Professional Writing Service http://StudyHub.vip/ARCHITECTURE-AND-RURAL-PEDAGOGY--SUSTAI 👈

1. ARCHITECTURE AND RURAL PEDAGOGY: SUSTAINABLE
ARCHITECTURE AS A TOOL FOR IMPROVING EDUCATIONAL QUALITY IN
RURAL ETHIOPIA
This thesis is submitted in partial fulfillment of the B.Sc. in
Architecture thesis in the school of Architecture and urban planning
At Mekelle university
February 15, 2016
Advisor
Samuel Bekelle (M sc.)
Author
Samuel Abebayehu

2. pg.1
I declare that the thesis project entitled ARCHITECTURE AND RURAL PEDAGOGY:
SUSTAINABLE ARCHITECTURE AS A TOOL FOR IMPROVING EDUCATIONAL
QUALITY IN RURAL ETHIOPIA describes works undertaken as a part of Bachelor degree at Mekelle
University, school of architecture and urban planning, is my original work and has not been presented in
any university. All views and opinions expressed there in remain the sole responsibility of the author. I
also declare that all sources I have used or quoted have been indicated and acknowledged by means of
complete references.
BY: Samuel Abebayehu
February 15, 2016

3. pg. 2
A thesis submitted to the school of architecture and urban planning, Ethiopian institute of technology-
Mekelle (EiT-M) Mekelle University, in partial fulfillment of all requirements for the award of a
bachelor degree of architecture.
Title: ARCHITECTURE AND RURAL PEDAGOGY: SUSTAINABLE ARCHITECTURE AS
A TOOL FOR IMPROVING EDUCATIONAL QUALITY IN RURAL ETHIOPIA
AUTHOR: SAMUEL ABEBAYEHU
February 15, 2016
Approved by board of examiners: signature date
Examiner 1 ___________________ ______________________
Examiner 2 ___________________ _______________________
Samuel Bekele (M.sc) __________________ ______________________

4. pg. 3
CONTENTS
List of figures and tables..................................................................................................................................................................................................... 5
Acknowledgement.................................................................................................................................................................................................................6
Abstract...................................................................................................................................................................................................................................... 7
CHAPTER 1: INTRODUCTION ............................................................................................................................................................................8
1.1 Background............................................................................................................................................................................................................8
1.2 Problem statements.................................................................................................................................................................................................8
1.3 Motivation..................................................................................................................................................................................................................9
1.4 Objectives ...................................................................................................................................................................................................................9
1.4.1 General objective............................................................................................................................................................................................9
1.4.2 Specific objective...........................................................................................................................................................................................10
1.5 Research questions.................................................................................................................................................................................................10
1.6 Significance of the study......................................................................................................................................................................................10
1.7 Scope of the study...................................................................................................................................................................................................11
1.7.1 Geographic scope...........................................................................................................................................................................................11
1.7.2 Thematic scope...............................................................................................................................................................................................11
1.7.3 Time scope.......................................................................................................................................................................................................11
CHAPTER 2: LITERATURE REVIEW ..............................................................................................................................................................12
3.1 Introduction..............................................................................................................................................................................................................12
3.1.1 Definition of Terms....................................................................................................................................................................................12
3.2 Rural Areas and Vulnerable Kids.....................................................................................................................................................................12
3.3 Elementary School Buildings in rural Ethiopia...........................................................................................................................................14
3.3.1 Interior space, anthropometry, and indoor air quality of school buildings ...........................................................................15
3.3.2 Energy efficiency and sustainability.......................................................................................................................................................15
3.3.3 Sanitation and Health Impact of school buildings..........................................................................................................................16
3.3.4 Activity of Students and accessibility of buildings..........................................................................................................................17
3.4 Community participation and the Government.........................................................................................................................................17
3.5 Summary of literature ...........................................................................................................................................................................................18
CHAPTER 3:RESEARCH METHODOLOGY................................................................................................................................................19
Introduction............................................................................................................................................................................................................................19
3.1 Instruments ...............................................................................................................................................................................................................19
3.2 Process .......................................................................................................................................................................................................................20
3.3 population and Sampling ...................................................................................................................................................................................20
3.4 Data Collection ......................................................................................................................................................................................................20
3.5 Data Sources.............................................................................................................................................................................................................21
3.6 Data Analysis............................................................................................................................................................................................................21

5. pg. 4
CHAPTER 4:DATA ANALYSIS AND RESEARCH FINDINGS.........................................................................................................22
4.1 Background ..............................................................................................................................................................................................................22
4.2 Results explored through the house-hold survey......................................................................................................................................23
4.2.1 Elementary schools and community.....................................................................................................................................................23
4.4.2 Accessibility/enrollment...........................................................................................................................................................................23
4.2.3 Economic activity ........................................................................................................................................................................................24
4.3 Research findings from interviews with education officials .................................................................................................................24
4.4 FINDINGS FROM SCHOOL SURVEY AND CASE STUDIES ............................................................................................24
4.4.1 Classrooms and learning environment.................................................................................................................................................25
4.4.2 Facilities...........................................................................................................................................................................................................25
4.5 Teaching pattern and quality of education..................................................................................................................................................26
4.5.1 the case of shafat primary school...........................................................................................................................................................26
4.6 Case study-1 ............................................................................................................................................................................................................27
4.7 CASE STUDY-2..................................................................................................................................................................................................30
4.8 Key Points Adopted From the Case Studies.....................................................................................................................................31
5. Conclusion and recommendations...........................................................................................................................................................................32
5.1 Project identification and Site selection .......................................................................................................................................................33
5.1.1 SITE SELECTION CRITERIA.........................................................................................................................................................33
architectural PROGRAM..........................................................................................................................................................................................36
design project..................................................................................................................................................................................................................38
chapter six: research appraisal.........................................................................................................................................................................................44
6.1: brief presented to the jurry .........................................................................................................................................................................44
6.2: QUETIONS asked by the jurry members...........................................................................................................................................44
6.3: JURY ’S FINAL REMARK (UN ANSWERED QUESTIONS) ........................................................................................44
6.4: ANSWERS given to jury members........................................................................................................................................................44
List of references..................................................................................................................................................................................................................45
Appendices.............................................................................................................................................................................................................................47
Education officials, school principals, educators interviewed......................................................................................................................47
Interview questions .......................................................................................................................................................................................................47

6. pg. 5
LIST OF FIGURES AND TABLES
Figure 1. Photo of one of the classic model classrooms from Tigray, Ethiopia
Figure 2. Classic classroom space usage floor plan
Figure 3. A newly adopted space usage of the classic model floor plan
Figure 4. Gando primary school
Figure 5. Construction of Gando elementary school
Figure 6. Classroom interior photos (shafat school)
Figure 7. Building sections of gando primary school
Figure 8. Building natural ventilation system/3d section
Figure 9. A biotope where children can experience nature
Figure 10. Evolution of the form
Figure 11. master plan of proposed school
Figure 12. Direct access to the farming garden from each classroom
Figure 13. aerial view rendering of the proposed school
Figure 14. A rendered view of fruit garden
Figure 15. Front elevation
Figure 16. Rear elevation
Figure 17. Building section
Figure 18. Rain water harvesting system of the classrooms
Table 1. The comparison of classic classroom model

