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Ashinaga Uganda DormitoryNansana, Uganda

I. Introduction

The Ashinaga Uganda Dormitory is located in a rapidly urbanising suburban town, 13 kilometres from Kampala, the capital city of Uganda. It stands on the equator but is high above sea level – giving it a comfortable climate, with winds blowing towards and from Lake Victoria, which lies in the south.

Thisisaresidentialschoolfororphans–ahomefor50studentsfromdifferentcountriesinsub-SaharanAfrica, where they learn how to live together with people of diverse cultures and where they prepare to enter universities abroad.

The building materials were locally sourced – the bricks were made locally and were carefully selected. Throughthelongprocessofconstruction,masonsandlabourersdevelopedprideinthesehand-madebricks,which they had originally thought had no value.

II. Contextual information

A. Brief historical background

Ikko Kobayashi, an architecture student from Japan, visited Uganda in 2003 for his gap year, and volunteered withtheUgandan-JapaneseNGOAshinagaUganda,thenasavisitingstudentatMakerereUniversityandastheinternforalocalarchitecturaloffice.

TheNGO,foundedinJapantooffereducationalsupporttoorphans,launcheditsinternationalactivitiesasa repayment of the world’s contribution after the 1995 Kobe Earthquake. At that time, Uganda had over two million orphaned children who had lost their parents because of HIV, thus Ashinaga decided to begin their activitieshere.Ikko,arecipientofascholarshipfromtheNGO,visitedUgandaonanexchangeprogrammeand was deeply involved in the community.

In2003,Nansanavillagewasahillyverdantcountryareawithapopulationof6,000.Themainoccupationswerefarming,livestockrearingandabrick-makingindustry.TheAshinagaUgandaheadoffice,includingsmallclassrooms,wasbuiltin2003bylocalbuildersincoordinationwithanarchitecturalofficethattheprojectarchitectwasworkingfor,andithasofferedmuchsupporttothelocalcommunity.

B. Local architectural character, including prevalent forms and materials

TherearegenerallytwotypesofbuildingsintheperipheralareaofKampala.Onetypeisasingle-storeyhouse that has brick walls and a timber truss covered with a corrugated metal roof. The other typology is a medium-risestructuremadeoutofreinforcedconcretethatisusuallypoorlyconstructedbecauseoflackofsupervision.Bothusefiredbrickswhicharethemajorbuildingmaterialandareproducedlocally.

Steel-framewindowunitswithglassandburglarproofingarewidelyusedinhouses.Thelimitedopeningsallow only a small amount of natural light and winds to come into the rooms, so most people spend their

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daytime outside of the house and you frequently see people working at small desks outside their house in sunlight and breeze.

Galvanisedmetalsheetingisalsoapopularmaterial.Itofferscoolspacesoonaftersunsetwhentheheatescapes. It is cheap and lightweight.

C. Climatic conditions

The climate is gentle and rather cool despite being on the equator because of the high elevation of the plateau at 1 to 2 kilometres altitude.

Theannualtemperaturerangespansfrom17to27℃.Therearetworainyseasonsinthecountry,startinginMarch(averagerainfall:12centimetresin2012),andtheotherinOctober(averagerainfall:15centimetresin2012),eachlastingaroundtwotothreemonths.Recently,predictingtherainyseasonshasbecomemoredifficultbecauseofclimatechange.

D. Immediate surroundings of the site, including architectural character, access, landscaping, etc.

The site is located one block away from the district’s main street, in the rapidly urbanising suburban town, Nansana,whichisdevelopingasasatellitecity.

Thepopulationexplosionledbyrapiddevelopmentwithoutpropercityplanninghasleftmanyproblemsaroundthesite,suchasunpavednarrowroadscausingtrafficjams,denseresidentialareascausingunsanitaryliving conditions, and rushed building constructions which fail because of the poor structural integrity of the building. Its unequal development of modern urbanised living has created a dichotomy of urban life and countryside life. The site stands between peripheral, rural and suburban areas.

