Thesis

SCHOOL FOR THE UNDERPRIVILEGED

PRAYAS BISWAS 1706160002 V YEAR, B.ARCH

COORDINATOR/ GUIDE:

AR. PRAVEEN GUPTA

THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE B.ARCH. DEGREE

ARCHITECTURAL THESIS – 2022 SCHOOL OF ARCHITECTURE & PLANNING K.R. MANGALAM UNIVERSITY GURUGRAM, HARYANA

DECLARATION I, Prayas Biswas , here by solemnly declare that the thesis work undertaken by me, titled, School for the Underprivileged , is my original work and whatever information I have incorporated in the form of photographs, text, data,maps,drawings,etc., from different sources, has been duly acknowledged in my report.

Date:……………………….

Place:………………

Prayas Biswas 1706160002

V Year B.Arch.

School of Architecture & Planning, K.R.MangalamUniversity,Gurugram

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TABLE OF CONTENTS 1.Abstract.................................................................................................................................... 6 2.Project Brief.............................................................................................................................. 7 3.Background Study.................................................................................................................... 9 3.1. Reason for absence of education in underprivileged children............................................................................................. 9 3.2. Organisations................................................................................................................ 11 3.3. Types of schools and education systems...................................................................... 14 3.4. Features of a school...................................................................................................... 19 3.5. Quality control............................................................................................................... 22 3.6. Pedagogy...................................................................................................................... 24 4. Planning Typologies............................................................................................................. 25 5. Literature Case Study............................................................................................................ 26 6.1 Avasara Academy........................................................................................................... 26 6.2 Rajkumar Ratnavati Girl’s School................................................................................................................... 29 6. Live Case Study.................................................................................................................... 34 7. Comparative Case Study...................................................................................................... 38 8. Area Analysis......................................................................................................................... 40 9. Site Analysis.......................................................................................................................... 42 9.1. Macro level study.......................................................................................................... 42 9.2. Pictures......................................................................................................................... 45 9.3. Climate Analysis............................................................................................................ 46 9.4. Neighborhood Analysis.................................................................................................. 47 9.5. Traffic and SWOT Analysis............................................................................................ 49 10. Introduction to the Site ....................................................................................................... 50 11. Conceptual Development.................................................................................................... 52 12. Site Plan.............................................................................................................................. 55 12.1. Scaled Site Plan.......................................................................................................... 55 12.2. Block Plans.................................................................................................................. 56 13. Material Analysis................................................................................................................. 58 13.1. Exploded View............................................................................................................. 58 13.2. Materials Used in the Project...................................................................................... 59 14. Geometry Analysis.............................................................................................................. 60 15. Sciography.......................................................................................................................... 61 16. Bibliography......................................................................................................................... 64 Architectural Thesis: A School For The Underprivileged

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LIST OF ILLUSTRATIONS FIGURES

FIGURE TITLE

PAGE NO.

Figure 1................Groups of Underprivileged individuals.................................................................9 Figure 2................List of literacy rates in the States and UTs of India ............................................10 Figure 3................Forced Child Labor..............................................................................................13 Figure 4................Classroom...........................................................................................................14 Figure 5................Excellence in Teaching Awards Bestowed on Indian School Teachers...............19 Figure 6................Co-curricular activities should be encouraged in schools...................................19 Figure 7................Workshops..........................................................................................................20 Figure 8................Security Posts.....................................................................................................20 Figure 9................Small Classroom.................................................................................................21 Figure 10..............Clean Restrooms.................................................................................................22 Figure 11...............Clean air is necessary within the campus...........................................................22 Figure 12..............Open Planning Typology.....................................................................................27 Figure 13..............Cluster Planning Typology...................................................................................27 Figure 14..............Courtyard PlanningTypology...............................................................................27 Figure 15..............Campus PlanningTypology..................................................................................27 Figure 16..............View of Library Block...........................................................................................28 Figure 17..............Map of Maharashtra............................................................................................28 Figure 18..............View of Cafeteria Block.......................................................................................28 Figure 19..............The use of Bamboo and Concrete for construction.............................................28 Figure 20..............Stack effect in the building..................................................................................30 Figure 21..............Aerial view of the school......................................................................................31 Figure 22..............View from the courtyard......................................................................................31 Figure 23..............Map of Rajasthan................................................................................................31 Figure 24..............Connectivity to the site........................................................................................31 Figure 25..............The Proposed Design..........................................................................................32 Figure 26..............Conceptual Sketches..........................................................................................32 Figure 27..............The 3 Proposed Building Blocks.........................................................................32 Figure 28..............Bubble Diagram ..................................................................................................32 Figure 29..............Ar. Ranjit John.....................................................................................................36 Figure 30..............Map of Haryana ..................................................................................................36 Figure 31..............Site Plan with context..........................................................................................42 Figure 32..............Master Plan of NOIDA -2031...............................................................................43 Figure 33..............Site Plan Satellite view .......................................................................................44 Figure 34..............The Presence of 7 Chakras in our bodies...........................................................52 Figure 35..............Recycled Concrete..............................................................................................59 Figure 36..............Bamboo Structure...............................................................................................59 Figure 37..............High Tensile Fabric..............................................................................................59 Figure 38..............Recycled Brick.....................................................................................................59

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ACKNOWLEDGEMENT Foremost, I would like to express my sincere gratitude to my guide, Ar. Praveen Gupta, for helping me realise this thesis by guiding me how to research and filter data. His guidance helped me manage time for the thesis, as well as research necessary areas for the project. I would also like to thank Ar. Pankaj Dhayal for guiding me for the same. I could not have otherwise imagined to have completed the thesis. Besides my guides, I would like to thank the Dean of SOAP, Ar. Hemani Singh, for giving me the opportunity to make this thesis, and helping me choose the topic. Her insight into designating zones within my site specific to each activity helped me better identify my design process. My sincere thanks also goes to my seniors, who shared their experiences with me time and again. I thank my fellow classmates who have helped me pace my work. Lastly, I would like to thank my family for their support.

