professional firm
local services / links might be where local services / links might be once site has been secured / bought. This can be
expensive.
Appraisal - Brainstorm ideas for layouts; identify Measuring - simple measurements can be taken with a
potential problems (nearby hazards, main roads, water long tape measure or by pacing out Check - If a computerised file is produced, do not

S TA RT I N G
courses etc); access and entrance position(s) assume that it is correct! Double check dimensions and
orientation once construction starts on-site to avoid
costly mistakes further on in the process

FURTHER INFORMATION
 ENVIRO N M E N TA L
C O N S I D E R AT I O N S •
•
Shelter from heavy rain and from hot sun are
key issues to tackle
Rainfall should be drained / channelled
carefully to ensure flooding is kept to a

•
ACCO M M ODATI ON
Staff & student sleeping quarters to be separated
minimum, especially where buildings are at the
foot of a hill
• Boys dorms and girls Dorm should be some • Rainwater should be stored and re-used for
distance apart washing
• Consider temporary accommodation for the
duration of the initial phases of building SA N ITAT IO N
• Keep toilets and shower blocks
separate from other facilities
• Position close to sewage storage /
treatment area
L OC A L • If using rainwater to flush toilets
/ provide water for showers
C O M M UNI TY ensure water storage tanks are
positioned close by
• Actively encourage local
participation
• Use local resources
• Foster good links and relationships E X PA N SIO N
with neighbouring communities • Is there any nearby land
that could be bought /
used for future expansion?
•
AC CE SS Masterplan with future
enlargement in mind
• Good track / roads already (progression of courtyards;
in place to allow pedestrian vistas through site etc)
access
• Consider access for construction
vehicles
SE C U R IT Y
• The site should be secured with
gates to keep intruders out (and
kids in!)
S H A D I NG • A security guard or reception hut
could enhance the security
• Make use of existing trees where
possible that afford good shade for
external spaces
• Where planting new trees, ensure
that it is a relatively quick-growing
species WAT E R AC C E SS
• The location of the water source will dictate where
the sanitation facilities are placed
CL A S S L OC ATI ON • Running water / streams are useful for washing
clothes
• Think how the position can be tied in with further • Boreholes / wells can be dug in appropriate places
development • How deep is the water table?
• Keep building away from edge / fence of site to
reduce potential for intruders to climb on roof /
arson from vandals C OMM U N A L
AR EAS
• Classrooms and other buildings can be used to
create communal spaces.
10 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
S I T E FAC TO R S
•
SL OPE
The slope of the site will influence how you
choose to position your buildings on the site. EX IS T ING T R E E S
Dealing with a steep slope may prove to be • Existing mature trees will provide shade and
expensive (see Page 16) focal points (see VIEWS)
• Choose the flattest area possible for a sports • They may also provide fruit for the school
field, providing it is well drained • Thought should be given to see how they could
• Consider how water can be collected, stored be incorporated into any design

EXAMPLES
and distributed to buildings on the campus
• Consider how sewage and effluent is collected

•
and then treated – ‘shit always flows downhill!’
The higher parts of the site may get more light
O R IE N TAT IO N
+54
• Uganda is on the Equator
or wind. Find out if this is true for your site and .5m • If buildings are oriented east to west, they will
think about how this affects where different +54 receive morning and afternoon sun through
.0m
functions are located on the site. +53 windows. Morning sun can warm the building
.5m
+53 usefully in the Winter; however, afternoon sun
.0m can cause internal rooms to overheat in the
+5 summer
+52 2.5m • If the building is oriented to face north - south,
.0m
+51 very little direct sunlight with come through the
.5m
windows

BUILDING
+51 • Shallow roof slopes facing north or south are
.0m
+50 better for installing solar collectors than those
.5m oriented east and west
+50
WAT E R SOURCE S .0m
• Rivers, streams, marshes, wells and springs...
• These may provide a water source (if clean) or
be a source of mosquitoes (or both)
• How will a stream or boggy area be used to
the greatest advantage for the site and any
school compound? Can a reservoir/small lake
be created?
• Can trees be planted to help dry out the bog

DESIGNING
and create a shady cool glade?

