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2BAR101 – ARCHITECTURAL DESIGN PROJECT 2021-2022

J. N. V. RAMANAGARA A Central Government Residential School

A REPORT submitted in partial fulfillment of the requirements for the award of degree in BACHELORS IN ARCHITECTURE, by the

CMR University School of Architecture

Presented by

NANDISH K M 17BARC037

ACKNOWLEDGEMENT I owe a huge debt of gratitude to my mentor, Ar. Nidhi B, for her essential advice and critical criticism throughout the project. I'd like to convey my appreciation to the college administration and Ar. Muralidhar Reddy, Director of the CMRU School of Architecture, for allowing me to carry out this project. Many thanks to Ar. Akshaya N, Ar. Nandita, and Ar. Pratyusha S for their support, advice, and recommendations during various phases of the project's implementation. I would like to express my deepest gratitude to all those who gave me the opportunity to complete this project and I must appreciate the advices of other professors as well as the jury, thanks for the comments. and their advice. Several people have directly or indirectly contributed to the success of this project and the writing of this report. I am happy to recognize the help of these people.

NANDISH K M 17BARC037

-i-

J. N. V . RAMANAGARA -A CENTRAL GOVERNMENT RESIDENTIAL SCHOOL

CONTENTS 1. INTROCUCTION ______________01 1.1. THESIS STATEMENT 1.2. ABSTRACT 1.3. INTRODUCTION

2. RESEARCH __________________04 2.1. 2.2. 2.3. 2.4. 2.5.

NOSTALGIA CONTROL SYSTEM HOME AWAY FROM HOME OVERHAUL DESIGN INTENT

3. HISTORY & RESEARCH_________18 3.1. 3.2. 3.3. 3.4. 3.5.

HISTORY AND TIME LINE STAKEHOLDER AND USER GROUP STUDENT SELECTION CRITERIA STUDENT DAILY ROUTINE STAFFS DAILY ROUTINE

4. PRE - DESIGN________________26 4.1. 4.2. 4.3. 4.4. 4.5. 4.6.

PROGRAM & CURRICULUM NEP 2020 SITE SELECTION DEMOGRAPHICS SITE ANALYSIS SWOT ANALYSIS

5. DESIGN ____________________39 5.1. 5.2. 5.3. 5.4. 5.5. 5.6.

AREA STATEMENT MASTER PLAN SITE SECTION ACADEMIC BLOCK CONCEPT ACADEMIC BLOCK FINAL PLAN & SECTIONS HOUSING LAYOUT

6. CONCLUSION ________________58 7. BIBLIOGRAPHY ______________59

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JNV Ramanagara l 01

INTRODUCTION

1.1

THESIS STATEMENT

“Despite the fact that students join boarding school to get better peer learning but end up feeling captivated.”

1.2

ABSTRACT

Although residential schools play a crucial role in maintaining national integrity, they fall short in maintaining good mental health of the students. The study helps in exploring how students face social, academic and infrastructure related problems in their residential school life and also identifies many major flaws in the present residential school systems. The analysis compares mental trauma experienced by soldiers in wars and the students in the residential school system . It also compares the existing residential schooling system with the futuristic and sustainable approach of a campus design by deriving an appropriate solution that helps in maintaining good and proper mental health of the students in residential schools. Thus, this research study promotes a futuristic and mindful design impact which will help in incorporating a major missing part in the existing residential school system to complete it as a whole. Key words : Residential school, Mental health, Infrastructure, Futuristic, System

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1.3

INTRODUCTION

Research has shown that the learning environment plays an important role in student success. Students who learn in a positive learning environment are shown to be more motivated, engaged and have a higher overall learning capacity. There are many factors that influence a student's education, and mental health is one of the main issues that students deal with in the boarding school system. The history of boarding schools has been identified as having a lasting and intergenerational influence on the physical and mental well-being of students worldwide. The boarding school system aims to eradicate the language, cultural traditions and spiritual beliefs of Indigenous children in order to integrate them into the integrity of the nation. In addition to the social and cultural effects of forced eviction, many children experience physical, sexual, psychological and emotional violence while attending school, the long-term effects of which include health problems, drug addiction, criminal activity, and the disintegration of families and communities. In addition, many residential schools suffer from severe shortages, poor facilities and basic infrastructure. So, all of the above leads to students' homesickness, which leads them to fall into the depression trap that leads to suicide. According to above-mentioned reasons , nearly 70 % of the students in residential schools tackle severe homesickness in the first year of their schooling and the percentage decreases gradually in their forthcoming years. According to the latest Indian Express investigation, Jawahar Navodaya Vidyalaya, a central boarding school for deserving rural children, has seen 49 suicides in just 5 years. Although this school gives excellent results in 10th and 12th jury exams with a pass rate of 99% and is also run by HRD [Human Resource Development India], its students there are facing serious problems. These problems are reflected in the alarming statistics of suicide at these schools: for every ten thousand students attending these schools, nearly six students committed suicide in 2017. This number is more than one. slightly compared with the national suicide rate for a similar age group in 2015, about 3 suicides. per ten thousand population from 6 to 17 years old. This thesis explores the different possible outcomes for engaging students by creating designs that are holistic and interesting in a way that balances their sanity to tackle this serious problem.

JNV Ramanagara l 03

RESEARCH

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2 RESEARCH 2.1

NOSTALGIA

Nostalgia is the desire to go back to an earlier time in life. The word nostalgia comes from the Greek words nostos (to return home) and algos (pain), which describes the pain that comes from the desire to return home. It was invented by a 17th-century medical student named Johannes Hoferto, to describe the anxiety of Swiss mercenaries fighting away from home. Although Hofer is credited with naming the nostalgia, it existed before that. Thirty Years War(1618-1648) During the Thirty Years' War (1618-1648), at least six soldiers were discharged from the Spanish army in Flanders with el mal de corazón (heart disease). The disease is so relevant to soldiers, especially Swiss soldiers, who will be so easily nostalgic when they hear a particular song about Swiss milking (KhueReyen), that the performance is punishable by death. It's really related to my own experience in a boarding school during morning prayers hearing a song describing mothers on Mother's Day and even when we see a mother monkey breastfeeding, our home has missed us more than ever. The children are also sent back home to breastfeed (naturally miss their mother). Autumn is a particularly perilous season, with falling leaves perhaps reminding marching soldiers of their impermanence and making them wonder why they spend their limited time on this Earth, pouring blood in distant lands instead of enjoying the comforts of home. Likewise, boarding school students often wonder why they are separated from their parents when they can have their comfort and love at a young age. They went through this after witnessing orphans who didn't even have a chance to feel their parents' love. There was also a wave of false nostalgia among the soldiers, who assumed that their friends and family were bored by leaving the war. It reminds me of some kids who pretended to be sick to avoid classroom tests during their school years. But the joke was on them, as "true" nostalgics would just retreat into themselves, without revealing why they were suffering, according to Michael S.Roth's : ”Dying of the Past: Medical Studies of Nostalgia in NineteenthCentury France”. Russian Army (1733)

