架构师提供的文本描述。作为布基纳法索的本地人，弗朗西斯·克雷在成长过程中面临着许多挑战，但资源却很少。当他还是个孩子的时候，为了上一所照明和通风不良的学校，他跑了将近40公里到下一个村庄。在这种压抑的环境中学习的经历对他产生了很大的影响，以至于当他开始在欧洲学习建筑学时，他决定将他的知识重新投入到在他的家乡建造一所新学校上。在社区的支持和基金会筹集的资金的支持下，舒尔巴斯蒂恩·福尔·甘多(甘多的砖头)方济各开始建造小学，这是他的第一栋建筑。

Text description provided by the architects. As a native of Burkina Faso, Francis Kere grew up with many challenges and few resources. When he was a child, he travelled nearly 40 kilometers to the next village in order to attend a school with poor lighting and ventilation. The experience of trying to learn in this oppressive environment affected him so much that when he began to study architecture in Europe, he decided to reinvest his knowledge towards building a new school in his home village. With the support of his community and funds raised through his foundation, Schulbausteine fuer Gando (Bricks for Gando,) Francis began construction of the Primary School, his very first building.

 © Erik-Jan Ouwerkerk

C.Erik-Jan Ouwerkerk

 © Erik-Jan Ouwerkerk

C.Erik-Jan Ouwerkerk

小学的设计是从一长串包括成本、气候、资源可得性和建设可行性的参数清单中演变而来的。项目的成功取决于接受和否定这些限制。为了在现有资源最少的情况下最大限度地取得成果，主要采用了粘土/泥浆混合结构。该地区有大量的粘土，传统上用于建造住房。这些传统的粘土建造技术被修改和现代化，以创造一个更坚固的结构形式的砖块。粘土砖具有价格便宜，易于生产，同时还能提供热防护的优点。然而，尽管这些墙经久耐用，但仍然必须用一个巨大的悬空铁皮屋顶来保护墙壁不受雨水的破坏。布基那法索的许多房屋都有波纹金属屋顶，能吸收太阳的热量，使室内居住空间热得令人无法忍受。

The design for the Primary School evolved from a lengthy list of parameters including cost, climate, resource availability, and construction feasibility. The success of the project relied on both embracing and negating these constraints. In order to maximize results with the minimal resources available, a clay/mud hybrid construction was primarily used. Clay is abundantly available in the region, and is traditionally used in the construction of housing. These traditional clay-building techniques were modified and modernized in order to create a more structurally robust construction in the form of bricks. The clay bricks have the added advantage of being cheap, easy to produce, and also providing thermal protection against the hot climate. Despite their durability, however, the walls must still be protected from damaging rains with a large overhanging tin roof. Many houses in Burkina Faso have corrugated metal roofs which absorb the heat from the sun, making the interior living space intolerably hot.

 © Erik-Jan Ouwerkerk

C.Erik-Jan Ouwerkerk

小学的屋顶被拉离了室内的学习空间，引入了一个通风充足的多孔粘土天花板。这种干燥堆叠的砖天花板允许最大限度的通风，将冷空气从室内窗户拉进来，并通过穿孔的天花板释放出热风。反过来，通过减轻对空调的需求，学校的生态足迹大大减少了。

The roof of the Primary School was pulled away from the learning space of the interior though, and a perforated clay ceiling with ample ventilation was introduced. This dry-stacked brick ceiling allows for maximum ventilation, pulling cool air in from the interior windows and releasing hot air out through the perforated ceiling. In turn, the ecological footprint of the school is vastly reduced by alleviating the need for air-conditioning.

虽然小学的计划是由Francis Kere制定的，但该项目的成功可归功于当地村民的密切参与。传统上，整个村庄的成员共同努力，在布基纳法索农村建造和修理住房。根据这一文化实践，发展和改进了低技术和可持续的技术，使甘多村民能够参与这一进程。孩子们为学校基金会收集石头，妇女们为砖块制造带来水。在此基础上，结合现代工程方法，采用传统的建筑技术，在简化施工和维修的同时，创造出最优质的建筑解决方案。

Although the plans for the Primary School were drawn by Francis Kere, the success of the project can be attributed to the close involvement of the local villagers. Traditionally, members of a whole village community work together to build and repair homes in rural Burkina Faso. In keeping with this cultural practice, low-tech and sustainable techniques were developed and improved so that the Gando villagers could participate in the process. Children gathered stones for the school foundation and women brought water for the brick manufacturing. In this way, traditional building techniques were utilized alongside modern engineering methods in order to produce the best quality building solution while simplifying construction and maintenance for the workers.

 © Erik-Jan Ouwerkerk

C.Erik-Jan Ouwerkerk

小学于2001年完成，并于2004年获得阿加汗建筑奖。然而，更重要的是，小学成为了社区自豪感和集体精神的里程碑。随着集体建设知识的普及和激励，新的文化教育项目相继出台，以进一步支持农村的可持续发展。

The Primary School was completed in 2001 and received the Aga Khan Award for Architecture in 2004. More importantly, however, the Primary School became a landmark of community pride and collectivity. As the collective knowledge of construction began to spread and inspire Gando, new cultural and educational projects have since been introduced to further support sustainable development in the village.