7. pg. 6
ACKNOWLEDGEMENT
I would like to thank to Almighty God for all His blessing to complete this thesis. Firstly, I would like
to thank to my adviser, Samuel Bekelle for his support and guidance. Furthermore, I would like to
dedicate my appreciation to my friends in the school of Architecture and urban planning for their support
during completion of this thesis. Finally, very special thanks to all the members of my family, for the
warm encouragement and love in carrying me through the challenging times during this study. I would
like to also acknowledge Teacher Kiros of shafat primary school and each person who has contributed
to the success of this report, whether directly or indirectly.

8. pg. 7
ABSTRACT
This thesis seeks to examine the possible ways to address the problem of vulnerable communities
(particularly rural village communities) by using sustainable architecture as a tool for development of
the communities and improving educational quality.
Through the exploration of themes of sustainable architecture, ecological schoolyards/landscapes and
environmental education, along with case studies, the thesis will gather creative ideas which schools
have to be successfully developed on their grounds to create opportunities that encourage children to
explore the natural environment and learn about sustainability.
Finally, the goal of this thesis will be to demonstrate how architecture can become an important part of
educational and community development.

9. pg. 8
CHAPTER 1: INTRODUCTION
1.1 BACKGROUND
Primary school enrollment starts at age of seven. Most schools in Ethiopia which can be considered
as primary has an age group for pupils from age 7 up to the age of 10, 11 or 12. Primary schooling
in Ethiopia consists of grades 1-8. The sequence is divided into two cycles: basic education (grades
1-4) and general education (grades 5-8). The goal of primary education is to prepare students for
secondary education or for technical and vocational training. Four core subjects are taught in grades
1-4, six in grades 5-8.
Those primary schools operating on a shift system have 40-minute classes, whereas classes without a
shift system are 45 minutes long.” This “shift system” was introduced to address the problem of
overcrowding when resources are limited, economists and planners often advise the use of multiple
shifts, whereby different cohorts of students attend school during different hours of the day, so as to
more fully use the existing infrastructure, rather than investing in new schools or expanding existing
ones. The cost savings can be significant. (Serge, 2009)
A study by (Robert, 2010) shows that the literacy rate in Ethiopia was about 45 percent. While
there have been many new schools built within the past 10 years, in rural areas there are still many
communities with no realistic access to an elementary school.
1.2 PROBLEM STATEMENTS
As elementary schools are link to the community and the center of childhood, their design needs to
consider that major and important part of the population which have direct daily interaction. Though,
the current situation show us that school building design has not even evolved over time and need. The
elementary school (grades 1-8) net enrollment ratio increased from 36% in 1999 to 85.3% in
2011/2012. Although the rapid growth of the number is one vital indicator that measures performance
in education sector, the need for better and increased quality of educational facilities and buildings in the
country has not yet fulfilled.
 The physical form of Ethiopian schools began in the last century with the classic classroom
design. The design of the classic room is a single story volume under a gable roof. The structure’s

10. pg. 9
simple rectangular plan consisted of aligned doorway often facing the teacher’s desk on the
opposite side. The teacher’s desk faces the students backed by a chalkboard. This typical layout
suggests the behavior of the educational activity within. The teacher as the dispenser of
knowledge, assumed the focus. No students are encouraged to work in groups around clustered
tables. Columns and rows of desks defined a lecture/ listen approach, with the desk arrangement
focusing attention on the teacher and preventing students from other forms of interaction. And
educators often overlook the positive impact of changing the environment of the school itself
when considering how to improve the quality of education. (Sanoff, 2007)
 Ethiopia is highly vulnerable to natural and human induced hazards, mainly drought. Such
hazards and associated disasters have great consequences on children and the education system
(INEE, 2013).
 According to UN estimates, between six and ten percent of the population in low-income
countries lives with disabilities. Yet, the accessibility of elementary school buildings is overlooked
and not considered.
1.3 MOTIVATION
Motivation of this study is the belief that success in learning means success in development. As
children are the future of the country, and better education can lead the town to better development.
This study will allow the researcher to explore the current situation of the elementary school
buildings and their environment in Mekelle, Ethiopia. And how they affect the society as just
buildings, and how architecture can be humanitarian to help vulnerable kids. It will also allow to
participate in solving the problems of the society.
1.4 OBJECTIVES
1.4.1 GENERAL OBJECTIVE
The general objective of this study is to identify the possible methods that improves the quality of
educational facilities and education as a whole by involving architecture as a tool.

11. pg. 10
1.4.2 SPECIFIC OBJECTIVE
To achieve better quality education and community development through architecture it’s important to:
 Address the main problem of the society regarding enrolment and participation
 Explore the preferences of educators and students in improving the quality of education
 Study the accessibility, comfort, sustainability and other architectural qualities of existing
elementary school buildings in Mekelle area.
 And, propose a sustainable design solution for the identified issues and problems.
1.5 RESEARCH QUESTIONS
The baseline for the research of the thesis can be implicated as to the research questions listed below.
The research is addressed to these major questions and several subsidiary questions:
Research Question 1: How does sustainability –from environmental through to social/economic impact
the design of rural school buildings?
Research Question 2: How does improving the built environment lead to a better quality education?
3.1 How can sustainable school buildings can used as an intentional teaching tool for the
students and society?
3.2 What are the physical classroom characteristics that teachers and students most prefer?
These questions guided the development of specific interview questions and the identification of patterns
and themes in the field notes and analysis of relevant documents.
1.6 SIGNIFICANCE OF THE STUDY
It’s a fact that, education plays a key role in the development of the country. This study will examine and
enhance the role of educational facilities as a tool for development. I believe that this study will be an
eye opener for many professionals that how important elementary educational environment are to the
society, and that they are by far the most ignored when coming to their design as buildings. The
implication of the result could attract attention of charities and local authorities to really consider the
investment in education.

12. pg. 11
1.7 SCOPE OF THE STUDY
1.7.1 GEOGRAPHIC SCOPE
The specific study areas of the thesis will depend on the demographics that will be obtained according
to the working plan. But, Mekelle and surrounding rural towns like aynalem and quiha are focus area of
the study.
1.7.2 THEMATIC SCOPE
The thesis will cover analysis and design of both at the macro (entire building and surrounding landscape)
and micro (individual classrooms) level. The research also studies the social impact of those buildings so
that it will cover the society as part of the focus group other than the occupants and users of the buildings.
1.7.3 TIME SCOPE
The time scope of the thesis is a period of 4 months including proposal, research and presentation. Data
collection and analysis will take up to 20-30 days of the total research time.