Themostcommonconstructionmaterialishand-madefiredbrick–whichisusuallycoveredwithmortarbecauseoftheroughtextureofthebricksandtheirinconsistentsize.Theworkersusuallylaythebrickswithout much care because they are such a familiar material and are taken for granted. Timber is another over-familiarmaterial–usedforrooftrussesconcealedbyceilings.Reinforcedconcreteisusuallyusedformulti-storeybuildings,alongmainstreets,butrushedconstructionandlackofknowledgeandsupervisionresultsinpoor-qualitybuildings.

E Topography of the project site

Thesiteislocatedinthenorth-westernsideofKampala.Althoughtheregionismildlyhilly,thesiteitselfisflat.Fromthebalcony,youcanlookdownintoashallowvalleyandseeanotherhillonthewesternsideof the neighbourhood. The area was formerly covered with wooded greenery and savannah, but it is now covered with new houses.

III. Programme

A. History of the inception of the project; how the project was initiated

After ten years of its activities in elementary-school-level education, and social support for orphans inUganda, Ashinaga founder Yoshiomi Tamai noticed the necessity for improved higher education to prepare

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AfricanstudentstobecomeleadingfiguresofAfrica’sfuture.HevisualisedAshinagaUgandaKokorojuku(dormitory) as a preparatory school and residential facility to learn the skills andknowledgeneeded toapplytouniversitiesabroadaswellasdevelopthelocalcommunitythroughdifferentengagementprojects.Fundingcomesfromdonors,mainlyfromJapan,tosupportorphans’futureeducation.

B. How were the architects and specialists chosen?

Ikko Kobayashi, having continuous contact with Uganda and other African countries, and his architect partnerFumiKashimuraweredirectlycommissionedbythefoundationasarchitectsforthedesignofthisnew facility. They enlisted other specialists including locally based architect Enock Kibbamu who had known Ashinaga’s activities in Uganda from the very beginning. A local construction company was selected through a standard bidding process.

C. General programme objectives

The main objective of the programme, as presented by the client, was the creation of future leaders who havethemotivationandabilitytocontributetothefutureofsub-SaharanAfrica.Therefore,theprogrammeneeded to provide ideas for enhancing the value and potential of the students’ countries rather than just bringing back knowledge from developed countries.

The architecture team aspired to design a project that enhances indigenous values of the African continent. This belief led to the idea of sourcing all materials and skills from the local communities.

Theclientalsorequiredthatthefacilityaccommodatestudentswhowereselectedfromeachcountryofsub-SaharanAfrica.Theyspendtheirtimehereunderthementorshipoftutorsfromtopuniversitiesaroundtheworld.“StudyCamp”and“PreparationCamp”aregearedtopreparestudentsforstandardisedtestinganduniversityentranceapplications.Inadditiontothecommonacademicclasses,scholarsbenefitfromAfricanandglobalaffairsclasses,computerskills,presentationsanddebateclasses.

Thestudents,internsandstaffalsotakeonpositionsofresponsibilityindailylifewithinthefacility.

D. Functional requirements (i.e. architect’s brief)

The building was designed as a residential school. The client committee had no preconceptions for the building’sdesign.However,becauseof theirexperiencesoforganisingdormitories inotherplaces, theybelievedthatasenseofacourtyardor“quad”isidealforcommunitylife.Also,thenumberofstudentswasexpectedtofluctuate,sothespacesneededalotofflexibility.

The architecture team thought that spaces should be appropriately designed for individual and group study, withlargerspacesforthewholecommunitycoexistingwithquietbedroomsandofficespaces.

Residentsgatherherefrommanydifferentnations,andhavedifferentexperiencesofmodernurbanisedlife.Thebuildingkeepsabalancebetweenhigh-techandlow-techfacilitiesinthekitchensandbathrooms–thelow-techequipmentgivingthebuildingadegreeofindependencefromtheunstableinfrastructureofthisregion.

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IV. Description

A. Building data: volumetry, massing, number of units, surface in square metres, etc.

Area: Totalsitearea: 2,140squaremetres Ground-floorarea: 809squaremetres First-floorarea: 507squaremetres Totalcombinedfloorarea: 1,316squaremetres

Height: Maximumheight: 7.83metres Floor-to-floorheight: 2.89metres Wallheightvariation: 1.1metres,2.1metresand2.7metresfromfloorlevel

B. Evolution of design concepts, including

1. Response to physical constraints – siting, climate, plot ratios, etc.

Thedormitorystandsatapproximately1.2kilometresabovesealevel–givingitacomfortableclimate,with winds blowing towards and from Lake Victoria, which lies in the south. When they started designing the project, the architects noticed that the locals spent hot days outside – in shade and the breeze. Thus the designteamoptedtopositionlongwallsalongsouth-easttonorth-westsidestocreateshadowsduringthehottest period of the day, and have large openings on north and south façades to draw wind and light deep into the rooms.

