Adaptive socio-economic design approach for schooling systems in Egypt’s poorest areas (an applied project)

Figures & data

Figure 1. Poverty and acute poverty according to regions. Upper Egypt rural has the highest ratio. CAPMAS latest update [3].

Figure 2. Number and locations of the poorest rural villages in Egypt. [3] CAPMAS latest update, analyzed by the authors.

Table 1. Basic ratios of children’s learning and schools’ situation in upper Egypt till 2023.

1	Number of children in extreme poverty.	1.653.435 child (aged 5:14 years old). [6] Highest percentage is in Upper Egypt's Rural.
2	Highest percentage of out-of-school children.	Upper Egypt's Rural. [7]
3	Least amount of education needed.	Completing 12 years of education (Primary – Prep and High School) [7].
4	Learning situation in Egypt's poorest regions.	- Less than one-quarter of all children are enrolled in public pre-primary schools. At least 1 million school-age children are out of school, as are many refugee and migrant children [8]. - More girls are now in primary school, but boys and girls from poorer backgrounds are less likely to complete even primary education [8].
6	School buildings conditions in Upper Egypt's governates.	- The development of educational buildings in Egypt has challenged both availability and quality [9] due to steady population increase that created an increasing burden on the demand for insufficient schools despite huge classroom density and multiple school periods [10]. - Over the past two decades, there remain stark inequalities in school system in upper Egypt, evident in enrollment rates, attainment levels, building infrastructure, teacher competencies and financial investment in education. These inequalities are further aggravated by geography, gender and socio-economic status [10]. - The insufficiency of educational spaces: approximately 10% of schools in Egypt have more than 70 students per class at primary, and 35% had more than 40 pupils in class [10]. - Beside Insufficiency, unfit school buildings account for 23.8%, lack of land and poor planning are based mainly in upper Egypt and some border governates [9].
7	Elements to achieve quality education and educational spaces in Egypt's poorest regions. (through UNICEF program in Egypt 2023– 2027 prioritized by the author according to the paper's aims).	- Dealing differently with educational needs, in Egypt's poorest districts: creating new ideas for community-based education, depending on initiating life skills education and enhancing the education of emergencies for multi-dimensional poverty children, refugees and migrants as top priority [11]. (Main aim of the paper) - Supporting government to introduce more flexible learning systems [7]. - Creating low-tech methods to help children in underprivileged areas to continue learning according to available resources [7]. - Increasing the resources to help children, adolescents and youth to develop the required school readiness [7]. - Promoting the engagement of communities, alongside evidence-based systems [7]. - Overcoming gender barriers to learning [7] and providing technical assistance in the roll-out of education reform and learning outcomes [7].

Table 2. Egypt’s SDG 2030 (regarding poverty and education), followed by analyzing the current status by the author.

Goal 1: End poverty in all its forms everywhere
The goal depends on two best case scenarios
Scenario I: assumes that by 2030, the poverty rate in each governorate will decrease to half its recorded value in 2015 [12].	Scenario II: maintains the large gaps between governorates. This methodology establishes a lower limit for poverty rates by 2030 [12].
Current Status: These scenarios target 2020, 2025 and 2030. For Scenario I: This is practically difficult to achieve because it already requires achieving reduced ratios, which is not the case due to current economic changes. For Scenario II: According to poverty rates and charts, there is not enough progress either.
Goal 4: Ensure inclusive and quality education for all and promote lifelong learning.
1- Reduce illiteracy rate by Sex [12]. 2- Raise rate of schools adequately equipped for children in difficult conditions and with disabilities: the current rate does not exceed 4% of the total number of schools nationwide. The national level target for this indicator was established at 30%, or to be raised by 7 times [12].
Scenario I: assumes that the rate will increase in all governorates in 2030 to reach 30% of its recorded level in each governorate in 2017 [12].	Scenario II: establishes an upper limit for schools adequately equipped for children with difficulties at 50%, and then distributes the number of schools that need to be equipped on the remaining governorates whose target rate of schools under Scenario I is less than 50% [12].
Current Status: There is nothing mentioned about the quality of school buildings or implementing new concepts to deal differently with the issue. In upper Egypt and some border governorates, there are a high percentage of invalid facilities, lack of land, poor planning and barely any infrastructure [9]. Around 1 in 5 school buildings in Egypt is unfit for use, lacking functional water and sanitation facilities [11].

