My Thesis Book

thunchath ramanujan ezhuthachan Malayalam university

at thiroor, kerala

greeg basil mathew

University of mumbai

Mahathma Education Society’s

Pillai’s College of Architecture Dr. K.M. Vasudevan Pillai’s Campus, Sector 16, New Panvel-410206

certificate This is to certify that the following design dessertation is the bonafide work of greeg basil mathew of the final year of Pillai’s College of Architecture and was carried out in the college under my guidance.

Ar. Jinu Kurien

Prof. Arif Merchant

Guide

Principal 5 April 2015 Panvel

project brief

thunchath ramanujan ezhuthachan Malayalam university

at thiroor, kerala

It is known to us that mother tongue is the basis for one’s sociolinguis c iden ty. It helps in clear and fast understanding. But, just like any other regional language, it’s been neglected/ ignored for modern and interna onal languages.

Thunchath Ezhuthachan Malayalam University is a project proposed by the Government of Kerala to establish and incorporate a university for the promo on of study and research of Malayalam language and literature and Kerala culture.

The thesis is aimed in establishing and evalua ng the dialogue between architecture, language and culture in an era of rapid globaliza on.

Where: At Thiroor, Malappuram District, Kerala Clients/ Funds : State & Central Governments, Grants by UGC Users : About 600 Graduate and PG Students and teachersmostly from the state of Kerala Reach : Kerala State, India.

statement of purpose

THUNCHATH EZHUTHACHAN

Malayalam language and literature and Kerala culture.

MALAYALAM UNIVERSITY, TIRUR.

Admitting the fact that no language could stand the test of time unless it is capable of adapting/ accepting the changes in lifestyle and needs of the time, the objective of the university is to provide courses up to post graduate level in disciplines such as language, literature, culture, arts, etc. and to research and to promote the equivalent technical/ lifestyle oriented terminologies in Malayalam which is inevitable for a modern day man.

AIM To design a university for the promotion of study and research of Malayalam language and Kerala culture.

OBJECTIVES   

To design an institution of learning of the highest level for Malayalam language and culture.

To understand the traditional building typologies of Kerala and its relation to Kerala culture.

To explore the dialogue between architecture and literature/ language.

INTRODUCTION Malayalam is a language spoken in India, predominantly in the state of Kerala and was declared a classical language by the Government of India in 2013.

It is the mother tongue of 33 billion Malayalees all over the world and has a written antiquity of more than 1500 years.

It is known to us that mother tongue is the basis for one's sociolinguistic identity. It helps in clear and fast understanding. But, just like any other regional language, it's been neglected/ ignored for modern and international languages. Thunchath Ezhuthachan Malayalam University is a project proposed by the Kerala Government to establish and incorporate a university for the promotion of study and research of

PURPOSE In today's scenario, English is the medium of study in almost all of the educational institutions. Kerala is a state where one can complete his/ her education without even knowing Malayalam. Moreover a new generation is emerging in the Educational Institutions in Kerala which consider studying in Malayalam medium, maintaining the purity in pronouncing Malayalam words and manifesting any idea in Malayalam are difficult and impossible. This scenario compelled the accomplishment of the idea of a Malayalam University an urgent need.1 As Malayalam is now recognized as classical language, it is essential to collect, research and to preserve all the evidences which will add to the antiquity of the language. Even though some departments is state Government, state run Universities and independent people who are interested in the language were carrying out researches, there wasn't a common platform till now. The University is designed to act as a center for them.

The traditional art forms and the folklores are inevitable parts of the rich heritage of Kerala. But these art forms like Kathakali, Theyyam, and Thira etc. are on the verge of extinction. There are only a few students who are willing to study and the institutes which teach them are also scarce. They need to be revived and carried forward to the next generations. The Malayalam University is entitled to be the new edifice for these art forms.

The objectives of the University designed in reference with these factors are: (a) imparting education at the post graduate level on different areas of Malayalam literature,Malayalam language and linguistics, comparative literature, Malayalam criticism, antique, ancient record, evolution of South Indian language scripts, history of scripts, tribal language study, regional language study, epigraphy, archeology and museology, and translation into and from Malayalam; (b) imparting education on the various manifestations of Kerala's culture particularly in the areas of folklore and expressions of intangible culture, performing arts, traditional architecture, folk tales, classical and contemporary music, theatre, art of engraving, study of folklore and martial arts;

heritage, traditional knowledge systems, cultural anthropology and media studies with modern technical knowledge; (d) undertaking research programs on specific areas within the overall context of Kerala's culture, heritage, language and literature, for making Malayalam script more adaptable to computer technology and to equip Malayalam to express advanced knowledge in science and technology; (e) Taking up projects for collection, documentation, preservation and inventorisation of cultural expressions of Kerala including valuable manuscripts, using modern technology.2

METHODOLOGY Kerala is a place where they have their own style in architecture. There where spaces which were allocated specially for education. Since the ancient times, Malayalees start their education from temples (or their respective religious institutions) by writing in the sand. There where 'Aashaankalari's, which are synonymous to today's kinder garden. 'Ezhuthupalli's are more or less similar to today's schools where the pupils where taught vedas, poetry etc. Martial arts training were also common and are taught in specially designed spaces called 'Kalari's'. But more or less, education was related to their religion and cast.

(c) Offering courses of study on Kerala's

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

The study and interpretation of these spaces provide a strong socio-cultural background for the University.

There are many other Universities in similar fashion such as The Sanskrit University (Kaladi, Kerala), Tamil University (Thanjavoor, T.N.), Kannada University (Hampi, Karnataka) etc. which are ready references for this project.

By carrying out the topic of Malayalam University for my thesis, I would like to explore the relation between architecture, language/ literature and culture and the influence of spaces in education.

REFERENCES 

 

The Thunchath Ezhuthachan Malayalm University Bill, 2013 :Kerala legislature secretariat:2013 Janapadham Magazine- Special Issue: Kerala Bhasha Institute: 2012 November Wikipedia

---------------1.Page 33: 2nd para:The Thunchath Ezhuthachan Malayalm University Bill, 2013 2. Page 4: Objects of the University: The Thunchath Ezhuthachan Malayalm University Bill, 2013

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contents

01 history

history history a. history of education system in india b. a brief history of kerala and her culture c. a sneak peak in to architecture of kerala d. morphology of kerala architecture

typology history a. general overview b. case studies

02 site

a. where b. site analysis c. synthesis

03 program

a. design program b. design philosophy

04 design

a. methodology b. designprocess

05 referances 06 acknoledgements

a. vedic period b. mauryan era c. guptha period d. post guptha period

01 history of education system in india

e. medieval era f. modern era

the vedic period

Culture is the sum total of the accumulated experiences and achievements of previous generations inherited by succeeding generations as members of society. The structured process of passing on this collective pool of experiences and achievements may be called education. Hence education is not only a means of passing on cultural beliefs and ideas, but it is also shaped by cultural beliefs since it is a product of culture. The system of education thus changes along with changes in culture.

The ancient education system of India has been a source of inspiration to all educational systems of the world. The system was based mostly on the Vedas and the society considered the education of its members as one of its primary obligation.

In the words of Dr. P. N. Prabhu, ―Education in ancient India was free from any external control like that of the state and government or any party politics. It was the kings duties to see that learned Pundits, pursued their studies and performed their duty of imparting knowledge without interference from any source what so ever.

Learning in ancient India was imparted by the teachers called Gurus to the pupils who gathered around them and came to live with them in their house as members of the family.

Such a place was called Gurukul.

The Gurukul functioned as a domestic school, an ashrama, where the children's learning was developed by the Guru who gave personal instruction as well as attention to the students. Education was primarily the privilege of the upper castes. Learning was an intimate relationship between the teacher and the pupil called the Guru- Shishya Parampara. The process of learning generally began with a religious ceremony, 'Upanayana' (sacred thread ceremony). Education was normally imparted orally. It included memorization of texts like Vedas and Dharmashastras, fully or partially.

Later subjects like Grammar, Logic, and Metaphysics came to be taught and studied.

The Maitrayani Upanishad teaches us that the supreme knowledge (gyan) is the result of learning (vidya), reflection (chintan) and austerity (tapas). Through introspection (atma vishleshana) one was to attain goodness (Satva), purity of mind and satisfaction of the soul in stages.

During this time self-education was regarded as the proper method of attaining the highest knowledge. The best example of this can be found in the Taitteriya Upanishad where Bhrgu,

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

son of Varuna, approaches his father and asks him to teach what Brahmana is. The father tells him to find this out through meditation.

mauryan period During the Mauryan and the post-Mauryan periods, the Indian society went through a phase of intensive change. With the growth of urban centres and trade, the mercantile community came to acquire an important position. As a result, the guilds of the merchants began to play an active role in providing education. They became centres of technical

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education and fostered the knowledge of mining, metallurgy, carpentry, weaving and dyeing.

There were new formulations in building and architecture. With the emergence of city life, new architectural forms evolved. The guilds also gave patronage to astronomy, the study of the position of stars, to help them in ocean navigation. The astronomers and cosmologists began a debate on “time” (kala). This helped in the development of a sharp sense of “time” (kala) in comparison to the past. Medical knowledge began to be systemised as Ayurveda.

The elements formed the basis for the Indian medical system. A right combination of the three was necessary for a healthy body. Knowledge of the medicinal properties of herbs and their usage reached a very advanced stage.

‘Charaka’ became famous for medicine and ‘Sushruta’ for surgery. ‘Charak Samhita’ written

by Charaka was an authentic and exhaustive work on medicines.

Chanakya, who was a renowned philosopher, scholar and teacher also lived in this era.

His most famous work is ‘Arthashastra’. The curricula of studies mentioned in the Arthashastra refers primarily to the education of princes. After Upanayana the prince learnt the four Vedas and the Vedic study included a study of sciences. They also learnt logic, economics and politics. Education of those times was

primarily life skills based which is so different from what education is today. The curricula in the Ramayana for the princes was Dhanurveda, Nitishastra, Siksha (lore) of elephants and chariots, Alekhya and Lekhya (Painting and writing), Langhana (jumping) and Tairana (swimming).

guptha period In the Gupta period, the Jain and Buddhist systems of education assumed a different dimension. Buddhist monasteries admitted students for ten years. Learning began with the oral method. Later they shifted to the reading of literary texts. The monasteries had libraries.

