The prestigious international architecture competition Kaira Looro has officially announced the winners of its 2025 edition, which saw unprecedented participation from all over the world.
The initiative confirms itself once again as one of the most influential competitions in ethical and humanitarian architecture. Organized by the international non-profit organization Balouo Salo, the competition aims to empower young architectural talents, support sustainable development projects, and foster architectural research that benefits the most vulnerable communities on the planet.
The theme for the 2025 edition was the design of a Nursery School in rural areas of Southern Senegal—a safe, inclusive, and sustainable educational environment for children aged 3 to 6. The goal was to address one of Sub-Saharan Africa’s most pressing issues: the extremely limited access to early childhood education, a crucial phase for cognitive, emotional, and social development. In this region, less than 10% of preschool-aged children have access to educational facilities. Many villages lack dedicated infrastructures, and when they do exist, they are often inadequate. Families either cannot afford the costs or must travel long distances to access basic education. This reality perpetuates the cycle of poverty and inequality.
The competition invited participants to design a structure of no more than 500 sqm, featuring areas for learning, playing, resting, and nutrition, while emphasizing the use of local materials, environmental sustainability strategies, and self-construction techniques. The project site represented the rural context where Balouo Salo has been actively working for over ten years, implementing initiatives that have reached thousands of people.
The 2025 edition recorded record-breaking participation, with over 1,000 teams from 118 countries, including India, Italy, South Korea, Turkey, Poland, Indonesia, Colombia, Brazil, Mexico, China, France, Japan, and Morocco. Projects were awarded by an international jury composed of some of the most renowned architects of our time:
Kengo Kuma (Kengo Kuma & Associates),
Benedetta Tagliabue (EMBT),
Rafael Aranda, Carme Pigem, Ramón Vilalta (RCR Arquitectes),
Mario Cucinella (MCA Architects),
Sir David Adjaye OM OBE (Adjaye Associates),
Amanda Levete (AL_A),
Manuel Aires Mateus (Aires Mateus),
Giancarlo Mazzanti (El Equipo Mazzanti),
Agostino Ghirardelli (SBGA | Blengini Ghirardelli),
Raul Pantaleo (TAMassociati),
Emmanuelle Moureaux (emmanuelle Moureaux INC),
Saad El Kabbaj, Driss Kettani, and Mohamed Amine Siana.
Supporting the jury was the scientific committee composed of:
Raoul Vecchio (Balouo Salo),
Sebastiano D’Urso and Grazia Nicolosi (University of Catania),
Dario Distefano (Archicart),
Moulaye Diabate (Balouo Salo).
The first prize was awarded to the team of Florentin Mougin, Timothé Fiedler, and Anne Sok from France.
They will receive a cash prize of €5,000 and the internship award at Kengo Kuma & Associates in Tokyo.
The second prize, of €2,000, was awarded to Siarhei Karoza from Poland.
The third prize, €1,000, went to Kota Shima, Aoi Samitsu, Ishin Matsumoto, and So Kobayashi from Japan.
Second and third place winners also win the Internship Awards, which allow them to complete an internship at one of the prestigious studios:
Benedetta Tagliabue EMBT in Barcelona,
Amanda Levete Architects in London, or
SBGA Blengini Ghirardelli in Milan.
Two honourable mentions were awarded by Kengo Kuma and the whole jury to:
– the Bolivian team of Alvaro Eduardo Taboada, Manuel Alejandro Jaramillo Paredes, Nathaniel Alonso Perich Soto, and Mateo Javier Grijalva Mancheno
– and to individual participant Bogdan Loviste from Romania.
Additionally, 10 special mentions were given to outstanding projects from Argentina, France, Iran, Japan, Vietnam, Tanzania, South Korea, Italy, and Kenya.
35 finalists were also selected. All awarded projects are featured on the official website and will be published in the printed competition volume, which is distributed to media partners and academic and humanitarian institutions worldwide.
As per tradition, 100% of the competition proceeds are donated to Balouo Salo’s humanitarian projects in West Africa, aimed at improving access to water, education, and public health. The winning designs from the 2021 and 2022 editions—focused on a Women’s Training Center and a Centre to fight against child malnutrition—are currently under construction and will provide long-term benefits to vulnerable communities.
The 2025 edition reaffirms Kaira Looro’s mission as a unique platform where architecture merges with ethics, social responsibility, and sustainable innovation.
1st Place
Florentin Mougin, Timothé Fiedler, Anne Sok
France
Architectural concept
The nursery school is organised around a central feature: a circle. This distributes the volumes, guides the circulation and frames a secure courtyard. This simple geometric shape gives a clear sense of the site and fosters a feeling of unity. Circles, squares, rectangles and triangles — the main shapes of pure geometry — make up the plan, interacting with each other and enriching the overall composition. Dynamic, varied volumes interact with local vernacular morphologies.
They are reminiscent of the 4-sided roofs of local huts, reinterpreted in a contemporary way to meet today’s global challenges. Each built volume corresponds to an independent programme. They are positioned on the circular pathway, gravitating around the playground and the multi-purpose area, which are central to the composition. This division into several volumes makes it possible to build in several phases, allowing the school to be used even when unfinished. The entire life cycle of the building has been designed to last over time.
Using of materials
The structure played an important part in the design of the project. We have always tried to make it as easy as possible to build ourselves. So it’s lightweight and made up of small components to make it easier to build and handle.
Most of the materials used come from local sources, including red earth, wood, bamboo, straw and logs. These materials, available locally, reduce the need to travel and the environmental and economic impact of construction. Fragmented massing means that construction can take place in several phases, so that one or more of the volumes can be used even while the site is under way. This phasing is a real advantage in terms of facilitating both construction and use of the building.
As far as the structure is concerned, each volume incorporates a triangulated adobe element that provides bracing. This mass contributes to the thermal regulation of the envelope, and provides niches and storage spaces cut into the thickness. Around these triangles, a framework of lightweight white wood and rosewood components is assembled in a simple, rational way. The framework provides support for the outer thatch envelope used for roofing. The 25 cm-thick straw unifies the appearance of the volumes, while providing insulation and waterproofing.
