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BUSIA DISTRICT SCHOOL

TEXAS IMPACT DESIGN

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UGANDApopulation: 32,710,000size: 241,550 km^2capital: Kampalalife expectancy: 53 years

Texas Impact Design is collaborating with villagers in the Busia District of Uganda to design and build a school that will transform their community through education. More than just a building to accommodate the village’s basic education needs, the school will actively promote discovery, self sufficiency, and strong community relationships through architecture that invites everyone to engage in active learning.

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UGANDApopulation: 32,710,000size: 241,550 km^2capital: Kampalalife expectancy: 53 years

Introduction Robin Young-Ellis and Michael Garrison

Growing Food, Growing Minds,Growing Futures

Agriculture as the Foundation for Education

The Classroom asa Learning Tool

The School as a Community Center

Projected Impact

About the Team

How to Get Involved

TABLE OF CONTENTS

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BUILDINGA SCHOOL

IN THE BUSIA DISTRICT

OF UGANDA

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April 2012

During a summer mission trip to Uganda in 2010, I joined Hope 4 Kids International Vice President-International Development Angie Simon for a day’s drive and tour of a village called Bukirayi. The experience was majestic as we sat with the village elders under an old beautiful magnolia tree breaking bread and eating of their village cuisine. They shared their language, traditional dress, and practices with us – an irreplaceable heritage that runs rich and deep through all of the village’s generations.

I was moved by the hospitality of our hosts, but also troubled by what I saw. Uganda is a land of unimaginable beauty, dignity, and possibility, but it is also a land of decay, disease, famine and political upheaval. Recognizing the enormity of community’s needs, I felt compelled to embrace the village of roughly 14,000 by officially adopting the village before I departed Africa. That fall, in 2010, we immediately commenced development to underwrite and build the village a church, two-room clinic, latrine and two water wells. My dear friend, UT alumnus and Houston attorney Joe Jamail heard the story of Bukirayi and joined in our efforts by generously sponsoring one of the water wells. This first phase of development was completed and dedicated in the summer of 2011.

In the second and ongoing phase of development, I seek to provide a means to enable Bukirayi and villages like it to achieve their own social, cultural, and economic sustainability. I don’t want to simply give¬—I want to offer possibilities, hope, and dignity. With this in mind, I contacted Professor Michael Garrison at the University of Texas at Austin, School of Architecture in 2011 to discuss a school design for the Busia District of Uganda, where Bukirayi is located. The school would be an investment in the education, skills, and aspirations of the children—a way to help them break out of the cycle of dependence that they currently live within.

With creativity and compassion, Professor Garrison and the Texas Impact Design team embraced the project. They have analyzed and addressed the many challenges facing communities in the Busia District. They conceived of a school that incorporates the basic needs of education combined with a unique business model of water collection, fish ponds, orchards and farming which teaches an independent and self-sufficient lifestyle.

I’ve often said that I need Uganda more than Uganda needs me. The blessings I’ve received there have been amazing and profound. This project is very exciting for not only myself and the team but for our Ugandan friends and villagers. I deeply believe this is a platform that can make a remarkable impact on the lives of all involved and facilitate the future independence and wellbeing of villages like Bukirayi.

Robin Young-EllisTexas Impact Design Mentor and Sponsor

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April 2012

In the summer of 2011, Robin Young-Ellis, a philanthropist, humanitarian, business woman, and non-profit Hope 4 Kids International board member contacted the School of Architecture at the University of Texas at Austin seeking design assistance for a new rural primary school in Uganda.

In response to Mrs. Young-Ellis’s proposal, several graduate architecture students formed a student group called Texas Impact Design. The group was founded on the idea that design-oriented projects can support community development around the world.

Our research has highlighted many of the problems Ugandans face, including poverty and unemployment, inadequate infrastructure, inadequate financial services, gender issues, and poor social services, especially healthcare. Lack of quality education is at the root of these issues. Today, teacher-to-student ratios are at a grim level of 1:100. While the gender gap in enrollment between boys and girls is only 1.1% in first grade; by seventh grade the gap reaches 16%. Out of 100 students who begin primary school, less than 30 finish, and only 12 continue to secondary school.

Texas Impact Design believes that multiple factors make a successful school. We take a holistic approach and have learned that for children to succeed in school, they need to be healthy and well-fed, have happy and well-trained teachers, learn in safe and comfortable classrooms, have access to proper school supplies, and enjoy sports, art, dance, and music as part of daily curriculum.

More than just a building to accomodate the basic education needs, the proposed school will address the broader issues facing the community by actively promoting discovery, self-sufficiency, and strong relationships through architecture that invites everyone in the village to engage in active learning.

The long-term benefit of the school will be the new generation of well-educated children who eventually return to their community as leaders, teachers, doctors, builders, engineers, and architects.