Important manuscripts were copied and stored.

Students from other countries like China and South-East Asia came to the Buddhist monasteries for education. The monasteries were normally maintained by grants from kings and the rich mercantile class. They attracted scholars from far and near. Fa-Hien also spent several years in the monastery at Pataliputra, studying Buddhist religious books. Besides Pataliputra, there were other centres of learning like Vanarasi, Mathura, Ujjain and Nasik.

Nalanda University was known all over Asia for its high standards of scholarship. The subjects taught included Vedanta, philosophy, study of the Puranas, epics, grammar, logic, astronomy, philosophy, medicine etc. Sanskrit, the court language was the medium of instruction. The Jains used Sanskrit literature like ‘Adipurana’ and ‘Yashatilaka’ for educational

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

purposes in the earlier phase. But to make education more popular, the medium was changed to Prakrit and other regional languages like Tamil, Kannada and so on. Books in the Jain and Buddhist libraries were written on palm leaves that were tied together and were known as “granthas”. Slowly, Jainism and Buddhism lost royal patronage and their monasteries started declining as centres of education and learning. The ‘mathas’ supported by Brahmins were institutions parallel to Jain and Buddhist monasteries. The ‘mathas’ functioned like ashramas for educational purposes.

post guptha period Art and education made great strides in the reign of Harsha. He encouraged education at all levels; education was given in temples and monastries and higher education in universities of Taxila, Ujjain, Gaya and Nalanda. In Nalanda, Hiuen Tsang spent several years studying Buddhists sculptures. Shilabhadra, a renowned scholar was its head.

In the seventh and eighth centuries, ‘ghatikas’, or colleges attached to the temples emerged as new centres of learning. The ‘ghatikas’, provided Brahmanical education. The medium of instruction was Sanskrit. Entry to these temple colleges was open only to the upper castes or ‘dvijas’ (twice born). Use of Sanskrit as the medium of instruction distanced the common people from education. Education became the privilege of only the uppermost sections of society.

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Tsang, the famous pilgrim from China came here and studied and taught for 5 years in the 7th Century A.D. Nalanda University at that time had over 10,000 students and 3,000 teachers.

For some 700 years, between the 5th and 12th Centuries, Nalanda was the center of scholarship and Buddhist studies in the ancient world. A great fire wiped out the library of over 9 million manuscripts and at the beginning of the 12th Century, the Muslim invader Bakhtiyar Khalji sacked the university.

Nalanda University

Nalanda is an ancient center of higher learning in Bihar, India from 427 to 1197.

Nalanda was established in the 5th century AD in Bihar, India. Founded in 427 in northeastern India, not far from what is today the southern border of Nepal, it survived until 1197. It was devoted to Buddhist studies, but it also trained students in fine arts, medicine, mathematics, astronomy, politics and the art of war.

The center had eight separate compounds, 10 temples, meditation halls, classrooms, lakes and parks. It had a nine-story library where monks meticulously copied books and documents so that individual scholars could have their own collections. It had dormitories for students, perhaps a first for an educational institution, housing 10,000 students in the university's heyday and providing accommodations for 2,000 professors. Nalanda University attracted pupils and scholars from

Korea, Japan, China, Tibet, Indonesia, Persia and Turkey.

A half hour bus ride from Rajgir is Nalanda, the site of the world's first University. Although the site was a pilgrimage destination from the 1st Century A.D., it has a link with the Buddha as he often came here and two of his chief disciples, Sariputra and Moggallana, came from this area. The large stupa is known as Sariputra's Stupa, marking the spot not only where his relics are entombed, but where he was supposedly born.

It was in the 1860's that the great archeologist Alexander Cunningham identified the site as the Nalanda University and in 19151916 the Archeological Survey of India began excavations of the site. What has been excavated to date is only a small part of the entire site but much of the ruins are beneath existing villages and are unlikely to be revealed.

The present site is well-maintained and very pleasant to visit. Across the street is the small museum with some excellent Buddhist statues and about a kilometer away is a temple dedicated to Hsuan Tsang. Nearby are the International Centre for Buddhist Studies and the Nava Nalanda Mahivihara, set up for the research of Buddhism.

The site has a number of small monasteries where the monks lived and studied and many of them were rebuilt over the centuries. We were told that one of the cells belonged to Naropa, who was instrumental in bringing Buddism to Tibet, along with such Nalanda luminaries as Shantirakshita and Padmasambhava. A small opening in the cell revealed a tiny room where Naropa supposedly meditated.

Nalanda's main importance comes from its Buddhist roots as a center of learning. Hsuan THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

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Ancient Takshashila University

Takshashila, was an early Buddhist centre of learning. According to available references it is dated back to at least the 5th century BC. Some scholars date Takshashila's existence back to the 6th century BC. Takshashila is described in some detail in later in Jātaka tales, around the 5th century AD. It became a noted centre of learning at least several centuries before Christ, and continued to attract students until the destruction of the city in the 5th century AD. Takshashila is perhaps best known because of its association with Chanakya. The famous treatise Arthashastra (Sanskrit for The knowledge of Economics) by Chanakya, is said to have been composed in Takshashila itself. Chanakya (or Kautilya), the Maurya Emperor Chandragupta and the Ayurvedic healer Charaka studied at Taxila.

Generally, a student entered Takshashila at the age of sixteen. The Vedas and the Eighteen Arts, which included skills such as archery, hunting, and elephant lore, were taught, in addition to its law school, medical school, and school of military science. The ruins of Taxila contain buildings and Buddhist stupas located over a large area. The main ruins of Taxila are divided into three major cities, each belonging to a distinct time period.

The oldest of these is the Hathial area, which yielded surface shards similar to

burnished red wares (or 'soapy red wares') recovered from early phases at Charsadda, and may date between the 6th century BCE and the late 2nd millennium BCE. Bhir Mound dates from the 6th century BCE. The second city of Taxila is located at Sirkap and was built by Greco-Bactrian kings in the 2nd century BCE. The third and last city of Taxila is at Sirsukh and relates to the Kushan kings. In addition to the ruins of the city, a number of buddhist monasteries and stupas also belong to the Taxila area. Some of the important ruins of this category include the ruins of the stupa at Dharmarajika, the monastery at Jaulian, the monastery at Mohra Muradu in addition to a

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

number of stupas.

Legend has it that Takṣa, an ancient king who ruled a kingdom called Takṣa Khanda the modern (Tashkent) founded the city of Takṣaśilā. However Sanskrit Takṣaśilā, appears to contain the suffix śilā, "stone" with the prefix Takṣa, alluding to Takṣa, the son of Bharata and Mandavi, as related in the Ramayana. In the Mahābhārata, the Kuru heir Parikṣit was enthroned at Takṣaśilā. According to tradition the Mahabharata was first recited at Takṣaśilā

by Vaishampayana, a disciple of Vyasa at the behest of the seer Vyasa himself, at the sarpa satra yajna, "Snake Sacrifice ceremony" of

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Parikṣit's son Janamejaya.

According to one theory propounded by Damodar Dharmanand Kosambi, Takṣaśilā is a related to Takṣaka, "carpenter" and is an alternative name for the Nāgas of ancient India.

According to scattered references which were only fixed a millennium later, it may have dated back to at least the 5th century BCE. There is some disagreement about whether Takshashila can be considered a university.

While some consider Taxila to be an early university or centre of higher education, others do not consider it a university in the modern sense, in contrast to the later Nalanda University. Takshashila is described in some detail in later Jātaka tales, written in Sri Lanka around the 5th century CE.

attract students from around the old world untill the destruction of the city in the 5th century CE.

Panoramic view of the archeological site

Takshashila is considered a place of religious and historical sanctity by Hindus and Buddhists. The former do so not only because, in its time, Takshashila was the seat of Vedic learning, but also because the strategist, Chanakya, who later helped consolidate the empire of Emperor Chandragupta Maurya, was a senior teacher there. The institution is very significant in Buddhist tradition since it is believed that the Mahāyāna sect of Buddhism took shape there. Some scholars date Takshashila's existence back to the 6th century BCE. It became a noted centre of learning at least several centuries BCE, and continued to View of ancient Dharmarajika stupa, Taxila THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

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like Samarqand, Bukhara and Iran looked up to the Indian scholars for guidance. Amir Khusrau, an exemplary personality, not only developed the skill of writing prose and poetry but also devised a new language which suited the local conditions. Some contemporary historians like Minhajus- Siraj, Ziauddin Barani and Afif have written about Indian scholarship.

Alauddin Khilji's Madrasa, Qutb complex, built in the early-14th century in Delhi, India

The institutions that provided school education were known as ‘makhtabs’, while those of higher learning were called ‘madrasas’.

The ‘makhtabs’ were generally run by public donations while ‘Madrasas’ were maintained by the rulers and nobles. There were six different types of institutions: (i) those established and maintained by nobles and rulers, (ii) those which were started by individual scholars with the help of state assistance or donations, (iii) those that were attached to the mosques, (iv) those that were attached to the tombs,

education in the

(v) those that were started and maintained by individual scholars, and

medieval period

(vi) those that were attached to the Sufi hospices.

With the establishment of the Delhi Sultanate, Islamic system of education was introduced. Education in medieval India was

designed on the lines of the tradition of education developed under the Abbasids of Baghdad. As a result, scholars from countries

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

The famous ‘madrasas’ were the Muizzi, the Nasiri and the Firuzi madrasas in Delhi,

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Mohammed Gawani’s madrasa in Bidar and Abul Fazl’s madrasa in Fatehpur Sikri. The Sirat-i-figuz Shahi gives a list of 14 subjects that were taught in the Madarsas like Jurisprudence or Dirat which was a method of recitation, punctuation and vocalization of the text Quran etc.

The main feature of the Muslim educational system was that it was traditional in spirit and theological in content. The curriculum was broadly divided into two categories: the traditional (Manqulat) and the rational (Maqulat) sciences. Traditions, law and history and literature came under the traditional sciences.