Figure 3. The study's methodology main aspects by the author.

Table 3. Factors of socio-economic adaptability in building environment. Illustrated by the author.

	Factor	Features
1	Flexibility	The ability to adapt to new conditions and changes in variability, to deal with changing conditions and to change easily [14]. Flexibility in architecture offers a variety that includes different possibilities [14], spatial organization to achieve changes in conditions, requirements and usages [14]. The aim of flexibility in architecture is, - Creating different areas with minor structural changes [15]. - Enabling changeable design elements such as the ability of minor shifts in space planning, more efficient use of space and easy access to services [15].
2	Convertibility	Allowing changes in use within the building, creating multi-functional spaces and adopting fluidity with spatial properties. The most conversion of spatial properties are: - Easily accessible and legible to spaces – Integration of functions and reduce waste in areas – Utilization of available areas so that applications become possible [14,15].
3	Expandability	The ability to future expanding or facilitating additions to the quantity of space in a building [15].
4	Simplicity	The absence of complex systems, and the well-use of surrounded available materials and technics [15].
5	Durability	Selecting materials, assemblies and systems that require less maintenance, repair and replacement. It extends the useful lifetime of materials and technology as a complimentary to adaptability [15].
6	Design for Disassembly (Portability)	Making it easier to take products and assemblies apart so that their constituent elements can easily be reused or recycled. Designing for disassembly can reduce the costs and environmental impact associated with adapting buildings to new uses. It is also possible to reduce overall environmental costs by easier reuse of components and materials [15].
7	Independence	Features that permit removal or upgrade without affecting the performance of connected systems [15].
8	Environmental Impact	Through many factors: considering climate change impact [16], Applying the main features of sustainability [14], Designing buildings with more on-site, distributed infrastructure components [15,16].
9	Cost- Impact	Depending on resources availability, adopting features that enhance adaptability with little or no additional investments, and accommodating changes that are expected to occur in near future, and apply simple ‘common-sense’ principles to facilitate a wide range of possible changes [15].

Figure 4. Child's psychological–physiological development elements and its relation to school zones [17,18]. Summarized and arranged by the author.

Figure 5. A map of Upper Egypt [19], locating the project's main targeted locations.

Table 4. The project’s basic design data. By the author.

1	Project’s Site	Upper Egypt’s Rural Villages
2	Expected Area	Around 660 m^2 (240 m^2 built area + 420 m^2 outdoor yards).
3	Expected Number of Students	Over 120 students in the first phase of each SLC.
4	The area's climate	Dry, Desert Climate. (Harsh Hot Climate)
5	Adopted Design System	Easy Assembly/Disassembly Structure.

Figure 6. The educational unit's assembly/construction phases. By author.

Figure 7. The assembled unit's combined design layout. Designed by author.

Figure 8. The assembled unit's analyzed masterplan. Designed by author.

Figure 9. Single class unit's layout. Designed by author.

Figure 10. Unit’s south facade. Designed by author.

Figure 11. Unit’s north facade. Designed by author.

Figure 12. Unit’s side facade. Designed by author.

Figure 13. A shape of recycled units that can be designed in the outdoor play area for age 6 to 9 years old.

Figure 14. Unit 1 (late childhood classroom), by author.

Figure 15. Unit 2 (middle childhood classroom), by author.

Figure 16. Assembled units fabrication, transportation and installation phases. Arranged by the author.

Figure 17. The classroom unit's main zoning with illustrated section line (A-A). By author.

Figure 18. Sustainability and Eco-system integration elements of the classroom unit. Designed by the author.

Table 5. Assessing the adaptive, socio-economic and physiological-psychological elements of the project. The result by the author.