13. pg. 12
CHAPTER 2: LITERATURE REVIEW
3.1 INTRODUCTION
The review of literature focused on four major titles and areas of researches related to rural elementary
schools. And the three major research questions. Much researches and many publication are found
on the issue of lower educational facilities in Ethiopia. This chapter will review some of those selected
publications and researches.
3.1.1 DEFINITION OF TERMS
Although definitions are broad philosophical statements, and tend to be difficult to articulate into
specific design objectives, they are important to emphasize the need for a holistic approach to
designing buildings and integrated system.
Pedagogical Design- The design of student learning opportunities and environments which is based
on literature, research and best practice.
Sustainable design- The art of designing physical objects and the built environment according to the
principles of economic, social, and ecological sustainability.
Rural- a rural area is a geographic area that is located outside cities and towns. The Health Resources
and Services Administration of the U.S. Department of Health and Human Services defines the word
"rural" as encompassing "...all population, housing, and territory not included within an urban area.
Whatever is not urban is considered rural."
3.2 RURAL AREAS AND VULNERABLE KIDS
A study by (World Bank, 2005) In countries where overall coverage is low, such as in Ethiopia,
urban children are much more likely to have access to school than their rural peers as shown in the
following Figure.

14. pg. 13
Urban areas are better served, partly due to resource allocation decisions that have traditionally
favored urban areas. They have also been aided by the presence of a private (construction) sector,
and greater wealth, which allows households to step in where government fails.
Source: Central Statistics Agency et al. (2010). Atlas of Ethiopia 2007; Population and Housing Census.
Another study shows that In Ethiopia as a country with only 32 percent of rural children enrolled in
primary school in 2000, many primary schools are endowed with libraries and laboratories (World
Bank 2005f). Beside this (UNICEF, 2010) argues that the national and regional policies regarding
how to ensure good quality early childhood education need review and reconsideration.
Improvements in scale and quality will probably include a policy that encourages more private
provision of the service; requiring community organizations to open pre-primary schools; scaling up
the child-to-child pre-school program; using the traditional church and public schools; and involving
TVETs in the production of pre-school materials and equipment.
The vulnerability of rural kids is well studied by (INEE, 2013) the study states that The education
system in Ethiopia is hit hard when schools are destroyed by flood and/or communities are forced
to abandon their homes due to drought or floods, leaving children particularly vulnerable in terms
of access to education. It also adds that the need assessment conducted in 8 different region of the

15. pg. 14
country (including Tigray) in the year 2012 is evidence that 236,464 primary school students (39%
girls) were affected by several emergencies at the time of the assessment, including drought, floods,
conflict and heavy windstorms. And that, Close to 17,000 children had reportedly dropped out of
school and hundreds of thousands were at high risk of dropping out. Yet, an earlier studies by
(Anbesu and Junge 1988) (Karen, 1998) examined factors influencing primary school participation
and performance rate of children in primary school, are identified as most of which relate to demand-
side or household factors. These include:
• No local opportunity for post-primary education;
• No link between primary education and wage employment opportunities;
• Irrelevancy of schooling to rural life;
• High direct costs of schooling;
• High opportunity costs;
• Poor quality of schooling and infrastructure; and
3.3 ELEMENTARY SCHOOL BUILDINGS IN RURAL ETHIOPIA
In Ethiopia, there always has been one main type of constructing elementary school buildings. (Serge,
2009) calls this type of constructing the “classic classroom” type. It also shows that the classic
classroom accounts for the vast majority of today’s stock of long-lasting classrooms in Africa. This
very popular architectural model has been used, with slight adaptations, in almost all school
construction programs implemented by governments, communities, contract management agencies,
and development partners. Among 228 construction projects in our sample carried out over the past
30 years, 91 percent involved construction of the classic classroom.
The study also identifies the
construction materials as:
• Floor: in concrete
• Walls: in block masonry non-
load-bearing walls with concrete
columns
Figure 1 Photo of one of the classic model classrooms from Tigray, Ethiopia

16. pg. 15
• Ring-beam in concrete
• Roofs: generally in corrugated metal sheets on steel trusses or wooden trusses
3.3.1 INTERIOR SPACE, ANTHROPOMETRY, AND INDOOR AIR QUALITY OF SCHOOL
BUILDINGS
Educational researchers have theorized that views out of windows cause unnecessary distractions for
children in the classroom. On the contrary ophthalmologists1
concerned about the prevalence of eye
strain in work environment, have stressed the importance of the availability of distant views to offer
relaxation to the eye engaged in close work on a computer or other near task. Young children, whose
eyes and visual processing capabilities are still developing, maybe especially sensitive to these issues2
.
In addition, existing international research has shown that the physical dimensions of school
environment have important effect on students’ behavior and attitudes to learning (Weinstein and
David, 1987; Tanner 2000). Research has also shown that the quality of indoor environments can
affect the health and development of children and adults (BICE, 2006). A number of factors,
including light, color, density, noise and general physical classroom as well as outdoor environment
have been found to have an impact on pupils’ experiences at school (Maxwell 2003; Tanner, 2000)
Besides, A base is required for every class or group of children within the school, whether in the form
of an enclosed classroom, or as part of a more open-plan area. It must be large enough to gather at
least 30 pupils together for registration, listening, discussion and for whole-class teaching. An area
of at least 35m2 is likely to be needed for adequate table space for every pupil, whether arranged in
groups or rows, and the teacher’s workstation.
3.3.2 ENERGY EFFICIENCY AND SUSTAINABILITY
Energy efficiency in schools is a major concern nationwide, since every dollar spent on maintaining
a school is the money less that is available for curriculum materials and support. The use of daylight
1
Ophthalmologist- a doctor who treats eye disease.
2
ML wolbarsht “the development of Myopia in relation to the lighting environment” in the proceedings of the
5th
international LRO lighting research symposium, Lighting research office, November 2002