There are two rainy seasons, but the architects observed the rain does not fall all day. Therefore, they designed the building as predominantly open spaces within which enclosed rooms can be used when the rain isextreme.Whenitrains,residentstakecomfortablerefugewithinclosedspaceslikebedrooms,offices,classroomsandthecanteenarea.Whenitstopsraining, theyexpandtheir territories toopenspaces liketerraces, balconies and the hall which are covered by roofs where they are protected from the heat of the sun andstillallowingforairtoflow.Thewatertankwithsolar-poweredpump-uphelpswithwatershortageswhich people face year round.

2. Response to user requirements, spatial organisation

Thisisaresidentialschoolfororphans–ahomefor50studentsfromdifferentcountriesinsub-SaharanAfrica, where they learn how to live together with people of diverse cultures and where they prepare to enter universities abroad. In the enclosed site, according to the architects the biggest challenge was to keep a proper distance between quiet individual activities and group activities.

Theproject consistsof sixmainbuildings (girls’dormitory,boys’dormitory, staffquarters, classrooms,canteenandoffice)thatsurroundaplantedcourtyardthatisthesocialcentreofthecommunityandwhichbursts into lifewhen the studentsmove across it between classes – the six “clusters” of rooms are allseparately accessed, for security reasons.

Thearchitectsdrewparallellinesoftenbrickwallsofferinglongandnarrowbays,andpositioned“clusters”crossingbays.Rooms that shareabaybetween twobrickwalls areunited (like theofficeentranceandclassrooms), while those that stand either side of a wall are separated (like girls’ bedrooms and boys’bedrooms).

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The long brick walls with their bays spaced apart by 3 and 4 metres are subdivided into sizes that are appropriateforindividualorgroupstudy,andthecanteen,whichspansacrossandunifiesthreebays,islargeenough for the whole community to gather in.

3. Purely formal aspects – massing, articulation of façades, decorative features, use of traditional motifs, etc.

The compound is divided into several volumes, and massing is scaled down to make them more integrated to the surrounding area. Within the site, around the courtyard, the height of the walls is reduced to harmonise the sense of a more personal space.

The bricks, with their heavy visual weight and thickness, give the rooms a sense of security, and contrast withthethin-framedwindow-walls.

4. Landscaping

The site is in an area of unpaved narrow streets, with little open space. It is one block away from a busy street, and is enclosed by houses, a local elementary school and a hotel. A boundary wall makes the school independent from its surroundings in this area. An important challenge was how to link this enclosed site to its surrounding community. The boundary wall is made up of a series of short brick walls with small niches thatlinktheschooltothescaleoftheneighbouringbuildings.Oneofthenichesconnectstothekitchen,andiswherethe“Mother”comesfromthesurroundingcommunitytocookfoodforthestudentseveryday.

Thetenwalls,therugged-shapeandplantedcourtyardsurroundedbybuildings,andsmallreargardensallowthewindtocomein-betweenbuildingsandtheboundarywall.Thecourtyardandgardensarecompletelycoveredwithvariousshrubs,flowersandgrass,while60-by-60-centimetreconcretetilesofferwalkwaysconnectingdifferentspacesinthecomplex.

C. Structure, materials, technology

1. Structural systems in restoration projects, structural interventions

Themainstructuralsystemis150-millimetre-thickreinforced-concreteportalframesenclosedwithinbrickcavitywalls.Theexposedfiredbricksworkasformworkandalsoasfinishingmaterials.Thevariegatedredcolours of the bricks represent the soil, and each of the bricks were carefully arranged to give a beautiful patternofcoloursandtextures.Theelectricityoutlets,switchesandwall-bracketlightswerefabricatedonsite,intimber,tofitintothebrickmoduleof100by110by200millimetres.Withinthewalls,thecavitiesfunction as cable/pipe space and as shelves. The concrete portal frames also allow large openings. The corrugated-ironsheetroofismainlysupportedbysteelhollowsections(75by50by4millimetres)withtimber rafters and purlins.