Architectural Thesis: A School For The Underprivileged

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ABSTRACT They say “dreams come a size too big so we can grow into them”, meaning as long as we develop a passion for learning, we will never cease to grow.Not everyone realizes that education is not just a matter of learning facts, but is the training of the mind to think. A school is a place where it all begins.

While we dream from childhood to be astronauts, musicians, leaders, sportsmen, and millionaires, eventually settling into being doctors, engineers and architects, there is a large group of individuals who dream of only having a stable life once they grow. They are what we call ‘The Underprivileged’, and a lot of them dont dream because of its futility towards them. Doing the maximum they can each day, they earn minimum wages to daily feed themselves and not starve. Having to worry about their house, family, harsh streets,they lose the ability to learn and think, ultimately becoming a l iability to society. It can all change with opportunities provided to them The following thesis, labelled a “School for the Underprivileged” aims to create architecture that provides a comforting environment with a residence and centers for developing essential vocational skills. Once a child is aware of how to sustain themselves, they then learn to dream big. With assistance from organizations aimed at the wellbeing of children, the project can help them realize their dreams and channel their untapped potential into a healthy lifestyle. As Guru Rabindranath Tagore once said, “ The highest education is that which doesn’t merely give us information, but makes our life in harmony with all existance”.

keywords: School, Underprivileged, vocational, education

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PROJECT BRIEF

synopsis

About the Thesis The following thesis report contains 4 sections. The first is an elaborative analysis on information pertaining to what being underprivileged is, criteria for designing schools, and other factors that need to be taken into consideration while designing an institutional project.This is a detailed study and hence includes lesser graphics and more information relating to the same. This also includes understanding planning typologies and understanding how spaces must be projected and alloted. The second part consists of case studies. The third part introduces the site and is an analysis of the surroundings. The final section is the design, explaining the concept, floor plans, materials, etc.

Name of the project School for the Underprivileged

Location of the project Sector 132, NOIDA, Uttar Pradesh ( 28°30’40.98”N, 77°22’14.82”E)

Type of project Institutional

Client VIDHYA Foundation

Climate type

Hot and Dry

Site Information Site Area - 6ac (24,503 m2) The site is connected on 2 sides to arterial roads(30m wide), and a third side to a collector road(15mwide) .

Applicable Bye-Laws Permissible Ground Coverage: 40% (9800 m2) Permissible F.A.R: 1.50 (36,000 m2) Permissible height: 24m Distance between 2 adjacent building blocks must be 6m Setbacks: 9.0m in front 3.0m and 3.0m in side setback

Spatial requirements Provision for classes k-12 Hostel Accomodation for admission of students from far

Status of project and background Unbuilt

Aims and objectives of project

To create an institutional facility that serves as a residence for children who are underprivileged until they are 18 and can sustain themselves.

Architectural Thesis: A School For The Underprivileged

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Relevant case studies Literature Case Study Rajkumar Ratnavati Girls School Avasara Academy Live Case Study Deepalaya School

Source of project information Cengrs geotechnica pvt. ltd. (https://www.cengrs.com/project-pdf/schools)

Statement clarifying reason for taking up the topic/ personal interest and liking in doing the project Interest in giving back to the community, Scope for study in topics like vernacular architecture and passive design features.

Project done/ being done by student of any other school in India.

None

Dissertation Topic Carbon Footprint Analysis and Measures to Reduce It

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BACKGROUND STUDY

Reasons for the absence of education for underprivileged children

What does being underprivileged mean?

The term ‘underprivileged’ refers to the disadvantaged section of people who are economically, socially and locationally in an unfavourable situation compared to the rest of the population of the society. It’s often dubbed as ‘deprived’ , ‘psycho-socially deprived’ , ’culturally deprived’ , ‘socio-economocally deprived’, ‘locationally deprived’, etc. Simply put, the underprivileged are a minority, and include people in different ethnic groups(SCs & STs)/ disabled people/ orphans/ poor and homeless.

Figure 1: Group of Unprivileged Individuals

Reasons why people remain underprivileged: Poverty

Exploitation and discrimination by the privileged

Locational Disadvantages

Common to all underprivileged groups, opportunities are denied to children due to lack of funds. Also, poor nutrition prevents underprivileged children from making full use of their intelligence.

This has been observed since the beginning of time, and even though it has decreased in major parts of the world, the truth is that it very strongly persists in certain parts of the country

The children tend to live either in remote rural areas or slums in towns and cities. This too denies them opportunities, as compared to privileged students.

Urban middle class and dominant culture based education system

Low motivation for upward mobility

Economic, social and locational disadExisting schools are based on urban middle vantages prevent the underprivileged class culture, with reference to textbooks, from long-term goals. They are, hence, preferred language. Plus, for the privileged, more present oriented. school is a continuation of the home. For the underprivileged, there is a wide gap between the two, which makes it difficult for them to rise socially and economically Architectural Thesis: A School For The Underprivileged

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Figure 2: List of literacy rates in the States and UTs of India

According to present day psychologists, intelligence is learned, rather than inherited. Thus shaping the early years of a child is very important for his/her development.As most underprivileged learners come from similar homes and social backgrounds which are not congenial to learning, they display certain common characteristics which create problems for their education. These problems being: Depression and stress: study revealed that the majority of children felt sad and depressed due to their stay in the orphanage and also due to parental bereavement.

