THESIS REPORT by Mohammad Zaryab

CENTRE FOR SKILL DEVELOPMENT, GAYA USING ARCHITECTURE FOR SOCIAL CHANGE AND STABILITY B. Arch Thesis Report submitted in partial fulfillment for the award of the Degree of

Bachelor of Architecture by

MOHAMMAD ZARYAB 1402295044

Under the guidance of Ar. Shankar Giri

PILOO MODY COLLEGE OF ARCHITECTURE ABIT GROUP OF INSTITUTIONS 2018

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DECLARATION BY STUDENT I hereby declare that: a. The work contained in this report has been done by me under the guidance of my Guide. b. The work has not been submitted to any other Institute for any degree or diploma. c. I have conformed to the norms and guidelines given in the Ethical Code of Conduct of the Institute. d. Whenever I have used materials (data, theoretical analysis, figures, and text) from other sources, I have given due credit to them by citing them in the text of the thesis and giving their details in the references. Further, I have taken permission from the copyright owners of the sources, whenever necessary.

Date:16.04.19

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Signature of the Student

PILOO MODY COLLEGE OF ARCHITECTURE ABIT GROUP OF INSTITUTIONS, CUTTACK

CERTIFICATE

This is to certify that the project report titled “CENTRE FOR SKILL DEVELOPMENT AT GAYA”, submitted by MOHAMMAD ZARYAB to the Piloo Mody College of Architecture, ABIT Group of Institutions, Cuttack; as partial fulfillment of the B.Arch. program under Biju Pattnaik University of Technology (B.P.U.T), Rourkela. This is a record of bonafide project work carried out by him.

Ar. Shankar Giri THESIS GUIDE

STUDIO SUPERVISOR

EXTERNAL EXAMINER- I Ar. Dharitri Das PRINCIPAL,PMCA EXTERNAL EXAMINER- II

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ACKNOWLEDGEMENT There lies an unending list of people, who stood behind me and it is with their constant support and contribution that I could present my ideas to the utmost level of understanding. I would like to take the opportunity to express my heartfelt thanks to my guide AR. SHANKAR GIRI for his enduring support and for being patient and lenient in allowing to express my ideas in a complete sense and giving me ample space to work and evolve with every phase of development. I am also greatly thankful to LATE AR. K.B. MOHAPATRA (Director, ABIT-PMCA) and all those who have inspired me during the academic years. I would like to thanks my near and dear ones for encouraging me and helping me with innovative ideas all the time and to my juniors Mohammad Hassanuddin, Megha Priyadarshni and Nilesh Jangid. Lastly, I would like to conclude by thanking my parents, for their immense interest and belief in my work. Their creditable involvement, support, advices and invaluable blessings that has been of tremendous help.

Date:16.04.19

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Signature of the Student

ABSTRACT Unemployment is the major challenge India has been facing in the process of its development. Lakhs of youth are entering the job market every year after completing their school/collegiate education. Millions of unemployed youth particularly from rural and semi-urban background who could not access higher/professional education but oriented towards white-collar jobs are driven to despair for not finding a job. Of late, these distressed youths are attracted towards antisocial activities for their livelihood. Also, women education is a catch- all term of a complex set of issues and debates surrounding education (primary education, secondary education, tertiary education, and health education in particular) for girls and women. It includes areas of gender equality and access to education, and help them in their effort to attain self-reliance, improve the quality of their lives, and thereby enhance their contribution to the development of our country.

