Dissertation

LEARNING AND VOCATIONAL CENTER IN RURAL AREA GEETA UTTAM MITALI CHOUDHARY IES COLLEGE OF ARCHITECTURE BATCH: 2015-16

CERTIFICATE This is to certify that Ms. Geeta Uttam Mitali Choudhary of 5th Year Bachelor of Architecture of IES College of Architecture, Bandra , Mumbai has successfully carried out her Design Dissertation entitled “ Learning and Vocational Center in Rural Area” under the guidance of Ar. Shilpa Sharma. She has fulfilled the requirements for the University of Mumbai for the Bachelor’s Degree in Architecture.

Place: IES College of Architecture, Bandra, Mumbai Date: 23rd NOVEMBER 2016

__________________________ Ar. Shilpa Sharma Design Dissertation Guide

__________________________ Ar. Gaurish Chandawarkar Principal (IESCOA)

ACKNOWLEDGEMENT I am grateful to the God for the good health and wellbeing that were necessary to complete this book and my parents for keeping faith in me and being with me through these 5 years of adventure in architecture. I wish to express my sincere thanks to all the faculty and staff members of my college for being there when needed and for providing me with all the necessary facilities for the research. I’m also grateful to my classmates and friends for giving me a helping hand at the time of crisis. I also take this opportunity to express gratitude to my laptop for not giving up on me till this very end.

TABLE OF CONTENTS

Sr No.

Title

Page No

1

BACKGROUND

6

2

RESEARCH

10

3

CASE STUDIES

16

4

SITE ANALYSIS

39

5

DESIGN

47

6

BIBILOGRAPHY

52

5

B A C KG R O U N D

BACKGROUND

INTRODUCTION: •Skills and knowledge are the driving forces of economic growth and social development of any country. They have become even more important given the increasing pace of globalization and technological changes provide both challenges that is taking place in the world. Countries with higher and better levels of skills adjust more effectively to the challenges and opportunities of globalization.

•As the proportion of working age group of 15-59 years will be increasing steadily, India has the advantage of demographic dividend. Harnessing the demographic dividend through appropriate skill development efforts would provide an opportunity to achieve inclusion and productivity within the country and also a reduction in the global skill shortages. Large scale skill development is thus an imminent imperative.

•Major challenge of skill development initiatives is also to address the needs of huge population by providing skills in order to make them employable and help them secure „decent work. Skill development for persons working in the unorganized sector is a key strategy in that direction. This will also inculcate dignity of labor and create greater awareness towards environmental, safety and health concerns.

•The current education does not focus on training young people in employable skills that can provide them with employment opportunities. Today a large section of India’s labor force has outdated skills. With current and expected economic growth, this challenge is going to increase further, since more than 75% of new job opportunities are expected to be “skill based”.

•The government is therefore strongly emphasizing on upgrading people’s skills by providing vocational education and training to them.

Source: National Skill Development Policy (March '09)

6

BACKGROUND

ABOUT: •The 'Learning and Vocational Center' in a Rural area is a non-formal education institution for continuing education of adults, education for youth and children out of schools as well as local literacy education.

•The community learning centers play an active role in mobilizing local people to participate in various kinds of education and technical training.

•It also serves as local organizations to carry out activities in developing the local intelligence in poverty alleviation so as to promote the local economic development and improve the living standard of the people in poverty-stricken areas.

7

BACKGROUND

WHAT DOES IT MEAN ?

Learning center: The term “Learning center” refers to designated areas of the classroom where students congregate in small groups to accomplish given learning tasks.

Source: Oxford dictionary

Vocational center: A center that emphasizes and imparts skills and knowledge required for a particular job function. It demonstrates and acknowledges development of knowledge, skills and attitudes necessary for a place in the workforce at levels ranging from pre-trade to Para-professional.

Source: Oxford dictionary

Rural area: The National Sample Survey Organization (NSSO) defines ‘rural’ as follows : •An area with the population density of up to 400per square kilometer.

• Villages with clear surveyed boundaries but no Municipal board.

•A minimum of 75% of male working population involved in agriculture and allied activities.

Source: National Sample Survey Organization(NSSO)

Rural Development: i) ‘A broad notation encompassing all important issues to pertinent vitality of rural people and places including education, health, housing, public services and facilities, capacity for leadership and governance, and cultural heritage as well as sectored and general economic issues’ [OECD, 1990: 23] ii) ‘A multi-dimensional process that seeks to integrate, in a sustainable manner, economic, socio-cultural and environmental objectives’ [Kearney et al., 1994: 128] iii) ‘A sustained and sustainable process of economic social cultural and environmental change designed to enhance the long term well-being of the whole community’[Moseley, 1996b: 20].

Source: Book: MALCOM J. MOSELEY, RURAL DEVELOPMENT PRINCIPLES AND PRACTICES,SAGE PUBLICATIONS(LONDON, THOUSAND OAKS, NEW DELHI,2003)

8

BACKGROUND

AIM: The aim of the "Learning and Vocational center in rural area" is the development of knowledge and skills in rural areas to support the achievement of rapid and inclusive growth and to make people self-reliable and self sufficient.