Inside, a cob rendering, made from local red earth, is supported by a wild bamboo mesh. Together, these elements create a warm, stimulating atmosphere that plays a role in the development and well-being of the children.
Building process
Each building volume is designed to provide efficient through-ventilation and controlled natural light. A large opening on one of the façades draws in fresh air. At the other end, high openings in the roof evacuate warm air and prevent the rooms from overheating. Their geometry has been designed to block the sun’s rays during the solstice and prevent the infiltration of oblique rains during the monsoons.
The interior ambience of the classrooms has also been thought through in detail. Metallic thermal curtains regulate the temperature and lighting and protect against heavy rain. Stainless steel covers around the openings provide a neat finish and also help to protect against water. Finally, a mosquito net is integrated into each opening for the safety of children. All these elements ensure optimum comfort for the children, regulated according to local weather variations.
Each of the classrooms is unique in its function, orientation and volume. The niches, which can be used for several purposes (counting time, small alcoves or storage), are a good illustration of this variety.
The circular walkway, slightly raised by 30 cm, forms a gentle boundary and also protects the floors from run-off during the monsoon season. It is sheltered by a lightweight structure made of wood and bamboo fence. On the underside of the roof, coloured fabrics punctuate the path, filtering the light and echoing the local textile culture. The colours are warm and stimulating for the children. The circle wraps around a local tree, becoming not only a structure but also a totem for future adventures during the pupils’ breaks. The triangle at the entrance marks the beginning and end of the circular walk, and provides a well-designed space for classes to be held outside when the weather is fine. It offers a further opportunity for children to explore and learn. In this way, the outdoor passageway has an additional use.
The multi-purpose area, central to the spatial composition, also opens onto the playground. It offers functional links with the meal preparation area and toy storage for greater ease of daily use. Designed for flexibility and ease of use, it offers a range of uses and opportunities, opening up the possibilities for children’s greatest dreams. What’s more, it can be used for more than just educational purposes, as it can also be used outside school hours as a meeting place for local residents, for community events and associations.
The classrooms are also designed to be adaptable. Two classrooms can be combined to form a larger space, a flexibility that allows for collective or recreational uses. The project, its operation and its uses are all designed to provide the best possible support for children’s development in a comfortable, stimulating and inclusive environment.
This lively, colourful and harmonious ring becomes a space for socialising, exploring and learning, not only for the children but for everyone who comes into the school. It will become a focal point for the entire local community.
2nd Place
Siarhei Karoza
Poland
A. Architectural Concept
In a remote village in Senegal, this Nursery School is more than an educational facility — it is a place of safety, belonging, and early discovery. The project aims to support children aged 3 to 6 by offering a calm, climate-sensitive, and inclusive space that reflects local culture and everyday rhythms.
The building is based on a simple and efficient modular grid. Each room — whether a classroom, office, or service area — fits into this system, making the structure clear, logical, and easy to build. A central wooden corridor wraps around the main volumes, serving as the primary circulation path and an informal play space. This transitional space protects the inner rooms from direct sunlight, creates shade, and encourages free movement and exploration.
The building is oriented along a north–south axis. This limits exposure to the harsh southern sun while allowing classrooms to open to the east and west. The sloped metal roof is raised above the walls, creating a ventilated cavity where hot air can escape and cool air can circulate. Textile panels and light timber frames allow filtered air and light to pass through, making the architecture breathable and responsive to the local climate.
The school has one clear entrance, visually monitored by the administration and reception areas. Two inner gardens — one for children, one for staff — offer quiet spaces for rest and play, reinforcing the connection between education and nature.
B. Use of Materials
Materials are chosen for their availability, environmental performance, and ease of use in self-construction. The core structure is built with rammed earth — thick, stabilised walls that ensure thermal comfort and sound insulation. Earth is sourced locally, mixed with sand and a small amount of cement to improve durability.
Local timber is used for roof trusses, corridor framing, and floorboards in common areas. Timber is easy to handle and replace, allowing parts of the building to be pre-assembled off-site. It also provides a warm and tactile surface, ideal for barefoot children.
Recycled textile panels are fitted between timber posts to form breathable, shaded walls. They reduce glare and give the building a distinctive identity. The metal sheet roof reflects sunlight and is installed with overhangs that protect walls and entrances from rain and heat.
Floors vary depending on function: wooden decking is used in the corridor for comfort and airflow, while concrete screeds are used in classrooms and service areas for strength and hygiene. All materials are selected to reduce the carbon footprint and to engage local craftspeople, encouraging long-term community involvement.
C. Building Process
The entire project is designed to be built without heavy machinery. The modular system allows for easy layout, clear sequencing, and possible phased construction. Foundations are made of compacted gravel and reinforced concrete, providing a stable base for rammed earth walls. The use of local gravel reduces transport needs and costs.
Walls are made using traditional rammed earth techniques, with simple wooden formwork and manual compaction. This process is labour-intensive but community-friendly, offering jobs and skill development for local residents.
Roof elements and wooden structures can be prepared on-site using basic tools. Once in place, the metal roof is added, followed by textile infill panels, doors, and windows. The final stages include landscaping and planting the gardens, reinforcing the school’s role as a shared and cared-for space.
The result is a building that is not only functional and beautiful but also owned and understood by those who built it.
3rd Place
Kota Shima, Aoi Samitsu, Ishin Matsumoto, So Kobayashi
Japan
This project proposes a nursery school that provides a safe, generous environment for young children to play, imagine, and grow together. Rooted in local traditions, the architecture supports these moments of exploration through local materials and spatial openness.
Many children in Senegal have limited access to spaces where they can play freely and interact with others. What children need is time and space filled with possibility—where their imagination can unfold freely.
The site is located in southern Senegal, between a riverside forest and a rural village. A long wall stretches across the site, acting as a threshold between a village and forest. For the children, crossing this wall means entry into a space of freedom and play.