2. Materials

Allmaterialswerelocallysourced.Firedbricks,steelframe,timber,stoneandconcreteareallfamiliartothe locals.

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3. Construction technology

Construction technologywasalso locallysourced,andon-site fabricationwasencouraged, toutilise thebuilders’skills.Accordingtothearchitects,inthisprojecttheyexploredthepossibilityofimprovingtheworkmanship of the local builders by very careful supervision. During construction architects and builders communicated through English and Luganda – the local language – but mainly through sketches and models, whichtheworkersappreciated.“Ourintentionwasnottojusttransferthearchitects’ideas,buttoderiveknowledgeandideasfromthelocalbuilders’wisdom”–IkkoKobayashi.

4. Building services, site utilities

Thefacilitydoesnothavemechanicalventilation.Forcomputer,Internetandlighting,ageneratorasback-up power was installed because of the instability of electricity from public infrastructure.

Solarpanelsarealsoinstalledontheroofofthegirls’dormitorytosupplypowertosecuritylightsandtothe pump of the underground water tank. This system was funded by the Japanese government’s “Grant AssistanceforGrass-RootsProject”scheme.Thesesystemshavebeenworkingwell,andhavedecreasedthe running costs for the facility.

D. Origin of

1. Technology This is local, but required careful supervision.

2. Materials

All materials are locally available and sourced.

3. Labor force Manyworkers,includingAshinaga’sbeneficiaries,wereemployedfromthesurroundingcommunities.

4. Professionals

Architects:TERRAINarchitects/IkkoKobayashi,FumiKashimura Contractors:ASWANGAHconstructionservices/FrancisKwehangana Consultants:PLANTEKLtd/EnockKibbamu

V. Construction schedule and costs

A. History of project design and implementation, with dates 2011: AshinagasetuptheAshinagaAfricaInitiative 2011: Architectsstartedresearchingandconceptualisingfortheproject 2012–2013: 1st phase of construction 2014–2015: 2nd phase of construction 2015July: Openingceremony

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B. Totalcostsandmainsourcesoffinancing Totalactualcost:998,855USD FundingisfromdonorsmainlyfromJapan

C. Comparative costs (if relevant)

Notapplicable.

D. Qualitative analysis of costs (per square meter, per unit, etc.)

758.47USDpersquaremetre.

E. Maintenance costs (heating, cooling, etc.)

Theusualmonthlycostforelectricityandwateris:electricity250USD;water180USD.However,thissumvaries depending on the number of students that are staying in the dormitory. Because of the mild climate thereisalsononeedforair-conditioningunitsforheating/cooling.

F. Ongoing costs and “life performance” of building, in terms of materials, maintenance, etc.

Lastyearthecentrespentonly900USDforsmallmaintenanceworks.

VI. Technical assessment

A. Functional assessment (use)

Asaresidenceforstudents,subdividedroomsworkwellandareflexibleenoughtoacceptthefluctuatingnumberofresidents.Thebedroomsareunifiedbyonesharedspace.Eachroomisseparatedbyacurtain,andfurniturewithintheroomcanprovideextraprivacy.Eachsharedroomhasonewashroomspace(twowashbasins,ashowerandatoilet).Eachroom’sresidentsareresponsibleformaintainingandcleaningtheirown washroom space.

Asaschool,althoughthereareonlytwodesignatedclassrooms,studentsseemtohavenoissuesfindingareasforindividual/groupstudyonthesite.Also,theopen-airdeckabovethecanteenisusedmorefrequentlythaninitiallyexpected,inparticularfordebatesandtalks.Thestudentshavenamedthisspacethe“sky-deck”.

B. Climatic performance, lighting, natural and/or mechanical ventilation, sun control, insect control, acoustics, orientation, etc., description of systems developed and utilised

Mostofthespacesonsiteareopenenoughtogetnaturallightandventilation,sothereisnoneedtousemechanical ventilation or lighting for daily activities. There are, however, times when electrical usage is vital.Therefore,thesitehasaback-upgeneratorwhichkicksinifthenationalgridexperiencesoutages.ThismeansthestudentswhoareusingcomputersandtheInternetwillnotbeaffected.