Source: National Skill Development Policy (March '09)

OBJECTIVES: •Research: •To raise the priority position of education in rural economic construction in line with the national policy of "Vitalizing the nation through science and education".

•To promote the development of literacy education.

•To upgrade the quality of labor force in utilizing science and technology.

•To raise the science and technology content in local agricultural production.

•To increase the income of local farmers.

•To enhance the farmers ability to maintain the sustainable development.

•Design: •To study the rural environment.

• To study the local architecture, the culture, the geography and topography of Rural area.

9

RESEARCH THE PROBLEM •With a meager 2.4% of existent landmass, India has been a homeland for 17.5% of total population of the globe. The distribution of Indian population is concentrated more in urban landscapes throughout the country.

•After almost eight decades after independence, though India is gradually making her way to be among economically developed nations, the pace of development can be accelerated largely with a right approach to an all-inclusive progress.

•Diversity has been a unique identity of the nation, but the populace is largely diversified being clustered based on multiple verticals such as economy, education, location, caste and community.

•The 2001 census indicated that 72.2% of the total population is distributed in about 638,000 villages while the remaining 27.8% lives in more than 5,100 towns and over 280 urban agglomerations. From these demographics, the diversity of distribution in rural and urban localities is quite evident in India.

•While national leaders of pre-independent India such as Mahatma Gandhi emphasized on rural empowerment, post independent reorganization of the country has been quite ineffective to convert such ideas into reality.

•Government initiatives for a developed India are not apathetic to rural peripheries, but the process is apparently inadequate. Either the functioning of government initiatives is with glitches or with serious setbacks on policy fronts. Issues such as farmer suicide still rage the country when the brighter face of a rich India shine abroad in other nations.

•The functioning of government initiatives can be divided into two dimensions, one constituting urban areas and the other comprising the vast rural landscape. It has become an elementary feature in policy making of the country to diversify developmental activities on the lines of urban and rural perspectives. This approach of policy makers cannot be deemed as miscue owning to the vast difference prevalent in rural and urban India in diverse fronts: social, economical and infrastructural. However, in the process, the gap seems to widen instead of bringing the two on a same page .

•The need for emphasis on rural India is based on the fact that almost three fourth of the populace lives in villages. Needless to highlight the expanse of rural India, majority of the country’s landmass is within rural landscape. These areas not only produce bread and butter of the nation but also are highly awash with rich natural resources. However, a multidimensional deficiency in almost every facets of development has plagued these areas, dragging its populace to urban locales in search of livelihood and employment. Such migration in return brings in myriad complicacies to the entire system. The rural populace being deprived of education, financial support, infrastructure and employment turns to a sheer wastage of human resource.

10

RESEARCH

IMAGE: SourceJishnu Latha, (15th April 2014), “Desperately seeking skills and jobs” Down to Earth.

IMAGE: Source- S Rukmini, (September 24th 2015), “Uphill task for skill India mission” The Hindu

IMAGE: Source- Census of India 2011

11

RESEARCH

IMAGE(above): Source- IMaCS Aon Hewitt and NSDC IMAGE(above): Source- Institute for Human Development computed from unit level data of NSSO 68th round

IMAGE: Source- Times of India

IMAGE(right): Source- NSDC

12

RESEARCH

THE SOLUTION: •Recent initiatives by government are ambitious to bring pace in the country’s development. Initiatives such as Skill India and Make In India are enthusiastic steps. However, they will need to be at par with unique aspects of the nation surrounding distribution of populace and economy. Without bringing rural India under the ambit of active development, holistic progress of the nation is impossible.

•Furthermore, more than 65% of total population in India is under 35 years. This signifies the large potential that the country possesses in terms of labor power.

Secondly, since most of the country’s resources are concentrated on remote areas, by leveraging manufacturing and industry in rural landscapes, the nation can utilize them in an efficient manner. It will reduce the cost of manufacturing that will eventually help end customers. Productivity will increase impacting export and foreign exchange. Hence, these regions will be turned into prerogative engines to drive the nation towards progress.

•Rural India has immense potential to add an intriguing feature to manufacturing and export. India is famous for many unique items and products across the world. Numerous indigenous products of India have a prodigious value in international as well as in the domestic market. For instance, handicraft, handloom and textiles, orchids, herbs and similar products have huge commercial viability in the global market. Industries associated with these products should be developed with bases in rural landscape throughout the nation. This will bring about a sharp breakthrough in indigenous industry and manufacturing of the nation and enable rural communities to become self-dependent with economic empowerment. Furthermore, industries such as tourism have enormous prospects in a country such as India.

•Ministry of Rural Development has a budget of Rs 1500 crore yearly for their flagship scheme under NRLM-National Rural Livelihood Mission as DDU-GKY: Deen Dayal Upadhyay Grameen Kaushal Yojana. The scheme trains unemployed youths under BPL category on various skills in order to provide them employability.