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CONTENTS Title Page

Declaration by Student

Certificate

Acknowledgement

Abstract

Chapter 1

Introduction

Chapter 2

Data Collection and Analysis

Chapter 2.1 Literature study

Chapter 2.2 Case study

Chapter 3

Site Study

Chapter 4

Preliminary Outcomes of the Proposal

Conclusion

List of References / Bibliography

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Chapter 1 SYNOPSIS 1.INTRODUCTION Unemployment is the major challenge India has been facing in the process of its development. Lakhs of youth are entering the job market every year after completing their school/collegiate education. Millions of unemployed youth particularly from rural and semi-urban background who could not access higher/professional education but oriented towards white-collar jobs are driven to despair for not finding a job. Of late, these distressed youths are attracted towards antisocial activities for their livelihood. Also, women education is a catch- all term of a complex set of issues and debates surrounding education (primary education, secondary education, tertiary education, and health education in particular) for girls and women. It includes areas of gender equality and access to education, and help them in their effort to attain self-reliance, improve the quality of their lives, and thereby enhance their contribution to the development of our country. According to Karl Pibram, “Unemployment is a condition of the labour market in which the supply of labour power is greater than the number of available openings.” As Gillin and Gillin define, “Unemployment is a condition in which a person is able and willing to work normally, dependent upon his earning to provide the necessities of life for himself and family is unable to obtain gainful employment.” All these clearly indicates the need for promoting self-employment entrepreneurial ventures among the unemployed youth along with the provision for women education. 1.1 AIM OF THE PROJECT Aim of the project is to design a centre to impart training and skill upgradation of women and rural youth geared towards entrepreneurship development, and to help them in their effort to attain self-reliance, improve

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the quality of their lives, and thereby enhance their contribution to the development of our country. The centre will provide solutions to the unemployed youth aspiring to take up self-employment. Providing following services in an innovative, effective and cost effective manner, with a spirit of service: 1.1.1. Creating awareness on self-employment/entrepreneurship. 1.1.2. Developing motivation and positive attitude. 1.1.3. Training to acquire hard and soft skills. 1.2 NEED OF THE PROJECT 1.2.1. One in every ten Indians is engaged in some entrepreneurial activity. 1.2.2. India ranks among the worldâ&#x20AC;&#x2122;s worst countries at encouraging entrepreneurs. For ease of starting a business, 166th out of 183 countries. Reasons: 1.2.3. Poor infrastructure. 1.2.4. Inadequate financial resources. 1.2.5. Then there is the question of corruption and bribery. 1.2.6. Indian are averse to risk taking and would rather settle for secure salary paying jobs. 1.3 PRESENT SCENARIO Governmental and non-governmental agencies have taken certain initiatives and implementing many schemes to promote micro enterprises. However, the efforts seem to be inadequate against the gigantic unemployment problem. An innovative initiative was taken way back in the year 1982 jointly by Sri Dharmasthala Manjunatheshwara educational trust, Syndicate bank, Canara bank to motivate unemployed women to take up self-employment as an alternative career. The following table showcasing the present scenario of the Gaya in different demographical survey:

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1.4 OBJECTIVES OF THE PROJECT 1.4.1 To develop methodology for local area planning. In the initial stage, the emphasis is to be given on economic development through handling problem of health, education, culture, communication, urban interface and social inequalities. 1.4.2 To prepare plans to initiate process of its implementation, to help people to undertake, work in their respective field of interest, such as agriculture, cottage industries, animal husbandry and thus spread the concept of planned development. 1.4.3 To train manpower and faculty to undertake such work including date based development and research whenever necessary. 1.4.4 To train barefoot planners who will undertake grass root level work in their respective areas of operation.

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1.4.5 To communicate relevant ideas to large audience through different media and equip them to handle those ideas effectively. 1.4.6 Identify, orient, motivate, train and assist the rural youth to take up self-employment ventures as an alternative career. 1.4.7 To train unemployed youth to take up wage employment as a source of livelihood. 1.4.8 To take up research and development activities in Entrepreneurship and Rural Development etc. 1.4.9 Investing in policies that promote equal opportunities for men and women will create more sustainable society.

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1.5 SCOPE OF THE PROJECT My scope of work w.r.t designing/planning for the project will be basically designing of a centre, which is a role model for any district level rural employment centre in Bihar which comprises of five different types of activity zones.

