School Infrastructure Development

Energy consumption soars 50% by 2030. A desert school in India stays cool without AC. 400 girls learn what nature already knew. In Jaisalmer's 45°C heat, this oval building defies physics. No cooling systems. No power bills. Just ancient wisdom shaped by New York architects and local artisans. Think about that. Traditional Desert Schools: ↳ AC units running 24/7 ↳ Monthly power bills: ₹200,000+ ↳ Breaks down in sandstorms ↳ Students suffer when grid fails Jaisalmer's Natural Reality: ↳ Zero artificial cooling ↳ Local sandstone insulation ↳ Traditional building techniques ↳ Cool classrooms year-round But here's what stopped me cold: While the world installs more AC units to fight rising heat—accelerating the very problem they solve—these 400 girls study comfortably in nature's own cooling system. Diana Kellogg Architects didn't import solutions. They asked local craftsmen who've built in deserts for centuries. The answer? Jaisalmer sandstone. Thick walls. Strategic curves. Techniques their grandfathers knew. The girls wear Sabyasachi-designed uniforms—elegant blue kurtis with violet trousers—donated free. Because empowerment shouldn't look like charity. What happens when tradition meets innovation: ↳ Construction cost: 70% less than modern schools ↳ Operating cost: Near zero ↳ Local artisans employed: Dozens ↳ Girls educated: 400 and growing The Multiplication Effect: 1 school built = 400 futures changed 10 schools copying = 4,000 girls empowered 100 desert communities adapting = energy crisis avoided At scale = cooling without warming the planet Traditional architecture fights climate. This school works with it. We're installing 10 new AC units every second globally. Meanwhile, a golden oval in the desert proves we already had the answer. Because when energy demand rises 50% by 2030, the solution isn't more power. It's remembering what we forgot. Follow me, Dr. Martha Boeckenfeld for proof that ancient wisdom beats modern waste. ♻️ Share if schools should teach sustainability by being sustainable.

In Spain, education and architecture are joining forces with nature in a remarkable way — through Forest classrooms that rotate slowly with the sun. Nestled in wooded areas, these circular, sun-tracking structures are designed to turn gently throughout the day, ensuring students receive consistent natural light from sunrise to sunset without the need for artificial lighting. Built on a low-speed rotating base, each classroom moves in sync with the sun’s arc, capturing the maximum amount of daylight through wide, energy-efficient windows. The rotation is nearly imperceptible — so slow that children inside don’t feel movement — but the impact is profound. It reduces electricity use, improves concentration, and helps maintain a healthy connection with the natural rhythms of the day. Surrounded by forest, the classrooms are made from wood and recycled materials, with open ventilation and shaded overhangs to regulate temperature naturally. Inside, students benefit from full-spectrum daylight, known to boost mood, focus, and academic performance. Many of these schools also integrate outdoor learning zones where kids can study under trees or observe nature up close. These rotating classrooms reflect a growing movement in Spain and beyond — where learning environments are designed to be immersive, sustainable, and child-centered. By turning with the sun and sitting among the trees, these spaces teach more than just school lessons — they embody the harmony between technology, ecology, and education. #fblifestyle

Education technology is easy to build in theory. The real challenge is making it work in the hands of a student whose internet drops mid-lesson, or a working mum who is logging into university for the first time on a shared device. The test is not in creating EdTech tools but in making them work for the people who need them most. When we started uLesson in 2019, we built a platform with high-quality video lessons, quizzes, and practice tests. Everything worked perfectly in our offices in Jos and then, Abuja. But that changed when we tried to get them into the hands of students in towns and villages where electricity was unreliable, data was expensive, and smartphones were often shared among siblings. The same lessons appeared when we launched Miva Open University, an affordable, accessible university that delivers quality education with the same rigour as a physical campus. Creating the platform was one challenge; helping working adults adapt to digital learning for the first time was another. Some of our students had never studied without the structure of a physical classroom. Many were logging in from places where network connectivity was patchy at best. These challenges sit against a larger backdrop: According to Quartz, only 1 in 4 students applying to university will get accepted. Not because they didn’t study hard enough, instead, in many cases, it is because there simply isn’t enough room for all of them. From these experiences, I’ve learnt that successful EdTech implementation requires: - Designing for context: Tools must work offline or in low-bandwidth environments. - Investing in people: Teachers, facilitators, and students need training, support, and trust to use technology effectively. - Patience in adoption: Communities don’t adopt new systems overnight. Value has to be proven, and trust earned, over time. I remain convinced that EdTech will play a central role in the future of African learning. But for it to truly work, it must be built not just for ambition, but for reality. It has to be built for students walking kilometres to school, for families sharing a single device, and for communities learning to trust digital tools for the first time. We’re still learning. We’ll keep improving. And with each iteration, we get closer to delivering not just access, but quality learning wherever a student lives.