Logic, philosophy, medicine, mathematics and astronomy came under rational sciences. Later, rational sciences came to be emphasized more than the traditional sciences. Traditional subjects dominated education from the time of Iltutmish (1211-36) till the reign of Sikander Lodi (1489-1517). The scenario started changing from the time of Sikander Lodi when he invited the brothers Sheikh Abdullah and Sheikh Azizullah from Multan to Delhi. They introduced the study of philosophy and logic in the curriculum.

Education System under the Great Mughals The Mughal period made immense contribution in the field of learning and education. The

Mughal emperors had great love for learning and they contributed more in the field of spreading education through Pathshalas, Vidyapeeths, Makatabs and Madarsas. Akbar gave grants to educational institutions. He started a College near Jama Masjid. At that time, education was not a state subject.

Generally the temples and mosques were the centre of elementary education. They were dependent on the donations given by rulers, rich men and donors. Sanskrit and Persian were taught in temples and mosques. There was no provision for women’s education. The women of the royal and rich families got education at home.

Mughal Emperor Humayun introduced the study of mathematics, astronomy and geography in the ‘madrasas’ in Delhi. This helped in reducing the bias in the existing education system. Many Hindus took to learning Persian and a number of translations from Sanskrit to Persian were made. Akbar added subjects like accountancy, public administration, geometry and built a workshop near his palace. He personally supervised the workshop. Akbar’s attempt to introduce secular and scientific system of education was not liked by the orthodox sections. Akbar’s efforts ushered in a change which continued for centuries. In the eighteenth century some nobles were against the introduction of Western methods in education which involved inquiry, observation, investigation and conducting experiment.

Memorising, discussing and writing out the lessons were the basis of instruction in the Muslim ‘madrasas’.

The Mughal rulers were great patrons of learning and literature. This period saw the rise of Urdu as a language which came out of a long contact between Persian and Hindi i.e. the Turks and the Indians. Babar wrote his own biography known as Tazuk-i-Babari. The

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

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Chief characteristics of Muslim education:-

(1) Patronage of the rulers: The rulers helped in the spread of education. They built educational institutions and universities. They endowed them with the funds. Big landlord also provided financial help for the spread of education. The rulers patronized the men of learning.

(2) No state control: The rules neither claim any authority over the educational institutions nor interfered with their management.

(3) Religion dominated education: In the words of S.N. MUKERJI, “The whole educational system was saturated with the religious ideals which influenced the aim, the contents of study, and even the daily life of the pupils.” The pupils acquired knowledge as a religious obligation.

(4) Countryside as the centre of education: By and large, educational institutions flourished in the countryside.

(5) Provision of various discipline: Through education was primarily religion- oriented, it included the study of many intellectual activities like mathematics, astronomy, grammer, polity and politics. Art and literature were also

encouraged.

(6) Norms of conduct: Adequate stress was laid on well- defined norms of behaviour, pattern of thought, building up personality and character of the pupils.

(7) Teacher-pupil relationship: In the Muslim period also the teacher was respected as during the Brahmanic or Budhist period. There was intimate relationship between the teacher and the pupil, although the practice of living with the teacher was not as common with the Muslim as it was in the case of Brahmanic and Budhist period.

(8) Learned teachers: Teachers took to teaching for love of learning. They were held in high esteem. Prof. S.N. Mukerji has observed, “Learning was prized for its own sake and as a mark of the highest human development and teaching was never handicapped by examination requirements.

(10) Individualized instructions: Since the number of students with the teacher was limited, he paid individual attention to each students .

(11) Monitorial system: Although a teacher did not have many pupils to teach yet, still the teacher would take the help of senior and advanced students to teach the younger or the junior.

(12) Discipline: Punishments were quit severe.

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

Truants and delinquents were caned on their palms and slapped on their faces. A strange mode of punishment was to make the children hold their ears by taking their hands from under their thighs while sitting on their tiptoes.

(13) Types of institutions: Primary education was imparted in ‘Maktabs’ and secondary and high education in ‘Madrasahs’.

(14) Vocational education: Provision was also made for vocational, technical and professional education. Emperor Akbar took considerable interest in education as is evident from the passage of from the ‘Ain-in- Akbar’. The passage makes interesting reading and provides valuable information on the system of instruction, i.e., curriculum, methods of teaching etc.

Portrait of a young Indian scholar, Mughal miniature by Mir Sayyid Ali, ca. 1550.

Akbar patronised many scholars such as Abul Fazal, Faizi, Raja Todar Mal, Birbal and Rahim.

They were among the nine gems of his court who helped in spreading culture and education.

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Culcutta Madrasa, now known as Aliah University

Sanskrit College, Varanasi

education in the modern period As in other aspects of social life in India, many of the traditional features of the preceeding centuries had continued in the field of education.

The old famous centres of higher learning like those at Taxila, Nalanda, Vikramshila near Bhagalpur, at Jagaddal in North Bengal, Vallabhi at Kathiawar and Kanchi in the South had disappeared long ago. Islamic education, on the other hand flourished subsequently under the patronage of rulers and nobles. Still the majority of

the Hindu population continued to receive education in their time honoured institutions and with the growth of vernacular literature they studied their classical works.‘There is not country’ wrote Thomas in 1891 ‘where the love of learning had so early an origin or has exercised so lasting and powerful influence’. According to him ‘The English found in India, a widespread style of elementary education and higher education, of which the former was mainly practical while the latter mainly literary, philosophical and religious.

For about 150 years, the British were involved in trade and conquest in India. So they maintained a distance from all kinds of cultural activities

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

including education. The beginning of oriental scholarship was made by Warren Hastings in 1781 when he started the Calcutta Madrasa. His endeavour was primarily due to administrative reasons. Eleven years later, in 1792, Jonathan Duncan, a Resident of Varanasi started a Sanskrit college to educate native Hindus to assist the Europeans.

Meanwhile, Christian missionaries were making efforts to introduce Western education by opening elementary schools and providing education to the more humble sections of the society, including the so called untouchable castes.

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The first half of the nineteenth century can be called a period of educational experiments.

The East India Company’s Charter Act of 1813 enabled the Company to set aside one lakh rupees for “the revival and improvement of literature and the encouragement of learned natives of India and for the introduction and promotion of a knowledge of sciences among the inhabitants of the British territories in India”. A debate ensued between the Orientalists and the Anglicists which was finally settled by Macaulay’s Minutes and Bentinck’s Resolutïon of 1835. It was decided that this fund would be utilised to promote European literature and sciences. William Bentinck adopted English as the official language of the government. Lord Hardinge in 1844, decided to grant employment to Indians who had received English education.

Wood’s Despatch of 1854 underlined the objective of educational policy which was the diffusion of “the improved arts, sciences, philosophy and literature of Europe” through English or other modern Indian languages as the medium. The Despatch suggested that Universities should be set up in Bombay (modern Mumbai), Madras (modern Chennai) and

Calcutta (modern Kolkata). It emphasized the development of private enterprise, a system of grants-in-aid, training teachers in the schools, women’s education and so on. In 1857, the Universities of Bombay, Madras and Calcutta were established. The Universities of Punjab and Allahabad were established in 1882 and 1887 respectively.

Beginning of 20th Century In 1901, Lord Curzon convened the conference of Directors of Public Instruction which began an era of educational reforms based on its decisions. In 1904, the Indian Universities Act was passed that enabled the Universities to assume teaching, inspection of colleges and undertake measures for qualitative improvement in higher education.

Under the Colonial Rule, mass education was neglected and the attempt was to create an urban educated elite that would act as interpreter between the ruler and the ruled. The examination system was emphasized in both high schools and Universities. The impact of English education was not even. Literacy and education were more widespread in towns than in villages. The positive aspect was that it produced a breed of educated political leaders and social reformers who played important roles in the freedom struggle of the country. The publication of newspapers and pamphlets brought about an awakening among the masses.

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

Top right : University of Bombay Middle : University of Calcutta Bottom : University of Madras

nineteenth century

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impact of english education in india

The British encouraged the teaching of English language in schools and colleges as they needed people to work in the administrative offices either as clerks or babus. This helped in creating a new class of people who later helped them in governance as well as in controlling many aspects of administration in India. As a result, Christian missionaries who came to India started opening schools where English was taught.

You will find many schools in India even today which were opened during those times. One such school is Presentation Convent in Delhi, which is still running and providing good education. Many Indians sent their children to these schools as they thought it would help them in getting jobs in government offices.

Teaching of English was encouraged by the British rulers to suit their own interest but it proved to be useful for the Indians in a different way. People living in different parts of India spoke different languages and there was no language that could be understood by all. Use of English by Indians provided one langauge that cut across the entire country and became a common link for them. English books and newspapers brought to them new

ideas from across the sea, i.e. other countries. Fresh ideas from the west like f r e e d o m , d e m o c r a c y, e q u a l i t y a n d brotherhood began to have its impact on the thinking of the English knowing Indians which gave rise to national consciousness. The educated Indians now thought of getting freedom from British rule.

referred to education as the only instrument of peaceful social change. To this end, the Constitutional Amendment of 1976 included education in the concurrent list, that is, the centre and states both assume joint responsibility of education.

Elementary Education

EDUCATION IN INDEPENDENt INDIA As you know, we got independence from British rule in 1947 and the responsibility of planning for the education of our people fell on the Indian Government of free India. To achieve the goals of personal, economic, social, political and cultural development, it is necessary to make appropriate provisions for an integrated program of education for people who happen to be living at different levels of development, possessing different linguistic, social and cultural attributes. Such programmes have to be based upon a common curriculum to strengthen unity within diversity and also to facilitate mobility from one part of the country to another. If adequate measures are not taken for the spread of education, economic inequality, regional imbalance and social injustice can widen further resulting in the building up of tensions in society. That is why in 1966, the Report of the Education Commission (1964- 66) (popularly known as Kothari Commission)

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Elementary education is the most crucial stage of education, spanning the first eight years of schooling (class I to VIII) and laying the foundation for the development of personality, attitudes, social confidence, habits, life skills and communication skills of the pupils. The Constitution under Article 45 provided for the State to introduce compulsory and free education for children upto the age of fourteen. The period of elementary school is now also recognised as a period of free and compulsory schooling vide the constitutional amendment making education a fundamental right.