The plan is inspired by the traditional roundhouses of southern Senegal. By unfolding the closed circular form of the roundhouse, it becomes a single sweeping arc that gently wraps around the children—creating both a sense of protection and openness. This plan forms familiar silhouettes for the local community.
Classrooms are arranged along these curved forms and share a large central playground beneath a continuous canopy. The roof structure also draws from traditional roundhouse construction techniques. A simple system of single-pitch roof creates open, airy interiors without requiring specialized skills. This approach allows for broad spans while remaining accessible to local builders.
The walls are built using uniquely crank-shaped bricks. Their modular geometry allows children to stack them like toy blocks, enabling them to construct small structures and claim spaces as their own. A brick production yard is integrated into the site, allowing for the on-site production of these distinctive bricks.
The inner arc walls are constructed from woven bamboo, doubling as temporary storage for bricks. The bricks’ porous quality allows them to absorb rainwater and release it through evaporation during dry periods, passively cooling the air inside and supporting thermal comfort throughout the building.
Interior partitions between classrooms are intentionally left open-ended. Children are encouraged to extend these walls themselves, shaping their own spaces. The brick units are designed with clearances that allows curved walls, enhancing the modular system’s versatility.
The bricks produced here are also distributed to the surrounding community, contributing to local house construction. The bricks that children use to play and build are later used in whole village — linking early experiences with lasting structures.
In contrast to the traditionally built classroom wing, the eastern side of the facility features a core of modern construction materials, housing sanitary and utility functions. A long wall runs along the main approach, gently welcoming children and leading them toward the classroom wing. The walls parallel to it enables children and adults to frame a clear visual corridor through the classrooms, ensuring a sense of unity and security for children.
Honorable Mention
Alvaro Eduardo Taboada, Manuel Alejandro Jaramillo Paredes, Nathaniel Alonso Perich Soto, Mateo javier Grijalva Mancheno
Bolivia
The proposal developed by our team is summarized in two architectural elements: The first is an elongated bay that contains the functional program of classrooms and services established by the competition guidelines. This element functionally accommodates all the facilities required for an early childhood school: five classrooms, a dining room, and services. The second element is the wall. A linear, elongated component with a circular layout, it partially protects the rectangular volume. In the tension between these two elements, a common space emerges, open to the sky.
Below, we explain the main points that underpin the proposal we developed for the 2025 edition of the Kaira Looro competition.
Scale
A preschool focused on its primary users: children. This intention was brought into the architecture through the manipulation of spatial scale. The space is vaulted, flexible, and of variable height. In its cross-section, it expands toward the center and compresses at the ends, acknowledging the height of young children. In this way, the project seeks to create a space that feels comfortable and tailored to their body proportions. This gives the architectural proposal specificity and sets it apart from the rest of the community’s buildings.
The perimeter wall, which shields the project from the outside, also has a controlled and low height that corresponds to the visual height of a child.
Safety
The school is a prototype designed to be located in a varied context, surrounded by nature. A school for children must provide safety. Necessary control is essential to allow them to carry out their activities with confidence and within a secure environment.
How is this achieved? As mentioned earlier, the project is resolved between two main elements: a rectangular bay that contains the program and a circular perimeter wall that partially encloses and protects it. This element is functional but also plays an expressive role. From the outside, the preschool appears as a self-protecting project, with limited and specific access points. This gives families confidence to leave their children at the school, knowing the project can offer them safety in their absence.
Courtyard
What should a school be like? It must have classrooms, services, administration, and other functions that make it work. However, our team believes there is an essential element not included in the program: the courtyard. This recognizable space, also present in local architecture, is key to providing architectural quality to the project. It is the main place for interaction and play—activities that are fundamental to children’s learning.
It emerges in the spatial tension between the project’s components: the bay and the wall. In this spatial tension, a protected open space is formed. Its elongated, curved shape—created by the circular perimeter wall—broadens its dimensions, giving it proportions suitable for various activities such as performances, outdoor workshops, ceremonies, etc. The courtyard contributes not only as a space for socialization but also for flexible use within the school.
Structure
The structural composition of the project is based on the contrast between tectonic and stereotomic elements: the heavy and the light. The rectangular bay is composed of a wooden structure articulated by joints, shaping a vaulted form along its entire length. This light structure has two advantages: first, it allows for the complete opening of the space through the use of mobile and rotating panels, with slender and punctual vertical supports. Secondly, it is a modular and serial structure, which facilitates on-site construction.
Its composition, based on 4-meter-long wooden slats fixed together, allows for much larger spans and the creation of flexible spaces.
The tectonic element is found in the envelope: the perimeter wall. This is proposed to be made of rammed earth, a construction system common in the region. It is a low and opaque wall that ensures the protection of the school’s interior spaces and defines its boundaries.
Honorable Mention
Bogdan Loviste
Romania
Creating a place of familiarity, community and creativity were the founding aspirations that guided the design process throughout. In essence, while inspired by local vernacular architecture and archetypes, the project takes form under the geometric symbols’ governing.
Two long silver roofs emerge on the outskirts of a village in the Casamance region. Surrounded by worked fields that are dotted by pointy termite nests and tall sub-Saharan trees, the structure finds its place on an empty land patch. Sharp geometric cuts in the metallic canopy set a rhythm and break the imposing surface, allowing the observer to segment the building and to further extend their views through the landscape.
These two tent-like structures converge into a meeting point. This first common spot is delimited by a concave garden where short saplings and other plants have been planted. A sinuous spring of fine gravel emerges here. As one follows the thread, the space opens up, flanked by the two roofs that now diverge from one another. In their place, a green courtyard appears.
Following the channel, the eyes are carried towards the horizon where a framed view is established. In the back, past the linear cast in-situ concrete basin, sits an old mango tree. Inside the composition, this tree acts as a gravitational pole by extending the imaginary axis upwards. It also has the inherent quality of being able to provide shelter, which is primarily attractive.
At the base of every roof there is a reservoir, each a different shape. The overflowing of these basins is controlled by connecting them to the ‘green axis’ via gravel channels that meet in the main one. Water flows into the garden or spills over into the fields. This passive irrigation system becomes the lifeline of the garden.