There's a limit to what passive design can do, but we need to maximise it before we resort to active cooling measures like air-conditioning. For a start, I don't understand why some schools still use ties as part of the school uniform. I mean, even in the workplace, ties have been pretty much ditched. It's time to adopt tropical-appropriate clothing for a much warmer world. "Tampines Secondary School has been able to use cool paint, optimised ceiling fan placements, sunshades on windows, and ventilated chairs to help students and staff feel cooler and more comfortable. In April 2018, the school was used as a pilot test bed for the Building and Construction Authority (BCA) to explore improving thermal comfort and energy efficiency in an existing building. Testing was conducted in the school using two adjacent classrooms – a reference classroom which was left unchanged and a test classroom which implemented the innovations. Cool paint, which reflects incoming solar radiation away from the surface, was applied to the roof of the test classroom. This resulted in a maximum reduction of 12 deg C in the roof surface temperature and an average reduction of 1.8 deg C in the indoor ceiling surface temperature. Eight smart direct current (DC) motor fans were installed in a staggered fashion in the test classroom, compared with the six alternating current (AC) fans, positioned in a two-by-three grid in the reference classroom. The optimised placement of the smart DC fans improved airflow speed at the front of the classroom, and distributed the air more evenly around the classroom. Most windows at the school were fitted with rain diverter devices to prevent rain from entering classrooms. The rain diverter at the test classroom was modified into a perforated panel to act as a sunshade. The sunshades led to interiors that were up to 1.2 deg C cooler in floor temperatures. Ventilated chairs with small holes in the back rest were found to increase surface heat transfer by 37 per cent. Those placed in the test classroom kept students more comfortable as they improved ventilation and helped the wicking of moisture from students’ bodies. Over eight weeks, the innovations were monitored for their effectiveness on thermal comfort and energy efficiency. The BCA, in collaboration with the Ministry of Education, published a report on its findings in 2018. All the innovations trialled in 2018 have since been implemented in Tampines Secondary School." https://lnkd.in/g5-sk9FC

In Vietnam, schools are turning to a humble, homegrown solution to combat rooftop heat: coconut husk tiles. These lightweight, breathable panels are crafted from compressed husk fibers — an agricultural byproduct in coconut-rich regions — and laid across school rooftops to form a natural insulating layer. The results are both measurable and meaningful. Studies show that classrooms beneath these roofs stay up to 6°C cooler during peak midday heat, reducing the need for fans or mechanical cooling. The husk fibers trap air within their fibrous texture, creating a buffer zone that blocks radiant heat while still allowing for some ventilation. Beyond temperature control, the coconut husk tiles offer durability, water resistance, and biodegradability. They’re also far cheaper and more sustainable than synthetic insulation materials, making them ideal for rural or underfunded schools. Maintenance is minimal, and replacement panels can be made locally, supporting circular economies. Vietnam’s use of this natural waste product as a building solution is a powerful model of climate-smart design. It shows how traditional materials, when reimagined, can offer future-facing benefits — especially in regions grappling with rising temperatures and limited infrastructure budgets.