•
V IEW S
Use views of distant hills or significant features •
WIN D
Where do the prevailing winds come from?
on or off the site (eg. a substantial tree) to give • Are some parts of the site windier than others?
a space or a route through the site a focus • Is a breeze useful for reducing the number of
• Height often allows far reaching views or mosquitoes in a particular part of the site – for
creates better views instance around the dormitories?
• Is the prevailing breeze blowing over, or from
the direction of, a water source? This can
provide cooler air in the immediate vicinity of

S TA RT I N G
the water, and could suggest a good location
for certain buildings
 MASTERPLANNING
P O S I T I O NI NG F UNCTI ONS & C LU S T E R E D
B U I L D I N G S TO Z ONE TH E S IT E • Clustering buildings can create
narrow dark alleyways and restricts
the amount of natural light &
To make the best of any given site, thought should be given to how the
ventilation in each classroom.
buildings are going to be best situated on the site to create the best • There is also a potential problem with
use of the space available. Some guiding principles are outlined on this noise travelling between classrooms
sheet; the following sheets show how a school can be developed in
phases that provide the functional requirements needed as the project
progresses and grows.

CE NTRED
• Placing a building in the middle of
C OU RT YA R D
• Buildings can be arranged to create
a space minimises the amount of useful and attractive communal
usable space around it spaces such as central courtyards.
• Courtyards can have different
focuses; subject-based,
contemplative, administrative...
• Buildings can be linked with covered
walkways to provide shelter

CO R N E R E D AX ES &
• Placing a building towards a corner
or side of a space increases the C OR RIDO R S
amount of useful space elsewhere • The organisation of buildings on the
site can create main ‘corridors’ &
views through the school.

12 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
R E L AT IN G
F U N C T IO N S &
ZO N E S
STAFF
Centralised gathering space - ensuring a
ROOM
GIRLS sense of community and ‘coming together’
DORM in the school environment. Activities benefit

CLASSROOMS

CLASSROOMS
from an ‘overseen’ aspect from classrooms

SPORTS FIELD
and other facilities around the campus.

TEACHING

TEACHING

EXAMPLES
TOILETS STAFF MAIN
SHOWERS ACCOM COURTYARD ADMIN &
ENTRANCE
SECURITY

BUILDING
BOYS
DORM
TOILETS
KITCHEN
SHOWERS

DESIGNING
S L O P E
FIELD
S P ORT S

T EAC H IN G

T EAC H IN G
YARD
C OURT
TOI L E T S

S EC U R IT Y
AD M IN &

ENTR A N C E

S TA RT I N G
 PHASE 2 BUILDINGS STAFF
make sure you know ACCOMMODATION
where buildings planned
Student Accommodation for phase 2 and beyond
PHASE 1 DORMITORIES
are located.
design the first dormitory
block so that it can be
segregated into male
Staff Accommodation Water pumped to SEWAGE LINE and female dorms.
high point of site
Organise the sewage
line down one side of the CLASSROOM BLOCK
site so that it is easy to
KITCHEN
Kitchen / cooking Important / significant connect to and easy to
existing trees & other Use existing large trees to
maintain
retained features advantage
Plant new trees to create
edges, colonnades and
Sports and recreation field Teaching ‘zone’ STAFF ROOM shade. Plant trees as early
The staff room is centrally as possible so that they
located so that it provides have a chance to grow.
Water storage / surveillance of the
reservoir entrance, main quad and BRICK PIT
playing fields.
Sewage treatment consider the location
SEWAGE TREATMENT
of the pit where you
dig the marrum (earth)
for making bricks (see
MAIN ENTRANCE ENTRANCE
Reception, Admin & Site Materials page).
Security PHASE 1 ENTRANCE AND
ADMINISTRATION BLOCK