17. pg. 16
to illuminate classrooms is an obvious approach to reducing energy use, since almost all rural schools
operate during the daytime when there is plenty of daylight available. However, it is also a complex
issue, since energy savings from daylight is not only a function of daylight availability, but also how
efficient design of the daylight and electric lighting system is, whether and when the electric lights
are turned off, and how much extra heat loss or heat gain is introduced into the buildings via the
openings provided for daylight. In order for architects and engineers to optimize these issues, they
need to understand the positive and negative characteristics of windows and skylights, and how they
interact with other systems in the building. Thus, we have attempted to characterize some of the
component parts of a classroom day lighting system in order to provide more detailed guidance on
classroom design. (Heshchong, 2003)
3.3.3 SANITATION AND HEALTH IMPACT OF SCHOOL BUILDINGS
Over the years, strong evidence and research have shown that school building impact student’s health
and their ability to learn (Figuero & Rea, 2010; Heschong, 2003, and Lackney, 2001).
Yet, (INEE, 2013) showed that many of our country’s schools are in disrepair, with systems in need
of repair or replacement. As school water tanks dry up and sanitation facilities deteriorate (in schools
where these facilities exist in the first place), the overall school environment becomes unsanitary,
which discourages students from attending school. An unsanitary school environment also puts
children at higher risk of contracting diseases, including Acute Watery Diarrhoea (AWD), which in
turn contributes to further dropouts. The study also portrays schools as a tool that can serve as places
to share lifesaving information in the areas of health, hygiene and protection and to reach school
aged populations for other sectoral interventions such as health and hygiene programs.
As (Serge, 2009) puts it, A large number of primary schools throughout Africa fail to provide a
healthful and conducive learning environment for children. The quality of the primary school
facilities, that is the package of facilities offered, their durability and functionality, is often abysmal.
Many schools in Sub-Saharan Africa consist of classrooms only, and temporary structures form a
large share of the classroom infrastructure. There is no potable water. There are no working sanitary
facilities, nor any other school facility, such as an office or storage space for learning materials.
Further, school furniture is often broken or lacking entirely. Research suggests that these conditions
have a significant negative impact on whether children attend and complete primary school and
whether teachers show up for work.

18. pg. 17
3.3.4 ACTIVITY OF STUDENTS AND ACCESSIBILITY OF BUILDINGS
(UNICEF, 2010) studied that the involvement of students in extra curricula activities is very limited
due to the uncomfortable environments and their family income level. The study mentions some of
the student’s comments as “one student expressed, “There is no time to participate in school clubs
when we are in need. Our priority is placing food on the table.”(SNNPR, Girls, 15-18) Children
are often not allowed to participate since they are required to help in the home with household
chores, especially for girls. Despite the number and variety of clubs in schools they are often geared
towards older students. Especially mini media, anti HIV and music clubs set a minimum age
requirement which many young people feel to be exclusionary.”
The same study adds that, Lack of facilities for recreation was a recurring issue raised in focus groups
across several of the regions, not only in terms of a representing a shortcoming regarding the “Right
to Play” but also the negative impact this has on social delinquency: “Especially in rural schools,
playgrounds are not suitable. They are either rocky or muddy and many of us have been badly injured
even to the extent of having limbs broken. “(Oromia, Boys, 10-14). “There used to be football fields
in the community earlier, but now they are all closed so now we are forced to play on the streets.....
(Oromia, Boys, 15-18) All the available land is owned by individuals and these persons prohibit us
when we want to play.” (Oromia, Boys, 19-24)
3.4 COMMUNITY PARTICIPATION AND THE GOVERNMENT
According to (ENA, 2011) the achievements of the educational development, in part, attributed to
the involvement of the society in the sector. Their contribution in the renovation as well as upgrading
activities of schools, the construction of new ones in remote rural areas and applying various strategies
to motivate parents to send their daughters to the schools are all worth mentioning. In other words,
the overall achievements presented earlier would not have been possible if the communities did not
send their children to schools or do whatever is required of them. Therefore, this is testimony to the
attention given to community participation in expediting educational development particularly at the
primary level.
Community participation can increase local ownership, improve the planning process, ensured local
priorities are addressed, provide oversight and promote better maintenance. (Leathes, 2012)

19. pg. 18
Increasing access as well as improving the quality of education requires budgetary allocation. The
proportion of the education expenditure to the total government expenditure reflects the states
commitment to education. In addition, studies by (Fernando, 2004) and (David, 2010) showed that
the idea of building a school in the middle of Africa met with a very positive response with foreign
charity programs and donors.
3.5 SUMMARY OF LITERATURE
The importance of upgrading education facilities and buildings is clearly observed on the literature
review. As educations is important, elementary schools are the starting point of it. Although some
researches shows that the enrollment ratio of elementary schools in Ethiopia is increasing at a
satisfying level, the need for the upgrading and increasing quality is inevitable. According to most
studies the provision of water and sanitation is also a question that needs to be addressed, when it
comes to Ethiopia, The concept of sustainability as an answer to the increased demand to high
performance buildings.

20. pg. 19
CHAPTER 3:RESEARCH METHODOLOGY
INTRODUCTION
This study will employ a research strategy that utilizes both quantitative and qualitative methods to
elicit information about client communities and users and nonusers of educational resources at the
household level (Davison and Kanuyka 1990)3. The approach will have the advantage of being able
to elicit critical information about the relationship between a community and school—a central
aspect of educational demand in rural and urban areas. Equally, the research will allow for an
assessment of community-generated solutions to problems facing the education sector.
3.1 INSTRUMENTS
Increasing evidence suggests that without appropriate input from communities, implementation of
educational reforms is unlikely to be embraced or sustained. For these reasons, the research initiated
this methodology and designed instruments that included the use of quantitative and qualitative
methods.
Quantitative and qualitative instruments will be used to complement one another and will be
integrated into the total research strategy. The four types of instruments are:
1. A community data profile, based on observations and informal interviews;
2. A household survey;
3. A school survey; and
4. Focus group interviews.
N.B. All instruments will be translated into the local languages for easier use and will cover the focus
areas mentioned on the scope of the study.
The research study areas were selected based on a number of criteria pertaining to factors that may
influence demand for education and proximity. A primary criterion was that schools exist in sufficient
quantity so that supply constraints did not overshadow other factors. Factors that were considered

21. pg. 20
include elementary schools and enrolment, teaching/learning methods and the impact of the school
environment, effect of economic activities, and the need for upgrading of the schools and villages.
3.2 PROCESS
The research was conducted in two stages.
Stage 1 included a detailed literature review and analysis, which continued throughout the research
and then integrated into data analysis. Also in this stage, the researcher interviewed and consulted
with some education bureau officers and school facilities quality inspectors (see Appendix A) in
order to validate the research questions and to identify specific variables of interest related to those
questions. The outcome of Stage 1 activities was a specific list of variables that were used to instigate
the interview questions.
Stage 2 consisted of detailed interviews, participant observations, site visits, and document reviews.
The use of numerous data sources and multiple methodologies was intended to increase internal
legitimacy and reliability.
3.3 POPULATION AND SAMPLING
Due to the large amount of population, limited resource and research time the sampling method used
for this research is random sampling.
The research was carried out in two rural villages around Mekelle city with 5 different households
and elementary schools in each village.
The households that are included in the sampling frame were selected by the following criteria:
 The household should include at least one child as a family member
 The residents should be settled in the village for at least five years
3.4 DATA COLLECTION
The research used several data collection processes to address the major research questions. Data
collection approaches included interviews, direct observation, and document analysis. In addition,
time was spent at several learning environments observing the interactions of all participants in the