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C. Response to treatment of water and rainfall, discharge of water, and retention and release system(s), if any

Sincethereisadryseasonandarainyseason,thefacilityhassystemsinplaceforwatershortagesandforprotection against rainfall.

Therain-harvestingtankundergroundinthecourtyardsupplieswaterduringwatershortages.Solarpanelson the roof of the girls’ dormitory supply electricity to pump water up from the tank, when it is needed. With regular maintenance the system is working very well and has had no issues.

Drainage in the neighbourhood is not optimal due to unpaved, bumpy roads. In order to protect the buildings on site without causing water damage to the neighbouring houses and buildings, the structures have been built 350 millimetres above ground level, each is surrounded by small gardens used to absorb rainwater, and eachbuildinghas370millimetresofstoneslateskirtingtoprotecttheexposedbrick.

D. Environmentalresponse,adaptationtothenaturalenvironment,adaptationtonativefloraandfauna

Inthisproject,thearchitectsplantedasmanynativeshrubsandflowersaspossible.Theresidentsareverypleasedwiththeresultsandexpresstheirappreciationfortheflourishingflora.

E. Choice of materials, level of technology

The level of local technology is not high, so the comprehensive design of this facility was made to be as simpleaspossibleforthelocalpeopletomaintaineasily.Materialsweresourcedfromthelocalcommunityfor the same reason.

F. Response to, and planning for, emergency situations, i.e. natural disasters, floods, winds, fires,earthquakes, etc.

Thesiteisnotrecognisedtobeatriskofnaturaldisasterslikefloods,forestfires,etc.Itis,however,neartheEastAfricanRiftwhichcouldmakeitvulnerable toearthquakes,so thearchitectsandthestructuralengineershaveplannedanearthquake-resistantstructuraldesignforthefoundationsandportalframes,andhave carefully supervised the bricklaying with properly positioned wall ties.

G. Ageing and maintenance problems

In order to protect the brick walls, each wall has a concrete coping on the top, a clear coating for the whole façade and stone skirting to guard against rainfall damage. The structure is maintained regularly by local builders.

H. Design features: massing and volume, articulation of spaces, integration into the site (topography and neighbouring buildings)

Thefragmentedvolumeofthecomplexanditsrestrainedheightmakethecompoundseemtointegratewiththebuildingtypologiessurroundingthesite.Theperpendicularlypositionedglasswalls(tothebrickones)create an amazing impression of transparency and of spaciousness of the site, and the spaces in between are very well distributed and functional.

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I. Impact of the project on the site, in terms of increased circulation or vehicular movement, changes required for infrastructure (particularly for projects in high-density areas), etc.

The construction site boundaries were recessed in several parts so as to give more space back to the neighbourhood street.

J. Durability and long-term viability of the project

Theprojectisexpectedtobedurable,especiallywiththegoodcarethatitisreceiving.Also,sinceallthematerials were sourced locally, there is no need for special materials or skills for maintenance.

K. Ease and appropriateness of furnishings, interior design and furnishing

Therearetwokindsoffurnishinginthisfacility:(1)partsthatweredesignedintothebuildings,likewallbracketlights,whichwerepositionedthroughouttoaccommodatethefluctuatingnumberofstudents;and(2)furniturewhichwasacquiredfromlocalcarpenters.

VII. Users

A. Descriptionofthosewhouseorbenefitfromtheproject(e.g.incomelevel,socio-culturalprofile,etc.)

Thebeneficiariesoftheprojectareorphanedscholarscomingfromdifferentcountriesfromsub-SaharanAfrica who are helped by the Ashinaga Africa Initiative to be accepted in some of the best universities in the Western world and grow into the leaders of the future.

Recentlytherewasanincreaseofinterns,mainlyfromEuropeandtheUnitedStates,choosingtospendtheir vacations and break years helping the management of the centre.

B. Response to the project by clients, users, community, etc.

1. What do architectural professionals and the cultural “intelligentsia” think about the project?

The local professionals as well as cultural representatives are very impressed by the project, in particular the architects. The most impressive thing about the project according to local architects is the quality of thefinishedwork.Theyalsopointoutthatthequalityofworksinthecountrysincecolonialtimesisnotsomething to be proud of, and that this project in a way shows to many that you can produce an impressive building using local material.