The nursery school is a construction that uses timber as the main structural material. A series of timber frames rest upon a concrete foundation and set a rhythm in the interior space. These frames support the metal sheet roof. Only from the inside is it that one can notice the permeable nature of the structure. Louvered blinds and interwoven tree branch cladding make up most of what can be seen from the interior. These solutions allow indirect sunlight to seep in and sustain efficient but unbothering cross ventilation, while maintaining a strong dialogue with the exterior.
Stepping onto the raised floor of the classrooms’ wing, the play between the light and the shadow becomes more present and expressive. The battered earth floor is sprinkled with square mud blocks that each have an individual hand- or footprint left there by the people — big and small alike — that took part in the construction process.
Traditional building practices and customs are encouraged, and the strong sense of community is being displayed and preserved. Together with the decorated block insertions, each classroom has a different-shaped recessed storage area dug into the ground. Apart from the functional role, these units encourage the formation of different classroom layouts and, at the same time, are meant to further inflame the children’s imagination.
Thus, the ground becomes a playground — one continuous plane sheltered underneath one roof.
Special Mention
Sebastian Lares Arrechea , Francisco Comelli, Juan Manuel Lanziano, Victoria Gomis
Argentina
You only need to look at the building to feel the presence of the past, the spirit of a place, the culture of a people.
CONTEXT
In the rural areas of southern Senegal, access to early childhood education is an urgent challenge, as many children lack safe spaces for their development. The project is located in a vulnerable environment, affected by climate change and economic precariousness, which requires sensitive and adapted architectural solutions.
Incorporating the local cultural diversity, the proposal aims to be a place of belonging, learning, and social cohesion, built with local materials and community participation, designed to be sustainable and transformative in the long term.
DESIGN INTENTIONS
The architectural idea was inspired by the concept of communal patchwork, a traditional sewing technique that consists of joining different fabric pieces to form a coherent and functional whole. Likewise, the project is conceived as a collective construction of knowledge, bonds, and growth opportunities.
Each component of the space (from its materiality to its organization) represents a piece connected to others through social, cultural, and territorial relationships, forming a living fabric that reflects the community’s diversity. This assembly logic not only allows an organic adaptation to the changing needs of the environment but also strengthens ties between people, making the scale space a place of encounter, identity, and shared care.
Within this framework, space is understood as the result of connections through relationships, where each link adds meaning, continuity, and playfulness to the whole. The main goal is to create an educational environment for early childhood that goes beyond its school function, establishing itself as an open community reference that promotes respect for the environment and local culture.
Facing a challenging socioeconomic context, the school is projected as a space of opportunity, resilience, and transformation. The design uses brick as a versatile material, employing simple techniques such as rotation and combination of pieces to form open, warm, and characterful spaces.
The volumes are distributed in the rural setting, organized around two courtyards: one dedicated to educational activities and another for community use. At the center of the complex is the play-educational area, an active space that fosters interaction among children, teachers, and the community.
Far from being a closed space, the design encourages open connections that invite participation and discovery, allowing each corner to be used for play, rest, or learning.
MATERIALS AND CONSTRUCTION TECHNIQUES
The proposal is based on a rational and austere construction logic, aligned with local traditions, avoiding technological display, and prioritizing natural and accessible materials. The use of site resources reduces costs and strengthens the bond with the territory.
Walls and floors are built with stabilized earth bricks made from soil extracted directly from the site. The main structure is wood, a renewable, lightweight, and easy-to-handle material.
The double roof combines an outer layer of corrugated metal sheet, resistant to heavy rains and low maintenance, with an inner bamboo reed roof that provides thermal comfort and a sustainable solution adapted to the local climate. Openings are made of wood, incorporating movable shutters that regulate cross ventilation, solar radiation, and privacy.
The construction system is designed for simple and sustainable techniques, facilitating self-construction.
ETAPABILITY AND MODULARITY
The project is organized around a modular grid of 1.50 m x 1.50 m, which serves as the geometric and constructive base. This system favors replicability and facilitates adaptation to different communities with similar conditions.
The typology of independent volumes allows flexible and respectful placement in the natural environment, while ensuring efficient phased construction according to the technical, economic, and social resources of each community.
Therefore, there is no fixed execution order: the construction sequence can be defined according to local priorities and immediate needs. This modular and progressive organization ensures technical viability and allows flexible future growth without losing spatial coherence or integral functionality.
CONSTRUCTIVE SEQUENCE
The construction process is organized into clear stages, designed to be carried out by residents and volunteers, thus promoting active community participation:
-
Clearing and leveling the land.
-
Execution of foundations.
-
Raising stabilized earth walls.
-
Assembly of the wooden structure.
-
Installation of secondary elements that stiffen the roof structure.
-
Placement of the bamboo roof and carpentry.
-
Finishing with corrugated metal roofing.
For the central volume, the construction sequence is similar, except for stage 3. This methodology ensures efficient construction adapted to available resources, while generating significant social and educational value by fostering collective learning about the built environment.
SUSTAINABILITY AND BIOCLIMATIC STRATEGIES
The design aims to minimize energy consumption and environmental impact through passive strategies adapted to the tropical climate.
The arrangement of volumes, together with strategically placed openings, allows permanent cross ventilation that improves indoor thermal comfort without mechanical systems. The double roof system creates a ventilated air chamber that helps dissipate heat, while perimeter galleries protect from sun and rain, connecting interior spaces with the natural environment.
The presence of shaded areas, both built and natural, plays a key role as expansion spaces for educational and community activities. At the same time, they function as rest and contemplation zones.
The project also incorporates a rainwater harvesting system and the conservation of native plant species to strengthen sustainability and the identity of the place.
ADAPTABILITY AND FLEXIBILITY
To maximize openness and versatility, classrooms have movable partitions that allow controlled expansions according to needs, promoting a dynamic atmosphere that favors collaboration, play, and community gathering. This stimulates active participation by children and enriches the educational experience.