JNV Ramanagara l 05

The nostalgia for the Russian army began in 1733, on the way to Germany (quoted by Le Cointe). The general threatened to bury them alive if they started to feel homesick. French doctor Jourdan Le Cointe believes that nostalgia should be treated by: "inciting pain and terror". (Svetlana Boym described it in the book The Future of Nostalgia.) Civil war (1861-1865) Nostalgia finally began to emerge in the United States, where, after the Civil War, the tactic of "fearing them off" was replaced by "embarrassing them". American military doctor Theodore Calhoun believes that nostalgia is something to be ashamed of, that those who suffer from it are idle, idle, and weak. He suggests approaching the matter with a sufficient amount of mockery and overt threats, which is also seen in many schools, where 4,444 seemingly weaker students are harassed and even disobeyed by elders. . fortunately their classmate, this worsens the situation and leads them into a trap of depression. Perhaps this is why most people don't get nostalgic about college. Other remedies that have been tested over the years include leeches, stomach scrubs and hot hypnotic emulsions, etc. Doctors sometimes send patients home, which usually doesn't make their symptoms go away quickly. But even that is not guaranteed to work, if the house they want has changed dramatically or simply no longer exists. Obviously the prevailing view on nostalgia has changed over the years. But advice on treatment from French doctor Hippolyte Petit is, "Create new loves for the person suffering from love sickness; find new joys to erase the domination of the old."

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2.2

CONTROL SYSTEM

The boarding school system was officially in operation from the 1880s to the last decades of the 20th century. This system forced children away from their families for long periods of time, prohibiting them from recognizing their indigenous heritage and culture and speaking their own language. Above all, children were severely punished for violating these strict rules. Former boarding school students talked about horrific abuse by boarding school staff: physical, sexual, emotional, and psychological boarding schools, mainly prayer and agricultural handicrafts, woodwork and laundry, sewing, etc. Housework is concentrated. In the 1880s, along with other federal assimilation policies, the government began establishing residential schools across Canada. Authorities regularly send children to schools away from their home communities, as part of a strategy to keep them away from their families and familiar surroundings. In 1920, under the Indians Act, it was illegal for any Aboriginal child to attend boarding school and any other educational institution.

figs 2.a. Male and female students in the assembly hall of the Alberni Indian Residential School, 1960s. United Church Archives, Toronto, from Mission to Partnership Collection.

The purpose of residential schools is to eliminate all aspects of Aboriginal culture. Students cut their hair short, wear uniforms, are often given numbers, and their days are tightly framed according to a schedule. Boys and girls are separated, and even siblings rarely interact, further weakening family ties. Boarding school students do not receive the same education as the general population in the public school system, and schools are severely underfunded. Lectures focus mainly on practical skills. The girls were prepared for household chores and learned how to do laundry, sew, cook and clean. The boys learned carpentry, blacksmithing and agriculture.

JNV Ramanagara l 07

Many students took classes part-time and worked for the school the rest of the time: the girls did housework; boys, governors and agriculture. This involuntary and unpaid work is presented as practical training for students, but many boarding schools cannot function without it. With very little time spent in class, most students don't go to fifth grade until they're 18 years old. At this point, the students were fired. Many people do not want to continue their education. Abuse in schools is common: emotional and psychological abuse is frequent, physical abuse is seen as punishment, and sexual abuse is also common. Survivors remember being beaten and tied up; some students were chained to their beds; Some have had their tongues pierced with needles for speaking their mother tongue. Revolution of residential schooling system in India Children who are interested in education are found in all walks of life, in all fields, even in the most backward places. But so far, good quality education has only been available to the well-off sections of society, leaving the poor behind. It is felt that gifted or gifted children should be given the opportunity to progress faster, by providing them with a good quality education. These talented children will otherwise be deprived of a quality modern education that is traditionally only available in urban areas. Such an education will enable students in rural areas to compete with urban students on equal footing. The National Education Policy (1986) envisioned the establishment of boarding schools called Navodaya Vidyalaya (NVs) that would bring out the best talent in the countryside. Navodaya Vidyalayas is a national school chain run by Navodaya Vidyalaya Samiti (NVS) under the leadership of the Ministry of Education, Ministry of Human Resource Development, Government of India. Unlike other schools, these Vidyalayas schools are located in rural areas, currently one in each district, and they provide quality progressive education for free to talented rural children. Jawahar Navodaya Vidyalayas should have an identity dedicated to their function; it is a sacred place of learning. These are boarding schools like traditional “Gurukulas” in which students develop an inherent and strong sense of belonging and pride.

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fig 2.b. Growth of Navodaya Vidyalayas As on 31.03.2020

There are different kinds of students who will be forced to join boarding for many reasons , + Naughty students who were sent to improve their character. + Students who are bad at studies are sometimes forcefully sent to residential school by their parents to improve . + Working parents sometimes send their children to boarding school so that they can be looked after. + Sometimes students willingly choose to be in boarding school as they feel that they can attain freedom. + In many government residential schools they even take entrance exams and give free education upto highschool in which students may willingly join or may join due to pressure from their parents due to economic problems. Above mentioned are some of the main reasons why childrens are forced into the boarding school system. In upcoming chapters we can see what are the major problems that students are facing in boarding school systems and finding solutions architecturally to overcome them.