The project is often visited and studied by local as well as international architecture schools.

2. What is the popular reaction to the project?

The client, management and the users of the building all have positive views of the project. The users are veryimpressedbytheuseof localmaterial, inparticular thebricks.Locally thefiredbricksarenot leftexposedbutarecoveredbyplaster,aspurchasedbricksareusuallynotof thesamequalityorsize,andbricklaying quality is very low.

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3. What do neighbours and those in the immediate vicinity think about the project?

The neighbours are very welcoming of the project and are happy it is located in their neighbourhood. They think that the project has a positive impact on the vicinity, from the simple exterior lights illuminatingthe surrounding street at night, to the impact the project has had on the local economy during and after its construction.

VIII. Persons involved

A. Identificationofprojectpersonnelandtheirrolesintheproject(e.g.client,architect,planner,consultant,craftsmen, etc.)

Principalarchitects: IkkoKobayashi,FumiKashimura Consultant,projectmanager: EnockKibbamu Consultant,sitesupervisor: AmonHabmugisha Consultant,structuralengineer: NdozirehoRonnieMulindwa Constructor,director: KwehanganaFrancis Client,founderofAshinaga: YoshiomiTamai Client,boardmemberofAshinagaUganda: YukichiOkazaki Client,formeractingDirectorofAshinagaUganda: YukaYamada Localleaderfromsurroundingcommunity: FredKabanda

IX. Bibliography

A. List of publications

Shinkenchiku,January2018,pp.106–115 Shinkenchiku,May2014,pp.106–113 JA(JapanArchitecture),winter2015,p.36 SD(SpaceDesign),2012,pp.24–25 AfricanDesign,May2016,p.35

Bekim RamkuMay 2019

Ashinaga Uganda Dormitory

Groundfloor

Axonometry

Section

Groundfloor

The compound is divided into several volumes, and massing is scaled down to make them more integrated to the surrounding area.

Tenparallellinesmadeofbrickwalls,offerlong-narrowbays.“Clusters”arepositionedcrossingbays.

Theperpendicularlypositionedglasswalls(tothebrickones)createanamazingimpressionoftransparency and of spaciousness of the site, and the spaces in between are very well distributed and functional.

The concrete portal frames also allow large openings.

Theplantedcourtyard,surroundedbythesixmainbuildings(girls’dormitory,boys’dormitory,staffquarters,classrooms,canteenandoffice),isthesocialcenterofthecommunity.

Thecourtyardandgardensarecompletelycoveredwithvariousshrubs,flowers&grass,while60x60cmconcretetilesofferwalkwaysconnectingdifferentspacesinthecomplex.

Long walls are positioned along southeast to northwest sides to create shadows during the hottest period of the day, and have large openings on north and south facades to draw wind and light deep into the rooms.

Theopen-airdeckabovethecanteenisusedmorefrequentlythaninitiallyexpected,inparticularfordebatesandtalks.Thestudentshavenamedthisspacethe‘sky-deck’.

The long brick walls with their bays spaced apart by 3 and 4 meters are sub–divided into sizes that are appropriateforindividualorgroupstudy,andthecanteen,whichspansacrossandunifiesthreebays,islarge enough for the whole community to gather in.

The“Mother”comesfromthesurroundingcommunitytocookforthestudentseveryday,linkingtheschool to the scale of the neighboring buildings.

The corrugated iron sheet roofs are mainly supported by steel hollow sections. They protect open spaces like terraces, balconies and the hall, from the heat of the sun and still allowingforairtoflow.

Burnt bricks, steel frame, timber, stone and concrete used for the school are locally sourced and all familiar to the locals.

The variegated red colors of the bricks represents the soil, and each of the bricks were carefully arranged to give a beautifulpatternofcolorsandtextures.Theelectricityoutlets,switchesandwall-bracketlightswerefabricatedonsite,intimber,tofitintothebrickmodule.

The bricks, with their heavy visual, weight and thickness, give the rooms a sense of security, and contrast with thethin-framedwindow-walls.

2019 on site review report - s3.us-east-1.amazonaws.com

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