•Skill development schemes that focus on infrastructure development in rural India are the need of the hour. It could be a great initiative if government schools can add vocational training along with other subjects across the nation. Apart from these, schemes should be floated to use school infrastructure in post school hours for training and skill development. There should be special incentive schemes under Make in India policy for Industries to setup their units in rural locales utilizing local resources.

13

RESEARCH

IMAGE: Source- Mukherji Sharmishtha, (March 1st 2015), “Two new schemes to promote skills, employment options”, The Indian Express.

IMAGE: Source- Ministry of skill development and entrepreneurship IMAGE(above): Source- Mondal Dibyendu, (April 16th 2016), “Street vendors being trained under Skill India Plan”, Sunday Guardian Live.

IMAGE(left): Source- Employee News Center

IMAGE(extreme left): Source- Dhoot Vikas (September 15th 2015), “Narendra Modi government plans to make soft skills part of 14 technical syllabus” , The Economic Times.

RESEARCH

THE CONCLUSION: •Rural India, in fact can be the most efficient powerhouse for national development. A number of implications highlight its prospects. The first, as stated earlier, three fourth of Indian populace belongs to villages. Therefore, Indian human resource is primarily based on rural areas.

•Skill development is now a priority in India. Emphasis must be on dedicated schemes for capacity building in rural India. Formation of a well-established infrastructure exclusively for skill development must be initiated. Professional Skill and employment-oriented training must be provided to rural youth for creation of skilled labor force. Since the Indian market is growing lucrative with a strengthening buying power of a section of its populace, many foreign companies are keen to invest. This will bring up many industries in various sectors in the nation, which will have a huge demand of skilled labor in coming times.

Directing the Make in India initiative to rural India will bring about an impressive development in overall economy of the nation. Manufactured produce in these industries will cater to both rural and urban consumption in addition to a sharp boost in the country’s export.

•The dream of India becoming a super power aligned with countries such as the US, and neighboring China, can be transformed to reality only with proper utilization of its resources. Human resource is the best resources of any nation and for India; our rural populace can become the driving factor for development and industrialization. Time has arrived to hone this asset and utilize it for the best.​ Source: Chhangani Ajay(CEO of Rise India Group), June 23rd 2015, “Skill development in rural India: A Roadmap to efficient utilization to human resources”, IBN Live Specials, Retrieved on January 7th 2016 from http://www.news18.com/news/india/skill-development-in-rural-india-a-roadmap-to-efficient-utilisation-of-human-resources-1010673.html

15

16

C A S E

S T U D I E S

CASE STUDIES INTERNET

LOCATION: Karnala, India OBJECTIVE: To study the rural environment of a learning and vocational center.

LOCATION: Thane, India OBJECTIVE: To study various courses provided in skill development

INTERNET LOCATION: Udong, Cambodia OBJECTIVE: To study the utilization of small spaces

17

S R A P O U VO C AT I O N A L C E N T E R

LIVE

CASE STUDY-3 INDUSTRIAL TRAINING INSTITUTE

CASE STUDY-2

Y U S U F M E H E R A L LY C E N T E R

CASE STUDY-1

CASE STUDY

1

Yusuf Meher Ali Center, Karnala (Live) DESIGN OBJECTIVE: To study the rural environment of a learning and vocational center.

MAP: Yusuf Meher Ali Center, Karnala

INTRODUCTION: Yusuf Meher Ali Centre is a voluntary organization, which is registered under the Societies Registration Act, 1860 and the Bombay Public Trust Act, 1950.

The Centre was started in 1961 in memory of Yusuf Meherally, and was formally inaugurated in 1966, by Dr. Zakir Husain, the then Vice-President.

The various activities undertaken by Yusuf Meher Ali Centre are: 1. Rural Development 2. Health Care 3. Education 4. Empowering Women and Adivasis 5. Youth Mobilization 6. Employment Generation 7. Organic Farming and Vermi-culture 8. Relief and Rehabilitation LOCATION- KARNALA, (MAHARASHTRA, INDIA) REGISERED UNDER: SOCIETIES REGISTRATION ACT(1860) and BOMBAY PIBLIC TRUST ACT(1950) STARTED IN: 1961 SITE AREA- 45500 sq.m BUILT UP AREA- 3901 SQ.M

18

CASE STUDIES Admin/ core 1%

Kitchen/ dinning/ toilets 27%

Open spaces/ playground 14% Hostel/ stay area 8% Workshop 6%

Factories 31%

Classroom/ halls 7% Exhibition/ shop 6%

LEGEND

SITE PLAN : Yusuf Meher Ali Center, Karnala

Admin/ core

51 sq.m

Open spaces/ playground

550 sq.m

Hostel/ stay area

293 sq.m

Workshop

250 sq.m

Classroom/ halls

268 sq.m

Exhibition/ shop

230 sq.m

Factories

1219 sq.m

Kitchen/ dinning/ toilets

1040 sq.m

19

CASE STUDIES •The centre engages the village tribal population in various small scale units of preparingi.