SITE 1When
ST
P HASE (1 2 0 P UP IL S)
O R G A N I S ATI ON & planning the organisation of the site it is
important to consider
ZONING • the order that you will be constructing the
buildings
It is important to plan how the school will be
organised for the following reasons: • what functions each building can fulfil now and
• To ensure the school is well set out and in the future (eg a library or main office could
takes advantage of the opportunities become a classroom)
offered by the site. • when will the different buildings be needed? For
• Make sure everything fits on the site. instance in the first year only three classrooms
• Create useful external spaces and a small kitchen might be needed; in the
• Plan for future expansion second year two more class rooms could be
required to cope with a larger number of pupils

14 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
MITORIES
DORMITORIES
a second dormitory ry block
doubles the on-site student
accommodationtion and
ting the
makes segregating
WATER HEADER TANK NK

EXAMPLES
sexess easier.
dation is
All accommodation water is pumped to thehe
WATA ER COLLE
WATER COLLECTION wer
header tank using solar power
rom the
located away from
Colo lect rainwater
Collect rainw and store mp.
a wind driven pump.
e school
main part of the
n r where it will be used -
nea
it near
forr instance th
the kitchen.
NEW KITCHEN BLOCK K&
ADDITIONAL CLASSROOM
ASSROOMM DINING AREAEA SCI IENCE LAB
SCIENCE LABS AND CLASS ROOMS
BLOCK a new, larger and improveded in phase
p se 3 the
pha th library becomes
LIB
BRARY AND IT CENTRE
LIBRARY ed
kitchen block is constructed thee science labs.
ool
for the expanded school
connected to the main waterter
M N QUAD
MAI
MAIN LIB
BRARY AND IT
LIBRARY
supply and sewage system.m.
h plan creates
the crea a central in phase
p se 3 the
pha th administration block
is converted
c verted into the library and
con

BUILDING
q d from Phase
qua
quad Ph One
d ined by buildings
def
defined bu and IT fa
ffac
a ilities as a showpiece next to
facilities
tre
r es and inco
trees incorporating an the e entranc
entrance of the school.
e sting large tree.
exi
existing NEW ENTRANCE BLOCK CK WATER RESER
RESERVOIR
A new admin block at thehe The brick pit excavation is turned
main entrance providing ga into a water reservoir where all
nd
grand entrance, security and the water fro
from the school roofs is
ENTTRAN
ENT RA
AN
ANCE
CE
ENTRANCE ce.
principles office. col
co
c o lec
ol ec
ected
te
collecteded
d
ADMINISTRATION CENTRE ENTRANCE
AND ENTRANCE BLOCK
PLANNED FOR PHASE 3

DESIGNING
2 ND
P H A S E ( 3 0 0 P UP I LS )
• The school becomes better established with
3• R The
D
P HASE (6 0 0 P UP IL S)
school becomes fully established on the site
improved facilities with improved facilities

S TA RT I N G
 DEALING WITH
SLOPE

C O N TO URS ST EP P ING T HE FOLLOW T H E U SE T H E SL O P E

• It is important to understand what
the contours on a site survey plan B UILD ING C ONTO U R S • You could use the slope to create
tiered seating like that found in a
represent: • One solution is to step the building • Build your buildings along the lecture theatre or cinema.
• Contours lines represent points down the slope. contours of your site. • This may be a great advantage
which are all at the same height • You may choose to dig into some • You may need to build up one because it means there is less
above a datum level. parts of the slope and fill out others edge of the building by a meter or digging out and filling. all the
• The closer the lines the steeper the to create a series of level platforms two depending on how steep your students will get a good view of
slope. (floors) site is. the teacher and the blackboard.
• Contour lines are always at regular • You should plan the building so • Alternatively you could dig your • The disadvantage is that the room
height intervals - eg 1m or 0.5m. It that the internal walls are on the building into the slope of the site. can only be used in one way.
is important you know what your steps Consider access, waterproofing
plan is showing. • Consider the size of each level (water seepage from the ground)
• Draw a section through your site - change and how many steps you and the cost of the digging
you will be surprised at the height will need to get from one level to • This is generally the cheapest way
change caused by even a modest the next to build on a sloping site.
slope. • The junctions between the
buildings can be complex &
expensive.

