Concepts for transforming typical Soviet schools. Type Q school
On the initiative of Mykhailo Fedorov, Vice Prime Minister for Innovation, Education, Science and Technology Development and Minister of Digital Transformation, the team of the Ministry of Education and Science has launched fundamental transformations in the education sector, from kindergartens to higher education institutions.
To launch systemic changes in the secondary school infrastructure, the Big City Lab team partnered with the Rebuild the Wonderful NGO, which includes Do Architects (Lithuania), Kavakava (Estonia), and Archikon (Hungary), architectural bureaus that have developed architectural solutions for transforming typical schools in their countries. Ukrainian architects from Oksa, Pecker and Partners, and Kumeiko Architects architectural bureaus created the designs to meet Ukrainian state building codes.
The project was funded by the Mariupol Reborn NGO, DTEK and Metinvest.
While working on the Mariupol 2040 vision, we discovered that 72% of all schools in the city are 5 architectural building types. A similar situation can be observed in other cities. If we look at the schools destroyed by the war, we see that one-third of them are the same five building types across Ukraine. Thus, five projects are enough for the government to rebuild or reconstruct thousands of schools to a high standard.
That is why we have developed 5 transformation concepts that answer what build back better means.
The Q-type school has several qualities not often found in Soviet-era architecture. This hybrid type consists of several volumes of different heights and sizes; the courtyard offers a cosy space with clear boundaries, and the L-shaped wing of classrooms has harmonious proportions. All this gives the school a colourful appearance.
The pilot school is located in the Kyiv region. The village where it is located has a well-functioning centre with shops, administrative buildings, a library, a summer theatre, playgrounds, a small chapel, etc. We propose expanding the village square and connecting it with the square at the entrance to the school.
At the moment, we have developed complete design and estimate documentation.
The new proposal emphasises all the features of the building. The single-storey entrance part has been replaced by a more modern building volume of similar height, with spaces allowing more interaction. A clearly defined entrance area and active use of the courtyard are proposed.
The library is located on the second floor, which becomes a barrier-free ‘coworking’ space for students and connects the great hall to the school. Next to the lively and bustling entrance area, the library becomes a quiet space - from here you can observe the life of the school, do homework, read, and have a quiet conversation.
The courtyard contributes to children's harmonious and comfortable development - it is a place for games, learning, and leisure, which also considers safety measures (special coating, shades, non-prickly plants).
The enlarged ground floor windows harmonise with the front door, and the added multifunctional large staircase improves logistics and interaction. And the open space of the dining room is used for various purposes and becomes an informal place for meetings and events.
The corridors of the building have functional areas for quiet and active recreation during breaks. Unconventional use of the connecting openings between floors provides even more ideas for leisure activities, they turn into a climbing wall and a net. Various niches allow you to sit alone or with friends away from the hustle and bustle of school.
The wall between the classrooms and corridors becomes functional, with lockers, seating and ventilation ducts.
The Makerspace studio combines traditional crafts with the latest digital tools, practical experience, and innovative technologies. Here you can study in the STEM style, because the studio equipment allows you to combine science, technology, mathematics and creativity.
Working individually and in groups, students learn to create, invent, prototype, design, research, program, and build using high-tech tools and materials.
The most significant change is the expansion of the common spaces in the entrance area, which is the new modern heart of the school. It combines the most active functions into a single flow and creates interwoven spaces for work, play and relaxation.
The main transformations:
The entrance area is a new transparent volume that mediates between the entrance area and the courtyard. It is a place for interaction, waiting, etc.
The large hall, previously separated from school life, is now connected to the ground floor by a large staircase, and to the first floor by a learning centre (library). Excess rooms will be demolished, and the new, larger hall can be divided by a folding wall. Changing rooms have been added. This allows them to be used as a dance class and exercise room.
A cafeteria, a new extension in the likeness of a cafe, is being added between the courtyard and the school wing. This forms part of the entrance area, where students can meet with friends or parents after school. The new cafe area will host extracurricular activities or community events when the dining room is closed.
A multifunctional large staircase was added to improve overall logistics and interaction. The opening of the dining room space provides a wide range of uses and serves as a place for informal meetings and performances.
A learning centre (library): a new type of space with a high ceiling is added to the second floor. Alongside the lively and noisy entrance area, it offers a quieter and more contemplative space where you can do your homework, read or have a quiet conversation. The space creates a new connection between the great hall and the rest of the school (including access for people with disabilities).
The corridors of the academic wing are furnished with new furniture to create more active and quieter areas. Discoveries are being created between floors, and play connections are being made to encourage physical activity (staircase ladder and climbing net). Various niches are designed to sit alone or with friends, away from the noise. A “populated wall” is planned between classrooms and corridors for lockers, seating and ventilation ducts.
New, much larger and more comfortable rooms have been designed for teachers. The teachers' common room is organised as a modern office space that allows for various types of collective or personal work, meetings and discussions. There are areas for relaxation, as well as a quiet box for private phone calls or reflection.
Separate offices are provided for the school's management and headmaster.
An elevator has been added to connect all floors (including the storage room).
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