Low self-esteem and purpose: children reported low levels of self-esteem and lacked purpose in life. The majority of children felt they were worthless and good for nothing.

Loneliness and helplessness: in-depth interviews of participants reflected that most of them were lonely and often felt helpless.

Love and affection: Results also indicated that due to parental bereavement children were longing for love and affection especially the younger ones; they would not understand why they ended up living in an orphanage.

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BACKGROUND STUDY

organisation

Child Rights and You (CRY)

Child Rights and You (CRY) is an Indian non-governmental organization (NGO) that works towards ensuring children’s rights.The organization was started in 1979 by Rippan Kapur, an Air India purser.

CRY works with 99 grassroot projects across 19 states in India and has impacted the lives of over three million children. CRY addresses children’s critical needs by working with parents, teachers, Anganwadi (Indian rural child care center) workers, communities, district and state-level governments, as well as the children, themselves. The organization focuses on changing behaviors and practices at the grassroots level and influencing public policy at a systemic level, to create an environment where children are the priority.

CRY works on 4 key areas: » » » »

Education (Right To Development) Health & Nutrition (Right To Survival) Safety & Protection (Right To Protection) Child Participation (Right To Participation)

Statistics of Underprivileged Children in India

Despite making up more than one-third of the population, children in India have never had their needs prioritised. Additionally, their rights are consistently violated. Statistics on the state of children in India have been compiled by CRY America’s partner organisation, CRY- Child Rights and You. This is based on its knowledge gained through working on various children’s concerns in all parts of India.

The numbers are dismal. Even worse, very little is understood about what it means to be a part of such ghastly numbers. The burden society faces is enormous, and we at CRY America feel that each and every person in our society should shoulder responsibility for permanently altering these children’s lives.

• • • • • • • • • • •

40% of India’s population is below the age of 18 years which at 400 million is the world’s largest child population.

Less than half of India’s children between the age 6 and 14 go to school.

A little over one-third of all children who enroll in grade one reach grade eight.

One in every ten children is disabled in India.

95 in every 1000 children born in India, do not see their fifth birthday.

70 in every 1000 children born in India, do not see their first birthday.

Only 38% of India’s children below the age of 2 years are immunized.

74% of India’s children below the age of 3 months are anemic.

More than one in three women in India and over 60% of children in India are anemic.

Acute respiratory infections are leading causes of child mortality (30%) followed by diarrhoea (20%) in India.

One in every 100 children in India between age group of 0-14 years suffers from acute respiratory infection

Architectural Thesis: A School For The Underprivileged

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• • • • • •

Almost one in every five children in India below the age of 14 suffers from diarrhoea. 30-40% of the India’s population, which is largely economically deprived, spends over 70% of their total expenditure on food.

Amongst married women in India today, 75% were under age at the time of their marriages.

While one in every five adolescent boys is malnourished, one in every two girls in India is undernourished.

23% of India’s children are underweight at birth.

58% of India’s children below the age of 2 years are not fully vaccinated. And 24% of these children do not receive any form of vaccination.

More that 50% of India’s children are malnourished.

Education

We believe education is most important as it enables a child to realize his or her full potential; to think, question and judge independently; develop sense of self-respect,dignity and self-confidence; learn to love and respect fellow human beings and nature; in decision making; develop civic sense, citizenship and values of participatory democracy.

• • • • • • • • •

In India, only 53% of habitation have a primary school.

In India, only 20% of habitation have a secondary school.

On an average an upper primary school is 3 km away in 22% of areas under habitations.

In nearly 60% of schools, there are less than two teachers to teach Classes I to V. On an average, there are less than three teachers per primary school. They have to manage classes from I to V every day.

Dropout rates increase alarmingly in class III to V, its 50% for boys, 58% for girls.

1 in 40, primary school in India is conducted in open spaces or tents.

More than 50 per cent of girls fail to enroll in school; those that do are likely to drop out by the age of 12.

50% of Indian children aged 6-18 do not go to school

Situation of the Girl Child

In addition to the deaths of infants and children due to malnourishment and disease, innumerable and unrecorded numbers of girl children are killed within hours of being born while many others are killed in the womb itself. Patriarchal norms, low status of women and preference for male children are the primary reasons that threaten survival of female children in India. The alarming fact is that female infanticide or foetuses has increased over the past few decades. While in 1960 there were 976 girls born for every 1000 boys, in 2001, there are only 927 girls for every 1000 boys.

• • • • • • •

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1 out of every 6 girls does not live to see her 15th birthday.

Of the 12 million girls born in India, 1 million do not see their first birthday.

Every sixth girl child’s death is due to gender discrimination.

1 out of 4 girls is sexually abused before the age of 4.

Female mortality exceeds male mortality in 224 out of 402 districts in India.

Death rate among girls below the age of 4 years is higher than that of boys. Even if she escapes infanticide or foeticide, a girl child is less likely to receive immunisation, nutrition or medical treatment compared to a male child.

53% of girls in the age group of 5 to 9 years are illiterate.

Child Labor Children are often treated as the “property” of the very adults who are supposed to care for them; they are ordered around, threatened, coerced, silenced, with complete disregard of them as “persons” with rights and freedoms.

• •

17 million children in India work as per official estimates.

A study found that children were sent to work by compulsion and not by choice, mostly by parents, but with recruiter playing a crucial role in influencing decision.

• When working outside the family, children put in an average of 21 hours of labor per week • 90% working children are in rural India.