16 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
C L A S S RO O M
CLUSTERS

EXAMPLES
1 ST P H A S E 2 ND P HAS E
• Consider position in relation to masterplan • Further classrooms allow courtyard spaces to be
• Classroom design could be repeatable to allow formed, focusing attention on a specific area.
future development • Courtyards could be given ‘themes’ appropriate
• Raise walkways around classrooms to prevent to different subjects covered in classrooms
flooding in classrooms and allow students to overlooking it
walk between rooms under cover • Existing trees could be used to form shelter in
• Covered ‘break-out’ spaces between classes courtyards
ng,
can be used for different purposes (eg teaching, • Access into classrooms should be from the

BUILDING
assemblies, sheltered group study) courtyard to allow teachers to control spaces
• Retractable screens allow areas to be closed off better
/ opened up to suit different purposes
‘ C O R R I D O R ’

CLASS CLASS CLASS

ROOM ROOM ROOM

DESIGNING
V I E W S
ROOM
CLASS
‘ T H E M E D ’ ‘ T H E M E D ’
C O U R T Y A R D C O U R T Y A R D
ROOM
CLASS

CLASS CLASS STAFF N

ROOM ROOM ROOM

S TA RT I N G
 ‘ C O R R I D O R ’

V I E W S
‘ H I S T O R Y ’
C O U R T Y A R D

STAFF CLASS CLASS

ROOM ROOM ROOM
V I E W S

ROOM
CLASS
1
‘ S C I E N C E ’
C O U R T Y A R D 3 R D PH A SE

ROOM
CLASS
• Access / entrances into classrooms should be
from the courtyard to allow teachers to control
spaces better
CLASS CLASS CLASS • Continue walkways around courtyards wherever
ROOM ROOM ROOM possible (1)
• Classroom wings around courtyards can be
‘splayed’ to accommodate contours of site /
views from the site / other existing features such
as major trees or shrubs
• Repetitive designs are more cost-effective in the
long run; once the design has been understood
and mastered by a contractor, it can be altered
more efficiently using the first-built classrooms as
prototypes

‘ C O R R I D O R ’

18 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
D E TA I L E D
DESIGN
1
CLASSRO O MS
N
2
The layout of the classroom should enable every pupil

EXAMPLES
to sit at their desk and get an uninterrupted view of the
6 teacher who is giving the lesson and the blackboard that
he or she is writing on. It should also allow the teacher to
control the space easily, both visually and physically.
Acoustically, the classroom should not allow too much
5 3
2
LAYOU
LAYO UT
• Keep doo
external noise to come in to disturb lessons; noise from
door in one corner to provide controlled adjacent classrooms and noise of rain drumming on the
entrance and exit from classroom (1) roof are 2 sources of greatest disruption.
• Allow acc
access down sides of classroom and through
middle of desks for students and teacher (2)
4 • Allow mor
more space around outside of room for ‘hands

BUILDING
2 3 on’ classe
classes (science, art etc) (3)
• Staff desk situated in corner of room to give best view
of entranc
entrance and of class (4)
• Blackboard situated behind desk (5)
Blackboar
• Desks allow 2 or 3 pupils to sit side by side. Chairs
integrated into structure (6)

DESIGNING
INT ER NAL/EX T ER NAL 4
S HELT ER ED S PAC ES 6
• A ‘break out’ space (7) in between classrooms and
under a roof can be used for different purposes:
Group study
7 Teaching
Relaxation in between classes
• Fold-away doors / partitions allow for larger
8 gatherings & Assemblies (8)
• Open spaces can be tied in with other class blocks
to create ‘corridors’ in masterplan
• Verandahs and walkways can be used in a similar

S TA RT I N G
9 way; seats can be built into the walls to give extra
space for pupils to sit, conduct individual study and
relax (9)
 [SPLIT LEVEL IN ROOF TO BE ALTERED IN DRAWINGS]