22. pg. 21
teaching/learning process. There were also numerous follow-up conversations with the many
engineers, the Mekelle department of education and members of the community.
The researcher used personal journals in field notes to memorize and analyze observations about
meetings and design observations. These notes helped the researcher to contextualize and validate
data obtained through interviews and document analysis.
The on-site visits of the elementary schools were very crucial for understanding how other similar
schools responded to same design issues. By linking the interviews with actual observations of key
design elements, the researcher was able to validate others’ perceptions through on-site examination.
3.5 DATA SOURCES
Data sources for all the major research questions included key informants, participants, and
documents. Key informant groups included architects, educators, state administrators, contractors,
and students. They were selected because of their ability to offer a perspective on the topic being
studied. Over the course of the research, several new informants entered the process and were
included in the research. These additional informants were identified through a cascading process in
which subsequent informants were identified in interviews with the original list of informants.
Documents analyzed for this study included, e-mail interviews with educators, newspaper articles,
and school and facilities design documents.
3.6 DATA ANALYSIS
Field notes, meeting notes, researcher journals, and interview transcript data were analyzed using
qualitative analysis methodologies (Miles & Huberman, 1994).
Data analyses also included an examination of the relationship among the major research questions.

23. pg. 22
CHAPTER 4:DATA ANALYSIS AND RESEARCH FINDINGS
On this chapter, all the research findings through the data collection method of primary data by
formal/informal interview, school/household survey, and secondary data by document reviews and
case studies are analyzed and presented.
The study findings are presented and analyzed in four sections. The first section presents a brief
background of the study area and peoples. The second section deal with the findings of house hold
surveys conducted on the study area.
The third section of the analysis is concerned about the result found from interview transcript data
(see Appendix) conducted to Mekelle education bureau officers and quality inspectors. This section
address the second major research question.
The fourth section of the analysis also addresses the second major research question which is mainly
concerned on the findings of several document review and interviews from educators, students,
teachers and school heads/principals.
4.1 BACKGROUND
Aynalem is both a city and a woreda3
According to the latest Ethiopian Census, Aynalem is one of
Mekelle’s economic and educational centers, housing Mekelle Institute of Technology (MIT), a
leading higher education institution in Tigray,Ethiopia. There also other several school in the town,
including some elementary schools which are built in village settlements near the town. The area has
huge sprawling residential settlement dating back to 20-30 years ago. Indeed, aynalem has been
identified as a part of Mekelle city. But the population density of the town is lower. The climate of
aynalem is considered somewhat normal by Ethiopian standard, with hot dry summer and winters
that can be rainy. Light to no automobile use, agriculture focused economy, and rapidly expanding
settlement are the main characteristics of the town.
3
A woreda is a political subdivision (similar to a district) within a region of Ethiopia. There are 35 woredas in Tigray and
Mekelle is one of them.

24. pg. 23
4.2 RESULTS EXPLORED THROUGH THE HOUSE-HOLD SURVEY
The research was carried out in two rural villages around Mekelle city with 5 different households
in each village. It is analyzed by categorizing the results into accessibility/enrollment, Elementary
schools and community and economic activity.
4.2.1 ELEMENTARY SCHOOLS AND COMMUNITY
The Faith of the community in the capacity of education in improving quality of life is the first thing
that is noticed while conducting the house-hold survey with parents. According to the survey,
communities and parents really want to involve in schools. But do not know where to begin. Some
feel disconnected because they have no children to send to school.
When it comes to the design of buildings and school environment, parents had a little knowledge
and understanding. Although, parents survey show the tendency of involving in the upgrading and
improving of schools in their village.
4.4.2 ACCESSIBILITY/ENROLLMENT
The question of enrollment has been surpassed in recent years due to the fact that the community’s
understanding of education’s importance is increased. Yet, the schools are not welcoming to
community participation and the community by itself lacks understanding of how to be involved in
the upgrading of those schools.
The survey conducted in house-holds with disabled4
children. The research finding suggests that the
accessibility of school building can determine the enrollment of disabled children. Although the
survey was conducted in households in which the disability of the children is minimal, parents
strongly suggested the lack of accessibility of not only buildings but also facilities like toilets can
limit the tendency of sending their disabled children to school.
4
It must be understood that disabilities are not always static, some are temporary and gradually disappear while others
maybe progressive and become more limiting. Similarly, certain disabilities only affect certain areas of life and are not
noticeable at all at other times.

25. pg. 24
4.2.3 ECONOMIC ACTIVITY
The economic constraints are also main problem in sending children to school. As some parents
explained “their main priority is to place food on the table.” The income of most of the peoples is
generated by agriculture and employment in better developed urban areas. The importance of
agriculture in the community is also thoroughly observed during the survey.
The fact that most families living in the study area mainly depend on agriculture for living implicates
the sever impact of drought on the economy of the village.
4.3 RESEARCH FINDINGS FROM INTERVIEWS WITH EDUCATION OFFICIALS
This stage of the survey was conducted by interviewing some officers of finance, construction and
quality inspection department of Mekelle education bureau. According to the findings, the education
bureau is responsible in the assessment of the school buildings around Mekelle. And there are 26
standards of quality in which they assess the schools and classify them into a 4 level of categorization.
With level 1 is school of the lowest quality and warned by the education bureau to upgrade if it’s
located in urban area.
The problem also lies here that, according to the officials, the above mentioned standards does not
apply to schools in rural areas. Indeed, rural schools are disregarded even when considering the
funding from the government. But, block grants from several NGOs and community participation
on construction of the previous school buildings are renowned by the officials.
Furthermore, standards, norms and regulations for the design of rural school buildings in the country
have not, as yet, even been developed.
4.4 FINDINGS FROM SCHOOL SURVEY AND CASE STUDIES
Surveys and interviews administered to students, teachers, and school principals suggest the following
patterns:
N.B. For this study, the researcher went on-site to assess attributes in every classrooms in addition
to the interviews.

