who we are

The positive experiences of all involved parties and the successful outcomes at various levels of the project facilitated its continuation and have been examined and deepened in four additional constructions since then. A team of architects and construction professionals has been active in our association since its inception, undertaking the preparation, financing, and construction management of the projects on a voluntary basis.

The significance and relevance of our commitment arise from the opportunities it presents for all parties involved and the multitude of people it can reach. We provide opportunities for voluntary and social engagement for students, promote their hands-on education, and, simultaneously, contribute to the sustainable development of disadvantaged regions in South Africa through the implementation of construction projects.

Constitution of Bauen für Orange Farm e.V.

our goals

1.) We finance and construct buildings for schools and kindergartens in South Africa in collaboration with independent organizations. In the underdeveloped regions of South Africa, promoting education and childcare is among the most crucial tasks to provide children with future prospects and the opportunity for better living conditions. We operate in regions where public resources are very limited for establishing and operating necessary facilities. In cooperation with independent organizations and the local population, decisions are made regarding the locations and actual needs. The supporting partners of these organizations ensure the long-term development and operation of schools and kindergartens.

2.) We promote the voluntary involvement of architecture students and create opportunities for practical training. Students voluntarily participate in the preparation and implementation of construction projects, gaining a different perspective on planning and building through their practical work. In dealing with local conditions, approaches to simple and climate-appropriate construction methods need to be developed, and technical and organizational problems need to be solved. The construction phase enhances skills in team coordination and solution-oriented work, while learning craftsmanship techniques provides direct and tangible experiences with materials and construction.

3.) We provide students with the opportunity for direct engagement with a foreign culture and encounters with the people. Confrontation with the problems and living conditions in another part of the world opens up new perspectives and requires students to reconsider their own viewpoints and ideas. Through their weeks-long work, students are deeply immersed in the daily lives of people in the vicinity of the construction projects. The opportunity for intensive engagement with the culture is crucial for mutual understanding. Encounters and collaboration with the local population stimulate mutual learning processes and are a valuable experience for all involved.

4.) We involve the local population at our construction sites, provide encouragement and training for self-help, thereby supporting the region's development. A major issue in the vicinity of construction projects is the high unemployment rate among large segments of the population. Besides the few job opportunities, the low level of education is also a contributing factor. By participating in our construction sites, young men learn the basic skills of construction work and, through subsequent documentation of these practical experiences, have a better chance of finding employment. The jointly constructed buildings serve as a model and provide inspiration for regional development with sustainable and climate-appropriate construction methods.

build together, learn together

Working on a construction site, especially on a different continent and under entirely different circumstances than in one's familiar environment, requires flexibility, the ability to adapt to the limited resources available, and often finding new solutions through improvisation. In the student group, spontaneous creativity is just as important as responsibility and teamwork. For some, this marks the beginning of a shift in thinking, as the challenges of such projects can only be solved through collaboration among all involved parties. However, the group also needs to integrate and communicate with local workers. Often, overcoming language barriers is easier than coordinating different working methods. Even if it means that a wall needs to be rebuilt, collaborating with local people is the most crucial step for the sustainable impact of our projects.

In the vicinity of our previous construction projects, the lack of employment opportunities is a central issue. Employment on a construction site for a few weeks can only be a temporary solution. However, it is crucial for our local workers, primarily young men without formal training, to learn techniques and work methods and acquire new skills. Additionally, being willing to address the specific needs of the local people and involve them in decision-making processes is of great importance in promoting acceptance and identification with the emerging facilities. We must communicate with village leaders, chiefs, and neighbors, and learn to understand their perspectives and problems.

Mteteleli Mbokodi is an African builder with great skill and extensive experience in concreting, bricklaying, and plastering. He was a stroke of luck for the last school construction site. Together with the students and young workers, he taught them how to plaster an uneven wall smoothly, how to mix the right mortar in large piles on the ground, and how to achieve a good result with simple tools. He felt comfortable as a teacher for the group, which consisted of young Africans and Europeans of the same age but with diverse backgrounds. There was much laughter, and everyone enjoyed trying things out, tossing mortar and newly learned words to each other, and finally standing together in front of the finished walls of the school building. Through this, everyone surely learned much more together than just how to plaster a house.

how the houses are built

Approaching a foreign continent with a specific building task requires not only an understanding of socio-economic and cultural conditions but also knowledge of the technical and climatic background. Students work on these topics through comprehensive research and develop various solutions. The design task for a school or kindergarten encompasses all central aspects of architectural studies, especially concerning the hands-on realization of the project. In addition to functional and economic aspects, comprehensive considerations regarding construction techniques and a frugal and ecological use of materials must be taken into account. A high standard is also set for the design work, spatial and formal quality, to express appreciation for the task and for the future users.