CL I MATI C
CONDI TI ONS • Buffer material should be carefully chosen - it
should be fire-resistant, should not encourage
• Roofs with overhangs minimise possibilities of
insect nesting or deteriorate / rot / decay
water ingress through unglazed windows
• Roofs over raised walkways around classrooms
• Lofts zones inevitably allow dust build up, as well
as areas for insect / vermin inhabitation
provide shelter from rainfall and also minimise
too much direct sunlight
• Guttering should allow rainfall and water
run-off from roofed areas to be channelled
• Impact noise of rainfall causes large disruption in
and collected in containers adjacent to the
classrooms; providing a buffer material between
buildings; this can then be used for flushing
roof surface and room below is beneficial for
toilets, watering vegetation and drinking water
teaching continuity
if filtered)

DAYL I G HTI NG
• Midday sunlight is less ‘directional’ due to • Try to promote an even level of daylighting
Uganda’s equatorial location, therefore sunlight throughout the internal spaces by having
is largely provided from an overhead position windows at regular intervals
• Optimise levels of natural daylight in classrooms • Classrooms with north / south-facing windows
to minimise use of electrical lighting have better diffuse light rather than west / east-
• Polycarbonate roof panels allow light to enter orientation
without creating problematic openings that • Verandah roofs and split roofs can act as
cannot be sufficiently waterproofed ‘light shelves’ to reflect light through high-level
• Direct sunlight causes glare and awkward clerestory windows
internal light contrast; it can also cause solar
heat gain which should be avoided where
possible

N ATURA L
V E NTI L ATI ON • High level openings encourage hot air to
escape to be replaced by cooler air at floor
• Use openings to encourage ventilation to flow
level
through the space to minimise overheating
• Grilles / openings over windows & doors provide
• Unrestricted openings good for keeping spaces
cool; however, classes can suffer from being too
continuous trickle ventilation even when main
cold when conditions are overcast
openings are closed. Insect grilles should be
considered to reduce infestation

20 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
P OW ER & LIGHT
• Photovoltaic cells (1) convert sunlight • Wind turbines (2), if prevailing breezes and winds
into electricity; such cells have become are readily available on the site, are another
increasingly more economical and efficient. source of renewable, cheap energy. It is one
Overshadowing, no matter how slight, should be of the most cost effective methods of energy
2 1 avoided production, even compared to fossil fuel-
• PV and solar heating panels can be fixed to powered methods
roofs that are orientated to the sun for the
majority of the day; the sun in equatorial
Uganda is predominantly ‘overhead’ so

EXAMPLES
orientation is not too critical, but northerly- and
southerly-facing sloped are more efficient than
those facing east and west.
• Sun-driven electricity and heating systems can
provide very cost-effective ways of responding
to the energy requirements of schools, especially
in rural contexts

SANITAT IO N &

BUILDING
• Sanitation block should be built away from other
TO ILET S
accommodation and functional spaces to
3 minimise smells and insect nuisance
• Solar water heaters provide a reliable source of
hot water. Flat plate collectors are more readily
available than evacuated tube collectors but
less efficient (3)
• Rainwater tanks can be used to provide water
to wash and flush toilets with (3)
• Cess pits and tanks should, again, be positioned

DESIGNING
away from other buildings and away from
floodable areas
• Sex separation for toilets and wash facilities
need to be considered; if boarding houses are
to be constructed, toilets and wash facilities
should be incorporated into them

S TA RT I N G
FURTHER INFORMATION
 [EXTRA DETAIL DESIGN SHEETS TO BE COMPLETED
WITH DIAGRAMS...]

DO RMITORIE S
A NCI L LIARY BUILDIN G S
K I T CHE N & DI NI NG AR EAS
COV E RE D SPACE S
A D M I NI STRATI ON

22 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
A simple masonry and timber building in Uganda is a
very different beast to a simple timber and masonry
building in England. The quality of the timber, concrete,
reinforcement and bricks are difficult to understand until
you actually get there, see them, handle them and start

EXAMPLES
to try and work them. The local builders have considerable
expertise in handling their local materials which have
some very different properties to our European equivalents
so it is important any Project Director finds a reliable
foreman/construction manager to provide advice.
The basic building materials in Uganda are timber,
masonry, and corrugated sheeting. Metal frames,
windows and doors are used almost universally to which
glass can be added later if desired and affordable.
Concrete is mixed by hand on site with no quality control.