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The National Policy on Education 1986 emphasized that thrust areas in elementary education will be: i) Universal access and enrolment. ii) Universal retention of children up to fourteen years of age in the school. iii) Substantial improvement in the quality of education to enable all children to achieve essential levels of learning.

Sarva Shiksha Abhiyan was a flagship programme of the Central Government for universalization of elementary education started in 2001.

Secondary Education

“Secondary school is a period of intense physical change and formation of identity. It is also the period of intense vibrancy and energy.” There has been a phenomenal expansion of secondary

education since independence. It covers children of age group 14-18 (classes 9th to 12th).

According to 2001 census 88.5 million children are enrolled in secondary education. However enrolment figures show that only 31 million of these children were attending schools in 20012002. While a great increase has taken place in number of schools and in enrolment, there has been a lesser increase in the number of teachers.

It is obvious that, on the whole it has adversely affected the teacher-pupil ratio. The pressure for expansion will most certainly continue and may indeed increase as the country progresses towards the universalisation of education.

Although anyone in India who wishes to pursue secondary education (upto class X) is allowed to do so, not more than half of those who pass the upper primary stage join the secondary classes.

After the success of SSA at elementary stage, the central government is all set to achieve the goal of universalization of secondary education under the Rashtriya Madhyamik Shiksha Abhiyan.

Vocational education is a distinct stream at Senior Secondary Stage. It aims at preparing students

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for various occupations involving various kinds of activities. Vocationalisation of higher secondary education was a major objective of the reforms envisaged in the First Education Policy adopted in 1968. However, the attempts made till now have not borne fruits and enrolment in the scheme, which was expected to include around 50% of students at the +2 level, has remained marginal and confined to a few states. According to the planning commission report for the 11th five year plan, there are about 5114 Industrial Training Institutes (ITI’s) imparting training in 57 engineering and 50 non-engineering trades. A positive step in this direction in recent times has been the setting up of a National Skill Development Mission and Training.

Higher Education The first Prime Minister of India, late Pt. Jawaharlal Nehru, who laid the foundation of the process of India’s modernisation, declared that if all is well with the Universities, all would be well with the nation. Higher education begins after a

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student completes senior secondary (class XII) stage. He then enters a college which is part of a university. Despite the key role assigned to higher education, the development in this field has been extremely uneven. While few colleges and universities are playing a crucial role in academic excellence, the general condition of universities and colleges is a matter of great concern to the nation. The number of students in the age group of 18-20 years enrolled for higher education is low.

The proportion is even more adverse in some regions, particularly in case of women, scheduled castes and tribes. Rural areas have been touched only marginally by higher education of quality. The facilities in colleges vary widely. It is important that courses in higher education offer programmes of study and courses closely related to life, aimed at the development of personality, reasoning and learning capabilities of students. The State has subsidised higher education very greatly. A college student pays by way of fees a very small amount of money. The rest of the expenses on his education is paid by the State or the Central Government. This is public money which must be carefully spent for those who deserve higher education. As per report of Higher Education in India, the gross enrolment ratio increased from 0.7% in 1950-51 to 11% by 2006-2007. By 2012 (the end of 11th plan), it is expected to increase to 15%.

Adult Education Removal of adult illiteracy has also been accepted as an imperative goal, Adult education

them a sense of achievement and job satisfaction.

This has resulted in a significant incidence of brain drain either to the developed countries or to the management stream. When brilliant young men and women, who are highly educated and talented, leave the country and go to a foreign country in search of better income, it is called brain drain. There are several centres of excellence in technical and professional educaiton in India like the Indian Institutes of Technology (IIT) and Indian Institutes of Management (IIM) particularly in the age group of 15-35 years has been included as part of the minimum needs programme in the sixth plan. In this regard National Literacy Mission (NLM) objective is to impart functional literacy to 80 million illiterate persons. The literacy rate after independence in 1951 of 7+ population was 18.3% which increased in 2011 to 74.0 percent. The male literacy rate is 82.14% and female is 65.46%.

Technical and Vocational Education Training (TVET) It is impossible to overestimate the importance of technical education. India already has one of the largest reserviors of trained manpower. Technical and management curriculum was targeted on current as well as the projected needs of industry.

Technically trained persons have already been a source of strength for scientific and industrial development. It is often suggested that talented engineering students are not provided the kind of jobs and work environment which would give

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

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National Education Policy Since independence, the Nation has invested a large part of its resources in education. It, therefore, has a right to expect the efficient functioning of educational institutions. The first National Education Policy of 1968 marked a significant step in the history of education in postindependence India. It aimed to promote national progress, a sense of common citizenship and culture, and to strengthen national integration. It laid stress on the need for a radical reconstruction of the education system, technology, the

comprehensive programme ‘National Literacy Mission’ (NLM) has been started for imparting literacy amongst the 15-35 age group.India has a large network of television and radio stations. The availability of a satellite and a television network covering a majority of the population is potentially one of the most significant factors, which can undoubtedly revolutionize the teaching - learning system by enriching formal education and by supporting non-formal education, as well as the distance learning programme. The decision to set up pace setting Navodaya Vidyalayas in every district reflects not only the extent of central commitment to education but also its concern for equality for all in education. Through these schools the most meritorious children, particularly in rural areas, will be able to get quality education irrespective of the economic status of their parents.

Open and Distance Learning System

cultivation of moral values and a closer relation between education and the life of the people. The new National Policy of Education (1986), was formulated on the strength of considerable achievements in the last few years. India already has extensive network of schools. Approximately 95% of the population is within one kilometre of a primary school and 80% is within three kilometres of a middle school. In accordance with the National Policy on Education (1986) a

There are many learners who are compelled to discontinue their studies in the formal system.

This may be because of financial, geographical, academic or medical reasons. Open and Distance Learning (ODL) system is meant for such learners. In this system the learner can learn through lessons sent by the institutions of distance learning without attending classes.

These students can keep themselves engaged in service or business while studying. The learner is not in direct touch with the teacher. He is at a distance. Open School at present offers both secondary (Class X) and senior secondary (Class

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

XII) education. You have joined Open School. You know that while retaining your regular employment, you are also studying through the lessons sent to you. These lessons have been prepared with a lot of care. The system is open because there is flexibility in terms of pace, place and time. You are free to select any combination of subjects and pass them at your convenience over a period of five years. Similar facility is being provided at higher level by the Indira Gandhi National Open University. These institutions will go a long way in taking education to every Indian citizen who may not have been able to continue with the regular stream of education. Thus, education has developed at a rapid pace in India since independence. The national goals of development, integration, excellence and equality in the sphere of education can be fulfilled only when every child in the country crosses a minimum threshold of educational attainment. A holistic atmosphere of development, hard work and excellence has to be built up through a programme which involves everybody as a promoter as well as a recipient of new attitudes and ideas.

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RECENT DEVELOPMENTS IN EDUCATION Right to Education Act The 86th Constitutional amendment, making education a fundamental right was passed by Parliament in 2002. The Right of Children to Free and Compulsory Education Act, a law to enable the implementation of the fundamental right, was passed by the Parliament in April 2010. The law makes it obligatory on part of the state governments and local bodies to ensure that every child in the age group 6-14 gets free elementary education in a school in the neighborhood. At present, there are nearly 22 crore children in the relevant age group. However, 4.6 per cent of these children (nearly 92 lakh) are out of school. As per the Act, the school management committee or the local authority will identify the drop-outs or out of school children above six years of age and admit them in classes appropriate to their age after giving special training.

Rastriya Madhyamik Shiksha Abhiyan (RMSA) RMSA is a centrally sponsored scheme for Universalisation of access to and improvement of quality education at Secondary stage was implemented during 11th ďŹ ve year plan period.

The goal of RMSA is to make secondary education of good quality available, accessible and affordable to all young students in the age group 15-16 years (classes IX and X). The major target of the scheme is (i) Universal access of Secondary level education to all students in the age group 15-16 years by 2015 by providing a secondary school within 5 kilometers of any habitation and a higher secondary school within 7 kilometers of any habitation and (ii) Universal retention by 2010.

Strategies for implementation of RMSA

appointment of additional teachers, strengthening of lab facilities and repair and renovation of existing school buildings. (ii) To remove disparity among the different social groups of people, the scheme envisages the special incentive for students belonging to SC/ST/minorities/other weaker sections of the society. (iii) To improve the quality of RMSA scheme it has been proposed that following work should be carried out. a. Construction of science lab, libraries b. In service training of teachers c. Leadership training of school head d. Curricular reforms e. Science and Maths education f. Computer aided education g. Co-curricular activities h. Teaching learning aids

(i) To provide access of secondary school to students, following strategies have envisaged in the RMSA framework. (a) up gradation of upper primary schools through construction of classrooms laboratories, computer rooms, headmaster room, library rooms, separate toilets for girls and boys, appointment of additional teachers and (b) Strengthening of existing secondary schools through construction of classrooms, computer rooms, separate toilets for girls and boys,

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

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02 a brief history of kerala and her culture

With 33,387,677 inhabitants as per the 2011 census, Kerala is the thirteenth largest state by population and is divided into 14 districts with the state capital being Thiruvananthapuram.

Malayalam is the most widely spoken and official language of the state. The region was a prominent spice exporter from 3000 BCE to 3 century.

Kerala

is a state in the southwest region of India on the Malabar coast. It was formed on 1 November 1956 as per the States Reorganization Act by combining various Malayalam speaking regions.

among Indian states, for 2011 it was 1.1 per 100,000. A survey in 2005 by Transparency International ranked it as the least corrupt state in the country. Kerala has witnessed significant emigration of its people, especially to the Gulf states during the Gulf Boom of the 1970s and early 1980s, and its economy depends significantly on remittances from a large Malayali expatriate community. Hinduism is practiced by more than half of the population, followed by Islam and Christianity. The culture of the state is a synthesis of Aryan and Dravidian cultures, developed over millennia, under influences from other parts of India and abroad.