JNV Ramanagara l 09

2.3

HOME AWAY FROM HOME

Moving to a boarding school for the first time is a huge step in any student's life and an experience that can cause both excitement and fear. For parents, too, it's a time filled with uncertainty, uncertainty about their child's future and, of course, the heartache of being separated from them for the first time. For the most part, students find boarding school very rewarding, and it will serve them well for the rest of their lives. However, the majority of students face some early startup problems. Here are some of the major problems that students are facing in residential schools, Homesickness : The most common problem, and the one that almost all students face, is homesickness. From a professional perspective, boarding school is often referred to as a “planned separation” because parents and children know the event is approaching. Of course, for some students, this expression is relatively mild and goes away after a few days, while for others it may appear on its own or take days or even weeks to manifest. presently. Academic stress : When compared to the normal schools, there will be more academic pressure in residential schools in India. The trainers at those schools will provide students with plenty of time to study academics. Due to this, some children will experience academic stress when they enter these schools. The boarding schools in India are a wonderful place to learn yet the never ending academic stress students’ face here attacks on their mental stability. As the main cause of depression and anxiety the unending academic stress can be dealt with only if you take this stress healthily. It is necessary that you understand that the skills you learn at these schools will foster you excellence in every field of life. Sudden responsibility: Before joining boarding school your parents were more responsible for you and your belongings, but at boarding schools you are the one responsible for yourself. From your health to your belongings everything is your responsibility. Sudden responsibility is difficult to handle but isn’t impossible. Ragging / bullying / eve teasing:In my opinion, bullying in boarding schools is much worse than the ragging that occurs in colleges. Harassment lasts several weeks or at most months and ends with “cooler night”, while harassment causes juniors to live in fear for years and then waits for their turn to become seniors to get back "slave" skills. In addition, victims of bullying are often younger. 10

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fig 2.c. Overview of social related problems

fig 2.d. Some of the academic related problems experienced by students in residential schools

JNV Ramanagara l 11

fig 2.e. Major problems experienced by students in residential schools

In addition to the cultural and social impacts of forced evictions, many children experience physical, sexual, psychological and emotional violence while attending school, long-term effects, including health problems, drug addiction, criminal activity, and the disintegration of families and communities. In addition, many residential schools suffer from severe shortages, poor facilities and basic infrastructure. So all of the above makes students homesick, which in turn tends to fall into the depression trap that can lead to suicide. According to above-mentioned reasons , nearly 70 % of the students in residential schools tackle severe homesickness in the first year of their schooling and the percentage decreases gradually in their forthcoming years. As per the latest survey by Indian Express , Jawahar Navodaya Vidyalaya which is a central government’s residential schools for meritorious rural children have reportedly witnessed 49 suicides in just five years. Although this school gives tremendous results in 10th and 12th board exams with a pass percentage of 99 % and it is also led by HRD [Human Resource Development of India] but the students studying there are facing serious problems.

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fig 2.f. The Indian Express has reported the news through the RTI that from 2013 to 2017, Jawahar Navodaya Vidyalayas (JNVs) have witnessed 49 suicides committed by students.

These problems are reflected in the alarming statistics of suicide at these schools: for every ten thousand students attending these schools, nearly six students committed suicide in 2017. This number is more than one. slightly compared with the national suicide rate for a similar age group in 2015, about 3 suicides. per ten thousand population from 6 to 17 years old. So, as an aspiring architect, it is essential that I try to evaluate an architectural solution to prevent these serious problems.

JNV Ramanagara l 13

2.4

OVERHAUL

Architects are rethinking how their building design affects human health and well-being and developing designs for mental health as well as safety and physical health. By applying therapeutic design concepts to the built environment, it is possible to improve the mental health of occupants. There are few specific areas of opportunity to enhance physical and mental health which includes, + Safety and social equity + Sensory environments + Access to nature + Physical activity + Environmental integrity For example, fire and evacuation rating checks have minimum requirements to ensure that we build safely. The industry has made significant strides in encouraging physical activity by making fitness and healthy lifestyles a part of our daily routines. For example, active design guidelines include attractive stairs and pedestrian routes that help you move more easily during short breaks. However, now we need to focus more on sane design by developing a more holistic approach. We need to strengthen the applications of architectural design to promote mental health, a concept that is far from the norm in today's society. The greatest opportunity for architecture to promote the prevention and control of mental illness is in residential schools, where growing students spend their precious time in a small area. Architectural Design is one of proven solutions to improve mental health and well-being. In recent projects, building designs that enhance natural light during the day, use color and texture, encourage movement, and incorporate nature have improved patient satisfaction and employee productivity. In fact, after greatly expanding the windows of Mercy Children's Hospital and Clinic departments to 20 square feet. at 90 square feet, the director of pediatrics and pediatric intensive care noted a 15% improvement in patients' pain control. Patients also responded to care more quickly at a rate of 25 percent. A natural increase in daylight can have similar effects at home and at work by reducing stress and fatigue and promoting a more active lifestyle.

CMR University School Of Architecture Another healthcare trend that can be applied to residential school settings is the development of patient-centered models. The way people move through spaces in a way that encourages interaction, a relaxed student experience, and an uplifting healing atmosphere is often overlooked. By rethinking mobility at home and at work, we can achieve some of the same benefits. Another design trend is the blending of indoor and outdoor environments to bring out the known benefits of nature and the indoor landscape. This concept can have a big impact on using nature as a healing tool to reduce mental health problems like anxiety and depression.

fig 2.g. Colors evoke different feelings in people which can have an impact on one's mental well-being. Illustration by (c) Reset Fest Inc, Canada.

JNV Ramanagara l 15

Natural ventilation and lighting, noise control systems, and a good choice of materials and furniture plays a major role in improving mental health.

fig 2.h. Together hostel / Cao pu studio

fig 2.i. Children playspace

Creating an interactive space as well as a separate space is essential, so that everyone can choose the best space for each particular moment and activity. In addition, aspects such as biorevitalization, including the healing and soothing effects of green, in addition to aesthetics and creating outdoor spaces, play a fundamental role in improving the quality of the environment. amount of space, thus improving people's mood and health. We can delve deeper into the psychology of scale to understand how the relationship between children and structure affects mental health. Space is in harmony with the human body, human senses and the corresponding spatial dimensions and proportions. Thus, on the basis of this research these are the aspects to be considered to design a holistic design to balance students mental health + Natural day lighting + Color, texture and material + Environmental integrity with encouraging movement through the nature + Creating interactive spaces + Harmonizing space with human body with the help of scale

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2.5

DESIGN INTENT

The overall study has revealed that the residential education system which provides quality education to many students coming from different backgrounds throughout India lacks in maintaining students' mental health. Hence, this research proves that learning environments play a crucial role in students' success. Students who study in a positive learning environment have been shown to be more motivated, engaged, and have a higher overall learning capability. Homesickness, bullying and teasing are the common problems which can be found in any residential education system and it's not so easy to eradicate it by inducing laws such as anti ragging squads. Instead as an upcoming architect we can create a new distraction which drives them away from all the pain and stress and helps them balance their own mental health. And thus "Create new loves for the person suffering from love sickness; find new joys to erase the domination of the old."

JNV Ramanagara l 17

HISTORY & RESEARCH

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3.1

HISTORY & TIME LINE “Education is perhaps the one most important national activity it is the back one of any progress that the country has to make” “Every educational system needs regular upkeep and improvements .it has to adjust with times with new discoveries in technologies”

Shri RAJIV GANDHI The

founder

Jawahar

Navodaya Vidyalaya

EARLY 1985 In 1985, the Government of India has decided to set up co-educational institutions known as Model Schools, one in each district, essentially to provide good quality modern education to the talented children predominantly from rural areas. The idea was initiated by Shri Rajiv Gandhi former Prime Minister of India.