Edible oil, non-edible oil ii. Pottery, iii. Soap, iv. Bakery unit, v. Compost etc.

•It also has a school where 400 tribal children learn for free and •A hostel for 100 people.

•It also has a medical centre of its own.

•There is a facility for visitors to stay in the center.

•There is a structure which is the replica of ‘Bapu Kuti’ in Sewagram where Gandhiji stayed. It is an inch-by-inch replica to promote eco-friendly living. It is made of mud-bricks and floored with a layer of cow-dung.

•The basic material used for the construction consists of local materials like bricks, mud, bamboo which are sustainable and environment friendly.

•The center also engages in visitors participation in their factories to increase the awareness among the people about self reliance and sustainability.

20

CASE STUDIES

CLIMATIC CONDITIONS IN KARNALA, MAHARASHTRA: The climate here is tropical. Most months of the year is marked by significant rainfall. The short dry season has little impact. The Köppen-Geiger climate classification is Am. The average annual temperature in Karnala is 27 .0°C in a year average rainfall is 3267mm.

Average Min And Max Temperatures

Average Precipitation (Rain/Snow)

CASE STUDY’S CONCLUSION: Yusuf Meher Ally center has a typical rural environment in which it has defined rural development as micro-watershed development plus organic farming plus non-conventional energy plus village industries and marketing their products. It is also an example of sustainability as it has used local materials for building structures like bricks, wood, mud, bamboo etc. Also due to the programs in this center they can survive with making and selling their products as they are skilled workers

21

CASE STUDY

2

Industrial Training Center, Vangaon (Internet) DESIGN OBJECTIVE: To study various courses provided in skill development

INTRODUCTION: Industrial Training Institute , Vangaon is situated in the tribal area of Maharashtra near the boundary of Gujrat state in the Taluka Dahanu of District Thane.

This ITI is established in the year 1973 with four trade initially with the core aim of imparting Training to the tribal in order to elevate their life style.

Today this ITI has 23 conventional trade with Centre of Excellence in Production and Manufacture Sector, imparting training to 712 students approximately.

MAP: Industrial Training Center, Vangaon

LOCATION: VANGAON, (MAHARASHTRA, INDIA) CONSTRUCTION: 1973 SITE AREA: 78000 SQ.M BUILT UP AREA: 6000 SQ.M

22

CASE STUDIES Classroom Store room Admin 3% 6% 7%

Workshop 17%

Hostel/ stay area 8%

Open spaces/ playground 59%

LEGEND

SITE PLAN : ITI , Vangaon

Admin

1102

Open spaces/ playground

9820

Hostel/ stay area

1335

Workshop

2805

Classroom

935

Store room

534

23

CASE STUDIES OBJECTIVE: The objective of the scheme are To provide vocational training to school leavers, existing workers, ITI graduates, etc. to improve their employability by optimally utilizing the infrastructure available in Govt., private institutions and the Industry.

Existing skills of the persons can also be tested and certified under this scheme.

To build capacity in the area of development of competency standards, course curricula, learning material and assessment standards in the country.

Key Features of the Scheme 1.

Demand driven short term training courses based on Modular Employable Skills (MES) decided in consultation with Industry. MES is the ‘minimum skills set’ which is sufficient for gainful employment.

2.

Central government will facilitate and promote training while industry, private sector and State Governments will train the persons.

3.

Optimum utilization of existing infrastructure to make training cost effective.

4.

Flexible delivery mechanism (part time, weekends, full time, onsite/ offsite) to suit needs of various target groups.

5.

Different levels of program (Foundation level as well as skill up gradation) to meet demands of various target groups.

6.

The services of existing or retired faculty or guest faculty to be utilized.

7.

Courses would also be available for persons having completed 5th standard.

8.

Testing & certification of skills acquired informally.

9.

Testing of skills of trainees by independent assessing bodies, which would not be involved in training delivery, to ensure that it is done impartially.

10. The essence of the scheme is in the certification that will be nationally and internationally recognized.

Public Private Partnership(PPP) Public Private Partnership (PPP) envisaged in the form of active participation of the industry / Private Sector in every stage of design and implementation of the scheme.

24

CASE STUDIES

CLIMATIC CONDITIONS IN VANGAON, DHANU: The climate here is tropical. The summers are much rainier than the winters in Dahanu. The Köppen-Geiger climate classification is Aw. The average annual temperature in Dahanu is 26.4 °C. In a year, the average rainfall is 1843 mm.