The Chera Dynasty was the first powerful kingdom based in Kerala, though it frequently struggled against attacks from the neighbouring Cholas and Pandyas. During the Chera period, Kerala remained an international spice trading center. Later, in the 15 century, the lucrative spice trade attracted Portuguese traders to Kerala, and eventually paved the way for the European colonization of India. After independence, Travancore and Cochin joined the Republic of India and Travancore-Cochin was given the status of a state. Later, the state was formed in 1956 by merging the Malabar district, Travancore-Cochin (excluding four southern taluks), and the taluk of Kasargod, South Kanara.

Production of pepper and natural rubber contributes to a significant portion of the total national output. In the agricultural sector, coconut, tea, coffee, cashew and spices are important. The state's coastline extends for 595 kilometers (370 mi), and around 1.1 million people of the state are dependent on the fishery industry which contributes 3% of the state's income.

Kerala is the state with the lowest positive population growth rate in India (3.44%) and has a density of 860 people per km2. The state has the highest Human Development Index (HDI) (0.790) in the country according to the Human Development Report 2011. It also has the highest literacy rate 93.91%, the highest life expectancy (almost 77 years) and the highest sex ratio (as defined by number of women per 1000 men: 1,084 women per 1000 men) among all Indian states. Kerala has the lowest homicide rate

The state's 145,704 kilometers (90,536 mi) of roads, constitute 4.2% of all Indian roadways.

There are three existing and two proposed international airports. Waterways are also used for transportation. The state has the highest media exposure in India with newspapers publishing in nine different languages; mainly English and Malayalam. Kerala is an important tourist destination, with backwaters, beaches, Ayurvedic tourism, and tropical greenery among its major attractions.

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

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also known Palghat, where the Palakkad Gap breaks through to provide access to the rest of India.[103] The Western Ghats rise on average to 1,500 m (4920 ft) above sea level, while the highest peaks reach around 2,500 m (8200 ft).

Anamudi, the highest peak in south India, is at an elevation of 2,695 metres (8,842 ft). The elevations of the eastern portions of the Nilgiri Hills and Palni Hills range from 250 and 1,000 m (820 and 3300 ft).

Geography The state is wedged between the Lakshadweep Sea and the Western Ghats. Lying between north latitudes 8°18' and 12°48' and east longitudes 74°52' and 77°22', Kerala experiences the humid equatorial tropic climate. The state has a coast of 590 km (370 mi) and the width of the state varies between 11 and 121 km (22–75 miles). Geographically, Kerala can be divided into three climatically distinct regions: the eastern highlands; rugged and cool mountainous terrain, the central midlands; rolling hills, and the western lowlands; coastal plains. The state is located at the extreme southern tip of the Indian subcontinent and lies near the centre of the Indian tectonic plate; hence, it is subject to comparatively low seismic and volcanic activity.

Pre-Cambrian and Pleistocene geological formations compose the bulk of Kerala's terrain.

The eastern region of Kerala consists of high mountains, gorges and deep-cut valleys immediately west of the Western Ghats' rain shadow. Forty-one of Kerala's west-flowing rivers, and three of its east-flowing ones originate in this region. The Western Ghats form a wall of mountains interrupted only near Palakkad; hence

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Kerala's western coastal belt is relatively flat to the eastern region, and is cris- crossed by a network of interconnected brackish canals, lakes, estuaries, and rivers known as the Kerala Backwaters. The state's largest lake Vembanad, dominates the Backwaters; it lies between 2 Alappuzha and Kochi and is more than 200 km (77 sq mi) in area. Around 8% of India's waterways are found in Kerala. Kerala's forty-four rivers include the Periyar; 244 km, Bharathapuzha; 209 km, Pamba; 176 km, Chaliyar; 169 km, Kadalundipuzha; 130 km, Chalakudipuzha; 130 km, Valapattanam; 129 km and the Achankovil River; 128 km. The average length of the rivers is 64 km. Many of the rivers are small and entirely fed by monsoon rain. As Kerala's rivers are small and lacking in delta, they are more prone to environmental effects. The rivers face problems such as sand mining and pollution.

The state experiences several natural hazards like landslides, floods, lightning and droughts; the state was also affected by the 2004 Indian Ocean Tsunami.

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Climate With around 120–140 rainy days per year, Kerala has a wet and maritime tropical climate influenced by the seasonal heavy rains of the southwest summer monsoon and northeast winter monsoon. Around 65% of the rainfall occurs from June to August corresponding to the southwest monsoon, and the rest from September to December corresponding to northeast monsoon. Southwest monsoon; The

moisture-laden winds, on reaching the southernmost point of the Indian Peninsula, because of its topography, become divided into two parts: the "Arabian Sea Branch" and the "Bay of Bengal Branch". The "Arabian Sea Branch" of the Southwest Monsoon first hits the Western Ghats in Kerala, thus making the area the first state in India to receive rain from the Southwest Monsoon. Northeast monsoon: The distribution of pressure patterns is reversed during this season and the cold winds from North India pick up moisture from the Bay of Bengal and precipitate it in the east coast of peninsular India. In Kerala, the influence of the northeast monsoon is seen in

southern districts only. Kerala's rainfall averages 2,923 mm (115 in) annually. Some of Kerala's drier lowland regions average only 1,250 mm (49 in); the mountains of eastern Idukki district receive more than 5,000 mm (197 in) of orographic precipitation: the highest in the state.

In eastern Kerala, a drier tropical wet and dry climate prevails. During summer, the state is prone to gale force winds, storm surges, cyclonerelated torrential downpours, occasional droughts, and rises in sea level. The mean daily temperatures range from 19.8 °C to 36.7 °C. Mean annual temperatures range from 25.0– 27.5 °C in the coastal lowlands to 20.0–22.5 °C in the eastern highlands.

Climate data for Kerala Month Average high °C (°F) Average low °C (°F) Rainfall mm (inches)

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

Year

28.0

30

31

32

34

34

30

29

29

30

30

31

34

(82.4)

(86)

(88)

(90)

(93)

(93)

(86)

(84)

(84)

(86)

(86)

(88)

(93)

22

23

24

25

25

24

23

23

23

23

23

22

22

(72)

(73)

(75)

(77)

(77)

(75)

(73)

(73)

(73)

(73)

(73)

(72)

(72)

8.7

14.7

30.4

109.5

239.8

649.8

726.1

419.5

244.2

292.3

150.9

37.5

2,923.4

(0.343)

(0.579)

(1.197)

(4.311)

(9.441)

(25.583)

(28.587)

(16.516)

(9.614)

(11.508)

(5.941)

(1.476)

(115.096)

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

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The Kerala school of astronomy and mathematics flourished between the 14th and 16th centuries. In attempting to solve astronomical problems, the Kerala school independently created a number of important mathematics concepts including results—series expansion for trigonometric functions. Following the instructions of the Wood's despatch of 1854, both the princely states, Travancore and Cochin, launched mass education drives with the support from different agencies mainly based on castes and communities and introduced a system of grant-in-aid to attract more private initiatives. The efforts by leaders, Vaikunda Swami, Narayana Guru and Ayyankali, towards the socially discriminated castes in the state, with the help of community-based organisations like Nair Service Society, SNDP, Muslim Mahajana Sabha, Yoga Kshema Sabha (of Nambudiris) and different congregations of Christian churches, led to development in the mass education of Kerala.

first Economic Census, conducted in 1977, 99.7% of thevillages in Kerala had a primary school within 2 km, 98.6% had a middle school within 2 km and 96.7% had a high school or higher secondary school within 5 km. According to the 2011 census, Kerala has 93.91 percent literacy with the national literacy rate being 74.04 percent.

The educational system prevailing in the state schooling is for 10 years, which are streamlined into lower primary, upper primary and secondary school stages with a 4+3+3 pattern. After 10 years of secondary schooling, students typically enroll in Higher Secondary Schooling in one of the three major streams —liberal arts, commerce or science. Upon completing the required course work, students can enroll in general or professional under-graduate (UG) programmes.

The majority of the public schools are affiliated with the Kerala State Education Board. Other familiar educational boards are the Indian Certificate of Secondary Education (ICSE), the Central Board for Secondary Education (CBSE), and the National Institute of Open Schooling (NIOS).

In 1991, Kerala became the first state in India to be recognised as a completely literate state, though the effective literacy rate at that time was only 90%. As of 2007, the net enrollment in elementary education was almost 100 per cent and was almost balanced among different sexes, social groups and regions, unlike other states of India. The state topped the Education Development Index (EDI) among 21 major states in India in the year 2006–2007. According to the

English is the language of instruction in most self-financing schools, while government and government-aided schools offer English or Malayalam. Though the education cost is generally considered low in Kerala, according to the 61st round of the National Sample Survey (2004–2005), per capita spending on education by the rural households in Kerala was reported to be 41 for Kerala, more than twice the national average. The survey also revealed that the rural-

Education

urban difference in the household expenditure on education was much less in Kerala than in the rest of India.

Universities in Kerala are Central University of Kerala, Kannur University, Mahatma Gandhi University, University of Calicut, National University of Advanced Legal Studies, University of Kerala, Cochin University of Science and Technology, Kerala Agricultural University, Aligarh Muslim University Malappuram, Thunchath Ezhuthachan Malayalam University, Sree Sankaracharya University of Sanskrit, EFLU Malappuram Campus, and an Islamic university (Darul Huda Islamic university .

Premier educational institutions in Kerala are the Indian Institute of Management, Kozhikode, National Institute of Technology Calicut (NITC),The Indian Institute of Space Science and Technology, Trivandrum (IIST), The Indian Institute of Science Education and Research, Thiruvananthapuram (IISER-TVM).

IIM Kozhikkode Campus

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

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Malayalam

Malayalam is a language spoken in India, predominantly in the state of Kerala. It is one of the 22 scheduled languages of India and was designated a Classical Language in India in 2013.

Malayalam has ofďŹ cial language status in the state of Kerala and in the union territories of Lakshadweep and Puducherry. It belongs to the Dravidian family of languages and is spoken by some 38 million people. Malayalam is also spoken in the neighboring states of Tamil Nadu

and Karnataka; with more populace in the Nilgiris, Kanyakumari and Coimbatore districts of Tamil Nadu, and the Dakshina Kannada and Kodagu districts of Karnataka.