EARLY 1986 In January 1986 , PM Rajiv Gandhi called on unusual meeting with PV Narasimha Rao in which seeds of Navodaya Vidyalaya were sown in that meeting and in no time Navodaya Vidyalayas were conceived and operationalized.

1986 - NEP In 1986, the government led by Rajiv Gandhi introduced the new national policy on education the new policy called for “special emphasis on the removal of disparities and to equalize educational opportunity” especially for Indian women scheduled tribe and scheduled caste communities.

TIME LINE HISTORY OF JNV’s 13 APRIL 1985 Accordingly, two schools called as Navodaya Vidyalayas, one at Amravati (Maharastra) and another at Jajjar (Hariyana) were started in 1985-86

1986 - REGISTRATION Navodaya Vidyalaya Samiti was registered as a society under the Society Registration Act , 1860 on 20th Feb 1986. As per the policy ,one JNV was to be established in each districts of the country.

1991

1992 - 2005 - 2020

In 1991 Navodaya Vidyalayas were designated as Jawahar Navodaya Vidyalaya as a mark of respect for Pandit Jawahar Lal Nehru, India's first illustrious Prime minister.

NEP Modified in: 1992 by Sh PV Narashima Rao 2005 by Sh Manmohan Singh NEP 2020 was introduced by Sh Narendra Modi

2022 Total 661 functional JNV schools have been sanctioned in 638 districts of India with some special case institutes. These are administrated by eight regional offices with jurisdiction over different states and UTs.

dia 3.a. Time line

JNV Ramanagara l 19

The idea of Jawahar Navodaya Vidyalayas was conceived by former Prime Minister of India Rajiv Gandhi. The concept of opening JNVs in every district of India dates back to the National Education Policy of 1986 with the aim of providing excellence that goes hand in hand with social justice.Thereafter, Navodaya Vidyalaya Samiti (NVS) was registered as a company under the Companies Registration Act 1860. According to government policy, a JNV must be incorporated in every district of the land. country. To begin with, two Jawahar Navodaya Vidyalayas were established between 1985 and 1986, in Jhajjar (Haryana) and Amravati (Maharashtra). As of the 2015-2016 school year, JNVs have been sanctioned in 576 school districts. In addition, 10 JNVs were sanctioned in districts with large ST population, 10 in districts with high SC population density, and 2 special JNVs in Manipur, bringing the total number of sanctioned JNVs to 598. Out of these 591 JNVs are functional. In November 2016, the Cabinet Committee on Economic Affairs (CCEA) approved the opening of a JNV in each of the 62 undetermined counties. This will bring the total number of JNVs to 660 once active. Jawahar Navodaya Vidyalayas (JNV) is a system of central schools for talented students mainly from rural areas of India. They are operated by Navodaya Vidyalaya Samiti, New Delhi, an autonomous organization under the Department of Schools and Literature Education, Ministry of Education (MoE), Government of India. JNV is a fully boarding and affiliated school with the Central Board of Secondary Education (CBSE), New Delhi, with standardized classes VI to XII. JNV has a special mission to find talented children in rural areas of India and provide them with an education equivalent to the best boarding school system, regardless of socioeconomic status. of their family. Funding for Educational Activities, Boarding and JNVs is provided by the Ministry of Education, Government of India and is free for students for 7 years of stay. JNV exists in all of India except Tamil Nadu. As of September 30, 2019, 636 JNVs are active with approximately 265,574 students enrolled, of which 206,728 (≈ 78%) are from rural areas. In 2019, the JNVs are C.B.S.E. top. schools, have pass rates of 98.57% and 96.62% in grades 10 and 12, respectively.

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3.2

STAKE HOLDER & USER GROUP

GOVERNMENT OF INDIA

GOVERNING

SANCTION

CCE PROGRAMS

EDUCATION POLICY

FUNDING

HUMAN RESOURCE DEVELOPMENT

EDUCATIONAL PROGRAMS ENTRANCE EXAM

STATE GOVERNMENT

CONTRACTORS

CHAIRMAN DC OF DISTRICT

SANCTION OF LAND

FAMILIES

PTC MEMBER PRINCIPAL & VICE.P

STUDENTS

TEACHERS

ADMIN STAFF

GROUP D STAFFS

SUPPLIERS

dia 3.b. Stake holder mapping

SECONDARY USERS

PRIMARY USERS

dia 3.c. User group

JNV Ramanagara l 21

FAMILIES

STUDENTS

PRINCIPAL & VICE.P

TEACHERS

ADMIN STAFF

GROUP D STAFFS

Navodaya Vidyalayas is run by Navodaya Vidyalaya Samiti (NVS), an autonomous organization under the Ministry of Education (MoE) (formerly Ministry of Human Resource Development (MHRD) (1985-2020)), Ministry of School Education Education and Literature, Government. from India. The President of Samiti is the Minister of Education. Samiti operates through an Executive Committee chaired by the Minister of Education. The Executive Committee is responsible for managing all affairs including allocating funds to Samiti and is empowered to exercise all Samiti powers. It is supported by two subcommittees, the Finance Committee and the Academic Advisory Committee. The executive director of the administrative pyramid is the commissioner to implement the policies determined by Samiti's executive committee. He was assisted at the headquarters level by commissioners, deputy commissioners and deputy commissioners. Samiti has established eight regional offices to manage and control Navodaya Vidyalayas under their jurisdiction. These offices are headed by a Deputy Commissioner and Deputy Commissioners. For each JNV there is a Vidyalaya Advisory Committee to assist in academic matters, infrastructure and other general activities and a Vidyalaya Management Committee to prepare the budget, select teachers exceptional staff and well run the school. Typically, the person collecting money for the district concerned is the incumbent chairperson of school-level committees with local educators, public representatives, and district officials as members. Some schools also have a Vidhyalaya Coordination Committee to oversee the activities of scholars.