• 85% of working children are in the unorganized sectors.

• About 80% of child labor is engaged in agricultural work.

• 25% of the victims of commercial sexual exploitation in India are below 18 years of age.

• Millions of children work to help their families because the adults do not have appropriate employment and income thus forfeiting schooling and opportunities to play and rest.

• Large numbers of children work simply because there is no alternative - since, they do not have access to good quality schools.

• Poor and bonded families often “sell” their children to contractors who promise lucrative jobs in the cities and the children end up being employed in brothels, hotels and domestic work. Many run away and find a life on the streets.

All children have the right to be protected from work that interferes with their normal growth and development. Abandoned children, children without families and disabled children need special care and protection.

Figure 3: Forced Child Labor

Child commercial sex workers

• • • • •

There are approximately 2 million child commercial sex workers between the age of 5 and 15 years and about 3.3 million between 15 and 18 years.

They form 40% of the total population of commercial sex workers in India.

80% of these are found in the 5 metros.

71% of them are illiterate.

500,000 children are forced into this trade every year.

Mentally/ physically challenged children

• • •

3% of India’s children are mentally/physically challenged.

20 out of every 1000 rural children are mentally/physically challenged, compared to 16 out of every 1000 urban children.

Mentally/physially challenged girls are at a particular risk to violence and abuse.

Architectural Thesis: A School For The Underprivileged

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BACKGROUND STUDY

types of Schools and education systems

Introduction

A school is a type of educational facility created to offer classrooms and other learning settings where students can be taught by teachers. India has a distinctive educational system with a variety of education boards at the national and state level due to its multicultural makeup, which includes 29 states, 7 union territories, and 23 officially recognised languages. The CISCE, IB, CBSE, and State Board are currently India’s four primary education boards, respectively. However, when it comes to providing children with a high-quality education, educational boards in India are quite advanced and incredibly wise. In India during the past few years, numerous cutting-edge and contemporary education boards have also gained popularity. We’ll walk you through each of India’s education boards in this blog.

Figure 4: Classroom

The different education boards in India The top education boards in India are: » » » » » » »

State Boards Central Board of Secondary Education (CBSE) Indian Certificate of Secondary Education (ICSE) Council for the Indian School Certificate Examination (CISCE) National Institute of Open Schooling (NIOS) International Baccalaureate (IB) Cambridge International Examinations (CIE)

State Boards

State Boards are unique to each State and follow separate syllabus and ranking criteria. Amongst the top Education Boards in India, each state board does have its educational strategy, that induces a variation in the curriculum from one state to the other in India. It emphasizes state-level subjects and material of local interest that lets students study for state-level engineering and medical entrance exams. The syllabus is generally constrained relative to several other boards.

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Regional languages and heritage have a key role in the curriculum. Some state boards recently directed all the schools to implement NCERT books exclusively, which are essential for students to study for pan-India exams.

Features of State Boards in India:

1. Tend to approach a regional-based program and syllabus.

2. Typically, they teach or use state language as a component and a medium of instruction.

3. State Boards conduct primary and mid-level examinations. Many board exams generally keep only secondary examinations, i.e. 10th and 12th grades.

Favoured by:

• • • • •

This Education Board in India is preferred by Civil Service Examination Candidates Students who are drawn towards athletics or related extracurricular events because the workload is comparatively low.

Parents who want their ward to continue to study at a university closer to home Parents who want their ward to be part of local culture and traditions Parents who want to pay reasonably affordable fees

Central Board of Secondary Education (CBSE)

CBSE (Central Board of Secondary Education is considered to be among the most prominent and perhaps most widely acknowledged Education Boards in India. CBSE has accomplished this since it applies to implementing conventional teaching structures for most schools in the nation. This is also the national level board followed by several private as well as public schools across the country. The Board administers exams for both private and regular students.

Candidates seeking to follow distance learning can register for admissions and apply for assessments. After grade 10, CBSE provides its students with a range of subjects in the areas of science, commerce, and humanities. Upon graduating in class 12, students can apply to multiple universities for higher education.

Features of CBSE in India:

1. CBSE Board is typically perceived to be more difficult than State Boards or the other Education Boards in India due to the grading system 2. Primary students (grades 1–5) study vocabulary and social progress.

3. Grade 6–10 high school students pursue science, mathematics, English, and supplementary languages.

4. Art, dance as well as other activities are all part of the course.

5. Conducts two exams—the Grade 10 All India Secondary School Examination and the Grade 12 All India Senior School Certificate Examination.

6. Continuous Comprehensive Assessment (CCE) from Grade 6 to 10 also has commenced. The goal is to assess students during the entire year instead of a standard examination after each year.

Favoured by:

• • • •

Applicants for medical or engineering examinations, such as the AIEEE Parents of students whose jobs need them to travel across India because it’s likely to change different schools Students who wish to study overseas in CBSE schools. Teaching methods can vary between countries.

Parents who wish to have a common ground in terms of expenses between state boards and IB/ ICSE Architectural Thesis: A School For The Underprivileged

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Indian Certificate of Secondary Education (ICSE)

ICSE or Indian Certificate for Secondary Education has a great program that reflects on the principles and fundamentals of theories. It is another one of the practical Education Boards in India. The Council for Indian School Certificate Examination is a private school board in India. The goal of this Board is to conduct a basic education analysis, in compliance with the suggestions of the New Education Policy 1986 (India), through the English medium.

Applicants appearing for the exam must study six subjects, with one to three papers per subject. This makes up for a total of eight to eleven papers, based mostly on subjects. The tests of ICSE select the most suitable five out of six subjects. However, English markings are obligatory and are carried out comprehensively.