SOCIAL IMPACT
The project seeks to generate a lasting impact on the community, functioning as an educational space and a social and cultural reference. It fosters active participation, strengthens community ties, and promotes inclusion, equality, and local empowerment.
Its replicable and sustainable design makes it a key tool for social and territorial development in vulnerable rural areas, promoting the integration of its various dimensions into a socially, educationally, and culturally integrated whole.
Special Mention
Marius Proust, Gabriel Remy
France
Casamance is one of the poorest regions of Senegal, where society revolves mostly around agriculture and craftsmanship. The construction of this new nursery school is intended to be a true symbol of hope and development for both children and parents, adapted to the local way of life while ensuring impeccable comfort of use in light of the environmental challenges of our time.
Its architecture is thus designed to be simple and rational, representative of local crafts culture, and powerful in its ease of use.
The school is set in a rural environment, and is organized around an existing old Ceiba Pentandra tree. The tree’s canopy defines a shaded central patio, creating an intimate and dreamlike environment for the children, directly linking the indoor spaces with the lush nature surrounding it.
The simplicity of the plan is driven by a structural grid that allows the building to stand the test of time. Indeed, the reversibility of the spaces will allow the school to host, over time, any event or use at the community’s discretion.
The architectural challenge in this territory lies in the multiple ways the local king of materials, laterite earth, can be used. Therefore, the project consists of the simple elevation of thick rammed earth walls, topped with a naturally ventilated framework made from local rosewood timber.
The laterite earth is used here in all its forms to benefit the project: compacted as a foundation, rammed in masonry, binding shell aggregates in lintels, and raw in the form of partition bricks inside.
The project thus consists of three successive tectonic layers: a mineral base as a relation to the ground; earth walls sparsely pierced as a relation to the landscape; and a well-ventilated roof structure as a relation to the sky.
All the architectural elements of the project follow the precepts of local vernacular architecture, allowing the residents to easily understand the construction methods for self-building on-site. Moreover, the off-site prefabrication of the roof trusses will ensure an efficient construction process.
Thus, the project aims to build a true model building for the community. A school surrounded by nature as a palace in its garden, conducive to a happy, healthy, and optimistic education for the children of Casamance.
Special Mention
Hosein Musavi, Maryam Baharvandi, Ali Jamali, Amir Hossein, Saeedi Majd
Iran
Vernacular Nursery School in Senegal
Architecture as a Bridge Between Culture, Education, and the Environment
A Vernacular Nursery School in Senegal – Architecture for Childhood, Nature, and Culture
This project is a humanitarian initiative aimed at creating an educational and nurturing space through the design of a vernacular nursery school in Senegal. The design process weaves together the developmental and educational needs of young children with a deep understanding of local culture, climate, and indigenous resources. From the outset, our goal extended far beyond constructing a mere educational facility; we aspired to craft a space where the Senegalese child, nature, culture, and learning coexist in a dynamic and creative dialogue.
Children and Their Environment in Rural Senegal
In the rural communities of West Africa, children are considered a vital part of the social and cultural fabric. From the earliest stages of life, they are immersed in both natural and communal environments, learning essential life skills through direct interaction with the world around them.
Our design seeks to honor and reinforce this connection—by employing a spatial language and materials that feel familiar, intuitive, and meaningful to the child.
Inspired by Traditional Wolof Homes – Architecture as a Vessel of Collective Memory
The core concept of this project is drawn from the traditional homes of the Wolof people in Senegal. These dwellings are typically arranged in circular formations around a central communal space—an architectural language that is not only functionally efficient but also evokes a familiar sense of living for the local child. This circular pattern extends beyond architecture; it encapsulates the very essence of Senegalese cultural and social life.
Within the project’s fluid spatial narrative, children are invited to live, feel, and play within these historical and communal rhythms—transforming collective memory into everyday experience.
Spatial Layout and the Central Courtyard
In designing this nursery school, we adopted the same circular logic. The educational, service, and play areas are organized in a radial pattern around a central courtyard. This courtyard is not merely a connective space—it is envisioned as a living interface between the child and nature.
Here, elements such as trees, shade, soil, light, and wind come together to offer children a rich, multi-sensory experience of the natural world—an experience that plays a vital role in their cognitive, physical, and emotional development during early childhood.
Open Architecture and Nature Integration
This design approach also fosters a sense of community, safety, and freedom for children—much like the Wolof homes that, for generations, offered a space to live collectively and harmoniously with nature. In this nursery school, nature is not treated as a decorative backdrop, but as an integral part of the architecture itself.
To achieve this, the boundaries between interior and exterior spaces have been minimized. Classrooms and learning areas feature large openings and natural ventilation, allowing breezes, sunlight, and the ambient sounds of nature to gently flow into the space.
Psychological and Functional Importance of Openness
This openness is essential not only in terms of functionality—providing natural light and ventilation—but also psychologically, helping to reduce feelings of isolation among young children. Moreover, the central courtyard becomes a stage for free play, exploration, and collective activities—a space where children can learn, grow, and feel safe within a nurturing environment rooted in both nature and community.
Materials and Structure – Conscious and Sustainable Choices
Two core principles guided our selection of materials and structural systems: accessibility for the local community and compatibility with the climate and environment.
Structure: The primary structure is made of locally sourced timber—a material that is lightweight, durable, and easy to construct using basic tools. Timber also carries a natural warmth and vitality, offering a sense of calm and intimacy within the space.
Walls: For the classrooms, we used rammed earth walls, which are not only environmentally friendly but also provide excellent thermal insulation against heat. In other areas and for partitions, bamboo was chosen as a lightweight, affordable, and quick-to-assemble material.
Roof: The roofs of classrooms and learning spaces are covered with corrugated metal sheets for durability against rain. Beneath them, a layer of straw and plant-based insulation provides both thermal and acoustic comfort, enhancing the interior climate naturally.
Flooring: The floors are made of compacted earth, offering a natural and tactile surface for children to move and play on.