They are: 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5

Institutional Training Residential Recreational Other amenities

This centre will also provide: 1.5.6 Socio economic development. 1.5.7 Flourishment in the field of agricultural development, infrastructural development, cottage and small-scale industries and territory sector like processing and marketing units. 1.5.8 Full rural employment. 1.5.9 To overcome gender based inequalities/discrimination. 1.5.10 To develop confidence in unemployed youth. 1.5.11 To promote rural entrepreneurship. 1.5.12 To enhance the effectiveness of poverty alleviation and selfemployment schemes of the Government and the Bank. 1.5.13 To promote counselling and project consultancy services. 1.5.14 To train village level workers to work in rural development. 1.5.15 To take up research and development in rural entrepreneurship and rural development. 1.6 SCALE OF THE PROJECT 1.6.1 Site area maximum needed for my project is 15 to 20 acres. 1.6.2 Low rise building forms. 1.6.3 Due to various facilities included in the project, it requires a vast patch of area for horizontal expansion of the building forms. 1.6.4 The project will evolve on a horizontal scale rather than vertical scale.

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1.7 TARGET GROUP FOR THE PROJECT 1.7.1 1.7.2 1.7.3 1.7.4 1.7.5 1.7.6

Any women who are trying to attain self-reliance. Any unemployed youth. Shall have ability to read and write. Be in the age group of 18 - 60 years. Shall have inclination to start self-employment. Any members of a Self Help Groups (SHGs).

1.8 LIMITATIONS OF THE PROJECT 1.8.1 1.8.2 1.8.3 1.8.4

Developing ideas through sketches and views for certain areas. Local bye-laws restrictions. The site is near Gaya international airport, so there is height restriction. The study will be limited to architectural course and architectural research.

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1.9 DESIGN IDEAS FOR THE PROJECT 1.9.1 1.9.2 1.9.3 1.9.4

Courtyard Planning will be used for climate responsive design. The benefits of courtyards go well beyond aesthetic considerations. It helps the house stay warm or cool appropriately. As it sits under the open sky, flooding the space around it with daylight. 1.9.5 It aids the purpose of natural ventilation.

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1.10

DESIGN METHODOLOGY

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Chapter 2.1 DATA COLLECTION AND ANALYSIS 2.1 INTRODUCTION The project is a training centre imparting training and technical knowledge in various aspects such as:

2.1.1 Formal Training: 2.1.1.1 Agricultural Extension Training. a. Eco agriculture b. Animal husbandry c. Horticulture - Fruit tree plantation - Herbal gardening d. Aquaculture 2.1.1.2 Artisan Training Programme. a. Spinning and Weaving b. Food processing c. Mushroom culture CENTRE FOR SKILL DEVELOPMENT || MOHAMMAD ZARYAB

d. Bamboo/Palm craft e. Village pottery f. Handicraft g. Dress designing h. Mobile phone servicing i. Beauty parlour j. Cloth bag making k. Teaching and home tuitioning l. Domestic product making 2.1.1.3. Training on non-conventional energy sources. a. Biomass b. Solar cooker c. Solar cells etc. 2.2. SPATIAL ORGANISATION FOR CLASSROOM

2.2.1. General Criteria 2.2.1.1 2.2.1.2 2.2.1.3

2.2.1.4 2.2.1.5

Classrooms should be concentrated on the entry levels of buildings to provide easy access for students and equipment. Classrooms should be located within building away from noise generators, such as mechanical rooms or student gathering places. Ceiling should have an average height of not less than 9' (although 10 feet is preferred), and allow for one or more wall mounted projection screens or â&#x20AC;&#x153;smart boardsâ&#x20AC;? large enough to display images of adequate size, and placed high enough off the floor to provide unobstructed sight lines. Distance between the marker board and the first row of seats must be between 7'-10'. The principal/primary entry should be at the rear or sides of the room.

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2.2.1.6 2.2.1.7

2.2.1.8

If windows are provided, they should be located along the sides of classrooms, not at the front or back. Ceiling should have an average height of not less than 9' (although 10 feet is preferred), and allow for one or more wall mounted projection screens or “smart boards” large enough to display images of adequate size, and placed high enough off the floor to provide unobstructed sight lines. Distance between the marker board and the first row of seats must be between 7'-10'.