Average Min And Max Temperatures

Average Precipitation (Rain/Snow)

CASE STUDY’S CONCLUSION: ITI is designed according to tribal people’s needs. In this institute various skills like carpentry, computer operating& programming, craftsmen food production, cutting& sewing, data entry operating, dress making, driver cum mechanic, electrician, electronics(mechanic), interior decorating, machinist, mechanic diesel, machine tool maintenance, mechanic motor vehicle, plastic processing operator, plumbing, tool& dye making, wiremen training etc are taught to the tribal people to elevate their lifestyle. Skill competition of trade are also held with a view to foster healthy competition among the apprentices as well as establishments. It is organized at local, regional& all India levels.

25

CASE STUDY

3

Sra Pou Vocational Center, Udong (Internet) DESIGN OBJECTIVE: To study the utilization of small spaces

INTRODUCTION: Sra Pou vocational school is a vocational training center and community building in Sra Pou village, Cambodia. The school is designed by architects Rudanko Kankkunen from Finland and built during spring 2011. The architects took care of both building design and project management. The Sra Pou vocational school serves as a business training centre and public hall.

•The purpose of the vocational training centre is to encourage and teach poor families to earn their own living.

•The Sra Pou community is one of the unprivileged communities in Cambodia, who have been evicted from their homes in the city to the surrounding countryside.

•They lack basic infrastructure, decent built environment and secure income.

•The new vocational school provides professional training and helps the people to start sustainable businesses together.

•It is also a place for public gathering and democratic decisionmaking for the whole community. A local NGO organizes the teaching.

MAP: Sra Pou Vocational Center, Udong

LOCATION: UDONG, CAMBODIA CLIENT: SRA POU COMMUNITY represented by BLUE TENT NGO CONSTRUCTION: 2011 BUILT UP AREA: 200 SQ.M

26

CASE STUDIES Store room 4%

Workshop 45%

SITE SECTION : Sra Pou Vocational Center, Udong Classroom 51%

LEGEND

SITE PLAN : Sra Pou Vocational Center, Udong

Workshop

120

Classroom

138

Store room

10

27

CASE STUDIES •The school building is made out of local materials with local workforce. The aim was to teach people how to make the most out of the materials that are easily available, so that they can apply the same construction techniques for their own houses in the future.

•As the materials are scarce, the beautiful red soil was utilized to make sundried soil blocks. The whole school is hand-made: no machines or prefabricated parts were used in the building work. This allowed employing many people from the community, and it kept all techniques simple and transferable.

•Using local materials and techniques, the designers have created a beautiful architectural composition.

•The soil block walls repeat the warm red shade of the surrounding earth. They are laid out with small holes, so that indirect sunlight and gentle wind come in to cool the spaces - and at night, the school glows like a lantern through these small openings. The whole community space is open, providing comfortable shaded outdoor space.

•The colorful handicraft doors are visible from far away and welcome visitors coming along the main road.

28

CASE STUDIES

CLIMATIC CONDITIONS IN UDONG, CAMBODIA: The average year-round temperature in Cambodia is 27.7°C (the highest monthly average being 35°C, the lowest monthly average being 21°C).

Average Min And Max Temperatures

Average Precipitation (Rain/Snow)

CASE STUDY’S CONCLUSION: •This school is an example of simple yet functional planning with only two focal programs i.e. the classroom and the workshop.

•Also the school building is made out of local materials with local workforce. The aim was to teach people how to make the most out of the materials that are easily available, so that they can apply the same construction techniques for their own houses in the future.

29

CONCEPTUAL CASE STUDIES CASE STUDY-1

CASE STUDY-2

INTERNET

INTERNET

Classroom

Library

Main core

Reception area Sports inner courts and gym

Exhibition

Private study

JAT TA VO C AT I O N A L S C H O O L

LOCATION: Stavanger, Norway OBJECTIVE: To study the concept of “town in town”

YA K S H I L E A R N I N G C E N T E R

LOCATION: Medak, India OBJECTIVE: To study the traditional architecture using local materials and craftsmen.

Classroom Main core

Outdoor green area

Classroom

30

CONCEPTUAL CASE STUDY

1

Yakshi Learning Center, Medak (Internet) DESIGN OBJECTIVE: To study the traditional architecture using local materials and craftsmen.

INTRODUCTION: The Learning Centre is a transformative space of intergenerational an d intercultural learning, sharing and critical thinking. It draws upon emancipator and decolonizing ideas, theory an d practice to work for a future based on the indigenous philosophy of Buen Vivir, wherein Food Sovereignty is a crit ical framework of action and practice.

The centre is a space to connect to social movements, sustain local perf orming arts, local crafts, food farming, exploring music, culture, arts, theatre and ideas, and restoring seeds o f sovereignty for the future.

MAP: Yakshi Learning Center, Medak

This centre will bring together people and ideas, and will be a place for: • inter-generational learning and sharing • critical dialogue • connecting to social movements • nurturing life skills like organic food farming • sustaining local performing arts • reviving local crafts • exploring music, culture, arts, theatre and ideas.