Features of ICSE in India:

1. The ICSE Board focuses on the entire development of the student.

2. The ICSE curriculum provides equal emphasis to all subjects and also provides versatility in the selection of particular subjects.

3. ICSE also includes fair weighting for languages, arts, and humanities. This makes for a much more integrated, balanced, and comprehensive learning.

4. Its use of English as a means of teaching reflects the development of language proficiency.

Favoured by: • • •

Parents of students whose jobs need them to travel across India because it’s likely to change different schools Parents who want their wards to study abroad and develop strong English communication skills.

Students take up this Education Board in India because they aspire to study STEM-related subjects in their higher education.

Council for the Indian School Certificate Examination (CISCE)

CISCE is a privately run national Education Board in India that governs the Indian Certificate of Secondary Education (ICSE) as well as the Indian School Certificate (ISC) for classes starting from 10 and 12 respectively. It was formed in 1958. Over 2,100 schools in India and abroad are associated with the CISCE. Each year, in February and March, the Council holds assessments for Classes 10 and 12. The Board administers exams for regular students exclusively. The key goal of ICSE is to offer high-quality education to the students via a rational approach. This Education Board in India allows students to choose amongst different streams/subjects for Class 12 by placing equal emphasis on science, humanities, and language courses, particularly English. The above ICSE syllabus also comes under the CISCE board.

Features of CISCE in India:

1. CISCE gives a huge emphasis on tasks instead of on text learning which is more practical and application-based than CBSE. 2. It relies more on language and the arts 3. The CISCE Board offers a wider range and a greater selection of subjects than CBSE.

Favoured by: • • • • 16

Students who understand more in practical approach than in theory and those who love the humanities and languages Parents whose jobs require them to travel around the country or abroad because it’s possible to adapt to different schools Parents who wish their children to study overseas as accredited by Cambridge International Exams (CIE) Parents want a more economical and foreign alternative compared to CIE.

National Institute of Open Schooling (NIOS)

The goal of the National Open Schooling Institute (NIOS) is to make the educational system versatile and free for all students. It was one of India’s many student-friendly education Boards in India. It is child-centric and helps the student to make choices on what to learn, how to learn, and when to learn.

The NIOS is a national board that holds secondary and post-secondary exams comparable to the CBSE as well as the CISCE. It also provides a college education after secondary school. NIOS currently enrolled nearly 3,50,000 students annually, making it one of the largest open school facilities in the nation. NIOS holds panel reviews twice per year in March/April and September/October.

Features of NIOS in India:

1. Open Basic Education (OBE) refers to primary education which is equal to classes 3 to 8. This refers to fundamental mathematics, earth sciences, and computer knowledge 2. Throughout Grade 10, topics are drawn from two basic classes of at least five subjects and one language.

3. For grade 12, there are more opportunities available in trade, science, and humanities. They have been further split into five classes, with students selecting one or two out of each class.

4. The NOIS Board also conducts vocational (commerce) training.

5. The Board always conducts the OBE exams and also the two primary exams for the Secondary and Upper Secondary curriculum.

6. Students may take up to five years to finish their exams.

Favoured by:

• • •

Students in remote and rural areas Students who intend to finish their studies later on in life Students who want to study in a self-improved atmosphere

International Baccalaureate (IB)

The International Baccalaureate is a non-profit academic corporation that is one of the top-tier Education Boards in India ensuring greater educational services for students aged 3 and 19 years of age.

The schools of the IB are deemed prestigious, at the same period costly. It is a privately-run multinational academic organization with headquarters in Geneva, Switzerland. It has three major programs: the Primary Year KG to Class 5, the Middle Year Program for Class 6 to Class 10, and the Graduation Program for Class 11 and Class 12.

This Education Board in India is accessible in 144 countries and around 3500 schools and educational institutions globally. The IB Board provides an opportunity for students in academic institutions to apply to other universities without several additional examinations. The curriculum means teaching critical skills, vocabulary, arts, and humanities. Here, topics are taught in an interconnected manner to prevent a fractured approach. Usually, IB is favored by parents of students who’ve been planning to travel internationally.

Features of IB in India:

1. PYP (until age 11) incorporates algebra, physics, natural sciences, and languages.

2. MYP (ages 11–16) has 8 content classes, namely languages, physics, mathematics, art, and architecture. Students have to have a minimum of 50 hours of instruction in each study cohort and a specific assignment.

3. DP (aged 16–19) consists of three main modules: a thesis article, a critical thought project called information theory) and the youth service.

4. PYP depends on a school-based internal evaluation. When it comes to MYP, each study category uses 4 indicators to identify the pupil’s performance in the topic. The grades of the 4 indicators are applied and updated to a grade of 7. DP is based on a point scale, with 45 being the highest point you can get.

Architectural Thesis: A School For The Underprivileged 17

Favoured by: • • • •

Students who wish to perform highly in critical analysis Students who can deal with challenging academic work Students hoping to explore and pursue their education overseas, perhaps with parents who have careers that will take them abroad.

Parents who are prepared to pay high fees

Cambridge International Examinations (CIE)

Formed in 1858, CIE offers international credentials to 10,000 school systems in 160 countries. Cambridge International Exams offers globally accredited certificates and examinations in more than 150 countries around the world. CIE credentials are accepted for entry by UK universities (including Oxford and Cambridge), the United States (All-Ivy League Universities), Canada, the European Union, the Middle East, West Asia, New Zealand, India, Pakistan, Bangladesh, and Sri Lanka. It is also one of the highly preferred Education Boards in India.