Michael GarrisonTexas Impact Design AdvisorProfessor of Architecture and Cass Gilbert Teaching FellowUniversity of Texas at Austin School of Architecture

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1 in 4 children are underweight 2 out of every 5 children have stunted growth from malnutrition

2 out of every 5 people have no access to clean water

2 out of every 5 lack food security1 out of every 4 people do not have adequate food

3 out of every 5 people have no access to adequate sanitation

1 out of every 10 children are in a state of starvation

1 out of every 10 children will die before his or her 5th birthday-

more than 1/3 of these deaths will be from undernutrition

$2of people live on less than

per day 54% of income is spent on food

on av

erag

e:

3 out of 10 people are living in absolute poverty

$IN UGANDA

38%

Up to 80% of Ugandan children who enter rural primary school do not complete it. Of those who do finish, only 40% continue on to secondary education. With the second youngest population in the world, quality education is crucial to ensure the country’s future economic growth and stability.

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GROWING FOOD,

GROWING MINDS,

GROWING FUTURES

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THE SUSTAINABILITY OF EDUCATIONRecognizing these issues, Texas Impact Design proposes an innovative school to not only meet, but surpass, the educational and developmental needs of the villagers of the Busia District. Phasing plans enable the school to grow over time and adapt with the village.

The school’s design will promote active learning, merging traditional classroom education with community interaction and practical skills—including agriculture, business, teamwork, and local artistic traditions. The school will encourage students of all ages to develop critical thinking and skills that, with application, will stimulate economic growth in the Busia District.

The school is designed to foster self-sufficiency at all levels. Classrooms and the curriculum are designed around a shared garden, where students learn innovative agricultural methods and balanced nutrition while contributing to their own healthy diets. Classrooms are organized around gathering spaces of various scales, maximizing flexibility and creating safe spaces for learning, play, and community events.

With this collective support and encouragement, children will gain skills they need to thrive in everyday life. Texas Impact Design intends for this adaptable, scalable model for education and community generation to be applied many times in different locations.

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AGRICULTURE AS THE

FOUNDATIONOF EDUCATION

HOW CAN WE HELP?

1 cp FRUIT1 cp VEGETABLES2 oz PROTEIN2 oz GRAIN

every child requires

a day

PROTEIN: 30,180 oz

which can be sold

to fund garden maintenance, new seeds, and equipment

FRUIT: 14,525 cp

VEGETABLES: 61,924 cp

61

33

1,110

each garden produces

production and consumption cycles create a self-supporting

closed system of growth

which will feed all 300 students

addit

ional

servi

ngs

$

aquaculture

effluent

fish

produce

clean water

compost

kitchen

agriculture

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HOW CAN WE HELP?

1 cp FRUIT1 cp VEGETABLES2 oz PROTEIN2 oz GRAIN

every child requires

a day

PROTEIN: 30,180 oz

which can be sold

to fund garden maintenance, new seeds, and equipment

FRUIT: 14,525 cp

VEGETABLES: 61,924 cp

61

33

1,110

each garden produces

production and consumption cycles create a self-supporting

closed system of growth

which will feed all 300 students

addit

ional

servi

ngs

$

aquaculture

effluent

fish

produce

clean water

compost

kitchen

agriculture

4'5'2'1'

1'-2"

1'-3"

2'-3"

Wastewater from 2" Drain Pipe

Filtered Water back to the Tank

Gravel Fill

BIO-Filter

Drainage HoleFish Tank

Drainage PointSlotted Steel Plate

Clean Water from the Cistern

WATER LINE

Compressed Earth Brick( 29X14X11.5 cm )

6'

Overflow Drainge Hole

11 1/2"=1’DETAIL SECTION

Tilapia nutritionTilapia (cooked, dry heat), 3.5 oz (100g)Calories: 128 kcalProtein: 26 gCarbohydrate: 0 gTotal Fat: 3 gSaturated fat: 1 gUnsaturated fat: 2 gTransfat: 0 gCholesterol: 57 mgFiber: 0 g

As you can see, tilapia will provide you with plenty of protein without adding many calories to your diet and it contains no carbohydrates.

Tilapia (cooked, dry heat), 3.5 oz (100g)Selenium: 54.40 mcg (78% DV)Vitamin B12: 1.86 mcg (31% DV)Niacin: 4.74 mg (24% DV)Phosphorus: 204.00 mg (20% DV)Potassium: 380 mg (11% DV)

Tilapia is an excellent source of phosphorus, niacin, selenium and vitamin B12, and a good source of po-tassium.

hatchery

nursery

Hatchery:(min 125 gal for six female breeders)-Hiding Spots-80 degree water-Full grown Female will carry 2000 eggs-Mouth Breeders: when stops eating and has a full mouth, wait 7 days and move to breeding room. When fry can swim by themselves, remove mom.