2.3 REQUIREMENTS FOR FIXTURES IN ACADEMIC BLOCK

2.4 ERGONOMICS STANDARD FOR MALE AND FEMALE STUDENTS: -

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2.5 AMPHITHEATRE DESIGN: It is a tiered space that allows a large audience to focus on a speaker for special meetings, lectures, interactive sessions, etc. Common shapes are curved, semi-circular, horse-shoe, etc. 2.5.1 Location – Since it is designed to handle large numbers of people, the amphitheatre must be easily accessible to be successful. 2.5.2 Acoustics – Natural screening by trees and other plants can help solve the matter of acoustics and the twin problems of traffic noises and lights.

2.5.3 Stage & Screen – The floor of the stage should be about two feet above ground level. The larger the audience, the larger the screen will need to be. Generally, a 12' x 12" screen is effective with an audience of 500 or more.

2.5.4 Illumination – By all means, there should be ground lights to illuminate walkways, and subdued ground lights located on the aisles. Good overhead lights at strategic points around the outside of the amphitheatre.

2.5.5 Projection booth – If front screen projection is used, the projection booth should house all equipment & placed high enough above the ground.

2.5.6 Slope of seating should not exceed 12 degrees.

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2.5.7 Space Requirement: 1. 5sq.ft/seat.

2.5.8 Backstage & Green Room: 30% of amphitheatre area. 2.5.9 Noise Level should not exceed 50db.

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2.6

USER ACTIVITY ANALYSIS FOR THE CENTRE

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2.7 Activity Area Statement (in m2) All the activities within the campus can be classified under following headings:

2.7.1. INSTITUTIONAL 2.7.2. TRAINING 2.7.3. RESIDENTIAL 2.7.4. RECREATIONAL 2.7.5. OTHER AMENITIES The institutional area comprises of Administrative building, Library and Training office. AREA PROGRAMME A. ADMINISTRATION Sl. No.

Area

1. Entry Foyer 2. Reception Desk 3. Lounge/ Waiting 4. Archive Room 5. Manager’s Office 6. Conference Room 7. Accounts Division 8. Head’s Room 9. Mentors Room 10. Faculty Room 11. Associates Room 12. General Technician’s Room 12. Storage Room 13. Toilets (Male) 14. Toilets (Female) 15. Toilets (Handicap) B. ACADEMIC 1. 2. 3. 4.

Training Coordinator’s Office Teaching Staff Room Seminar/ Discussion Room Agricultural Extension Training Classrooms Store Eco Agriculture Field for Practical Laboratory

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Nos.

01 01 01 01 01 01 01 03 15 10 10 01 02 01 01 01

Area/ Per Unit (Sq. m) 50 20 90 20 20 30 60 18 15 12 10 10 15 12 20 2.5

Total Area (Sq. m) 50 20 90 20 20 30 60 54 225 120 100 10 30 12 20 2.5

01 01 01

20 30 100

02 01

25 30

50 30

10.

Animal Husbandry Laboratory Cattle store Cattle shed for specimen Cows Attendantâ&#x20AC;&#x2122;s resting room Horticulture Laboratory Demonstration field Aquaculture Laboratory Pond for practical works Training of Non- Conventional Energy Common demonstration space Spinning and Weaving Working hall (both semi open and closed) Store Staff room

11.

Finished product room cum exhibition Bamboo Craft Working hall (both semi open and closed) Store Staff room

12.

Finished product room cum exhibition Food Processing and Mushroom Culture Class Room for teaching staff Store Working hall (Food processing unit with outdoor dry yard) Mushroom cultivation room Inoculation room Working hall (mushroom culture) Village Pottery Working hall (both semi open and closed)

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01 01 01

20 15 50

150

100

01 01

15 20

100

01 01

15 20

01 01 01 01

25 15 20 80

01 01 01

30 15 12

100

Store

01 01

25 20

Finished product room cum exhibition General Education Class room for adult education Advice seeking amphitheater Hall for audio visual Health Education Waiting space + information

01 01

105 50

Doctor’s camber

Checking room

Mass health edu. Courtyard

100

Public toilet

Laboratory

02 02 02

12 20 2.5

24 40 5

Staff room

13.

14.

(Exhib. & discussion facilities)

15. Toilets (Male) 15. Toilets (Female) 16. Toilets (Handicap) C. HOSTEL Staff 1.

Director’s (3 bedroom family unit)

110

HOD’s (2 bedroom family unit)

Training coordinator bedroom family unit)

Teaching staff single bed unit)

Trainees 1.