Features of CIE in India:

1. Instructional methods are incredibly useful for children to learn and develop in a particular way.

2. One major benefit of CIE is that it promotes creativity at a higher level, encouraging the student to understand outside classrooms.

3. Instructors are supplied with a lot of resources that support them, making studying especially fun for learners. Primary and secondary students can take the Main Stage exams at Cambridge. The key examinations, however, are the IGCSE, the AS level, and the A level exams.

Favoured by: • • •

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Students who understand more in experience and practical approach than in theory Parents looking to travel overseas or to send their children abroad to study Parents are ready to pay increased expenses for foreign education.

BACKGROUND STUDY

features of a School

Introduction

When their children are in the CBSE board, every parent wants the best for them, and that includes getting them into the best school possible in India. A child’s personal development and future career development are greatly influenced by their school, which functions as a second home.

Qualified Teachers in An Ideal school

The atmosphere in CBSE board schools depends on both the schools and the teachers. It takes more than just having the most credentials to be a good teacher. Being someone who encourages and understands every student is very important.

Teachers serve as the equivalent of parents if the school is a home away from home. Children are taught how to voice their opinions, challenge their beliefs, and ask questions, without worrying about failing. Every student is treated fairly and encouraged to be their best selves in an ideal school setting, regardless of academic performance.

Figure 5: Excellence in Teaching Awards Bestowed on Indian School Teachers

Importance of Both Academics And Co-Curricular Activities in An Ideal school

While academics may be the primary focus of CBSE board schools, co-curricular activities must not be disregarded. A perfect school emphasises both academics and extracurriculars equally. Co-curricular pursuits can include everything from sporting events to specialised groups.

Social activities like debates and discussions develop public speaking skills in children, which is crucial to be a member of society. No matter if your kid wants to become a scientist or a CEO of their own business, public speaking is a trait that they need to hone. Sports activities and tournaments nurture team spirit among students while encouraging good-natured competitiveness. Furthermore, being active physically results in a healthier and more productive life.

Figure 6: Co-curricular activities should be encouraged in schools

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Frequent Workshops And Demonstrations Are Mandatory in An Ideal School in India

What does it mean to be an ideal school in India in a world that is becoming more and more reliant on statistics alone? For youngsters to develop properly, they need more than just academic knowledge.

Social connection and practical engagement with the subjects they are learning are essential. By planning seminars and field trips, a CBSE board school should regularly give students the chance to engage with people from the outside world.

For instance, workshops hosted by the CBSE board at Orchids International School feature child psychologists and counsellors. Children are educated on important topics including the distinction between good and harmful touch, how to spot stress symptoms, how to report abuse, and much more.

Figure 7: Workshops

Security Present in An Ideal School in India

An indispensable quality of a CBSE board school is having tight security measures that ensure the safety of the students at all times. As the place kids spend most of their day, a safe space lets kids grow to their full potential. A good school extends safety right from when the kid is picked up by the school bus till when they are dropped at their home. Many CBSE board schools lgo a step further by taking measures like: • • • • • • •

Regulated entry and exit of all children and staff Trained security guards at all exits GPS equipped school buses Ensuring the classroom doors have no locks 360-degree surveillance through CCTV cameras Exclusive female staff Thorough background check on every staff member.

Figure 8: Security Posts 20

Small classes To improve a school’s educational standards, small classes are crucial. Smaller class sizes allow teachers to give each student the individual attention they deserve. Additionally, when class numbers are small, teachers and students may connect productively. For pupils, such engagement can foster a positive learning environment.

Figure 9: Small Classroom

Feeling of Community

Students should experience a sense of belonging at their school. This is crucial because it gives pupils a sense of belonging that can teach them valuable lessons for the rest of their lives. They can learn to be understanding and courteous of others by becoming more aware of others around them.

Arts and Sports Program

Incorporation of Arts and Sports Program in the school curriculum is very important as it can aptly balance the learning process as well as the maturation process in growing children and young adults.

A good school will have extensive and robust art and sports program. Such programs make a vital of school life and school’s purpose.

Scope of parental involvement

A good school will make adequate room for parental involvement. Research shows that the learning ability of students can be improved through an active partnership between their teachers and their parents.

A school campus must encompass the following amenities:

• • • • • • • • • • • • •

Striking school buildings unified with lush green gardens and lawns Huge, airy classrooms with cross aeration and natural light overlooking gardens Indoor and outdoor playing Courts and sports area State-of-the-art Science Lab, Mathematics and Languages Laboratory Amenities for indoor physical activities like table tennis, chess and board games Day Care facility on request A big auditorium with first-rate acoustics and a capacity to seat at least 1000 people Well-equipped laboratories for Chemistry, Physics, Biology and Computer Science Great out-door courts for Volley Ball, Basket Ball, Foot Ball and Throw Ball Meditation centre and Yoga centre Large rooms for Art, Craft, Dance and Music Huge and hygienic dining hall School bus services to transport children to and from school

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FEATURES OF A SCHOOL

quality control

Well-Maintained Toilets

Adequate toilet facilities assume great importance in the school premises and they need to be constructed as per the number of students enrolled. In the 21st century, many schools still don’t have an adequate infrastructure that hinders the overall growth of the students. Regular cleaning and washing of the toilets is essential to avoid bacteria and infections.

Figure 10: Clean Restrooms

Ventilation and Air Quality

Ventilation is imperative in every classroom of the school. Students may develop respiratory conditions and find it hard to stay in the classrooms if the ventilation is inappropriate. On top of that, students having pre-existing respiratory conditions can feel more discomfort, which can affect their learning capabilities. Several studies show that students are not able to focus and feel attentive in classrooms where the air quality is poor.