Factors		Features	Applied Elements	Check
1. Adaptability.
1	Flexibility and Convertibility	The multi-usage of the space.	- The Educational space is an inside-outside learning class with surrounded U-shape porch used as an art display and other outdoor activity.	✓
		Enabling minor structural changes.	- The whole construction process depends on an easy assembled/disassembled structure system.	✓
		Enabling changeable design elements.	- Through Using light flexible furnishing elements inside each unit and having the ability of designing multi-shapes of educational space's interior according to each age phase.	✓
		The ability to make minor shifts in the space.	- The whole space contains portable easy to assemble materials/techniques to fit different locations with the same criteria.	✓
		Efficient use of space.	- Each educational space has multi-uses, an indoor-outdoor connection, and a surrounded U shape porch to encourage other activities.	✓
		Easy access to services.	- Installed portable toilets according to each location are appropriate for this type of design. - Each educational unit has storage cabinets in the back of the class for learning/student’s tools and equipment.	✓
2	Simplicity and Durability	The absence of complex systems.	- The project is based totally in an easy assembled/de-assembled construction that can fit in a Moffett semi-truck type.	✓
		The well use of surrounding available materials and techniques.	- All materials are locally available/All construction techniques are suitable to the area's weather/The located areas would be selected in a proper healthy land inside each appointed village according to its current demography.	✓
3	Design for Disassembly (Portability)	The ability to assemble, disassemble and reuse its parts.	- The whole unit is depending on the concept of an easy assembled/de-assembled system, that can be reused in different occasions/locations.	✓
4	Environmental Impact	Considering climate change impact, eco-systems and features of sustainability.	- The Units are designed to suit hot arid weather conditions with several sustainability/eco-system integration elements that are fully included in part (5–3), point V.	✓
5	Expandability (Future Extension)	The ability to future expanding or facilitating additions to the quantity of space in a building.	- The project has the ability of extending but it will not be measured unless the prototype is fully executed and operated for a period. - Needed supervision and continuous annual maintenance of materials/construction techniques/and structure system is always essential in this type of projects.	Can not be measured till applying an onsite prototype
2. Socio -Economic, Cost- Impact.
6	Adapting with Local Community	The participation of Local community, authorities and the power of youth.	- The phase of assembling the schooling system in each located area depends on local laborers and community participation, even the participation of children in finishing process.	✓
		Using Local common construction ideas with evolving techniques.	- The used construction techniques depends on local materials/traditional evolved building techniques specially in the used bamboo walls/an easy assembling- disassembling structure.	✓
7	Resources Availability and Cost-Impact	Resources availability.	- Using locally available materials/locally traditional furnishing materials/eco-system techniques to suit upper Egypt's weather conditions/easy simple construction techniques/easy assembled-disassembled structure/local laborers/un-fixed structure which does not need specific infrastructure and other regularities/used concrete blocks are less expensive than concrete mix or ready mix. - Each classroom unit can take more than 40 students and can achieve multiple activities inside the indoor-outdoor unit. - The project can also be used as multi-functional space for surrounding community (Literacy classrooms, conference unit, courses and discussion circles). - Roof installed PV panels would generate the needed electric power in each classroom unit. also installing a rainwater collector can provide planting yard with needed irrigation.	✓
		Adopting features suitable for available or reduced capital.
		Accommodate changes that are expected in the very near future, then apply simple ‘common-sense’ principles to facilitate possible changes.
3. Child's Psychological – physiological base in design process.
8	Cognitive and Thinking Development	Resourced through the main learning private zone (The Classroom), which designed as a multi-use space (inside out) to include all children's learning activities. Inside zones: (learning zone, teacher/resources/display stage zone, storing/bookshelves zone). Outside zone: U-shaped porch for an indoor- outdoor connection, with art/science display walls for children's activities.		✓
9	Physical Development	Activated through the child's movement- play areas, either through organized playing by multi-use playground, or free playing by yards and gathering areas.		✓
10	Language Development	The child's ability to be bilingual is at its highest rate in the selected age [14]. Through: listening- reading- speaking- writing [27]. Which can be activated in the modeling through the classroom unit – bookshelves zone in each class to activate reading skills – breakout nodes as an assembly circle to practice their bilingual skills by open discussions, listening and speaking.		✓
11	Personality and Social Development	Shared Zone in school [28] is the key for initiating the element. Outdoor spaces play the biggest role to activate the child's social/personality interaction [17], each assembled unit has an in-between 3 large outdoor spaces (a playground – a planting area – a gathering yard) – Breakout areas designed between classes are the school's live nodes, to gather between classes, support project-based learning, initiate informal group interaction versus just individual breaks [29].		✓