Special strategies for planning and implementation must arise from the climatic conditions. Buildings must be created to provide comfortable indoor temperatures throughout the year without technical climate control, particularly in subtropical regions. This requires adequate sun protection through orientation and building form, and ensuring maximum ventilation of interior spaces to reduce overheating during the day. The climatic conditions posed a particular challenge for our buildings in Johannesburg, where temperatures drop to freezing in the winter months at approximately 1800 meters above sea level. In addition to addressing summer heat protection, it was necessary here to be able to sufficiently warm rooms on cold winter days solely through sunlight, without heating.

The choice of construction techniques and building materials is crucial for the feasibility of building designs. Our requirement to limit the selection primarily to locally available materials has several reasons. Firstly, the techniques used should be applicable by local people, and the buildings should serve as examples to encourage cost-effective and sustainable construction methods. Secondly, long transportation routes should be avoided, and local producers supported. In Johannesburg, we were able to support a small stone production facility that had emerged from a local initiative for the unemployed in the neighboring township and could supply us for two construction sites. Another option arises from the use of clay or adobe bricks as wall materials, as seen in the construction site in Raithby and future ones in Mzamba. The raw material is usually locally available and can be used in a versatile manner without significant cost. This provides a link to traditional techniques and the economic and sustainable possibilities of self-construction, which need to be revitalized in South Africa.

The scarcity of available materials does not necessarily result in limitations for our buildings. The reduction to simple construction methods and a limited selection of building materials leads us to the fundamental requirements and qualities of construction. Adequate form, spatial atmosphere, and lasting usability are not easier to achieve through more technology and materials.

In addition to all the planning considerations and preparations, it is essential for the success of the projects to involve local people early on, to understand the actual needs and the local environment. The project leaders of the association undertake this research and, together with local organizations, establish contact with our partners on the ground to make a joint construction site possible. This can also result in situations such as with the school in Mzamba, where initially, a water supply for the neighborhood must be established before the construction site can begin. In conversations with the village committee, neighbors, and leaders, it was revealed that even the distant water source is not reliable, and no better equipment can be expected from public sources. The well we constructed at the entrance of the new school compound is now far more than just necessary infrastructure. It has become the meeting point for the surrounding settlements and made our school the focal point of the community even before the first children were taught there.

projectpartners

Universities

Technical University of Munich
Munich University of Applied Sciences
Augsburg University of Applied Sciences
Kenyatta University of Agriculture and Technology, Kenya
Technical University of Kaiserslautern




Organizations

Khanyisani Preschool Committee, Drieziek Ext. 4
Ithuba Community College NGO
Raithby Community Committee
Promoting Africa e.V.


Sponsors

Allresto GmbH / Auto Europe Deutschland GmbH / Baywobau Bauträger AG / BHS Spedition und Logistik GmbH / Hilfswerk Lions Club Bremen Buten un Binnen e.V. / Bürgerbau AG / CAD-Solutions Graphisoft Center München / Cam ll Farr / Dauphin Office Interiors GmbH & Co. KG / Doka GmbH / DWB / Distribution Warehouse Bremen GmbH & Co.KG / Euroboden GmbH / Eurosport Media GmbH / Fiskars Brands Germany GmbH / Fridrich GmbH / GAF AG / GGWG Städtische Wohnungsgesellschaft München mbH / Handwerks- und Planungsteam GmbH / Hochtief Construktion AG / Hommel Hercules Werkzeughandel GmbH & Co.KG / HP Heinz Pabst GmbH / Josef Baumgartner GmbH / Kaufmann Holz GmbH / Koch Ingenieurbüro / Krämmel GmbH & Co. KG / Kress Elektrik GmbH & Co. KG / Maier Sports GmbH / Mayr Ludescher Partner / MFR Bau-und Zimmerei GmbH / Moll GmbH / MRG Maßnahmeträger München-Riem GmbH / Munich Re / Pelzl GbR Gartenbau / Probat Bau GmbH / Rainer Tellmann / Schmidt Stumpf Frühauf und Partner mbH / Schwörer Haus KG / Siemens-Electrogeräte GmbH / Silvertours GmbH / Steico AG / TECTA Plan Gesellschaft für Grundbesitzentwicklung mbH / TTS Tooltechnic Systems AG & Co. KG / Zieglmeier Fliesen / ZKV Gastro GmbH & Co.KG / Sarch Wien / Verein der Freunde Rotary Lauterbach e.V. / Wohnheimsiedlung Maßmannplatz e.V. / Hirn, Herz, Hand e.V. / Bild hilft e.V. „Ein Herz für Kinder“ / Hans Lindner Stiftung / Katonga Stiftung für Kinder / AWD Stiftung Kinderhilfe / Ida und Richard Kaselowsky Stiftung

We would like to express our gratitude to all mentioned and unnamed donors for their generous support, without which our work since 2007 would not have been possible.