This material palette is not only cost-efficient, but also aesthetically aligned with the cultural and natural context of the region—creating a seamless integration between the built environment and its surroundings.
Built by the People – Participatory and Community-Driven Architecture
A fundamental aim of this project was to create an opportunity for collective construction by the local community. The design was intentionally developed so that all phases of construction could be carried out without heavy machinery, relying solely on local labor. This approach carries several key benefits:
– Reduced costs and minimal dependence on external equipment
– Transfer of construction knowledge and practical skills to the community
– Strengthening the community’s sense of ownership and belonging toward the project
We believe that architecture within human-centered contexts should not be created by architects alone, but rather with the people and for the people. This project embodies that philosophy—turning a vision of participatory design into a tangible, lived reality.
Conclusion – Architecture as a Bridge Between Culture, Education, and the Environment
The Vernacular Nursery School of Senegal is an attempt to demonstrate that architecture can offer a creative and responsible response to the real needs of people—especially children—within their cultural and climatic context.
By drawing on traditional patterns such as Wolof homes, making thoughtful use of local materials like earth, timber, and bamboo, and involving the community actively in the building process, we sought to create a space where learning, play, nature, and culture coexist in harmony.
Special Mention
Masaki Tsukagoshi, Hiroki Minoura, Takehiro Hayashiyama, Keisuke Shinohara
Japan
We design a nursery school in which the entire architecture is made up of “Playful Net,” a lattice partition made of a combination of local bamboo, to provide a safe, stimulating and inclusive environment for children.
With regard to safety, in Senegal, where the crime rate is high, we put priority on children’s safety by creating a buffer space from the outside with “Playful Net,” which is structured in layers, and provides physical and psychological safety.
With regard to stimulation, children’s senses are stimulated and creativity is fostered by traversing the layered space made up of the “Playful Net” series.
With regard to inclusiveness, the porous structure of “Playful Net” provides flexibility and expandability that can be freely used by children, enabling children from diverse backgrounds and perspectives to maximize their abilities.
The “Playful Net”, which maximizes children’s creativity, greatly stimulates children’s physical abilities and social skills, and a safe space protected from the outside environment has unlimited possibilities. The multi-layered “Playful Net” also provides direction and creates a safe and inclusive space that adults can easily access. “Playful Network”, a series of “Playful Net”, is expected to chain children’s creativity.
Construction Process
The building is constructed in the following steps:
-
A lattice partition wall is constructed using a combination of local bamboo. This wall uses the lattice to create “Playful Net“ that is highly playable and expandable by encouraging children to engage in various activities. The wall fosters creativity and supports exciting activities.
-
By layering the entire building with a “Playful Net” structure, we create a stimulating and inclusive environment while constructing a highly secure space that is protected from harsh external conditions. It seamlessly connects the classroom to the outside of the play area to a more physical space along “Playful Net“.
-
In addition, “Playful Net“ has optional openings to create additional activities for children. This opening allows the play area to be connected horizontally to foster socialization beyond the classroom. The layers of “Playful Net“ create an educational nursery that stimulates both physical and social skills.
Materials and Construction Techniques
All the building materials are sourced locally, and a self-build method has been adopted to facilitate easy assembly. The “Playful Net” is made of wild bamboo, standardized with a 250 mm module to simplify construction. The bamboo components are secured with simple details using hemp or other ropes.
The exterior walls consist of laterite earth built upon this framework. The roof is constructed with corrugated metal sheets, supported by a pillar-and-beam structure integrated with the “Playful Net.” To reduce the intense heat, we used affordable bamboo fencing material for the ceiling. The openings in the “Playful Net” are finished with Senegalese fabric.
Children can freely insert rosewood pieces into the Playful Net to create stairs, desks, and chairs.
Spatial Layout
The floor plan consists of layers of the “Playful Net” arranged in a structured layout. The porous design of the “Playful Net” enhances the unity of the nursery while also maintaining the independence of each classroom by placing offices and medical rooms between them. The classrooms are 4.5 meters wide, while other rooms have widths of 2.7 meters and 3.6 meters. Standardizing these sizes improves construction efficiency.
Children enter the nursery through the main office, which serves as an entrance where they can see the entire space. They pass through the play area to access their classrooms. By opening the wooden partitions between classrooms and the play area, the space can be used as one large, connected area.
A combination of zoning and varied landscaping encourages movement and creativity, providing children with an engaging environment. As they move through the space, they learn about society, develop an interest in nature, and observe changes in the outside world.
Additionally, the layered structure makes it easier to expand the building in the future as the number of children increases.
Architectural Expression
In the cross section, the north side has a uniform roof line with a height of 3 meters, and the south side has a dynamic roof line with undulations. It amplifies the fun of moving from the inside of the north side to the outside of the south side.
The “Playful Network”, a multi-lattice partition wall system, will solve the problems of nursery schools in Senegal, providing a safe, stimulating and inclusive environment for children. It will also be a prototype nursery building for the further development of education in Senegal.
Special Mention
Minh Ky Duong, Duy Anh Dam
Vietnam
Flexible and Adaptive Modular Design:
The structure is designed with basic modules, including closed spaces and semi-open spaces, making it easy to adjust according to different locations and usage needs. This saves costs and increases adaptability.
Multi-functionality and Space Connectivity:
The school includes many different functional areas (multi-purpose hall, management office, classrooms, kitchen, dining room) connected by flexible semi-public spaces, suitable for various group activities like meetings, exhibitions, and performances.
Using Nature and Creating Harmony:
The design includes inner courtyards, shaded spaces under trees, and gardens along water canals, creating a friendly environment close to nature and encouraging community interaction.
Connection and Safety:
The exterior walls are revolving doors so that outsiders can see inside activities, creating trust, openness with the community, and promoting education.
Sustainable and Energy-saving Strategy:
The inner courtyard acts as a buffer zone, using natural lighting, cross ventilation, insulation, and spatial structure to maintain comfortable temperatures for users and be environmentally friendly.