Nursery:(min 30 gal)-When at least 1” (3-4” more ideal) can move to grow out pond (Density: 6 fingerlings/m^2)

Grow-out:-8-1/2 months to 1 year-Density: 2lb of Tilapia per cubic foot of water

Food:-Fertilizers and manure increase plankton growth (spread sm amounts evenly)-2-5% of body weight /day-duckweed, rice bran, bread crumbs, worms, termites

grow out

AQUACULTURE:tilapia farming

projectUganda

FEEDING AND EDUCATINGA system of aquaponics, slow drip irrigation, and permaculture farming is at the core of the educational and architectural life of the school. Children in Uganda often lack proper diet, making good nutrition a primary issue in the health and growth of primary school aged children. The school proposes to integrate sustainable agricultural practices into the curriculum. This will enable the school to provide food for all of the students in addition to teaching valuable skills, responsibilities, and healthy living. The proposed production methods will become a self-supporting system that will allow for sustained production and agricultural support. Classes offered to adults outside of school hours will encourage parental involvement and create a knowledge base applicable outside the classroom.

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THE CLASSROOM

AS A LEARNINGTOOL

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EXCITING SPACES TO GROWThe school’s architecture will respond directly to its site, using natural ventilation and daylighting to make classrooms that facilitate active learning in a sustainable way. Building assemblies will employ local materials and be designed for inexpensive construction and upkeep. Stabilized soil block will be used as the major construction material. These building blocks are made by compressing a mixture of soil and cement in a small, hand-operated press. This technology offers low construction costs, dramatically reduces the impact of construction on the environment, and is easy to teach and replicate. This approach to construction empowers villagers to construct most of the school themselves with minimal guidance from the design team.

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THE CLASSROOM

AS A LEARNINGTOOL

Classroom OutdoorClassroom

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EXCITING SPACES TO GROWWithin the classrooms, modular building components will enable teachers to personalize their spaces and offer flexible storage. A small loft allows for stack ventilation, as well as an exciting study nook for students high above the ground. Classrooms will be organized around gathering spaces of various scales and characters, maximizing flexibility and creating diverse safe spaces for learning, play, and school or community-wide events.

OutdoorClassroom

ShadedSteps

Learning Garden Aquaponics

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THE SCHOOLAS A

COMMUNITYCENTER

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BEYOND FOUR WALLSBeyond financial sustainability, the Busia District primary school design exemplifies a model of community vitality. Success with students will increase the community-wide perception of the value of education, which will promote consistent attendance and advancement from the primary school. Children at the school will share responsibility in group work and sustainable farming practices, growing their abilities to work with others as well as implementing knowledge valuable to the entire village. By gaining the knowledge, self-confidence, and community support to continue to secondary school, Busia District primary school graduates will have the chance to pursue post-secondary education at a university. They will have attained the skills necessary for life after school, including leadership, management, and collaboration.

As students apply critical thinking learned in school, they will begin to develop innovative businesses and ideas that will further improve the community’s economy. Some former students may actively participate in the growth of the Busia District school and sustain the cycle of education, imparting their knowledge to the next generation.

Site Plan1. Teacher and Student Housing

2. Soccer Field3. Orchard

4. Dining Pavilion5. Administration

6. Library7. Water Tower

8. Barn9. Classroom Building10. Classrom Gardens

11. Latrines

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7. The Roadmap as a plan for success

b. Plan moving forward? (18-19)

i. Site visit in June/July. Include highlights of the itinerary (site visit, meeting with village to discuss ideas, identifying resources, presenting at conference, etc.)

ii. Development of design into CDs this summer

iii. Include anticipated construction date? Do we want to get that specific (or does that tie us into something we might not be in control of at the moment)

c. Who is involved, and HOW DO YOU GET INVOLVED? (20-21)

i. Team bios and headshots

ii. Contact information for how you can be involved

PROJECTEDIMPACTS

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IMPROVING LIVES THROUGH EDUCATION

Beyond financial sustainability, the Busia District primary school design exemplifies a model of community vitality. Success with students will increase the community-wide perception of the value of education, which will promote consistent attendance and advancement from the primary school. Children at the school will share responsibility in group work and sustainable farming practices, growing their abilities to work with others as well as implementing knowledge valuable to the entire village. By gaining the knowledge, self-confidence, and community support to continue to secondary school,Busia District primary school graduates will have the chance to pursue post-secondary education at a university. They will have attained the skills necessary for life after school, including leadership, management, and collaboration.

It is our hope that students will actively participate in the growth of the Busia District, and will work to sustain the cycle of education, imparting their knowledge to the next generation.