26. pg. 25
4.4.1 CLASSROOMS AND LEARNING ENVIRONMENT
According to the findings, teachers had an almost the same desire for more space, a good location,
storage and clean water facilities in the school. Windows, enough daylight and views were also desired
by some teachers.
Indoor environment control was also important. Teachers expected to be able to control light levels
in the class rooms by limiting sun penetration.
As the school surveyed is in rural area, the teachers’ main issue is location. They made passionate
comments about the limitation of well trained and skilled staffs for the schools.
School heads/ principals also identified the problem of safety and security because of lack of fencing
in any of the schools surveyed.
4.4.2 FACILITIES
As the findings implicates, the problem of drought is also currently affecting the study area. And the
unavailability of services to support students’ health and hygiene was clearly observed. Almost all
schools studied are struggling to meet the basic needs, such as providing consistent access to drinking
water, which is also an issue of the urban areas.
despite the enormous expansion of schools and increase in school enrollment in the last decade, many
of the schools, especially in the rural areas, are either without or have meager water supply and
sanitation facilities. Existing estimates reveal that about 75% of the schools in the rural areas lack
water supply facilities and some 85% of them do not have sanitation facilities. Needless to say, water
in schools is as much essential as it is in residential, production and service delivery establishments.
Depending on the amount of supply available, water in schools can be needed for a variety of
purposes: drinking, cooking, sanitation/hygiene, watering different fields (vegetable/horticultural
gardens, tree nursery and plantation sites, flower strips, etc). All of these functions are basic in two
main aspects: a) meeting the biological and sanitary needs of the school population and b) enhancing
the teaching-learning process through practical demonstration fields set up in the school compounds.

27. pg. 26
4.5 TEACHING PATTERN AND QUALITY OF EDUCATION
4.5.1 THE CASE OF SHAFAT PRIMARY SCHOOL
Despite the fact of having almost the same design of classrooms, landscapes and buildings all over the
country, there is a changing pattern of learning.
The traditional teacher-centric methods of learning still continue in some schools, although a new
method of teaching-learning method is gradually being adopted. The researcher could read these type
of spaces for the pedagogies they facilitate on some schools studied. A classroom with neat rows desks
symbolizes pedagogies of discipline and conformity, whereas spaces characterizing the flexible
properties discussed further can be said to embody pedagogies of freedom and self-discovery.
The table below shows the brief comparison between the traditional and the newly adapted classroom
arrangement types.
The traditional classic Classroom arrangement. The newly adapted group focused classroom
arrangement.
Figure 2 traditional classroom arrangement
Figure 3 the newly adapted classroom arrangement
Suggests the behavior of the educational activity
within to be more rigid.
Allows for more flexible pedagogy and self
Exploration.
Individuality of students encouraged. Group discussions and works are suggested

28. pg. 27
Space only has one purpose. Multiple purposes of mini library and small book
storage are introduced to the spaces.
In fact, on the case of shafat primary school (one of the schools surveyed) the case of adapting rigid
classroom spaces to a more flexible and multipurpose group space is clearly observed.
Fig.4 a) group arrangement of students b) mini-library space in the class room c) small book store with temporary partition
According to the interview data gathered from experienced foreign educators, one particular approach
that’s starting to show promise with elementary students is garden and outdoor education. Highly
stimulating for students; a combination of exercise and learning; and perhaps most importantly for
young minds, an opportunity to learn the consequences of their actions over time. There are also some
fundamental skills and experiences that this approach offers, not to mention lots of opportunity for
basic core subject integration through agriculture, writing, early scientific method, etc.
4.6 CASE STUDY-1
Project profile
Architect: Francis Diebedo Kere
Clients: village community of Gando
Gando, Burkina Faso
Commission: 1998
Design: 1999-2000
Construction: 2000-2001
Site area: 30000 m2
The form of the building is a long rectangular volume, set on a platform raised 50 centimeters from
the ground and oriented along an east–west axis, meaning that the main exposures are towards the
north and the south. The roof overhang provides the necessary shade, particularly needed on the
south side. The walls are built in compressed stabilized earth blocks. These are ‘ribbed’ with pilasters
for further structural soundness and to provide solar protection from the east and the west; they also
Figure 5 Gando primary school

29. pg. 28
enhance the three-dimensional quality of the walls. In the interior the pilasters create niches on the
end walls of the classrooms. The niches have been made into cupboards by recycling the wooden
formwork employed when pouring the reinforced concrete.
Climatic comfort is ensured by the building’s orientation, by the nature of the wall materials and by
a design that allows the unimpeded flow of air between the roof structure and the ceiling. Cross-
ventilation is further enhanced by abundant use of shutters on the northern and southern walls.
The teachers’ houses are disposed along a wide arch segment which more or less marks the southern
limits of the school site. Six units were built, to a total of 300 square metres of covered area.
Landscaping consisted basically of defining a vegetable garden plot and planting trees and shrubs
along the side of the school. An existing cluster of trees between the school and the teachers’ houses
– which functions as a particular landmark of the site – has been visibly attacked by termites. The
trees are damaged to such an extent that it is feared that they will need to be cut down and the area
replanted with less vulnerable species. Apparently mango trees are more resistant.
The basic structure of the school comprises load-bearing walls made from compressed earth blocks
stabilized with 8% industrial cement, cast in hand presses on the construction site and jointed by an
earth mortar. The foundations are of stone and poured concrete; reinforced concrete was used only
for the beams that support the ceilings. Stabilized compressed earth was also used for the hexagonal
pavement slabs. In the classrooms, the floors are of rammed earth stabilized with cement. Dilatation
joints were made by the simple device of embedding small I-beams into the adjoining concrete lintels
so that the end of one beam simply lies on top of the end of another. This permits free movement
when the material contracts or dilates.
Figure 6 ground floor plan

30. pg. 29
Figure 7 building sections of gando primary school
The roof is of corrugated metal sheeting. The sheets are laid over a space frame made of common
16 millimeter reinforcing steel bars tied to the steel or concrete beams that are set in parallel to the
width of the building. Air circulates freely between the roof and ceiling. The ceiling is made of
compressed earth blocks supported by 12 millimeter steel bars, set some 15 centimeters apart and
perpendicular to the concrete beams.
Climate comfort is ensured by solar orientation. The nature of the wall materials and the
unimpeded airflow between the roof structure and the ceiling. Cross ventilation is emphasized by the
abundant use of shutters on the northern and southern walls.Each class room is separated by patios,

31. pg. 30
on a platform raised 50 cm which can be used for children’s workshops and other extra curricula
activities.
4.7 CASE STUDY-2
Musashino City, Metropolitan Tokyo
Ohnoden Elementary School, Musashino City
 No. of classes*: 24
 No. of students*: 618
 Owner: Musashino City
 Location: 4-11-37, Kitamachi, Kichijoji, Musashino
 Site area: 15,051.77 m2
 Building area: 4,687.49 m2
 Total floor area: 13,508.07 m2 (Gym: 1,267.95 m2)
 Structure and scale: RC, SRC, S. Five floors above
ground and one below ground.
 Construction period: Oct. 2003 – Mar. 2005
*Numbers of classes and children are as of the end of Mar. 2010.
Spaces are designed to suit the developmental stages of children in lower grades and of those in middle
and higher grades. The multipurpose lecture theater and the multipurpose hall meet the needs for
diverse lessons. Facilities were constructed to focus education on the environment, science and Maths.
Figure 8 building natural ventilation system/3d section