Malayalam most likely originated from Middle Tamil (Sen-Tamil) in the 6th century. An alternative theory proposes a split in even more ancient times. Malayalam incorporated many elements from Sanskrit through the ages and today over eighty percent of the vocabulary of Malayalam in scholarly usage is from Sanskrit. Before Malayalam came into being, Old Tamil was used in literature and courts of a region called Tamilakam, including present day Kerala state, a famous example being Silappatikaram.

Silappatikaram was written by Chera prince Ilango Adigal from Cochin, and is considered a classic in Sangam literature. Modern Malayalam still preserves many words from the ancient Tamil vocabulary of Sangam literature. The earliest script used to write Malayalam was the Vattezhuttu script, and later the Kolezhuttu, which derived from it. As Malayalam began to freely borrow words as well as the rules of grammar from Sanskrit, Grantha script was adopted for writing and came to be known as Arya Ezhuttu.

This developed into the modern Malayalam script.

Many medieval liturgical texts were written in an admixture of Sanskrit and early Malayalam, called Manipravalam. The oldest literary work in Malayalam, distinct from the Tamil tradition, is dated from between the 9th and 11th centuries.

The ďŹ rst travelogue in any Indian language is in Malayalam, titled as Varthamanappusthakam

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written by Paremmakkal Thoma Kathanar in 1785.

Due to its lineage deriving from both Tamil and Sanskrit, the Malayalam alphabet has the largest number of letters among the Indian languages.[17] Malayalam script includes letters capable of representing all the sounds of Sanskrit and all Dravidian languages.As Malayalam language is developed from the Dravidian language Sen-Tamizh,the base of Malayalam is Sen Tamizh itself.

Evolution The origin of Malayalam, whether it was from a dialect of Tamil or an independent offshoot of the Proto Dravidian language, has been and continues to be an engaging pursuit among comparative historical linguists. Robert Caldwell, in his book A Comparative Grammar of the

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Dravidian or South Indian Languages opines that Malayalam branched from Classical Tamil that over time gained a large amount of Sanskrit vocabulary and lost the personal terminations of verbs. Either way, it is generally agreed that by the end of 13th century a written form of the language emerged which was definitely different from Tamil.

The earliest known poem in Malayalam, Ramacharitam, dated to 12th century A.D., was completed before the introduction of the Sanskrit alphabet. It shows the same phase of the language as in Jewish and Nasrani Sasanas (dated to mid-8th century A.D.). But the period of the earliest available literary document cannot be

the sole criterion used to determine the antiquity of a language. In its early literature, Malayalam has songs, Pattu, for various subjects and occasions, such as harvesting, love songs, heroes, gods, etc. A form of writing called Campu emerged from the 14th century onwards. It mixed poetry with prose and used a vocabulary strongly influenced by Sanskrit, with themes from epics and Puranas.

genealogy of the primary Dravidian languages spoken in South India.

Proto-Dravidian

Proto-South-Dravidian

Proto-South-Central Dravidian

Proto-Telugu

Proto-Tamil-Kannada

Proto-Tamil-Toda

Proto-Kannada

ProtoTelugu

Proto-Tamil-Kodagu

Kannada

Telugu

Proto-Tamil-Malayalam

ProtoTamil

Malayalam

Tamil THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

In the 16th and 17th centuries, Thunchaththu Ramanujan Ezhuthachan was the first to substitute Grantha-Malayalam script for the Tamil Vattezhuttu. Ezhuthachan, regarded as the father of the modern Malayalam language, undertook an elaborate translation of the ancient Indian epics Ramayana and Mahabharata into Malayalam. His Adhyatma Ramayana and Mahabharata are still read with religious reverence by the Malayalamspeaking Hindu community. Kunchan Nambiar, the founder of Tullal, was a prolific literary figure of the 18th century.

Together with Tamil, Toda, Kannada and Tulu, Malayalam belongs to the southern group of Dravidian languages. Some believe Proto-Tamil, the common stock of ancient Tamil and Malayalam, diverged over a period of four or five centuries from the 9th century on, resulting in the emergence of Malayalam as a language distinct from Proto-Tamil. As the language of scholarship and administration, Proto-Tamil, which was written in Tamil-Brahmi script and Vatteluttu later, greatly influenced the early development of Malayalam. The first printed book in Kerala was

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Doctrina Christam, written by Henrique Henriques in Lingua Malabar Tamul. It was transliterated and translated into Malayalam, and printed by the Portuguese in 1578.

In 1821 the Church Mission Society (CMS) at Kottayam started printing books in Malayalam when Benjamin Bailey, an Anglican priest, made the first Malayalam types. In addition, he contributed to standardizing the prose. Hermann Gundert from Stuttgart, Germany, started the first Malayalam newspaper, Rajya Samacharam in 1847 at Talasseri. It was printed at Basel Mission.

classical language A classical language is a language with a literature that is classical. According to UC Berkeley linguist George L. Hart, it should be ancient, it should be an independent tradition that arose mostly on its own, not as an offshoot of another tradition, and it must have a large and extremely rich body of ancient literature.

Thus classical languages tend to either be dead languages, or show a high degree of diglossia, as the spoken varieties of the language diverge further and further away from the classical written language over centuries

classical languages of India "Classical Language of India" is an official status within the Republic of India, awarded by the Government of India. It is without direct relation to the usual definition of "classical language" (viz., a specific classical register within a larger literary tradition). 

Sanskrit



Kannada



Tamil



Telugu



Malayalam

In 2004, the Government of India declared that languages that met certain requirements could be awarded the status of a "Classical Language in India". Languages thus far declared to be Classical are Tamil (in 2004), Sanskrit (in 2005), Kannada, Telugu (in 2008), and Malayalam (in 2013). The Linguistic Experts' Committee, which has been constituted by the Government of India to consider demands for categorization of languages as Classical Languages, in its meeting held on July 23, 2013 has recommended Oriya to be declared as classical language.

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

In 2005, Sanskrit, which already had special status in Article 351 of the Constitution of India as the primary source language for the development of the official standard of Hindi, was also declared to be a classical language; this was followed by similar declarations for Kannada and Telugu in 2008 and Malayalam in 2013, based on the recommendation of a committee of linguistic experts constituted by the Ministry of Culture, Government of India.

In a 2006 press release, Minister of Tourism & Culture Ambika Soni told the Rajya Sabha the following criteria were laid down to determine the eligibility of languages to be considered for classification as a "Classical Language", “High antiquity of its early texts/recorded history over a period of 1500-2000 years; A body of ancient literature/texts, which is considered a valuable heritage by generations of speakers; The literary tradition be original and not borrowed from another speech community; The classical language and literature being distinct from modern, there may also be a discontinuity between the classical language and its later forms or its offshoots.”

30

a. mumbai university b. sanskrit university c. JCU d. punjab university

03 case studies

Synopsis : Name of Institution : Mumbai University Formerly University of Bombay (Till 1996) Established : 18 July 1857 Type : Public Affiliations : UGC, NAAC, AIU Location : Fort, Mumbai Architect : Sir George Gilbert Scott Access : By train CST /Church Gate station Area : 13 acres Year : 1857 Faculties : • Management • Law • Arts • Social Science • Commerce • Science • Engineering Technology • Sports etc..

Founded in 1857, the University of Bombay is one of the first three oldest public state universities in India, located in the city of Mumbai in the state of Maharashtra. It is abbreviated as either UoM, standing for University of Mumbai or MU for Mumbai University.

The University Of Mumbai is one of the premier universities in India. It was ranked 41 among the Top 50 Engineering Schools of the world by America's news broadcasting firm Business Insider in 2012 and was the only university in the list from the five emerging BRICS nations.

T h e U n i v e r s i t y o f M u m b a i o ff e r s Bachelors, Masters and Doctoral degrees apart from diplomas and certificates in many disciplines. The language of instruction for most courses is English. A majority of private colleges located in these places, which offer professional courses such as engineering, are also affiliated to MU. campus located in Fort carries out administrative work only. Several worldrenowned institutes in Mumbai were affiliated to the university. Most of them are now autonomous institutes or deemed universities.

HISTORY The University of Mumbai was established in 1857 by Dr John Wilson (after whom Wilson College in Mumbai is named), according to "Wood's despatch", drafted by Sir Charles Wood in 1854. It was modeled on the universities in

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

The Rajabhai clock tower

Mumbai University

32

in Bombay. The Kalina campus, located in suburban Mumbai, spans an area of 230 acres (approx. 930,777 m²), the Fort campus 13 acres (approx. 52,609 m²). It has 1.25 million square feet (381,000 m²) of built-up area, 22,000 square feet (6,705.6 m²) of classrooms, and 84,000 square feet (25,603.2 m²) of laboratory space. It has two post-graduate centers, 354 affiliated colleges, and 36 departments.

Rajabai Clock Tower Great Britain.

St. Xavier's College was affiliated to the university in 1868, with Wilson as its first vicechancellor. His wife, Margaret Bayne Wilson, founded 16 schools mainly for girls, the most famous among them being Wilson College, Mumbai and St. Columbia High School. Initially, the Elphinstone College building was used as the Mumbai University campus.

One of Mumbai's landmarks, the Rajabai Clock Tower houses the university library. Based on plans by British architect Sir George Gilbert Scott and completed in the 1870s, it was modelled on the Big Ben clock tower of London. Businessman Premchand Roychand contributed monetarily to the construction of the tower. It was named in memory of his mother Rajabai. It is 280 feet tall,

Initially, the university officials focused their efforts on imparting undergraduate courses and conducting examinations. Research disciplines and post-graduate courses were added later.

Several university departments were established, starting with the School of Sociology and Civics and Politics. After India achieved independence in 1947, the functions and powers of the university were sought to be reorganized, for which The Bombay University Act of 1953 was passed.

The University of Bombay has two campuses

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

with five storeys. At a height of 30 feet from the ground, there are eight statues representing the Indian castes. The tower clock is reported to have played 16 tunes including Rule, Britannia.

Faculties and Departments University of Mumbai has several hundred affiliated colleges offering undergraduate and post-graduate education, and conducting research, in areas of science, commerce, arts, engineering, management, law, etc. Each college has its own campus and specialized departments/ centers.