• providing a creative learning space for children LOCATION: MEDAK, INDIA CONSTRUCTION: 2015 BUILT UP AREA: 480 SQ.M

31

CONCEPTUAL CASE STUDY

SITE SECTION : Yakshi Learning Center, Medak

LEGEND Admin/ core

SITE PLAN : Yakshi Learning Center, Medak

Open spaces Classroom/ halls Store room Kitchen/ dinning/ toilets

32

CONCEPTUAL CASE STUDY Since the built space is set in the context of rural Telangana, it made most sense to adopt a indigenous building vocabulary for the building.

The Centre is a G+1 mud building spread over a ground area of 5160 sft. Oriented in the cardinal N-S directions, the central east facing courtyard acts as the heart of the built space. To its north is the semi open dining room with two carved wooden pillars at its center. The kitchen is located in the north east corner of the building and gets the first rays of the sun. The central courtyard acts as a spill out for the dining room. A stone pillared verandah circulates around the central courtyard and connects the dining room to the seed bank, common toilets, meeting room and stairs. 3 toilets and 2 baths have been provided for men and women each including dry compost pit toilet. This aims to provide a solution to the acute water shortage in this region. The upper floor contains more private spaces of the resource person’s rooms and an office.

The toilets are placed to the south of the building as this faces the brunt of the sun for most parts of the year. The south and west wings of the building are G+1 rising to a height of 20’ ensuring the mid day sun casts a cool shadow onto the east facing courtyard. Thereby the courtyard becomes a usable space post 3 pm due to mutual shading.

33

CONCEPTUAL CASE STUDY

CLIMATIC CONDITIONS IN MEDAK, HYDERABAD: Medak is a semi-arid area and has a predominantly hot and dry climate. Summers start in March, and peak in May with average high temperatures in the 42 °C (108 °F) range. The monsoon arrives in June and lasts until September with about 755 mm (29.7 inches) of precipitation.

Average Min And Max Temperatures

Average Precipitation (Rain/Snow)

CASE STUDY’S CONCLUSION: Since the built space is set in the context of rural Telangana, it made most sense to adopt a indigenous building vocabulary for the building. This solution propagated the use of indigenous building knowledge in terms of building material and technology to build the Yakshi Learning Centre after carefully understanding its benefits and limitations. The technique of mud that is used indigenously in this region is that of cob-balls of slightly wet stiff mud slapped on top of each other to form the wall. The earth that is excavated from the foundation and the sunken amphitheatre are mixed well with water and lime slurry. At the 7’ lintel level another RCC Lintel band is cast running continuously across all the walls. This is joined to the lower plinth band at the corners and the junctions with a single reinforcement rod. As mud has a poor compressive strength, walls need to be at least 18” thick. This adds to the its thermal mass thereby acting like a heat battery, slowly absorbing and storing the heat during the day and radiating it back in the night. Therefore there is difference of 8-10 degree Celsius between peak summer and winter interior and exterior temperatures. A Neem wood truss, beam and rafter pitched roof is adopted. Neem wood is extensively found in this region and the local carpenters have a history of intricate design and carvings. Thus the structure stands to fully economical, sustainable and environment friendly.

34

CONCEPTUAL CASE STUDY

3

The Jatta Vocational School, Stavanger (Internet) DESIGN OBJECTIVE: To study the concept of “town in town”

INTRODUCTION: Jatta vocational school is made being a little ‘Town in Town’ displaying a vibrant double-higher central road surrounded by various ‘city quarters’, every single with his or her training environment and lecture rooms.

The coronary heart while using the classes- the central street comprising the principle hall, canteen and resource room method an active accumulating point presenting an access on the green patios and roofing landscape on the constructing and also the workshops and study places.

LOCATION: STAVANGER, NORWAY CLIENT: ROGALAND COUNTRY COUNCIL CONSTRUCTION: 2005-2007 BUILT UP AREA: 16000 SQ.M

MAP: The Jatta Vocational School, Stavanger

35

CONCEPTUAL CASE STUDY CLASSROOM

PRIVATE STUDY

LIBRARY

MAIN CORE

RECEPTION AREA

MAIN CORE

SPORTS INNER COURS AND GYM

EXIBHITION

CLASSROOM

OUTDOOR GREEN AREA

CLASSROOM

LEGEND CLASSROOM

PRIVATE STUDY

LIBRARY

CLASSROOM

CLASSROOM

Admin/ core Open spaces/ playground

EXIBHITION

Hostel/ stay area

MAIN ENTRY

EXIBHITION

Workshop CLASSROOM

CLASSROOM

Classroom Store room

GROUND FLOOR PLAN (Bubble Diagram)

FIRST FLOOR PLAN (Bubble Diagram)

Library

Exhibition

36

CONCEPTUAL CASE STUDY •A sequence of ramps and stairs head from the entry additional up over the making and in the lecture hall, the many way up on the roof landscape offering a view with the scenery and fjord.

•The concentrated design enhances the way the building interacts with its surroundings and thus underlines its proximity and transparency. The double high windows allow daylight into the building, stimulating the learning process.

•With a capacity of 1600 students the school offers among others several subjects within service and technique. The 2,700 m2 sports centre is located in connection with the school.