BUILDING
MA S ONRY
F I R E D CL AY B RI CKS A D V A N TA G E S D I S A D V A N TA G E S
• An indigenous technology that is widely available • Expense – the local area is unlikely to be able to
• The local bricks are handmade and fired in understood and trusted locally. provide enough bricks to build a school and so
enormous stacks above a bonfire. you will have to for the bricks to be brought in from
• The bricks are not much stronger or more a wider area. The cost of transport will become a
durable than handmade sun dried mud bricks. significant part of your budget.
• They crumble easily when handled roughly. • They require the burning of a large amount of wood
• Dimensions: brick sizes vary enormously.

DESIGNING
during manufacture. This leads to deforestation and
the associated problems for the local environment
and economy (cooking fuel costs).

S TA RT I N G
 ISSBs (INTERLOCKING A D V A N TA G E S D I S A D V A N TA G E S
S TA B I L I S E D S O I L B R I C K ) * The materials required for block production and * The technology, being relatively new, may cause
building construction are usually locally available in most people to be reluctant to apply it. Hence, a well co-
regions; therefore, in areas in which timber is scarce ordinated dissemination strategy to introduce it to
For an initial outlay cost of the block making and expensive, construction with interlocking blocks has potential builders is vital.
environmental advantages (no deforestation, low energy
machine, 2 trained workmen can make between requirement for block production and transportation). * Although skilled masons are not needed for
500 - 700 blocks a day. constructing walls, a certain amount of training is required
* Compared with conventional masonry, the dry to ensure that the walls are properly aligned and no gaps
The machine has few moving parts, can fit in assembly of interlocking blocks saves construction time are left.
the back of a boot and easily transported to and a large amount of mortar, which would otherwise be
required for the horizontal and vertical joints. * Also in the production of the blocks training is needed
the building site. Murrim, or non-organic soil, is not only in determining the correct type of soil, correct mix
mixed with cement and water and pressed in the * Very little training is needed. Local labour can be proportion and moisture content, but also in producing
machine. The blocks are stacked and covered with trained in an hour to make the bricks. However, it is VERY uniform sized blocks (that is, avoiding under or over-filling
polythene. Four hours later the blocks can be used important that an experienced project manager do the the block moulds before compaction).
training and oversee the procurement to enforce quality.
for building. It is that quick! Without the need for high-waged skilled masons (except * Even with the greatest care in assembling the walls,
for the base course), by saving cement (less mortar) and the joints are not entirely resistent to wind and rain
with the speed of construction, the building costs are penetration, therefore, plastering the interior wall surfaces
lower than for standard masonry construction. Additional is usually necessary.
costs are saved by building loadbearing walls, instead of
infill walls between a structural framework.
* The structural stability and durability of interlocking
block constructions can be far greater than for
comparable timber constructions. Grout holes
and channel blocks provide means to insert steel
reinforcements in vulnerable parts of buildings for
increased wind and earthquake resistance. Blocks are
unaffected by rain due to the pressure in the manufacture
and the cement used in the process.
* Interlocking blocks can be produced on a small scale
on the building site (for self-help construction), or on a
large scale in centralized production units.
* The interlocking block technique is suitable for the
construction of multi-storeyed buildings, in the same way
as for standard masonry constructions.

STEP 1 STEP 2 STEP 3 STEP 1

The mix is prepared and put in the machine press... ...an oily rag is placed on top... ...the press is operated by 1 person... ...and the pressed brick emerges to be placed in
the sun to cure and dry.

24 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
TI M BER
Timber is an incredibly useful and versatile
construction material. It is readily available and
easy to use.
There are a variety of types and sources of timber
available and so some thought and care needs to
go into choosing which type of timber is used.
A D V A N TA G E S D I S A D V A N TA G E S
• Generally high quality • Expensive
PINE • Straight grain • The timber is soft and so needs to be well protected

EXAMPLES
• Does not twist and split from the weather and other sources of damp.
• Regular sizes • Probably hard to find outside major cities.