The university itself also has some centers, institutes and departments in its faculties, on its campuses in Fort, Kalina, etc.

33

churchgate station mou

MG Road

KB Patil Marg

University Road

gateway

A D’Mello Road

location Fort, Mumbai.

Accessibility: By train : Church gate station By bus : From CST By car : 1 Km from CST station, 0.5 from Church gate

precinct The University is situated in one of Mumbai’s prime locations at fort. It is one of the heritage structures situated in the Kalaghoda street.     

High Court Jahangir hall Old secretariat lphinston College Prince of Whales Museum

access It has one access from all the four streets.

The main entry is from the KB Patil Marg and has another important entry from the MG Road.

The entries from A D’Mello Road and the university Road are now closed ones and don't have an access.

Nearest Airport : Mumbai International Airport.

Area: 13 Acres

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

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layout

UNIVERSITY ROAD

2 3 4

6

1

1

MG ROAD

OVAL MAIDAN

KB PATIL MARG

6

7 1. ENTRY 2. RAJABAI CLOCK TOWER 3. LIBRARY 4. RECORDS 5. GARDENER’S ROOM 6. ADMINISTRATION WING 7. convocation hall

5

6

A D’MELLO ROAD

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

35

• Planned around a square courtyard with gardens and open areas in the center.

UNIVERSITY ROAD

 The complex opens to all the four

adjacent roads giving rise to two cardinal axes.

MG ROAD

 The buildings are placed close to the

GARDEN

KB PATIL MARG

PLANNING

compound wall and are looking inward.

This creates an exclusive private space inside the complex within a chaotic city.  Rooms arranged linear to the corridor and

are connected vertically with staircases.

•

MAIN ENTRY

ENTRY #2

Decorative carvings, gargoyles and motifs gives richness to the elevation.

• Gothic style of Architecture.

GARDEN

• Axis and symmetry are strictly followed.  G+1 Load bearing structure with large

floor and plinth heights.

corridor

room

A D’MELLO ROAD

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

room

room

typical room layout inside the buildings

36

views

1 5.convocation hall

2

1.ENTRY

5 3 4 2.bus stop

4. view from the courtyard

4. view from the d’mello road

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

3. the courtyard

37

1.convocation hall

4.convocation hall

7

2 5

6. veranda outside con. hall

8 1

6 2.library and clock tower

4

3.view from mg road

3

5.library annexe

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

7. the library

8. the garden

38

gothic style • The style of architecture current in Europe between later twelfth century and the middle of sixteen.

• It is characterized by pointed arch, the ribbed vault, the flying buttress, the traceried window, the slender pire, panelled stone work etc..

gargoyles

arched windows_library

• Has a vertical emphasis • Highly used in cathedrels, public buildings, universities etc.

gothic elements in the university buildings tinted glass windows_library

intricate detailing

decorative arches

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

cast iron brackets_con. hall

painted glass windows

39

Mumbai University_ kalina campus LOCATION ARCHITECT ACCESS AREA YEAR

: SANTACRUZ EAST : PWD MAHARASHTRA : BY TRAIN SANTACRUZ STATION : 230 ACRES :

nano technology — a research facility • Department of biophysics, the only department of its kind in western India.

• Jawaharlal Nehru library • Examination house, also known as Mahatma Jyotirao Phule bhavan.

• Houses the office of the controller of examinations.

Unlike the fort campus, which houses only administration wing,the Kalina campus has on-campus graduate training and research centres. Several departments offering courses in the streams of science, technology, commerce, and humanities are located here.

However, most colleges of engineering and medicine affiliated to the University of Mumbai are privately owned. The university does not have its own engineering and medicine departments.

LIST OF CENTRES AND INSTITUTES LOCATED IN THE KALINA CAMPUS

• National center for nano sciences and

• Garware institute of career education and development. it offers courses including one in medical transcription and management courses such as agriculture business management, pharma management and tourism management.

• Must fm, the campus radio station of the university operates from here at 107.8 Mhz

electronics.

• The Institute of distance & open learning (IDOL) offers distance learning courses in humanities, sciences, commerce, computer science, and information technology.

• Western regional instrumentation centre (WRIC) is a research and training facility for instrumentation engineering and science.

• Centre for African studies.

• Centre for Eurasian studies.

• A rose garden where more than a hundred varieties of rose have been cultivated.

• Marathi bhasha bhavan centre for learning the Marathi language conducts academic activities and cultural activities associated with the language.

• Alkesh Dinesh Mody numismatic museum. it displays currency from around the world belonging to many periods.

• Alkesh Dinesh Mody institute for Financial and Management Studies (admi). it offers BMS, MFSM and MMS programmes.

• Department of extra mural studies. It conducts weekend courses in many disciples including astronomy, astrophysics, plant and animal taxonomy, hobby robotics, and hobby

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

40

location

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

List of afямБliated colleges in Mumbai area

mou kalina campus

Aerial view of the site

santacruz station

access

41

site plan

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

1. HEALTH CENTER 2. PANDITA RAMABAI RANADE LADIES HOSTEL 3. SAVITRIBAI PHULE LADIES HOSTEL 4. FIROZ SHAH METHA BHAVAN 5. DR. SHANKAR DAYAL SHARMA BHAVAN (IDOL) 6. GARWARE 7. C D DESHMUKH BHAVAN 8. SPORTS COMPLEX 9. AMBEDKAR BHAVAN 10. CULTURAL CENTER 11. NANO SCIENCE 12. UMDAE HOSTEL 13. UMDAE FACULTY BUILDING 14. CANTEEN 15. MAHATMA JYOTIBAI PHULE BHAVAN 16. VC'S BUNGALOW 17.GUEST HOUSE 18. SANSKRIT BHAVAN 19.EDUCATIONAL BUILDING 20. BOYS HOSTEL 21. AKLESH DINESH MODI INSTITUTE 22. SHIKSHAK BHAVAN 23. MAIN CANTEEN 24. J. P. NAIK BHAVAN 25. LADIES HOSTEL 26. WRIC 27. LIFE SCIENCE 28. ZANDU BUILDING 29. EURASIAN STUDIES 30.RANADE BHAVAN 31.MARATHI BHASHA BHAVAN 32. LECTURE HALL COMPLEX 33. J. N. LIBRARY 34. DNYANESHWAR BHAVAN 35. TILAK BHAVAN

42

5. dr. shankar dayal sharma bhavan

home science

26. wric

6. garware institute

8. indoor sports complex

4. firoz shah mehtha institute

24. jp naik bhavan

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

43

34. dnyaneshwar bhavan

1. health center

staff quarters

canteen

9. dr. ambedkar bhavan

33. j.n. library THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

7. c.d. deshmukh bhavan

44

02 SANSKRIT university

sanskrit University

Location: Kalady, Kerala.

Access : 10 minutes from Kochin International Airport, 15 minutes from Angamaly Railway Station.

Brief about the university:

T h e U n i v e r s i t y, n a m e d a e r S r e e Sankaracharya, the illustrious sage, philosopher and

the exponent of advaita, has its Head Quarters at Kalady, his birth place, on the banks of the river Periyar in Kerala. The objec ves of the University, as unambiguously stated in the Act 5 of 1994 of the Kerala Legislature, are to impart knowledge in various branches of Sanskrit as well as in Indology, Indian Culture, Indian Languages, Indian Philosophy, Fine Arts, Foreign Languages and Social Sciences and to promote the study and research of Sanskrit through equanimous promo on of other languages in India and abroad that have copiously contributed to the study of Sanskrit. The collec on and preserva on of manuscripts and publica on of books in Sanskrit and other languages to develop and synergise Indian systems of knowledge are also among the other objec ves. The University got 2(f) and 12(B) recogni ons of the University Grants Commission on 1st March 1994 and 27th April, 2005 respec vely.

with the Main Campus at Kalady and eight Regional Campuses at Thiruvananthapuram, Panmana, Thuravoor, E umanoor, Thrissur, Tirur, Koyilandy and Payyanur.

FACULTIES His Excellency the Governor of the State of Kerala is the Chancellor of the University. The Hon'ble Minister for Educa on is the Pro‐Chancellor. The Syndicate of which the Vice‐Chancellor is the Chairman exercise the Execu ve control of the University. It is a mul ‐campus University with state wide jurisdic on to conduct academic programmes

There are nine Facul es in the University: (I)sanskrit Literature (ii) Sanskrit Grammar (iii) Indian Metaphysics (iv) Indian Logic (v) Other Sanskrit Studies (vi) Indology (vii) Indian Languages (viii) Foreign Languages (ix) Arts and Social Sciences.

The tenth Faculty, Science, Technology and Educa on is being created.

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

46

VISION

Hostel

An abode of educational excellence where liberating knowledge is generated and productive dissemination is justified for self actualization and social transformation by moulding creative young researchers and critical thinkers for the practical world with right attitude, adequate knowledge and scientific temperament.

Exhibition Center

‘Liberation through knowledge'

To emancipate the world from the clutches of superstitions and blindness with the illuminating light of reasoning by assimilating the truth which will ultimately carry the society through all the impossibilities to attain liberation.

Clinic

Various Hostels

To craft a constructive and trans formative change in existential conditions of people, academic life of students and serve the society by imparting knowledge and training to equip them to overcome the challenges of life and guiding them in the pursuit of excellence.

Academic blocks

tracing the historical heritage of India embedded in the rich Sanskrit traditions and interpreting and inculcating the same to the entire world to widen the horizons of indigenous knowledge and practice systems.

day care

Methodically

Photostat Center

MISSION

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

47

1

ktdc building

2 boys hostel 3 research scholar boy’s hostel

1

24 17

19 18

19

21 20 22

16

2

13 11 12 23 10 6 9 8

6 research scholar’s girls hostel 7

15 3

14

5 proposed staff quarters

priyamvada girls hostel

8 anasooya ladies hostel 9 daycare 10 womens hostel 11 basketball court

5

12 stage 13 activity center 14 koothamabalam

7

15 proposed stadium 16 administration block 17 kanakadhara auditorium 18 library 19 academic block 20 darushilpa 21 BFA 22 health center 23 staff’s guest house 24 utility building

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

48

Library

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

49

Book case Studies

James Cook University Townsville campus Architects: Wilson Architects + Architects North Location : Townsville QLD, Australia Year

: 2013

university campus based on community and its places particular climate of its place. The first step was a comprehensive research program including staff and student interviews, and area and use studies of the whole university campus.