Additionally, bacteria, viruses and many other pathogens can also multiply in the school premises that could have negative effects on the health. Thus, in order to offer quality education to students, it is vital to provide a healthy and safe environment with proper ventilation.

Figure 11: Clean air is necessary within the campus

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Space and Size of Classrooms

Overcrowded classrooms often lead to reduced student engagement and improper learning. Teachers also find it difficult to manage an overcrowded class. Every student is not able to get the required attention. So, every classroom should have moderate number of students. Additionally, it should be spacious enough to offer adequate and personal space for the students.

Playgrounds and Sport Facilities

For the improvement of physical and mental health, sports facilities are the most important aspects that parents need to consider before they admit their children to any school.

Many schools lack to provide adequate spacing for playgrounds to students. However, facilities like basketball courts, table tennis tables and badminton and more are essential in today’s era when sports play a major role in students’ lives. Schools must have the infrastructure for at least one outdoor sport and it should be considered by parents before their children are enrolled. Providing cricket nets is also a good option as students are crazy about this sport and it is cost-effective.

Open Air Theatre Next in the list of basic school facilities is an open-air theatre which can serve a variety of purposes.

They are an ideal place for morning assemblies and prayers, as the entire school gathers at a single place. It can also work as an alternative of auditorium and stage to host a function or cultural shows.

In case of an emergency, they also can be used as an assembly point for students.

Acoustics and Noise A classroom equipped with furnished desks and table should be a quiet place where the students can have mental peace and they are able to concentrate without any distractions. Noisy classrooms generally have poor effects when it comes to learning.

Lighting As per an international study, students who get more exposure to natural daylight in the classroom, have more concentration power to grab the learnings. It enhances the morale of the students and teachers that results in quality education. Thus, schools must have proper access to natural light and avoid artificial lights.

Temperature Control The classroom’s temperature affects the mood and engagement levels of students and their academic outcomes. If students are feeling too hot or cold, then it directly affects their concentration levels.

Proper temperature should be monitored to enable students to focus in a much better way.

Laboratory It is another must-have facility that should be provided in every school. They must have distinct sections for physics, chemistry, biology and computer labs. Computer education is essential for today’s generation, so it should be available to all the students.

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BACKGROUND STUDY Pedagogy

Learning Typologies Analysis can be done by understanding the typologies of seating arrangements which influences the type of learning. Pedagogy refers to the ‘methodology’ in which teaching happens.

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Presentation

Small Interactive

Large Interactive

Creative Interactive

Reflective

Small Interactive

PLANNING TYPOLOGIES Planning archetypes for schools

Open Planning

An open planning implies the integration of spaces without compromising the comfort of people residing within. It helps plan spaces where you can harvest natural energy. Due to the location of my site, this option isn’t very practical.

Figure 12: Open Planning Typology

Cluster

A form of spatial arrangement which optimizes functionality of spaces. With clusters, it is possible to clearly define areas of a particular function, thereby eradicating negative spaces.

Courtyard

Figure 13: Cluster Planning Typology

This simplistic form of planning is deeply embedded in the indian heritage. From the perspective of vaastu shastra and architectural science, this form of planning is best suited for a majority of habitats.

This type of planning facilitates movements, thermal comfort, large accomodations , cross ventilation, flexibility and adaptibility.

Figure 14: Courtyard PlanningTypology

Campus

This form of planning is typical for institutions. Blocks of different functionalities are zoned separately just like clusters

Figure 15: Campus PlanningTypology

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CASE STUDY

Literature case study

Avasara Academy Architects: Case Design Site Area : 17401 m² (4.3ac) Year : 2019 Location: Lavale, Pune Architectural style: sustainable, vernacular Grade: 6-10 Capacity: 500 Curriculum: Internationally recognized Cambridge A-Level

Figure 16:View of Library Block

The site is located in a small village in lavale, and it serves to be a necessary case study since it’s relevant to the topic. The climate is warm and humid,despite which it has a nearly net zero energy system, without depending on active design measures.

Figure 17: Map of Maharashtra

Figure 18:View of Cafeteria Block

Comprised of a collection of simple concrete structures shrouded in bamboo and arranged around an informal series of walkways, courtyards, gardens and terraces, the built environment of the campus was designed for economic efficiency as well as flexibility and readiness to adapt both during and after the design process.

Figure 19: The use of Bamboo and Concrete for construction 26

CASE STUDY

Literature case study

Site Plan

Ground Floor Plan

Second Floor Plan

First Floor Plan

Third Floor Plan

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CASE STUDY

Literature case study

Movement across the site

The architect imagined,to have the dorms above each classrooms instead of the traditional separate block for residences. This way, students were more connected to their education lifestyle. Each building also has a hollow core to create a stack effect .

Since the area of the entire campus is over 4 ac, all buildings have been given a standard number of classrooms, as opposed to having one block for academic, another for labs and halls, etc.

Floor Plans for the B3 Block (Center for Entrepreneurship) Ground Floor

Figure 20: Stack effect in the building 28

First Floor

Second Floor

CASE STUDY

Literature case study

Rajkumari Ratnavati Girl’s School, Architects: Diana Kelogg Architects Site Area : 14200 m² (3.5ac) Year : 2019 Location: Jaisalmer, Rajasthan Capacity: 400 students (KG-10th grade) The school, funded by diana kelogg architects and funded by CITTA, is a US based non-profit organisation, dedicated to providing basic education to underprivileged girls in kanoi village, Rajasthan. Here the literacy rate touches barely 32%.