Priority on Low-cost Materials and Easy Construction:
Using easily found, low-cost materials such as stone, reinforced concrete, and bricks, with simple but effective building techniques, helps the project be sustainable and easy to maintain in resource-limited conditions.
Special Mention
Christopher Luvanda, Denis Ezekiel , Judith Kabelinde
Tanzania
South Senegal is one of the African regions that falls on the marginal line when it comes to providing a learning environment, especially for young children. At that young age, children need to ignite their love for learning, interacting, and playing as they grow; it’s simply their foundation for future life. The school learning environment should foster the needs of young children so that they become enthusiasts when it comes to learning.
The school occupies a 484 square meter footprint area that creates a well-combined indoor and semi-outdoor learning environment for nursery students with alternating volumes while promoting openness for the children to have a flexible space for classes and other educational activities. These spaces are demarcated by marginal walls which act as sitting spaces while also being used as showcases for children’s artefacts that they will be doing on their nursery education journey.
The first wing with classes is linked to semi semi-outdoor space that is shaded with adjustable straw blinds to maximize class activities or hosting extracurricular activities. The second wing consists of spaces for accessory functions like offices to keep the school running. This design fosters traditional architecture that is resilient and sustainable.
The spaces are separated by parallel 200mm rammed earth walls offering excellent thermal mass while the front and rear walls are made of bamboo louvres with woven straw doors. All walls rest on top of strip concrete foundation with its depth varying according to the load it carries; 400mm deep concrete foundation for rammed earth wall sections and bamboo columns sections, 200mm deep concrete strip foundation for the front, rear and marginal walls sections.
The wooden beams on the wall allow cool air to flow into the interior spaces, hence cross ventilation is achieved. The corrugated iron sheet roof is supported by a series of vertical 150mm doubled bamboo columns then followed by 150mm bamboo rafters and 75mm bamboo purlins, woven bamboo ceiling mat has been placed between purlins and rafters to insulate the indoor space while providing aesthetic impression.
The floor is constructed by a 70mm concrete layer that is set on top of 200mm tamped earth and compacted gravel. The entire school is designed to be modular and easily expandable, and the whole construction can be done by local community participation with all building materials and technology being locally available, making it both economically viable and environmentally responsible.
Special Mention
Diego RODRIGUEZ
France
Project Description – LIFE Nursery School
This proposal envisions a nursery school in Bagaya village (Ziguinchor region, Senegal), centered on a garden courtyard that fosters discovery, play, and learning in a nurturing environment.
Design Concept
The nursery school is a « society of patio », which allows a well-managed micro-climate. Each room opens to its own garden, forming a decentralized ecosystem of tactile experience essential for children. The building adopts an L-shaped plan: open and welcoming externally, yet internally offering calm, controlled spaces that support concentration.
Its layout incorporates a central courtyard–orchard where children can gather, interact, and engage with nature, creating a strong spatial sense and multiple thresholds for learning.
Materials & Structure
-
Bamboo trusses create a lightweight, sustainable structural framework, minimizing timber usage by replacing bulky beams with efficient triangulated trusses.
-
Rammed earth walls define the building’s volume, blending with the landscape, lowering construction costs, and simplifying maintenance.
-
Concrete tile flooring provides a durable, easy-to-clean surface ideal for young learners.
-
Corrugated metal roofing and false ceilings, familiar in local settings, finish the structure with vernacular comfort and practicality.
-
Limewash coating protects interior walls, reflecting light to brighten spaces while offering an antibacterial, economical finish.
Construction Strategy
The design emphasizes simplicity and adaptability. Modular classroom bays (6.30 m × 2.25 m) make it simple to assemble on site. Bamboo trusses are prefabricated and assembled on-site to reduce transport and labor. Rammed earth is locally sourced and installed using manual, low-impact techniques. Roof panels are cut and overlapped at corners. All details are conceived for ease of maintenance, using local tools and skillsets.
Climatic Performance
Situated in a tropical setting, the building harnesses the sun and shade. The roof filters direct sunlight into classrooms, while the courtyard and overhangs regulate airflow and temperature. These passive strategies create a comfortable microclimate for children and teachers.
Contextual Integration
LIFE respects and responds to its context, enhancing local climate and building traditions without imposing foreign models. Its horizontal, single-story composition sits harmoniously within the existing village fabric and surrounding vegetation. The project’s ambition is not to stand apart, but to merge symbiotically with its environment—highlighting inherent qualities while introducing fresh spatial dynamics.
Key Benefits
-
A flexible learning environment
-
Low-cost, sustainable materials and uncomplicated construction
-
Local labor engagement and material sourcing
-
Resolvable, maintenance-friendly assemblies
-
A nourishing courtyard that strengthens connections to nature
Conclusion
LIFE Nursery School embodies a respectful, pragmatic architecture—simple and unpretentious, yet thoughtful in its spatial quality and material logic. Centered on children’s well-being and rooted in place, the design proposes a quiet but powerful dialogue between structure, site, and community.
Special Mention
Hyunmin Park , Yunjae Ma
South Korea
“THE WELL”
Since ancient times, water has held the power to bring people together. In places far from rivers, wells took on that role. A well was not merely a source of water, but the heart of a community—a place where lives intersected and relationships were formed.
‘The Well’ is both a response to the urgent needs of water scarcity and sanitation in rural Senegal, and a space that allows children and local residents to coexist and interact. Here, the well is at once a structure for drawing water and a spatial device where movements overlap and sightlines remain open. Children play, adults gather, and within this gentle flow of shared presence, protection arises not from control, but from connection.
This nursery school is a place of learning and care, and at the same time, a social well—a passage where relationships are drawn up, and where the everyday presence of others becomes a quiet form of safety.
It is composed of two main zones: a Public Area and an Educational Area, connected through an Infra Area centered on a rainwater purification system. In the Public Area, spaces for rest and community gatherings are provided, while the Infra Area collects and purifies rainwater from the roof for reuse in daily activities. This shared infrastructure fosters a sense of communal care, allowing children to be naturally protected under the watchful presence of villagers.