32. pg. 31
The behavior, body size and learning environment of elementary children differ substantially by grade.
At this school, the open space in each grade zone is different.
For lower grades, each classroom is a single multipurpose open space. The open spaces for mid to upper
grades are varied and continuous. These spaces suit the educational program of each grade and allow
children to look forward to advancing to the next grade. A colorful
Interior and warm wooden floors and walls have been used, because children spend most of the day
in those spaces. Additionally, furniture that suits the space and fosters and enthusiasm for study has
been installed. Children enjoy discovering how to combine furniture elements for better use. At
Keyaki Hall, children can show their activities to local residents. Taking ties with the local
community into consideration, Musashino City constructed the Educational Support Center, the
Chiiki Kodomo Kan and the Ohnoden Kodomo Club on the east side of the school to ensure access
by local residents. A special classroom building was constructed on the east side. The multipurpose
lecture theater “Keyaki Hall,” which is used for children’s presentations was positioned to face east,
toward the road, so that children’s activities and the school atmosphere can be seen.
4.8 KEY POINTS ADOPTED FROM THE CASE STUDIES
 Providing an educational environment that facilitates the learning of diverse
content and styles through various activities
 Considering sustainability in terms of the environment
 Improving the environment for both practical and basic education.
 Integrating community activities with school environment.
Figure 9 a biotope where children can experience nature

33. pg. 32
5. CONCLUSION AND RECOMMENDATIONS
Children are ready to learn only when basic needs such as food, water, warmth, toilets and security are
met. In addition to these basic needs, other qualities are important in an ideal learning environment with
improved and efficient educational quality.
Primary School is a place where early childhood teaching and learning go on. It is a place where young
people prepare for their future. If we, as a society, collectively agree that a change is needed to protect
our resources and allow for a sustainable future, the way we educate our children must also change.
Education and sustainability are keys to our economic and ecological future. Teaching children to
understand and appreciate their world will make them more responsible about their environment. In
order to allow children to appreciate our world and its resources it is important to allow them to see,
experiment and take pride in their school environment.
The condition, location and nature of school infrastructure have an impact on access and quality of
education. (Leathes, 2012)
 The closer a school is to children’s homes, the more likely they are to attend, both because of
distance and safety issues:
 Where the quality of infrastructure (particularly water and sanitation facilities) is improved,
enrolment and completion rates are also improved and there is less teacher absenteeism,
 Where the condition of school buildings, environment and facilities are improved, learning
outcomes and quality of education are also improved.
 The study findings suggest the importance architects should give to the architectural design of
rural schools. The data gathered from several sources frequently demonstrate that physical
condition and situation of elementary school buildings are just as likely to affect student learning
as well as the community. And ensuring access to the built environment is a crucial element in
reducing the vulnerability and isolation of people with disabilities. Architectural accessibility
facilitates their chance of gaining education and access public services.
 The study also shows that if schools needs to have a sense to be truly among the best in quality.
Excellent teachers are certainly the most important element, but if staffs, administrators, and
students do not feel like they have freedom and ownership over their part in the school
community, the improvement of quality will be impossible. And when schools regularly practice
and encourage self-exploration in their pedagogical design they are better able to rise to the level

34. pg. 33
of development. As children learn through their senses, they need to interact with their
environment through exploration and experimentation on a physical, social and cultural level.
 Compared with other sources, rainwater harvesting appears to be the most feasible alternative to
meet the dire needs especially of rural schools
5.1 PROJECT IDENTIFICATION AND SITE SELECTION
It’s an undeniable fact that when teaching patterns evolve to a better path of educational development,
the need for evolved design of school buildings and facilities is crucial. The study clearly shows the
tendency of existing schools to adapt a better teaching-learning pattern.
Kids and communities particularly in rural areas are the most overlooked by the government, even
though through architecture the problem of rural communities can be addressed. And, as educations is
important, elementary schools are the starting point of it. Building a sustainable elementary school can
benefit in:
 Teaching the community sustainability by using architecture intentionally
 Addressing the problem of natural disasters like drought, flood etc.
 Increasing the enrollment of disabled children to schools
5.1.1 SITE SELECTION CRITERIA
The following site criteria are generated according to the research
 The location of the site must be in one of the studied vulnerable rural villages as a mandatory.
 Heritage and environment - avoid areas of known cultural and or heritage or environmental
significance.
 The site must be at least within 2km radius from the villages
 the site should be of an adequate size and be able to establish a pleasant and interesting
environment
 Topography - a site with a slope of less than 5% would enable:
 development of leveled open spaces and playing areas
 enable site planning to meet minimum grade requirements for disability access
 minimize change of levels between functional zones

35. pg. 34
 enable run-off to be easily managed
 minimize the capacity for children and young people in detention to get onto the roofs of
buildings
 maximize both formal and casual surveillance of students
Based on the criteria outlined above a total of 3 specific areas/sites in primary school land use
policy areas around the Mekelle region were initially identified for the elementary school. A basic
assessment of one of the three areas/sites has been completed and is summarized in the following
sections. The areas/sites have a variety of site characteristics and a detailed description and
assessment of each site together with satellite photos are shown below.

36. pg. 35

37. pg. 36
5.2 ARCHITECTURAL PROGRAM
To create a school that elevates the standards of the learning environment and improve the quality of
education, a new set of program is added to the traditional space types.
CLASS ROOMS: 978 sq. meters
3 first grades = 49 sq. meters each
3 second grades = 64 sq. meters each
3 third grades = 72 sq. meters each
3 fourth grades = 132 sq. meters each/ including presentation spaces
BREAKOUT SPACE: variable
FARMING GARDEN: variable/ expandable
GARDEN STORE: 8 sq. meters/ for each garden
KITCHEN: 41 sq. meters
DININING HALL: 144 sq. meters
3 TOILETS/SANITARY: 65 sq. meters each
ADMINISTRATION: 48 sq. meters
OUTDOOR SPACES: variable

38. pg.37
LEARNING THROUGH EXPERIMENTING
PLAYING
ENGAGING
Young people learn in various environments and physical locations – in the neighborhood and in
classrooms. They learn when they play, when competing at sport, and through experiencing curriculum
materials.
ENGAGE PRODUCE
The program identifies the learning space as a central core and the production spaces radiating from it.
The formal development of the design is the result of this concept.
L
E
A
R
N

39. pg. 38
5.3 DESIGN PROJECT
The form of the building is derived by manipulating the existing rigid rectangular traditional to fit the
current pedagogy which requires a clearly defined communal space and experimental space.
The forming of communal breakout space will also allow the formation of experimental/production
spaces on the outside of the learning space.
Figure 10 evolution of the form

40. pg.39
Figure 1
1master plan of proposed school
The placement of buildings within a school ground can promote a diversity of outdoor spaces and
hence opportunities for various outdoor experiences.
playground
restrooms
existing classroom
blocks
kitchen/dining hall
administration/LIBRARY
Existing admin block
outdoor gathering
area
vegetable/fruit garden