The research covered all areas of the student experience including how they wanted to interact with each other, what kinds of learning support they preferred, what kinds of services they needed and how they wanted to access them, right down to how they wanted to feel when they interview rooms and pods, and flexible furniture.

Staff move around the space providing help as needed.

As well as the student services centre, the building contains large-scale active learning spaces, including aTechnology Enabled Active Learning (TEAL) room, collaborative lecture theatre, wet and dry teaching spaces, peer-topeer learning area, outdoor learning area, coffee shop and diverse social learning areas. These larger, more flexible spaces, encourage peer-topeer learning and extend learning beyond the traditional classroom environment.

The Project

JCU identified a need to upgrade its Townsville Campus to provide improved student services and to support contemporary methods of teaching and learning. In so doing, it had the opportunity to create an environment that better reflected JCU's tropical identity, and to build a stronger sense of community among the staff and students.

The project is all about rethinking a are on campus. These insights became the basis of a plan to revitalise the campus with the JCU Education Central at its heart.

The Student Hub is the new front door to the university. It follows a student-led / staff-assisted model of service that was developed specifically for JCU. Based on the latest retail service models, students have a choice of service points (from self-service to fully assisted), and access to

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

51

Dedicated School of Education zones also include academic and postgraduate suites and administration work areas. A staff lounge/lunch area is included on the Eastern end of the building, and is accessible by all Student Services and School of Education staff. This adjoins an outdoor terrace, with views back across the creek to the Library.

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

52

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

53

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

54

03 site analysis

Location : Tirur, Malappuram Dist, Kerala Site Area : 27,432 Sq. m (6.77 Acres) o o Lattitude : 10. 90 N 75.9 E Altitude : +2 m ASL Geographical context: Noor Lake, Tirur Lake.

Connectivity : By road : 2 Km’s from Tirur Town

By Bus : 2.5 Km’s from Tirur Municipal Bus stand Nearest Airport : Calicut International Airport (37 KM)

By Rail : Tirur Railway Station ( 2 KM )

site, thunchanparambu, immediate context

Access Road

View from the site

The river

View from the site

Soil condition from the site

View from the site

tirur town and the context

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

Malappuram Dist, Kerala

Location

the site

56

Postal cover featuring Ezuthachan

Malayalam University is in his name to honor him as the father of the language.

His birth place, now known as ‘Thunchan Parambu’, has been developed by the Government as a Museum and Cultural Center. A memorial for the great poet has been built at Thunjan Parambu, where a week long literary mela is organised in the last week of December.

This place is sacred for all who speak Malayalam.

The famous "Thunjan Utsavam" is held here every year in the first week of February.

During this festival many literary luminaries, singers and classical dancers gather here.

justification The Memorial at Thunchan Parambu, the birth place of Ezuthachan

Thunchath Ramanujan Ezuthachan, Father of Malayalam Language

became a confluence of the two channels of linguistic currents. He borrowed from Indo-Aryan Sanskrit its rich lexicography but with a difference: the mainstay of his style in writing verses rested on the indigenous Dravidian Tamil school.

Thunchaththu Ramanujan Ezhuthachan was an Indian poet from around the 16th century.

He is known as "the father of the Malayalam language”. He was born in Trikkantiyur, in the town of Tirur. Untill his time, Malayalam language had been developing along two different lines without a degree of uniformity of style.

Thunjan Paramba is a hallowed ground where hundreds of children are introduced into the world of writing, soon after infancy, when they first trace the letters of the Malayalam alphabets in sand taken from that revered spot which was Ezhuthachan's home. People in thousands reach Thunjan Paramba with their children, to initiate them into the world of letters on the Vijayadasami day. Children are made to write on the white sands of Thunjan Paramba with their fingers. Also young poets of Kerala come on that day to offer their first poem.

The writings of Thunchaththu Ezhuthachan

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

57

SITE AND THE CONTEXT A tirur thrikkandiyoor road

b

b’

NOOR LAKE

VIEW TO THE SITE

Noor lake

COCONUT TREE PLANTATIONS

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

a’

VIEW FROM THE SITE

58

Sun and wind Monsoon Winds : South West to North East Seasonal Winds : West to South West Local Winds : From the lake to the site Max. temperature temperature :34o C o Minimum temperature : 23 C

Max. wind speed Average Speed

:93 KM/ Hr : 8 KM/ Hr

Sun and wind through the site

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

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GEOLOGICAL DATA • • • •

Soil type Major crops Climatic zone Average humidity

: Alluvial soil : Rice, Betel leaf : Hot and humid : 98% during rainy seasons

Maximum rainfall: • July • Feb

: 450 mm : nil

SOCIAL CONTEXT •

POPULATION 2011 CENSUS

POPULATION : NO. OF MALE : NO. FEMALE LITERACY RATE : MALE LITERACY FEMALE LITERACY

56 058 26 308 29 750 46 711 21 904 24 807 7465

•

2001 CENSUS 53 654 48% (25927) 52% 27 727 80% 81% 78 % 14% OF POPULATION IS UNDER 6 YERS OF AGE

IMMEDIATE PUBLIC/ SOCIAL INSTITUTIONS : TIRUR MASJID (200 M) : THUNCHAN PARAMBU : MAAMANKAM FESTIVAL : THE PLACE OF WAGON TRAGEDY

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

site and the context

Rainfall from April to November.

60

Sun path 58o 47o

18

32o 24o

o

10o

8 am

7 am

10 am

58o 45o 35o

47o

2 pm

Sun path

3 pm

32o 28o

June 21 December 21o

4 pm

Time

SECTION BB’ THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

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04 design

Malayalam University _Design Programme Descrip on

No. Of Users

Area (Sq.m)

Administra on Office of the Vice Chancellor Office of the Pro Chancellor Office of the Chancellor Office of the Registrar Office of the Sub Registrar Office Of the Controller of Examina ons Office of the Finance Officer Office of the Dean Office of the Exams Registrar Office of the PRO Records Room Accounts Officer Salary Room Affilia ons Room Senior Clerk Junior Clerk Back Office Recep on Academics MA Language Studies MA Malayalam Literature Studies MA Crea ve Wri ng MA Heritage and Culture Studies MCJ ( Master of Communica on and Journalism ) Diploma in Entertainment and Cyber Media Studies Diploma in Wri ng for Television and TV presenta on Diploma in Adver sing and copywri ng Diploma in Transla on and Malayalamfor media Diploma in Script wri ng and videography Diploma in Communica ve English Diploma in Communica ve Malayalam

40 25 25 40 25 40 25 25 25 20 60 25 20 20 25 20 100 40

20 20 20 20 20

50 50 50 50 50 50 50 50 50 50 50 50

Dean's Room ‐ Faculty of Language Dean's Room ‐ Faculty of Literature Dean's Room ‐ Faculty of Art Dean's Room ‐ Faculty of Heritage and Culture Studies Dean's Room ‐ Faculty of Tradi onal Knowledge Systems Distance Educa on Department

20 20 20 20 20 20

Research Facul es Room Conference Room Staff's Rooms Audio Visual Room

20 40 40 40

60 100 100 60

Video Tutorial Room Exhibi on Hall Seminar Hall Cyber Café

20 40 40 40

Janitor's Room Students Common Room Club Students Union Ancilliary Facili es Canteen Sta onary Shop Bakery Hostels Boys Hostel Girl's Hostel Staff Quarters Kinder Garden Parking Areas The University Library Arts Sec on Language Sec on Science Sec on Digital Archives Reading Area Accounts Sec on Archives

150 20 20

100 100

500 500

40

40 40 40 40 60 40 60

The University Museum The University Publica ons

200 100

Sports Play Ground Gym

100

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

63

Design Process

THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

64

concept “A university is just a group of buildings gathered around a library. The library is the university.”

-Shelby Foote in: North Carolina Libraries Literature and history are the central ideas up on which the education should be based.

So, the library as the focus of every other units of the campus, every other functions radiating from it.

Design THUNCHATH RAMANUJAN EZHUTHACHAN MALAYALAM UNIVERSITY AT THIROOR, KERALA

65

Web    

Wikipedea censusindia.gov.in http://www.worldweatheronline.com http://www.myweather2.com/

BOOKS      

Janapadham magazine (All Issues) Keralathile Bhashakal- Dr. M Shreedharan Nair A brief History of Malayalam Language - Dr. EVN Namboothiri Bhasha Malayalam Kerala History- A Sreedhara Menon Kerala Charithram Kuttikalkku- George Immatty

06 referances

Whole Hearted Thanks *Jinu Kurian * Mohammed Shareef T *Anu Antony *Sachin Surendran * Sijo Johnson *Edwin *Ashwin Kumar P.V

I

CC

mar 2015

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used to th ink of my to reflect thesis as my under an oppor standings had gathe tunity on archite red in the c t u r p e ast five ye back now which I ars. But, w , it was ab out life an hen I look most and d people architect that I lear ure was Reviewin ned merely a g my the coinciden sis in th would te ce. e for said ll you ho perspec w li le h short am ve a ve I learn I in the s ed and h kills requ won't cla ow ired for a im I learn n Archite ed enoug subjec v c t .I h in life, e and per that too sonal. very However, this bein everyone g an opp who help ortunity ed me to to thank these peo realize th ple have b is course een key in , the past fi ve years.

Che Chi a, you are my role m life of fort odel. I ev une or no er get to li t, I will foll ve a ow you.

Mr. and M rs. Paulos e Amba u, Thamb aan Uncle Mr. Mano , j M. Pillai, Mr. Anton Mrs. Vals y Cherian ala R. Pilla , Daya Au i, nty, Thank Yo u!

To Appa a nd Amma , to whom the slight this son h est idea o aven’t ha n which ho gra tude ve w he cou ever. ld expres s his And to he r, becaus e when I life, she is think abo the only o ut my coll ne I could ege really rela te to.