In Sweden, school lunchrooms are being transformed into calming, forest-like spaces—where the noise of clattering trays and chatter fades beneath acoustic wood ceilings and the gentle presence of indoor trees. These design upgrades are part of a nationwide initiative to improve student well-being through natural architecture. Instead of sterile cafeterias, children now eat beneath slatted timber panels that absorb echo and distribute sound evenly, lowering overall noise levels and stress. Towering planters hold real or semi-hydroponic trees—birch, olive, or small-leaved fig—bringing the visual texture and scent of the outdoors into the school day. Soft pendant lights, shaped like stones or leaves, hang low between branches. The air feels cooler, the ambiance gentler, and mealtimes become less chaotic and more communal. Some schools even add low benches and picnic-style tables to complete the experience. Teachers report fewer behavioral disruptions during lunch and smoother transitions back to class. Students describe the canteens as “relaxing like a park,” and in colder months, the greenery offers a welcome sense of life and continuity. The combination of sensory comfort and biophilic design reflects Sweden’s growing belief that learning doesn’t only happen in classrooms—it thrives wherever young minds feel calm and connected. This school dining shift isn’t just aesthetic—it’s emotional architecture in action. #ForestCanteens #QuietLunchDesign #SwedenSchoolSpaces

As the MoE celebrates its ‘Education Week’ (Shiksha Saptah), and has received an increase in the budget allocation, the focus has to be not just on components useful for children (e.g. TLM) but ‘SYSTEMS THAT WORK FOR CHILDREN’. Key aspects include the following: 1.    Ensure that teachers are appointed, admin personnel are appointed, and there are no vacancies in CRCs, BRCs, DIETs, SCERTs, SPOs, Departments and Ministries. At present, it is common to find DIETs with over 40% posts unfilled, and there are still tens of thousands of single-teacher schools. 2.    Ensure that staff is actually available at school during the designated time and teachers are not withdrawn for non-academic duties or caught in filling (repetitive) data. 3.    Ensure that there is sufficient time within the year to spend the budget allocated, by making it available in good time (there’s been improvement in this but more is needed) 4.    Focus on hardcore teaching and learning instead of events that are good for photo ops but detract from children’s learning time 5.    Begin making USE of the data we already have. For instance, an analysis of U-DISE data can already show us which districts are likely to fare poorly in NAS (try it out!) – work to enable a shift such that those collecting the data also get to understand what it shows and are empowered to deliver what is required. 6.    De-centralise! Not everything can be decided at the state headquarters, least of all what should be taught on a given day. Such a one-size-fits-all approach hampers contextual implementation, reduces motivation and ownership, leading to poor results. 7.    Involve the community as a knowledge partner (not just as a management partner). Given the climate-induced irregularity of school, progress will depend on the extent to which this partnership evolves. Respect and capacitate the community for this to happen. 8.    Stop believing that technology will rescue us. It isn’t, and it won’t. What will help us get out of our hugely underperforming status is a genuinely improved set of relationships. All educational leaders at all levels can play a really strong role here.

CAN BUILDINGS HEAL? It may sound like a stretch until you step into a space that instantly calms your nerves. That opens you up creatively and socially. That makes you feel seen, safe, and somehow more yourself. Now imagine if every school were designed with that in mind. For too long, we’ve treated school buildings as containers for curriculum, as silent backdrops to learning. But the unquestionable truth is this. Buildings are not passive. They influence physiology, psychology, and even identity. In our work, we’ve seen this firsthand. When we design schools using principles from neuroscience, biophilic design, and salutogenic design, children don’t just learn better, they feel better. Lowered stress. Greater engagement. Stronger relationships and a sense of community and belonging that can’t be gained from a textbook. From sunlight and sensory variety to nooks for retreating and zones for movement, every design choice we make either supports or undermines health and well-being. This isn’t just aesthetics or even functionality. It’s biology. As we write in our book, "Building Minds", connection, coherence, and healing are not luxuries—they are foundations. So yes, buildings can heal. But only when we stop designing around instruction—and start designing around humans. What if the school itself became a daily dose of well-being for every child and adult inside it? That’s the question we’re asking. And answering. Every day, with every school we design. 