41. pg. 40
Figure 13 aerial view rendering of the proposed school
Figure 12 direct access to the farming garden from each classroom
The quality and joyfulness of the primal form of the circular space lies in its immanent clarity and
comprehension as well as in instilling a sense of being included, accepted, and protected.
The school uses a farm garden adjacent to classrooms to teach students about food plants and how to
grow them, nutrition, the seasons and natural cycles. Students also may run a small kitchen garden shop
where parents can buy fresh produce and the students apply mathematics, accounting and commerce.
Feeding and educating students through a system of aquaculture, slow drip irrigation, and permaculture
are at the core of the educational and the sustainable agriculture mission of the school. Children in
Ethiopia often are not properly fed, and nutrition is a primary issue in the health and growth of

42. pg. 41
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, and it will teach
valuable skill, responsibilities and healthy living.
Figure 14 a rendered view of fruit garden

43. pg.42
Figure 1
5 front elevation
Figure 1
6 rear elevation
Figure 1
7 building section
Include actual built attributes that demonstrate an environmental benefit relevant to the context of the
site. There is a significant opportunity in school design to integrate possibilities for teachers to use the
classroom as a teaching tool, to demonstrate environmental responsibility.
Building attributes like:
• Clear pipes showing collected rainwater
• Display water consumption, water collection
Why rainwater harvesting?
• Because water should never be wasted and allowed to flow out of any village or community facing a
shortage of drinking water;

44. pg. 43
• Because it costs less to collect rainwater than to exploit groundwater;
• Because collecting rainwater is the only way of recharging the water sources and revitalizing dry wells
and hand pumps;
• Because it provides an opportunity for communities to work together and manage their own water
resources as well as productive employment for the rural poor in their own villages:
The ability for teachers to make good use of outdoor environments for structured and unstructured
learning can be strongly influenced by the ability to move freely between indoor and outdoor space. In
this case, Outdoor space is an extension of the classroom.
Figure 18 rain water harvesting system of the classrooms

45. pg. 44
HAPTER SIX: RESEARCH APPRAISAL
6.1: BRIEF PRESENTED TO THE JURRY
6.2: QUETIONS ASKED BY THE JURRY MEMBERS
6.3: JURY ’S FINAL REMARK (UN ANSWERED QUESTIONS)
6.4: ANSWERS GIVEN TO JURY MEMBERS

46. pg. 45
LIST OF REFERENCES
BOARD ON INFRASTRUCTURE AND THE CONSTRUCTED ENVIRONMENT
(BICE), (2006). “Green Schools, Attributes for Health and Learning”, available online:
http://nap.edu/the National Research Council, Commission on Engineering and Technical
Systems, Board on Infrastructure and the Constructed Environment (BICE).
ENA/ Ethiopian national agency for UNESCO, (2001) the development of education; National
report of Ethiopia.
Figueiro, M. & Rea, M. S. (2010). Lack of short-wavelength light during the school day
Delays dim light melatonin onset (DLMO) in middle school student Neuroendocrinology Letters,
31
Heschong, L. (2003). Windows and Classrooms: A Study of Student Performance and the Indoor
Environment. (P500-03-082-A-7). California Energy Commission.
INEE. (2013) Ethiopia: Minimum standard for education in emergencies. INEE and Ethiopia
Education Cluster c/o UNICEF Ethiopia. Addis Ababa, Ethiopia.
Jessica Lopez, Moumié Maoulidi and MCI, (2009) Education needs assessment for
Mekelle, Ethiopia
KILLEEN, J.P., G.W. EVANS and S. DANKO, (2003). “The Role of Permanent Student Artwork
in Students’ Sense of Ownership in an Elementary School”, Environment and Behaviour, Vol. 35,
No. 2, pp. 250-263.
Lackney, J. A. (2001, Jul 05, 2001). The State of Post-Occupancy Evaluation in the Practice of
Educational Design. Paper presented at the Environmental Design Research
Association, EDRA 32, Edinburgh, Scotland
MAXWELL, L.E.,( 2003). “Home and School Density Effects on Elementary
School Children. The Role of Spatial Density”, Environment and Behavior,
Vol. 35, No. 4, pp. 566-578.

47. pg. 46
MOE/ Ministry of Education, (2002) the education and training policy and its implementation
Serge Theunynck, (2009) School Construction Strategies for Universal Primary Education in Africa.
The World Bank. Washington D.C
TANNER, C. K., (2000). “The Influence of School Architecture on Academic
Achievement”, Journal of Educational Administration, Vol. 38, No. 4, pp. 309-
330.
UNICEF. (2010) Report on education in Ethiopia
WEINSTEIN, C.S. and T.G. DAVID (1987). Spaces for Children, the Built
Environment and Child Development, New York and London: Plenum Press.
World Bank. (2005). Education in Ethiopia. Strengthening the Foundation for Sustainable
Progress. Washington, DC

48. pg. 47
APPENDICES
EDUCATION OFFICIALS, SCHOOL PRINCIPALS, EDUCATORS INTERVIEWED
1. Ato. K/Mariam Bisrat(educational facilities quality inspection director)
2. Ato. Kiros (school head/principal of shafat primary school)
3. Ato. G/Maryam (school head/ principal of Dagia primary school)
4. Mr. Christopher Izor (education program officer)
INTERVIEW QUESTIONS
Interview Guide: Class Teachers, educators, school principals
1. How long have you been teaching in this school? Were you teaching In rural school before that? For
how long?
2. What class do you teach? What subject? How many pupils are in the class?
3. I would like to ask you a little about the space available in this school.
How satisfied are you with the size and condition of the classroom you
use? With furniture arrangement and equipment within the classroom? With storage?
With space available for the display of pupil work?
4. Are bathroom facilities comfortable for you? How satisfied are you with these facilities?
5. What outdoor facilities are available for play, PE or sport? (Prompt re
equipment.) Satisfaction?
6. Do you use any other areas in the school grounds or immediate resources
for teaching purposes (e.g. nature study)?
8. What facilities are available for children with a physical disability?
9. What facilities are available for teachers (e.g. staffroom, bathrooms)?
Satisfaction?
10. What facilities, if any, are available for parents or the wider community?
Satisfaction?

49. pg. 48
11. Is there anything you would change in the design or layout of this school if you could?
12. Do you think that approaches to teaching and learning have changed at
all over the past decade or so? In what way? Do you think your own
approach has changed?
13. What teaching approaches do you most often use with your class? (working in pairs/groups; etc.?)
Does your approach differ across different subject areas? What
are the approaches children best respond to?
14. How is your classroom laid out (e.g. in single desks, clusters of desks,
facing teacher etc.)?
15. To what extent are there separate areas or zones within the
classroom(s) for different activities?