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3.3

STUDENTS SELECTION CRITERIA

Admission to JNV Class VI requires qualifying for the Jawahar Navodaya Vidyalaya Selection Exam (JNVST), an entrance exam designed, developed and conducted by CBSE. The JNVST for Grade VI is held annually nationwide to select the 80 most deserving students for each JNV. It is conducted in three phases each year, depending on the structure of the session in the particular state or union territory. Applicants can only apply for the test once during class V. The entrance test can be judged based on the fact that in JNVST 2021, a total of 2,41,700 students passed present and 47,320 students are selected (ie a passing rate of about 2%) [15] The test includes regional mental, mathematical and linguistic abilities. Schools that offer reservations under the NVS policy including bookings for ST and SC (but not OBC), at least 75% of students choose from rural areas, up to 25% from neighborhoods urban areas, fixed 33% for female students and 3% for candidates with disabilities. To compensate for wear and tear and optimize seat utilization, JNVST, developed by CBSE, is also scheduled for Class IX admission and subsequent admissions, based on merit in Class X, is reserved for class XI. JNV STUDENTS SELECTION CRITERIA

URBAN 20% GEN/OBC 25% FEMALE 40%

RURAL 80%

MALE 60% SC/ST 75%

UPPER CLASS 15% ENGLISH 70% MEDIUM KANNADA 70% MEDIUM

dia 3.d. Selection criteria diagram

JNV Ramanagara l 23

LOWER MIDDLECLASS 55%

MIDDLE CLASS 30%

3.4

STUDENTS DAILY ROUTINE

5:00 AM EARLY MORNING JOG

6:15 - 7:15 AM GROOMING

7:30 - 7:50 AM PRAYER AT AUDI

7:50 - 9:00 AM 1ST SESSION CLASS

9:00 - 9:30 AM BREAKFAST AT DINING HALL 9:30 AM - 1:40 PM 2ND SESSION CLASS 1:40 - 2:15 PM LUNCH AT DINING HALL

2:15 - 3:00 PM RELAXING TIME AT HOSTEL

3:00 - 4:10 PM STUDY PERIOD AT CLASSROOM

4:10 - 4:30 PM SNACKS TIME

4:30 - 6:00 PM GAMES TIME

6:00 - 6:30 PM FRESHNING UP

6:30 - 8:00 PM STUDY PERIOD AT CLASSROOM 8:30 - 9:00 PM HEAD COUNT & MEETING AT HOSTEL

8:00 - 8:30 PM DINNER AT DINING HALL

10:00 PM BED TIME

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3.5

STAFFS DAILY ROUTINE

6:15 - 7:15 AM GROOMING

7:30 - 7:50 AM PRAYER AT AUDI

7:50 - 9:00 AM 1ST SESSION CLASS

9:00 - 9:30 AM BREAKFAST AT DINING HALL 9:30 AM - 1:40 PM 2ND SESSION CLASS 1:40 - 2:15 PM LUNCH AT DINING HALL

2:15 - 3:00 PM RELAXING TIME AT QUATERS

3:00 - 4:10 PM SUPERVISING STUDY PERIOD AT CLASSROOM

4:10 - 4:30 PM SNACKS TIME

4:30 - 6:00 PM FAMILY TIME

6:00 - 6:30 PM FRESHNING UP

6:30 - 8:00 PM RELAXING TIME AT QUATERS

8:30 - 9:00 PM HEAD COUNT & MEETING AT HOSTEL 10:00 PM BED TIME

JNV Ramanagara l 25

8:00 - 8:30 PM DINNER AT DINING HALL

PRE-DESIGN

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4.1

PROGRAM & CURRICULUM

DESIGN PROGRAM

4 0 0 0 S Q M

ACADEMIC BLOCK

PRAYER HALL / INDOOR SPORTS

LIBRARY & LABS

KITCHEN & STORES

2 0 0 0 S Q M 5 0 0 0 S Q M dia 4.a. program

JNV Ramanagara l 27

DINING HALL

INTERACTIVE SPACES OUTDOOR PLAY AREA

STAFF HOUSING

HOUSING STUDENT HOUSING

The 1986 National Education Policy mandated the establishment of residential schools, called Jawahar Navodaya Vidyalayas, to bring out the best talent in the countryside. It is felt that children with special talents or abilities should be given the opportunity to progress faster by providing them with a good quality education, regardless of their ability to pay. Such an education would allow students from rural areas to compete with urban students on equal footing; assimilate them and integrate them seamlessly into the mainstream of society. The Navodaya Vidyalaya system began as a unique experiment, today unparalleled in the history of school education in India and elsewhere. Its importance lies in selecting talented rural children as a target group and trying to provide them with an education of the same quality as the best in the boarding school system. JNV has grades from standard VI to XII. A particular JNV typically offers two streams between science, arts, and commerce for grades XI and XII. JNV is known for academic excellence, this is possible thanks to their merit-based entrance test and unique environment for children from disadvantaged backgrounds, and this is also recognized. demonstrated by their performance in board exams. More than half of JNVs are already equipped with smart classrooms. These universities regularly organize congresses and scientific exhibitions to promote the spirit of research. To facilitate migration every JNV student learns three languages in class VI to Class IX. These languages are grouped into A Level, B-I Level and B-II Level. The pattern followed in different categories of states is as shown in the table below. However, CBSE mandates for children to study two languages only. Therefore, students of each category of states appear for A Level and B-I level languages at CBSE examinations.

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4.2

NEP 2020

The curricular and pedagogical structure of school education will be reconfigured to make it responsive and relevant to the developmental needs and interests of learners at different stages of their development, corresponding to the age ranges of 3-8, 8-11, 11-14, and 14-18 years, respectively. The curricular and pedagogical structure and the curricular framework for school education will therefore be guided by a 5+3+3+4 design, consisting of the Foundational Stage (in two parts, that is, 3 years of Anganwadi/pre-school + 2 years in primary school in Grades 1-2; both together covering ages 3-8), Preparatory Stage (Grades 3-5, covering ages 8-11), Middle Stage (Grades 6-8, covering ages 11-14), and Secondary Stage (Grades 9-12 in two phases, i.e., 9 and 10 in the first and 11 and 12 in the second, covering ages 14-18). The Foundational Stage will consist of five years of flexible, multilevel, play/activity-based learning and the curriculum and pedagogy of ECCE as mentioned. The Preparatory Stage will comprise three years of education building on the play, discovery, and activity-based pedagogical and curricular style of the Foundational Stage, and will also begin to incorporate some light text books as well as aspects of more formal but interactive classroom learning, in order to lay a solid groundwork across subjects, including reading, writing, speaking, physical education, art, languages, science, and mathematics. The Middle Stage will comprise three years of education, building on the pedagogical and curricular style of the Preparatory Stage, but with the introduction of subject teachers for learning and discussion of the more abstract concepts in each subject that students will be ready for at this stage across the sciences, mathematics, arts, social sciences, and humanities. Experiential learning within each subject, and explorations of relations among different subjects, will be encouraged and emphasized despite the introduction of more specialized subjects and subject teachers. The Secondary Stage will comprise of four years of multidisciplinary study, building on the subject-oriented pedagogical and curricular style of the Middle Stage, but with greater depth, greater critical thinking, greater attention to life aspirations, and greater flexibility and student choice of subjects. In particular students would continue to have the option of exiting after Grade 10 and re-entering in the next phase to pursue vocational or any other courses available in Grades 11- 12, including at a more specialized school, if so desired.