H A R DWOOD •
•
Resistant to weather and damp.
Hardwearing.
•
•
This is not felled in a sustainable manner.
Expensive
• Very dense and therefore very difficult to work.
• Very heavy so difficult to move around on a building
site (or get there).

E U C A LY P TUS •
•
The most common construction timber in Uganda
The local tradesmen are familiar with it and have
•
•
Prone to splitting
Develops twisting – particularly in roofs (but this can

BUILDING
developed techniques to deal with it’s various be dealt with).
idiosyncrasies. • The section sizes from the sawmill are not regular.
• Fast growing and generally from managed
plantations so it is a generally sustainable timber.
• A relatively dense and hardwearing timber.
• The least expensive structural timber available.

• •
P LY WO O D Laminated & Processed •
Very stable.
Depending on the particular type it is strong. •
Extremely expensive
Difficult or impossible to find out if it is from a
• Very useful for bracing frame structures – but not sustainable source.
there are lots of other solutions. • Difficult to source in Uganda – even in Kampala

DESIGNING
ROOFING
MATE RIAL
M E TA L
This is the most common roofing material in Uganda and is manufactured to various profiles and colours. It is easy to use and to buy.

PLASTIC
Translucent corrugated sheet is available in Uganda although it is less common than its metal equivalent. It is very useful for letting diffuse light into a space while keeping out
the rain.

S TA RT I N G
T I LI N G
Translucent corrugated sheet is available in Uganda although it is less common than its metal equivalent. It is very useful for letting diffuse light into a space while keeping out
the rain.
26 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
O N WA R D S
& U P WA R D S
SCHOOL
BULOBA S U RV EY OF T HE S IT E WR IT IN G T H E B R IE F

EXAMPLES
On 6th February 2008, Onwards & Upwards Secondary RFF had a detailed survey of the site giving site levels, As designers, RFF found it problematic to finalise any
School was officially opened by the Ugandan Minister for boundary and tree positions. It would have been useful strategy for the school because the site was never
Gender, Labour and Social Development. The school is to have more accurate information about the trees, secured. A more generic approach would have
situated to the west of the Ugandan capital, Kampala, in their size, canopy spread and a designation (ie shade, been helpful, but with minimal experience in working
the district of Wakiso, serving the town of Buloba and the fruit...) with a Ugandan context, it was tricky to arrive at a
surrounding community. brief that PEAS as a client was happy with, and a
masterplanning strategy that would have delivered the
Nearly 2 years before the opening however, PEAS best results.
(Promoting Equality in African Schools) had approached BU Y ING T HE SIT E
RFF to help with the design and masterplanning of a new
school on the outskirts of Kampala. Securing the lease or freehold is problematic with
sites for schools and PEAS, the partnering NGO who

BUILDING
commissioned the school and are now running it,
found this to be especially the case.
Prior to obtaining the land, a lengthy period of time
was spent researching different options and looking at
urban and rural alternatives before Buloba was finally
chosen.

DESIGNING
S TA RT I N G
 OBJECTIVES
OUTSIDE / INSIDE. Create useful external spaces for
teaching and meeting

SPORTS PITCHES. Create spaces for playing and

watching sports

ECONOMY. Build a school within a defined, minimal

budget that was deemed reasonable when set against local
benchmarks

EXPANSION. Allow for future expansion of the school

within the framework of the masterplan

E A R LY P ROPOSA L S
Initially ambitions were allowed to take control for buildings
and general approaches to forming the structure and other
facilities. An easy trap to fall into when working in a venue far
removed from the context is to revert to accepted norms of what
is perceived to be standard practice in designing and building
buildings.
The reality of construction in Uganda is that it is predominantly
single storey and that materials deemed to be entirely
inappropriate for Western / European construction are entirely
adequate.
Designing a scheme to reflect these levels of acceptance
should be at the heart of any approach. As the project
developed, it became much more apparent of the importance of
S I T E M A S T E R P L A N & L AY O U T
having local knowledge and input. Showing phased development and layout of functional spaces