Visual openings within the structure create soft, ambiguous boundaries—both open and enclosed at once, enabling a sense of connection without compromising safety. In contrast, the corner of the Educational Area, where classrooms are located, is defined by rammed earth walls that create a more enclosed and secure environment for children.
It features a large Play Area and smaller Pocket Play Areas between classrooms. Each classroom has three openable sides, allowing for spatial expansion and flexible use. This fluid, adaptable spatial design encourages creativity, play, and a more dynamic approach to learning.
Structure and Systems
The structural system of the Public Area and Infra Area is integrated with a rainwater purification system. The roof, composed of corrugated metal sheets, is sloped at 3%, allowing rainwater to flow in one direction. This water is collected through gutters and directed into the purification system through holes at the bottom of the gutters. The columns of this system are made of bamboo, which is resistant to water and can be perforated to efficiently manage the flow of rainwater.
The structural system of the Educational Area consists of wood beams. The main roof structure, woven with natural wood, effectively supports a thatched roof. The walls are composed of doors made from thinly woven bamboo, which can be opened sideways or upward, allowing the space to expand when needed.
Special Mention
Michele Gianfico , Valerio Campus
Italy
The Architectural Concept: A Dialogue Between Volumes and a Commitment to Sustainability
The pulsating heart of our design vision lies in the dynamic dialogue between two distinct and contrasting volumes: one characterized by rigorous linearity, and the other by a broken, vibrant geometry. These two elements are not merely structural components; they define the entire perimeter and identity of the school, acting as both a protective shell and a welcoming enclosure.
The resulting architecture is intrinsically linear, manifesting in a longitudinal development that embraces the primary direction of the site. We opted for a low height, almost as if to establish a discreet and respectful dialogue with the surrounding environment. The objective is harmonious integration, a deliberate mimicry that allows the building to blend naturally into the landscape, without imposing itself but rather completing it.
The close proximity of these two volumes generates a central space of great value: a comfortable and naturally shaded area. This is not just an empty void, but a true vital hub where students and children can find refuge, relax, or engage in playful activities in a serene and protected environment. It is a place for encounters, breaks, and carefree play, designed to promote well-being and socialization.
The strong juxtaposition between the two volumes is a compositional principle that manifests itself in multiple aspects. It starts from pure aesthetics and morphology – a simple, linear wall standing against a broken and dynamic one – leading to the functional differentiation they host.
Within the linear wall, which we have metaphorically defined as the “inhabited wall,” all essential functions for the correct and smooth operation of the institution are strategically housed. Here, you’ll find the administrative offices, the meeting room, restrooms dedicated to staff and students, the welcoming canteen, a spacious room for recreational activities, the infirmary for any emergencies, and a practical storage area. It is a volume that embodies efficiency and logistical support.
In parallel, the broken wall is entirely dedicated to the most vital and dynamic space of the school: the five classrooms intended for students. This design choice reflects the desire to create distinct learning environments that can benefit from their own identity and greater spatial flexibility, stimulating creativity and interaction.
Sustainability and Material Choices: Architecture Serving the Environment and Community
The project was conceived with a profound focus on environmental and social sustainability principles. Every choice, from volumetric definition to material selection, was guided by the desire to minimize ecological impact and maximize benefits for the local community. Our aim was to create a building that is not only functional but also serves as a model of responsible architecture.
The use of local materials was fundamental, as it not only reduces the carbon footprint associated with transportation but also enhances the region’s traditional resources and construction techniques. Our design also prioritized solutions that allow for natural and proper ventilation of spaces, optimizing internal thermal comfort and reducing energy demand for cooling.
Another cornerstone was the selection of technical solutions accessible to local skills and resources, promoting community autonomy and maintenance capabilities.
Delving into the materials, the inhabited wall, which forms the external envelope of the linear volume, was constructed using raw earth with the ancient and sustainable technique of Rammed Earth (Pisé). This choice not only provides the building with extraordinary thermal mass and a warm, natural aesthetic but also represents a strong link to vernacular building traditions.
For the roof of the linear wall, we opted for sheet metal, a lightweight, durable, and readily available material that ensures efficiency and protection.
The large broken wall, on the other hand, features a particularly innovative and sustainable construction solution. Its entire load-bearing structure is composed of bamboo pillars, a renewable, strong, and ecologically sound material. Externally, this structure is clad with straw bales, which offer excellent insulating properties and contribute to creating an organic aesthetic integrated into the context.
Through these material and design choices, we aimed to create an architecture that is intrinsically linked to its place, respectful of the environment, and functional to the needs of its inhabitants—a true manifesto of sustainability and innovation.
Special Mention
Adrian Madoya, Emmanuel Okello, Robert Omondi, David Koimburi, Daniel Omulo
Kenya
The concept revolves around coming up with a building that relates both to a child’s sense of scale, while still housing useable adult functions. So in section, the building appears on one end to nearly touch the ground, while across the same section, it rises high enough to accommodate usable functions. This play creates an illusion that makes it hard to define the building’s use on first impression.
The materials adapted are simple. The building consists of a structural steel skeleton that has been dressed in Rosewood timber on both ends and grounded on a concrete slab with a corrugated sheet metal roof.
To put this together, two poles sandwich a beam and a rafter. The beam’s soffit offers attachment for a plywood ceiling. The rafter offers support for the roof and its purlins. This structural prototype is rotated to trace a curvilinear form and the height of each is adjusted to match the conceptual sectional outline. Each is buried into a concrete foundation footing.
Between each prototype, additional bracing using steel square hollow section struts are grounded in the foundation and laterally connected by square hollow tubes. These offer a surface for attachment of the building’s skin—Rosewood planks on both interior and exterior. The cavity spaces left within are filled with cloth for sound insulation, especially useful for a kindergarten.
The Rosewood can be optionally termite-treated, even though it is generally resistant to attack. The floor is cast from concrete, laid on a lateritic stone base, with an interrupting moisture barrier.
FINALISTS
The post Results: Nursery School in Rural Sub-Saharan Africa. appeared first on Competitions.archi.