JNV Ramanagara l 29

Students will be given increased flexibility and choice of subjects to study, particularly in secondary school - including subjects in physical education, the arts and crafts, and vocational skills – so that they can design their own paths of study and life plans. Holistic development and a wide choice of subjects and courses year to year will be the new distinguishing feature of secondary school education. There will be no hard separation among ‘curricular’, ‘extracurricular ’, or ‘co-curricular’, among ‘arts’, ‘humanities’, and ‘sciences’, or between ‘vocational’ or ‘academic’ streams. Subjects such as physical education, the arts and crafts, and vocational skills, in addition to science, humanities, and mathematics, will be incorporated throughout the school curriculum, with a consideration for what is interesting and safe at each age. Each of the four stages of school education, in accordance with what may be possible in different regions, may consider moving towards a semester or any other system that allows the inclusion of shorter modules, or courses that are taught on alternate days, in order to allow an exposure to more subjects and enable greater flexibility. States may look into innovative methods to achieve these aims of greater flexibility and exposure to and enjoyment of a wider range of subjects, including across the arts, sciences, humanities, languages, sports, and vocational subjects. In all stages, experiential learning will be adopted, including hands-on learning, arts-integrated and sports-integrated education, story-telling-based pedagogy, among others, as standard pedagogy within each subject, and with explorations of relations among different subjects. To close the gap in achievement of learning outcomes, classroom transactions will shift, towards competency-based learning and education. The assessment tools (including assessment “as”, “of”, and “for” learning) will also be aligned with the learning outcomes, capabilities, and dispositions as specified for each subject of a given class.

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As there is a need of change in curriculum based on NEP 2020, a new curriculum for the JNV’s has been formulated.

INTAKE OF 80 STUDENTS

40 NON AGGREGATE STUDENTS

PRIVATE INSTITUTE

6th - 8th

CORE SUBJECTS

LANGUAGES

POTTERY

TOY MAKING

WEAVING

SPORTS

MUSIC & DANCE

9th - 10th

CORE SUBJECTS

LANGUAGES

POTTERY

TOY MAKING

WEAVING

SPORTS

MUSIC & DANCE

40 AGGREGATE STUDENTS

EXCHANGE BETWEEN JNV’S

PCMCs

COMMERCE

ARTS

HOTEL MANAGEMENT

FASHION DESIGN

11th - 12th

CORE SUBJECTS

PHYSICS

CHEMISTRY

MATHS

BIOLOGY

ENGLISH

UG DEGREE

TOY MAKING

POTTERY

JNV Ramanagara l 31

LANGUAGES

dia 4.b. New proposed curriculum

SPORTS

fig 4.a. Toys and clay pots

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4.3

SITE SELECTION

* Site for all the JNV’s are allocated by state government . * The average site area varies from 25 - 30 acres . * As these large junk of land cannot be sanctioned inside the city due to development issues so most of the sites are sanctioned in rural areas or in middle of forest . * As this is a live project, a 25 acres area of highly contoured site was sanctioned by the state government of Karnataka, which is located near Kanakpura. SITE DETAILS LOCATION : Jawahar Navodaya Vidyalaya Ramanagara,

Near battala Gundappa Devasthana, Kanakapura, Karnataka 562117 36 KM FROM RAMANAGARA 68 KM FROM BANGALORE 10 KM FROM KANAKAPURA

INDIA

SITE AREA : 25 Acres

KARNATAKA

1 2 3 4

SITE BATTALU GUNDAPPA TEMPLE UNKOWN HILL POND

BENGALURU

RAMANAGARA CHANNAPATNA

MADDUR SITE

KANAKPURA

MALVALLI

JNV Ramanagara l 33

4.4

DEMOGRAPHICS

10,82,739

2 3

in 2011 Its population growth rate was 5.06% in the decade 2001-2011, 976 females per 1000 males.

4 1

1:0.9

SEX RATIO

69.8%

LITERACY RATE

80%

RURAL POPULATION

70%

SC/ST POPULATION

SITE MODEL

KANAKPURA Granites are a major geographical feature of this region and are from the lower proterozoic era..The total Geographical area of Ramanagara District is 3516 Sq. Km., of which 699.46 Sq. Km. is Forest Area, and having 823 villages.

BIDADI Ramanagara District has an industrial area, housing well known and big Industries such has Toyota, Coca-Cola, Bosch etc.

RAMANAGARA Ramanagara District is known for Mulberry, Silk Weaving. Ramanagara houses one of the biggest Silk Market in India, giving it the name as “Silk City’’.

CHANNAPATNA The Channapatna is known as `Toys City’ of Karnataka as it houses many Industries producing wooden toys which are very famous for their marvelous carvings and paintings .

BENGALURU

BIDADI

CHANNAPATNA

RAMANAGARA

MADDUR SITE

KANAKPURA

MALVALLI

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4.5

SITE ANALYSIS BATTLU GUNDAPPA TEMPLE

SITE

NH - 948 BANGALORE - COIMBATORE

WETLAND 1

SERVICE ROAD ACCESS TO BATTLU GUNDAPPA TEMPLE

dia 4.c. Site plan

OCTOBER - JANUARY

dia 4.d. Water body analysis

JNV Ramanagara l 35

WETLAND 2

CONNECTING ROAD

PIPELINE ROAD

FEBRAURY - MAY

JUNE - SEPTEMBER

SITE

POSSIBLE ACCESS TO SITE

PIPELINE ROAD

NH - 948 BANGALORE - COIMBATORE

SERVICE ROAD

dia 4.e. Climate analysis

B.G.TEMPLE

POND

SITE

ROADS

SITE SECTION

dia 4.f. Site section

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6: 00 AM - 3 : 30 PM

VEGETATION

+20 Mtrs Highest point

-4 Mtrs Lowest point

TOPOGRAPHY

3: 30 AM - 4 : 30 PM

VIEWS

4: 30 AM - 6 : 00 PM

dia 4.g. Light & shadow analysis

JNV Ramanagara l 37

dia 4.h. Micro analysis

4.6

SWOT ANALYSIS

STRENGTH 1. 2. 3. 4.

Easy access to site with good conectivity . Large site area with relatively less BUA . Good underwater resource . Site is totally isolated from the city without any hassleness .

WEAKNESS 1. No near by medical facility in case of emergency . 2. No internet or network facility . 3. No near by schools for the childrens of the staff .