Figure 21: Aerial view of the school

Figure 22: View from the courtyard

Location Kanoi is a village located in the sam tehsil of the jaisalmer district of rajathan state, and it belongs to jodhpur division. It is located 38 km towards the west from the district headquarters Jaisalmer, 11kms from Sam, and 607 kms from the state capital Jaipur. Located within the Thar desert, the architecture of the place reflects the environment.

Reaching Kanoi

Figure 23: Map of Rajasthan

Figure 24: Connectivity to the site

By Rail There are no railway stations near kanoi less than 10km. However Jaisalmer Railway Station is a major railway station (about 38km from kanoi).

Jaisalmer is connected to major cities of india through broad guage as well as meter gauge railway tracks. Direct trains to Jaisalmer are available from Jodhpur as well as Delhi.One can also travel Jaisalmer through the ‘Palace On Wheels’ .

By Air Jaisalmer is not connected to airways as such,

By Road Jodhpur airport which is approximately 300kms away is the nearest airport. Jodhpur is connected The nearest bus station is at Jaisalmer, which is well connected to the rest of the state by well to all the major metros of india by government maintained roads. owned as well as private airlines Architectural Thesis: A School For The Underprivileged

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CASE STUDY

Literature case study

Figure 25: The Proposed Design

Concept

The shape of an ellipse since the form often reflects feminity across different cultures and resembles the shape of a womb.

Additionally, it reduces the lateral distance of the courtyard.

Since dunes give a feeling of infinity, the form of the structure resembles the same.

Figure 26: Conceptual Sketches

Departments

Figure 27: The 3 Proposed Building Blocks

Figure 28: Bubble Diagram 30

• • •

The Gyaan Center Classrooms Administration Office Staff Room

• • • • • •

The Medha Hall Main Gallery /performance halls Stage Textile Gallery Reception Computer Room Library

• • • • • • • •

Women’s Cooperative Showroom/Mtarketplace Studio/Marketplace Reception ADA toilets Office Medical college Workroom Kitchen

CASE STUDY

Literature case study

The Gyaan Center

Section

Elevations

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CASE STUDY

Literature case study

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CASE STUDY

Literature case study

Design Strategies The unique selling point of the school is that it doesn’t depend heavily on active strategies for cooling, since generating electricity in the middle of the desert is complicated and expensive.

Site Optimization

Thermal Mass (Jaisalmer Sandstone)

Off Grid

Perforated Walls (Jaali)

Courtyard

Natural Ventilation

High Albedo Roofing

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CASE STUDY

Live case study

Deepalaya School, Gusbethi, Haryana

Deepalaya is an NGO that has been working to provide education to underprivileged women, youth and children since 1979. For the past decade it has focused extensively on Gusbethi, a tiny fringe district of Haryana.

The Architect

A Guiness Record holder for the most number of churches built, Ar. Ranjit John designed more than 60 schools/colleges and 70 churches, and worked on several restoration projects. He is know for the use of brickwork in his designs

Figure 29: Ar. Ranjit John

Location

The school is located in Gusbethi, about an hour long drive from sohna rural. There are 3 villages nearby with a shuttle bus service. To reach the school, one has to drive off the main road and travel 2km, past the fields and 2 villages.

Figure 30: Map of Haryana

Navigation

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CASE STUDY

Live case study

Entrance to the Academic Block

View towards the assembly space

Shading due to chajjas

Corridor

Transportation and Medical Facilities

The two buildings share the same infrastructure, with the medical bay having facilities for immediate treatment, since hospitals are more than 5km away.

Provision of 24x7 Ambulance

Entrance to the medical block

These facilites are located right at the entrance, past the security post. Every month, an eye clinic is set up with free check ups and admissions to AIIMS facilities if diagnosed.

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CASE STUDY

Live case study

Residential Facilities

In the academic year 2019-2020, the school had 1310 students with 553 girls and 753 boys.While most students are day-scholars, the Campus has a girl’s and boy’s hostel, adjacent to a wheat field used for commercial purposes (24ac), and sports field. For security reasons, the girls hostel is offset from the boundary by 8m.

Fields

Students Gathering at Sports Ground

The field is used for sports activities like football, cricket, kho-kho, badminton, and athletics. The site is surrounded by vegetation that can be harvested like: •Jamun •Mango •Papaya •Pumpkin •Brinjal •‘Tori’

Vegetation Around Sports Ground

Mess Facilities

The Central Courtyard

The mess of the hostel covers ar area of 280 sqm , which includes seating for 50 persons, kitchen and washing area

Seating Area

Washing Area 36

Kitchen

CASE STUDY

Live case study

Activity Room (With a projector for online studies)

Ground Floor Plan of The Boys Hostel

Play Area

2m wide ramp with arcades

First Floor Plan

Hosteler Activities

Dried Pond

Hangout Area

Every year, a child is given a plot of land and shown how to plant and take care of crops.They are taught to sow, irrigate, and fertilize the soil. This helps in develOut of interest, during the lockoping calmer psychology, down, the students tried to create improving knowledge, and an arteficial pond. It didnt last long being proficient in basic since the water got muddy quickly vocational activities. and became breeding grounds for mosquitos.

They later went on to create a shaded area, by defining a plot of land, hardening with concrete, using bricks as layout, and planting large trees around it. This is now a spot where they hang out.

Farming Plots For Each Child

Hangout Area

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CASE STUDY

comparative & area analysis

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CASE STUDY

comparative & area analysis

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AREA ANALYSIS

area statement

Area Statement

From inferences from the case studies, an area statement was referred to while designing spaces.

Listed below are the areas used in the project, with the capacity provided.

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