Bringing Back Tigray Children to School- The Role of Cultural Heritage and Sustainable Architecture

The recent workshop on "Bringing Back Tigray Children to School" provided a unique and interdisciplinary platform for experts to collaborate and explore potential solutions to the current challenges facing the education sector in Tigray.

As a panelist, I had the privilege to deliver a short speech highlighting the crucial aspects of postwar education reconstruction, with respect to cultural heritage and architecture. Here are some brainstorm ideas extended from my talk.

Dr. Kiros Guesh, the head of theTigray Bureau of Education, presented the grim reality that over 90% of all 2,221 elementary and 271 high schools in Tigray were destroyed, looted, or damaged by the recent conflict. This has resulted in 2.4 million students missing out on seven semesters (four years) of education due to COVID-19 followed by armed conflict. Many students suffer from multiple challenges of displacement, loss of parents, malnourishment and psychological trauma. The story is similar to the teachers who were not paid the salary of the two years. Therefore, the rehabilitation project is an urgent and necessary endeavor.

Picture: Screenshot from Dr. Kiros Guesh Presentation.2023

In my short talk, I emphasized the significance of cultural heritage in education reconstruction based on the lessons from Germany and Japan after World War II. I explained how cultural heritage and sustainable architecture played a significant role in rebuilding their education systems. After the war, both countries recognized the importance of cultural heritage and invested in its restoration, which not only helped preserve their cultural identity but also contributed to the development of their education sector. A consortium of architects, engineers and planners were mobilized to assist the reconstruction using available technological tools of the time.

In Japan, the government under occupation established the "Bureau of Building Research and Development" in 1945 to oversee the reconstruction efforts. Many Japanese architects were involved in this effort, including Kenzo Tange, who designed the Hiroshima Peace Memorial Park and Museum. The Japanese school building policy emphasized functionality and cost-effectiveness and the buildings were designed to be simple, functional, and easy to maintain. The architecture of schools in Japan also reflected the country's cultural heritage using the traditional Japanese elements, such as sliding doors, paper screens, and wooden floors that were combined with modern design features, such as large windows and open spaces, to create a unique architectural style that reflected Japan's past and present.

A number of architects brought ideas the influenced the German rebuilding process, including Walter Gropius, who founded the Bauhaus school of design, and Ludwig Mies van der Rohe. The Bauhaus movement, which emphasized simplicity, functionality, and modernity influenced the school designs to have clean lines, simple shapes, and minimal decoration which were typically constructed using steel, glass, and concrete, which allowed for large open spaces and natural lighting.The schools were designed to be flexible and adaptable, with spaces that could be easily reconfigured to accommodate different teaching methods and learning styles.

The integration of cultural heritage into the curriculum can offer students a better understanding and appreciation of their own cultural identity and history, as well as the history and cultures of others. This can also stimulate creativity and innovation among students, foster social cohesion and tolerance, and promote economic development. The role of architecture in education reconstruction is equally crucial. Designing safe, functional, and inspiring learning environments can significantly impact student outcomes and well-being. The physical learning environment can influence the behavior and attitudes of learners, which can ultimately affect academic performance. Therefore, creating an optimal learning environment is crucial in enhancing student learning and motivation.

Picture: A theater in Edagaarbi which was built in week time through mobilization of the public.

To promote a sustainable building culture, the integration of local materials and craftsmanship into the construction of school buildings in Tigray is recommended. By providing training and development for local craftsmen, teachers, and creative industries in Tigray, we can create a more collaborative and efficient approach to education reconstruction. The training and development of traditional masons and craftsmen to collaborate with teachers in the quick construction and maintenance of school buildings using locally available resources can lead to a more sustainable and cost-effective solution.

Local religious and social institutions play a crucial role in mobilizing resources to finance quick recovery and reconstruction. By collaborating with international partners and diaspora communities, we can further support the reconstruction of the education sector in Tigray and bring back hope to the students who have missed out on their education.

Here further you can find the video discussion. [Tigrigna Language]