OPPURTUNITIES 1. 2. 3. 4.

Scatterd planning . Low rise structure . Design integration with the nature . Outdoor and indoor teaching .

THREAT 1. Threat from wild animals and reptiles . 2. Threat from 2 water bodies inside the site .

S W O T

dia 4.i. Swot analysis

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JNV Ramanagara l 39

DESIGN

5.1

AREA STATEMENT

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5.2

MASTER PLAN

Due to the large amount of water on the premises, to avoid disasters, the water passed through a 1 meter deep waterway and sent overflow water to an underground well dug at the bottom of the premises. Therefore, the existing temporary pond will be reproduced as an amphitheater. As the artificial water body divides the site into two parts which also resembles to the program where it is divides itself into institutional and residential, the institutional part is placed on the smaller portion of the site and vice-versa. The playground, hostel blocks and dining are placed together to make it easily accessible to students as they use them the most. Faculty housing divides dormitories for girls and boys to maintain discipline and security. Since the faculties themselves are known as the masters and mistresses of the house, it is easily accessible.

ACCOMMODATION

dia 5.a. Zoning

INSTITUTIONAL

KITCHEN AND DINING

ACADEMIC BLOCK

PRINCIPAL AND VICE.PRINCIPAL RESIDENCE

FACULTY HOUSING AND STUDENTS HOSTEL

PLAY GROUND MULTI PURPOSE HALL

dia 5.b. Proximity diagram

JNV Ramanagara l 41

CMR University School Of Architecture

13 13

16 14

14 14

10 15 11

15 15

1 - ACADEMIC BLOCK 2 - PRAYER HALL / INDOOR GAMES 3 - AMPHITHEATRE 4 - PLAY GROUND 5 - ELECTRIC SUBSTATION 6 - MAIN ENTRANCE 7 - ACADEMIC BLOCK ENTRANCE 8 - PLAYGROUND 9 - PRINCIPAL RESIDENCE 10 - VICE . PRINCIPAL RESIDENCE 11 - GUEST HOUSE 12 - DINING AND KITCHEN 13 - GIRLS HOSTELS 14 - STAFF OUATERS 15 - BOYS HOSTEL 16 - ADMIN STAFF QUATERS 17 - STP 18 - PUMP HOUSE 19 - OVER HEAD TANK 20 - EXHIBIT AREA 21 - OVER HEAD TANK

dia 5.a. Master plan

JNV Ramanagara l 05

5.3

SITE SECTIONS

SECTION BB STUDENT ENTRANCE

BOUNDARY WALL

PU BLOCK

PLAY GROUND

ADMIN BLOCK

POTTERY BLOCK

BOUNDARY WALL

SECTION BB STUDENT ENTRANCE

BOUNDARY WALL BOUNDARY WALL

PLAY GROUND

FACULTY HOUSING PU BLOCK

ADMIN BLOCK

SECTION AA

GIRLS HOSTEL POTTERY BLOCK

BOUNDARY WALL BOUNDARY WALL

ROAD

BOYS HOSTEL

SECTION BB STUDENT ENTRANCE

BOUNDARY WALL BOUNDARY WALL ENTRANCE

PLAY GROUND

PEDESTRIAN

BOYS HOSTEL

PLAY GROUND

FACULTY HOUSING PU BLOCK ROAD

ADMIN BLOCK

SECTION AA SECTION CC

GIRLS HOSTEL POTTERY BLOCK

BOUNDARY WALL BOUNDARY WALL

DINING HALL

SEATING

BOUNDARY WALL

SECTION BB SECTION AA

STUDENT ENTRANCE BOUNDARY WALL ENTRANCE

BOUNDARY WALL

ENTRANCE

PEDESTRIAN

BOYS HOSTEL

PLAY GROUND

GIRLS HOSTEL

FACULTY HOUSING PU BLOCK ROAD

ADMIN BLOCK

SEATING

BOUNDARY WALL SEC-

POTTERY BLOCK

BOUNDARY WALL

DINING HALL

TION

BOUNDARY WALL

SECTION DD

AMPHITHEATRE

MUSEUM CORNER

WATER CHANNEL

BOUNDARY WALL

POND

CC SECTION AA

ENTRANCE

GIRLS HOSTEL

FACULTY HOUSING

BOUNDARY WALL PEDESTRIAN

PLAY GROUND

ROAD

SEATING

BOUNDARY WALL

DINING HALL

BOUNDARY WALL

SECTION DD

BOYS HOSTEL ENTRANCE

AMPHITHEATRE

MUSEUM CORNER

WATER CHANNEL

BOUNDARY WALL

POND

UNDERGROUND WELL

SECTION CC

ENTRANCE ENTRANCE

PEDESTRIAN

PLAY GROUND

SEATING

DINING HALL

BOUNDARY WALL

SECTION DD

AMPHITHEATRE

MUSEUM CORNER

WATER CHANNEL

BOUNDARY WALL

POND

AMPHITHEATRE

MUSEUM CORNER

WATER CHANNEL

BOUNDARY WALL

POND

UNDERGROUND WELL

SECTION DD ENTRANCE UNDERGROUND WELL

UNDERGROUND WELL

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5.4

ACADEMIC BLOCK CONCEPT

Group of classes are arranged together in the form of clusters based on their age group and curriculum. These clusters has their own activity area with the classrooms. Below table indicates the kind of infrastructure needed for different curriculum.

dia 5.c. Infrastructure needed for different curriculum.

JNV Ramanagara l 44

As per the program 6th - 8th grade are activity based learning and 9th - 12th are self learning, so these two clusters are divided by adminstrative block and labs such that it acts as a barrier which prevents noise created from activity based learning. As the site is highly contoured each clusters are placed on different level and is connected through a semiopen stepped pathway which can also be used as interactive space. The arrangement is basicaly inspired by the surrounding village layouts as most of the students are based from rural areas.

POTTERY BLOCK WITH 6th &7th

ACTIVITY BASED LEARNING

TOY MAKING BLOCK WITH 8th

HOSKEREDODDI VILLAGE

ENTRANCE / LOBBY KARDI DODDI VILLAGE

LIBRARY & LABS

ADMINSTRATIVE BLOCK

9th & 10th

11th & 12th

SELF LEARNING

MANAMAANAHALLI VILLAGE

OPEN GROUND TEMPLE KITCHEN GARDEN FARM HOUSE INTERACTIVE NODES

TOY MAKING BLOCK WITH 8th

LIBRARY & LABS

EACH CLUSTERS HAS MORE THAN ACCESS PATH SIMILAR TO THE LAYOUT OF THE VILLAGE WHERE A HOUSE HAS MULTIPLE ACCESS ROADS.