The Ed-Tech sector in Africa has seen massive hype but little long-term success. Many startups have raised significant funding, yet few have achieved real impact or sustainability. Edukoya’s recent failure is another reminder that building for VC trends rather than solving real educational challenges leads to failure. Why Are Ed-Tech Companies Failing? Infrastructure Limitations - Many startups assume widespread access to the internet and smart devices, but Africa still faces major connectivity and affordability issues. Solutions that depend on high-speed internet or expensive subscriptions will struggle. Copy-Pasting Western Models - Africa’s education system has unique challenges, overcrowded classrooms, outdated curricula, teacher shortages, and poor funding. Importing Western solutions without local adaptation leads to failure. Unsustainable Monetization Models - Relying on direct-to-consumer (DTC) models assumes parents can afford subscriptions, which many cannot. Without strong monetization, startups burn through investor cash and collapse. Lack of Government and School Integration - Most students still depend on traditional schooling. Ed-Tech solutions that don’t align with school curriculums and government policies struggle to scale. Neglecting Adult and Skills-Based Learning - Africa’s workforce lacks job ready skills. Traditional education doesn’t equip people for today’s digital economy. What Needs to Be Built? Offline-First Learning Solutions Apps that work offline and sync when connected. USSD/SMS-based tools for students without smartphones. Teacher Enablement Tools Digital lesson plans tailored to local curricula. Teacher training programs integrated with Ed-Tech. Skills-Based and Vocational Learning Platforms teaching coding, digital marketing, and craftsmanship. Digital apprenticeships connecting learners with companies. Adult and Continuous Learning Platforms AI-driven personalized learning for career advancement. Language learning and literacy programs for underserved populations. Early Childhood Learning Gamified, interactive learning for young children. Local language learning apps to improve literacy. Affordable, tablet-based education hubs for underserved communities. Government and Institutional Partnerships Integration with public schools to enhance digital learning. Solutions aligned with national education policies. B2B models where governments and NGOs fund student access. The Wake-Up Call: Learning from Edukoya’s Failure Edukoya raised millions but still shut down due to poor monetization, over-reliance on VC funding, and failure to adapt to Africa’s educational realities. The lesson? Funding alone won’t save an unsustainable business. African Ed-Tech founders must move beyond investor hype and focus on real, scalable solutions. The opportunity is massive, but only for those who innovate beyond surface-level fixes.

SACPCMP Project Integration Management Challenge:** **Challenges:** 1. **Diverse Project Elements**: I encountered a significant challenge in our school refurbishment project due to its diverse components, including building upgrades, electrical systems, plumbing, and HVAC improvements. Coordinating these diverse elements to work seamlessly together was a considerable challenge. 2. **Multiple Stakeholders**: Managing the expectations and input of numerous stakeholders, including school administrators, teachers, parents, local authorities, and construction teams, was a complex task. Balancing their differing priorities often led to conflicts and potential delays. 3. **Complex Scheduling**: I faced the complex task of aligning our construction activities with the school's academic calendar to minimize disruptions. Meeting project deadlines while accommodating the school's schedule required meticulous planning. **Solution:** 1. **Integrated Project Management Software**: To address the challenge of diverse project elements, I implemented advanced project management software. This allowed us to track and integrate various project components efficiently. With a centralized repository for project data, real-time communication and collaboration among teams improved significantly. 2. **Stakeholder Engagement Plan**: In managing multiple stakeholders, I developed a comprehensive stakeholder engagement plan. I held regular meetings, conducted feedback sessions, and established transparent communication channels. Clear roles and responsibilities were defined, ensuring that everyone's input was considered while maintaining control over the project. 3. **Critical Path Analysis**: To tackle the complex scheduling issue, I employed critical path analysis. Identifying the critical activities that determined our project's timeline allowed us to allocate resources efficiently and synchronize construction activities with the school's academic calendar. **Outcome:** 1. **Efficient Integration**: The implementation of project management software allowed me to efficiently integrate various project elements. This resulted in smoother workflows, reduced errors, and improved overall project coordination. 2. **Stakeholder Satisfaction**: My stakeholder engagement plan led to improved collaboration and satisfaction among all parties involved. Clear communication and transparency helped me resolve conflicts promptly, keeping the project on track. 3. **On-Time Completion**: Through critical path analysis, I successfully aligned construction activities with the school's schedule. This meticulous scheduling ensured that we completed the project on time without disrupting school operations. Myirha Consulting Engineers & Project Managers (Pty) Ltd