37

CONCEPTUAL CASE STUDY

CLIMATIC CONDITIONS IN STAVANGER, NORWAY: Stavanger has a mild humid temperature climate with warm summers and no dry season. The area within 40km of this station is covered by oceans and seas(57%), forests(33%), and croplands(5%).

Average Min And Max Temperatures

Average Precipitation (Rain/Snow)

CASE STUDY’S CONCLUSION: The Jatta Vocational School designed according to student needs. The school is designed as a small “town in the city” featuring a vibrant double height central street surrounded by individual ‘urban quarters’ each with their own environment and lecture rooms. However, it’s combining between both concepts the educational environment within a modern dress. Mainly the school stands out in which the central street becomes a constant sinuous piece of landscape, flowing from the entrance up into the main hall and on upwards to the roof. It’s also provide a planted courtyards and atriums, which will give the since of relief and views of greenery throughout the school. So all of these elements will provide a variety of spatial experiences, which will support the adaption of teaching methods to suit differing learning and teaching needs.

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S I T E

A N A LYS I S

SITE ANALYSIS PROTOTYPE FOR SITE SELECTION: Rural area without any formal training center. Minimum population of 8000 people in need of proper skill development.

Location LEGEND

Main Road LOCATION: MURBAD, (MAHARASHTRA, INDIA) APPROXIMATE 25KM FROM KALYAN TOWARDS MURBAD AND 9KM FROM MURBAD TOWARDS KALYAN. SITE AREA: 20000 SQ.M TOTAL POPULARION OF THE NEARBY VILLAGES: 12000 approx.

Internal Road Water body Villages Site

MAP(below): Showing Main highway and Internal roadway, Water-body and nearby Villages.

NORTH 40

SITE ANALYSIS MAP: Showing Main highway (KalyanAhmednagar) and Internal roadway leading to the Site.

MAP: Showing Water-body nearby the Site.

LEGEND Main Road Internal Road Water body

NORTH

Villages Site

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SITE ANALYSIS

MAP: Showing Population of Villages nearby the Site.

Source- Census of India 2011

MAP: Showing Distance and Time taken to travel from the Site.

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SITE ANALYSIS CLIMATIC CONDITIONS IN MURBAD, MAHARASHTRA: Murbad has a tropical climate. Most months of the year are marked by significant rainfall. The short dry season has little impact. The climate here is classified as Am by the Köppen-Geiger system. The average annual temperature in Murbad is 26.5 °C. The average annual rainfall is 3386 mm.

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55 Average Min And Max Temperatures

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60 NORTH

Average Precipitation (Rain/Snow)

Wind direction

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SITE ANALYSIS

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9

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IMAGE: Showing Site pictures.

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SITE ANALYSIS 53

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54 E

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D 63

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AA’

A

56 B

64

58 59

C

BB’

57 65

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CC’ 56

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DD’

IMAGE: Showing Site sections.

EE’

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SITE ANALYSIS MATERIALS AVAILABLE: 1. BRICKS- Mud bricks are made and baked in a kiln at various places near the site.

2. MUD- Mostly mud is used as mortar in the construction in most of the houses in the surrounding villages.

3. BAMBOO- Bamboo or wood is used for the trusses of the roof, doors, widows, lintels ets. Also bamboo is used for the structures like cowshed or poultry or temporary structures etc .

4. MANGLORE TILES- These are widely used for the roofing in the surrounding areas.

5. STONE- Rubble available on the site can be used for the construction of the plinth also stone tiles can be used for the pavements on the pathways in the site.

IMAGE: Building Materials around the Site and nearby Villages 46

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D E S I G N

DESIGN Brief ENTRY •Watchman’s Cabin PARKING •2 Trucks/ Tempo/ Bus •Cycles/ Bikes ADMINISTRATION •Main entrance and the reception for the entire center.

•Owner’s/ Director’s office •Departments- accounts, department for student records •Waiting lobby •Common toilets (2m, 2f) •Audio/ visual room •Conference room •Storage •The public service block- this block is meant mainly for the villagers who will be coming to the rural center to avail of certain facilities. Pedestrian entrance only -Mini bazar displaying products -Goods receive and dispatch

RESIDENCE • Twin sharing with attached toilet (100 people) • Lobby

SERVICES •Kitchen/ storage •Dinning (100 people) •Laundry/ storage •Pantry/ Canteen/ Café •Toilets (5M/ 5F) •Storage CLASSROOMS •Classrooms- 4 (40 people each) •Common toilets (5M/ 5F) •Library (50) •Computer Room •Staffroom (10) with toilets (2M/ 2F) WORKSHOPS 1. Mud workshop 2. Carpentry workshop 3. Bakery 4. Animal husbandry 5. Handicrafts 6. Textile Mill 7. Food Processing 8. Health Care

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DESIGN Concept and Zoning POTGAON VILLAGE LAYOUT The Internal roads to the site from Kalyan- Ahmednagar Highway passes through the village named Potgaon. The layout of this village is in a very simple geometry consisting of rectangle houses with the road going through the center towards the site. This geometry is a reminiscent of the paintings made during DE STIJL Movement.