EACH OF THESE CLUSTERS HAVE THEIR OWN ACTIVITY SPACE - ARRANGED ON BASIS OF FIBONACCI .

POTTERY BLOCK WITH 6th &7th

ENTRANCE / LOBBY

ADMINSTRATIVE BLOCK

9th & 10th

11th & 12th

dia 5.d. Concept Diagrams

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5.5

ACADEMIC BLOCK FINAL PLAN AND SECTION

j j

p +5

l +6.5

+3.5

+7 k

q q

+5 +7

+4.5

+3 b

+5 +4.5

+5 m

c q

+4.5

+3 +3

+2.5

+3 +4

+3 q n

+3.5

+4 n

q q

n n

+.5 p

+1.5

+1.5 o n

a - Main Entrance

j - Type A Classroom [ Semi-open ]

b - Student Entrance

k - Activity Area [ Semi-open ]

c - Staff Rooms

l - Washroom

d - Admin & Reception

m - Labs

e - Principal Cabin

n - Type B Classroom [ Enclosed ]

f - Staff Toilet g - Medical Room

o - Libraries

h - Computer lab i - Equip Room / Staff Room

q - Corridors connecting Clusters

JNV Ramanagara l 46

p - Courtyard with Activity space

SECTION AA [POTTERY CLUSTER]

SECTION BB [TOY MAKING CLUSTER]

SECTION CC

SECTION DD [ADMINSTRATIVE CLUTER]

SECTION EE [9th & 10th CLUSTER]

SECTION FF [11th & 12th CLUSTER]

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EXPLODED VIEW TOY MAKING CLUSTER WASHROOMS

LABS POTTERY CLUSTER LIBRARY

9th & 10th CLUSTER

ADMIN BLOCK

PU CLUSTER

FRAMING UP

CARVE + OFFSET INTERACTIVE SPACES WITHIN THE STRCTURE

JNV Ramanagara l 48

SET OF FRAMES OF VARYING IN VOLUME CREATE AN INTERACTIVE CORRIDOR

figs 5.a. Academic block model top view

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figs 5.b. Interactive spaces

figs 5.d. Areal view - Academic block

JNV Ramanagara l 50

figs 5.c. Sloping roof resembles the terrain

figs 5.e. Front view - Academic block

figs 5.f. Areal view - Academic block

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JNV Ramanagara l 52

CMR University School Of Architecture

5.6

HOUSING LAYOUT

In JNV’s they strictly follow house system, where students will be divided into 4 different houses [Aravali, Nilgiri, Shiwalik, Udayagiri] . Again on basis of age group they are further more divided into juniors and seniors. So, the aim was to create a community inbetween themselves such that giving each block their own activity area which further interconnect to form a large play area. Faculty housing divides dormitories for girls and boys to maintain discipline and security. Since the faculties themselves are known as the masters and mistresses of the house, it is easily accessible. All the faculty housing has their own green space and semiopen areas. The playground, hostel blocks and dining are placed together to make it easily accessible to students as they use them the most. Due to contoured site the arrangement of the blocks resembles the setellement on a hilly region. The central pedestrial spine connects from lowest point to the highest point of the layout which is also used as interactive spaces. The architectural language created is similar to the rural area. Materials used are stone wall and clay tile sloping roof which is abundantly avaiable in the area.

+7 +10

+10 +9

+9 +8

+3 +2

+-0 +1

+-0

+-0 +3

+-0 +.5

figs 5.g. Housing layout

JNV Ramanagara l 54

+1 +1

+2 +2

+3 +2

+5 +3

a - Entrance with Sit-out

FACULTY HOUSING

b - Living Area c - Bedroom d - Washrooms e - Kitchen

GROUP D HOUSING

a d b

a - Entrance with Sit-out

b - Living Area c - M - Bedroom d - Washrooms e - Bedroom

f - Kitchen & Dining g - Courtyard

DORMS / HOSTEL BLOCKS a - Entrance with Sit-out b - Dorm Room

c - Locker & wash room d - Backyard / Courtyard

c a

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a - Entrance with Sit-out b - Living Area

PRINCIPLE / VP RESIDENCE

c - M - Bedroom d - Washrooms e - Bedroom

f - Kitchen & Dining g - Courtyard

GUEST HOUSE

b d

a c g b d

a c

KITCHEN & DINING HALL

a - Entrance b - Boys dining hall

c - Girls dining hall o

d - Serving counters e - Service alley f - Plate washing area

g - Kitchen g

h - Catering assistant room

i- Store e

l g

j - RO - Plant d

k - Washing area l - Gas storage

m - Toilet b i

n - Loading & unloading bay

o - Store room p - Cold storage

j a

JNV Ramanagara l 56

figs 5.h. Areal view - housing layout

figs 5.i. Top view - housing layout

CMR University School Of Architecture

6.1

CONCLUSION

This is a live project proposed in ramanagara in 2020. This thesis explores how to design a boarding school that not only provides education but also maintains students' mental health. This project has been designed in a completely different way from the way the Indian government is doing now, but all the standards and specifications given are taken into account The site itself is more challeging and intresting to design. The slight change of program and curriculum is also one of the main factor for this design. Creating a positive learning environment makes them more motivated, engaged, and have a higher overall learning capability Homesickness, bullying and teasing are the common problems which can be found in any residential education system and it's not so easy to eradicate it by inducing laws such as anti ragging squads. Instead as an upcoming architect I belive i have designed a new distraction which drives them away from all the pain and stress and helps them balance their own mental health. And thus "Create new loves for the person suffering from love sickness; find new joys to erase the domination of the old."

JNV Ramanagara l 58

7.1

BIBLIOGRAPHY

The Indian Journal of Medical Research (INDIAN J MED RES) Karnataka_Integrated_Public_Health_Policy_2017 h t t p s : / / n i t i . g o v. i n / p l a n n i n g c o m m i s s i o n . g o v. i n / d o c s / a b o u tus/committee/strgrp/stgp_fmlywel/sgfw_ch8.pdf h t t p s : / / w w w . n h m . g o v. i n / i m a g e s / p d f / m o n i t o r i n g / r h s / r u ral-health-care-system-india-final-9-4-2012.pdf) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3088954/ https://nhm.gov.in/WriteReadData/l892s/nrhm-framework-latest.pdf https://www.tribuneindia.com/news/ludhiana/affordability-a-hindrance-in-ensuring-healthcare-38545) karnataka_integrated_public_health_policy_2017.pdf https://thewire.in/health/primary-healthcare-anganwadi-eggs-workplace-safety-womens-healt