CAPMAS EGYPT (Central Agency for Public Mobilization and Statistics). 2023. https://www.capmas.gov.eg/.

 Google Scholar

Countrymeters. Egyptian country meters. 2023. https://Countrymeters.Info/En/Egypt#googlevignette

 Google Scholar

UNICEF – GOVERNMENT OF EGYPT COUNTRY PROGRAMME 2023 - 2027. Protecting& Fulfilling The Rights Of Children In Egypt (pdf). https://www.unicef.org/egypt/media/10221/file/UNICEF%20%E2%80%93%20Government%20of%20Egypt%20Country%20Programme%202023%20-%202027.pdf.

 Google Scholar

UNICEF EGYPT. Protecting and Fulfilling the Rights of Children in Egypt (Main Highlights). January 2023. https://www.Unicef.org/egypt/reports/protecting-And-Fulfilling-Rights-Children-Egypt

 Google Scholar

Ewiss MAZ. The availability and quality of school buildings in Egypt. Article In International Journal Of Humanities And Social Science · May 2020. https://www.researchgate.net/publication/351477737.

 Google Scholar

Zaalouk M. Community schools: filling the education void in rural upper Egypt. African Develop Bank. 2019. Available from: https://elnidaa.org/app/uploads/2019/05/PB5_basic_educ.pdf

 Google Scholar

UNICEF Egypt. Education (Challenges& Solutions). 2020. https://Www.Unicef.org/Egypt/Education.

 Google Scholar

Girgis H. “Localization of sustainable development goals in Egypt” part I establishing quantitative targets for the sustainable development goals at governorate level. A report for Egyptian Cen Public Opinion Res (Baseera). 2020 October.

 Google Scholar

Shahbazi M, Bemanian MR, Saremi HR. Analysis of effective key factors in adaptability of a building in the future with emphasis on flexibility in historical buildings (case study: bu-ali of Hamadan). Space Ontol Intern J. 2017;6(1):69–78.

 Google Scholar

Russell P, Moffatt S. “Adaptability of buildings”. IEA annex 31 energy-related environmental impact of buildings. IEA Annex 31. researchgate.net. 2001 November.

 Google Scholar

John MK, Heidrich O, Vincenza ET. Change factors and the adaptability of buildings. Sustainability. August 2020;12(16):6585. doi: 10.3390/su12166585

 Web of Science ®Google Scholar

Bee H. Child`s Development Elements. The Developing Child. 9th ed. Vol. 1. UK: A Book Published By: Pearson Higher Education; 13th February 2011.

 Google Scholar

Ghalwash OR. Psychology based Approach to Future School Design, Master Thesis, Mansura, Egypt: Faculty of Engineering – Department of Architecture - Mansura University; 2017.

 Google Scholar

IFAD. Upper Egypt rural development project. https://www.ifad.org/en/web/operations/-/project/1100001376.

 Google Scholar

Burns A, Siegel J. International perspective on teaching the four skills in ELT: listening, speaking, reading and writing. A book published. Germany: Springer Link; 2018.

 Google Scholar

Dudek M. Children’s spaces. 4th Edition ed. UK: A book published by: Architectural Press; 2012 May.

 Google Scholar

Dudek M. Schools and kindergartens: a design manual second and revised edition, Basel, Switzerland: A book Published by: Birkhauser: September 2014.

 Google Scholar