“It’s a really strong message when you take a village from a state of dependency to self-sufficiency.I believe that message is something that’s unique about this project.” - Robin Young-Ellis

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ABOUT THE

TEAM

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Kaziah Haviland received a BA from Connecticut College in both Architectural Studies and Italian. After working for architecture firms across the northeast U.S., Kaziah discovered her passion for architecture lies in public interest design, specifically the social implications of design decisions and how design can be applied to alleviate social ills. She received SEED certification over the summer of 2011 and plans to pursue this further upon graduation.

Todd Mattocks graduated in 2010 from the University of Virginia, where he majored in Architecture. While at UVA, he received an academic grant from the Jefferson Public Citizens to study tourist developments in 18th-century port towns along the north coast of Jamaica. While at the University of Texas, Todd worked with Africa’s Promise Village and Professor Garrison to develop a primary school for a village of Maasai warriors in Tanzania.

Rachel Bullock received a Bachelor of Science in Architecture from the University of Michigan in 2007. After graduation she worked in Shanghai before moving to New York to work for Sam Trimble Design. During this time Rachel became both a LEED and SEED Accredited Professional. In 2010 she returned to school to further explore her interests in humanitarian design.

Brian Doherty received a Bachelor’s Degree from Haverford College in 2007, where he majored in the Growth and Structure of Cities. Brian worked as a research assistant for the Federation of American Scientists in Washington DC, where he studied energy efficient materials, emergency relief housing, and other public policy initiatives. Brian’s architectural interests are grounded by a desire to use design to improve the quality of space for all.

Greg Montgomery received his BA from Gettysburg College in Art History while minoring in Studio Art. He was a member of the Men’s Lacrosse team, becoming co-captain his senior year. Greg’s interest in architecture lies primarily in reconciling the spatial and spiritual qualities of buildings with sustainability and affordability. He looks to explore how and why people live like they do, and how how their built environment can be a meaningful part of their lives.

Amarantha Quintana Morales received a BA in Architecture from Washington University in St. Louis. She has several years of professional experience working in New York City. Amarantha is interested in socially conscious and progressive design that strives to redefine the limits of architecture’s role in society. Her areas of interest include Historic Preservation, Latin American Architecture, and Urban Design.

Carrie Joynton received her Bachelor of Arts in Music from Trinity University in 2008. She spent a semester abroad in Rome, and for her senior thesis researched current music practices of shape-note singers in the American South. In architecture, Carrie takes an approach of service, focusing her efforts on providing communities with design that celebrates local assets.

Professor Michael Garrison is a registered architect active in the design and construction of sustainable buildings. He has served as the faculty sponsor of the 2002 and 2005 Solar Decathlon competitions administered by the U.S. Department of Energy and was co-investigator for the 2007 team. Michael’s research has received numerous grants and awards from agencies such as the U.S. Environmental Protection Agency, National Renewable Energy Lab, U.S. Department of Energy, and Austin Energy’s Green Building Program.

Robin Young-Ellis, a philanthropist, humanitarian, and businesswoman, is the founder of RobinYoung & Company, a structured settlement planning firm and founder of Salute to Our Troops Houston. Robin is the Texas-bred daughter and granddaughter of a military family for whom principles of honor and public service have had a big influence in her life. In the summer of 2010, Robin adopted the rural village of Bukirayi that supports more than 14,000 villagers. In her recent return to the village this summer of 2011, Robin, who the villagers call Moma Taaka (“the harvester”), was honored in the village dedication ceremonies for financially underwriting their village church, latrine, 2-room clinic and water wells. Seeing the need for education that teaches a life not of dependency but rather sustainability, Young-Ellis enlisted the help of Texas Impact Design for the design of a fully sustainable school in her continued support of fostering independence and well being in Uganda.

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HOW TOGET

INVOLVED

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WHAT’S NEXT?Texas Impact Design will travel to Uganda this summer to meet with community members. The team will present their design ideas, but will spend most of their time listening, establishing an open and free dialogue to understand how the team can best serve the community members of the Busia District.

The team will also visit potential construction sites, material production sites, and material suppliers to understand the ways that buildings are constructed in the building culture of Uganda. This research mission will help streamline the design and construction phase, and will establish the relationships that will allow the school to thrive.

HOW DO I GET INVOLVED?Texas Impact Design welcomes any and all interested parties to contact them about ways to be involved. For inquiries, please contact:

TEXAS IMPACT DESIGNc/o MICHAEL GARRISON

THE UNIVERSITY OF TEXAS AT AUSTIN1 UNIVERSITY STATION B7500AUSTIN, TEXAS 78712-0222

+1 512-471-0185texasimpactdesign@gmail.com

Partners and Affiliations

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