INITIAL CONSTRUCTION IDEAS INITIAL DESIGN IDEAS

Produced in SketchUp - a free modelling program; ideas were developed and shown to the client Again produced in SketchUp, a quick model was made to allow client and user groups to ‘walk through’ the
school
28 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
SE T T IN G O U T
The first few buildings set out on the site were done without the
necessary care and measurement by experienced professionals
/ tradesmen. An appreciation or understanding of traditional (in
Western terms) scaled drawings was not evident.
The resultant compound was far more bunched up and
the communal ‘in between’ spaces were smaller than the
masterplan had tried to achieve.

EXAMPLES
The main teaching block was set out wrongly, which created
a building that was 25% larger than the planned footprint!
D R AW N D E S I G N . . . Obviously this caused unecessary expense, effort and structural
problems in the initial stages; once completed, the classrooms
were too dark because of the depth of the floorplan and too
echo-filled for teachers to conduct lessons in an efficient
manner.

C O M M U N IC AT IO N O F
IDE A S

BUILDING
Explaining what it is that should be built is essential. Obvious
you might think, but a lot more difficult to achieve in practice.
The following techniques were used at Onwards & Upwards:

P L A N D R AW I N G S
Easily understood by most people on the building site.

1 : 1 O N - S I T E D E M O N S T R AT I O N

DESIGNING
. . . T O B U I LT R E A L I T Y
The most effective way of getting across and exploring ideas
that were beyond the everyday scope of local craftsmen.
It is vital to remember that local builders have a wealth of
knowledge when dealing with local materials and widely
accepted techniques.

SCALED MODELS Although this was not widely

used, it would have been extremely helpful to prepare a scaled,
accurate model to try and get initial concepts across at an early
stage.

S E C T I O N D R AW I N G S Not easily understood

S TA RT I N G
by workers

S I T E C O M M U N I C AT I O N C O N S T R U C T I O N D E TA I L
Mock ups of how the brick piers and timber roof trusses were made to illustrate building An improvised scarf joint in a roof truss
techniques
 C O N S T RUCTI ON DE TAILS Corrugated steel main roof Timber Truss

[EXPLANATION OF CONSTRUCTION
DETAILS - WHAT WORKED AND WHAT Ventilation gap at high level
between piers for ventilation & Timber purlin to support
DIDN’T.] natural light corrugated steel roof

Corrugated steel roof over Timber Edge beam

verandah walkway

ISSB / fired clay brick pier with Reinforced concrete ring

reinforced concrete core beam and lintol

Brick cill
Steel post to support verandah
Concrete floor (not
roof
reinforced)
Reinforced concrete
foundations

3D SKETC H SHOWING WA LL TRU SS

C O S T A N D E XPE NSE A ND EAVE C ONSTRU C TION

[Breakdown of costs for this build, Timber roof truss

areas involved & Cost / m2.] Metal strap tieing roof truss to the edge Timber edge beam
beam with reinforcement steel loop connected to the brick
connecting timber edge beam to the pier by a bolt through a
concrete ring-beam below reinforcement steel hoop.
Bolt clamping timber edge beam
to the reinforcement bar hoop.
Reinforcement
connecting the metal
Twin timber beams bolted to the top
hoop for the edge-
of each pier forming ring-beam.
beam with the concrete
ring-beam below.
Brick pier with reinforced concrete core
Reinforced concrete ring-beam Reinforced concrete
connecting brick piers, walls and edge beam
forming window lintols

30 U G A N DA S C H O O L S D E S I G N G U I D E
 USEFUL LINKS
[FURTHER CASE STUDIES OF FOREST

EXAMPLES
HIGH AND BUNYONYI SCHOOLS TO BE
DONE IN SIMILAR STYLE TO ONWARDS
& UPWARDS]

BUILDING
DESIGNING
S TA RT I N G
View publication stats

32 U G A N DA S C H O O L S D E S I G N G U I D E