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Towards Site

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DESIGN DE STIJL MOVEMENT Introduction: The Netherlands-based De Stijl movement embraced an abstract, pared-down aesthetic centered in basic visual elements such as geometric forms and primary colors. Partly a reaction against the decorative excesses of Art Deco, the reduced quality of De Stijl art was envisioned by its creators as a universal visual language appropriate to the modern era, a time of a new, spiritualized world order. Led by the painters Theo van Doesburg and Piet Mondrian - its central and celebrated figures - De Stijl artists applied their style to a host of media in the fine and applied arts and beyond. Promoting their innovative ideas in their journal of the same name, the members envisioned nothing less than the ideal fusion of form and function, thereby making De Stijl in effect the ultimate style.

Brief

Started: 1917 Ended: 1931 KEY IDEAS: •Like other avant-garde movements of the time, De Stijl, which means simply "the style" in Dutch, emerged largely in response to the horrors of World War I and the wish to remake society in its aftermath. Viewing art as a means of social and spiritual redemption, the members of De Stijl embraced a utopian vision of art and its transformative potential. •Among the pioneering exponents of abstract art, De Stijl artists espoused a visual language consisting of precisely rendered geometric forms - usually straight lines, squares, and rectangles--and primary colors. Expressing the artists' search "for the universal, as the individual was losing its significance," this austere language was meant to reveal the laws governing the harmony of the world. •Even though De Stijl artists created work embodying the movement's utopian vision, their realization that this vision was unattainable in the real world essentially brought about the group's demise. Ultimately, De Stijl's continuing fame is largely the result of the enduring achievement of its best-known member and true modern master, Piet Mondrian

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DESIGN

STORE OPEN SPACE CLASSROOMS HOSTEL

PUBLIC SPACE

WORKSHOPS ADMIN/ OFFICE

KITCHEN

Ground

2

1st floor

•THE SITE IS DIVIDED INTO SPACES BY A SOLID WALL ACCORDING TO THE CIRCULATION •EACH BLOCK IS BROKEN INTO A FUNCTIONAL SPACE AND OPEN SPACES THUS INCREASING THE AREA OF THE OPEN SPACES

OPEN SPACE

1 •THE SITE IS DIVIDED INTO SPACES BY A SOLID WALL ACCORDING TO THE CIRCULATION

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4 •PLAN SHOWING GREEN SPACE AND CONNECTING PATHWAYS

Ground

1st floor •THE SOLID WALL BREAKS AND CREATES A SMOOTH FLOW BETWEEN THE FUNCTIONAL AND OPEN SPACES •USING SIMPLE GEOMETRIC FORM OF RECTANGLES AND LINES NORTH AN ASYMMETRICAL BUT BALANCED PLAN IS CREATED •THE PROJECT AS A WHOLE FEELS LIKE A MINI TOWN IN VILLAGE WHICH HAS EDUCATIONAL, RESIDENTIAL, OPEN, AND BUISNESS 51 SPACE IN IT.

BIBILOGRAPHY •National Skill Development Policy (March '09) •Oxford dictionary •National Sample Survey Organization(NSSO) •Book: MALCOM J. MOSELEY, RURAL DEVELOPMENT PRINCIPLES AND PRACTICES,SAGE PUBLICATIONS(LONDON, THOUSAND OAKS, NEW DELHI,2003)

• Chhangani Ajay(CEO of Rise India Group), June 23rd 2015, “Skill development in rural India: A Roadmap to efficient utilization to human resources”, IBN Live Specials, Retrieved on January 7th 2016 from http://www.news18.com/news/india/skill-development-in-rural-india-a-roadmap-to-efficient-utilisation-of-humanresources-1010673.html •IMAGE: Source- Mukherji Sharmishtha, (March 1st 2015), “Two new schemes to promote skills, employment options”, The Indian Express.

•IMAGE: Source- Jishnu Latha, (15th April 2014), “Desperately seeking skills and jobs” Down to Earth.

•IMAGE: Source- Ministry of skill development and entrepreneurship

•IMAGE: Source- Institute for Human Development computed from unit level data of NSSO 68th round •IMAGE: Source- Census of India 2011 •IMAGE: Source- NSDC •IMAGE: Source- Employee News Center •IMAGE: Source- IMaCS Aon Hewitt and NSDC •IMAGE: Source- S Rukmini, (September 24th 2015), “Uphill task for skill India mission” The Hindu •IMAGE: Source- Mondal Dibyendu, (April 16th 2016), “Street vendors being trained under Skill India Plan”, Sunday Guardian Live.

•IMAGE: Source- Dhoot Vikas (September 15th 2015), “Narendra Modi government plans to make soft skills part of technical syllabus” , The Economic Times.

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