Dormitory (male/female)

Kitchen, pantry

Dining hall

120

Common room for students

130

Wardens office

Visitor’s waiting space

Toilet (both trainees)

Security cabin + resting place

visitors

and

D. GUEST HOUSE 1. Double bed unit CENTRE FOR SKILL DEVELOPMENT || MOHAMMAD ZARYAB

Executive family suite

Dormitory for extra no. of guest

120

Dining facility for guest

130

T.V room

6. 7.

Double bed unit Executive family suite

01 01

12 25

Dormitory for extra no. of guest

Dining facility for guest

140

E. LIBRARY 1. Lending section 2.

Reference section

100

Stacking place (for magazine & periodicals)

Audio visual section

Store

Toilet

Binding, Xerox, Typing section

8. Space for keeping baggage F. RECREATIONAL 1. Auditorium/ Multi Purpose Hall

250

OAT

150

Playground

600

I. CAFETERIA 1. Cafeteria+ Restaurant

300

Kitchen

170

Games Room+Creche

Toilet (Male)

Toilet (Female)

Toilet (Staff)

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CHAPTER 2.2 CASE STUDY 1 RURAL DEVELOPMENT CENTRE, KHARAGPUR 2.2.1 INTRODUCTION This centre is institutional based centre. So mostly training i.e. technical services are given within the campus but for many trades practical training is given in the action areas.

2.2.2 LOCATION RDC Kharagpur is located within the campus of Indian Institute of Technology (IIT), Kharagpur having the total area of 12.30 acres.

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2.2.3 CONCEPT The architectural schemes of R.D.C Kharagpur consist of an expression of design, rich in variations with integrity, yet governed by the integration of rural technique with local skill and materials- characterised by the careful relation of interior and exterior spaces and finely detailed expressive construction. 2.2.4 CONTEXT RDC Kharagpur has been taken for case study because2.2.4.1 2.2.4.2

To study the interrelationship between various functions and how they are linked with each other. To study how the different activities are segregated to formulate different character of space such as public, semi-public and private which in other words can be called as formal and informal areas.

Following are the things RDC monitor: 2.2.4.3 2.2.4.4 2.2.4.5 2.2.4.6 2.2.4.7 2.2.4.8 2.2.4.9

Improve crop production technology. Agroforestry for development of waste land. Participatory forest management. Non-conventional energy management; State level technical back up unit for non-conventional energy Non-timber forest product for employment generation and economy of rural people. Monitor NSS to work for rural people. Consulting services for evaluation of agro climatic regional planning, implementation in Kharagpur District.

2.2.5 FACILITIES (WITHIN AND OUTSIDE CAMPUS) Many activities were performed along with the activities of the IIT campuswhich are kept outside campus activities which are combined with IIT and provided outside campus are: 2.2.5.1 2.2.5.2

Recreational facilities like auditorium, amphitheatre and other facilities like library and exhibition space. Accommodation facilities for trainees i.e. hostel (gents and ladies), for staffs and guests.

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2.2.6

FACILITIES WITHIN THE CAMPUS

2.2.6.1 2.2.6.2 2.2.6.3

Research Demonstration Training

Research- On centre by experts/ staffs/ faculties of respective discipline.

Indoor In centre Outdoor Demonstration Outdoor In field Mobile Training

Classroom Training

Laborotaries Workshop

TRADES 1. Automobile repairing workshop: (1 classroom, 2 workshop) Duration of Course-

2 months

Age Limit-

18-35 years

No. of Trainees-

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2. Petrol and diesel pump mechanics: (1 classroom, 2 workshop) Duration of Course-

3 months

Age Limit-

18-35 years

No. of Trainees-

3. Tailoring: (1 classroom, 1 working hall) Duration of Course-

6 months

No. of Trainees-

More preferences is given to women

4. Craft (Bamboo, Palm, Stone, Sabai grass etc.): (working hall both for teaching and working) Duration of Course-

3 months

Age Limit-

18-35 years

No. of Trainees-

More preferences are given to women 5. Non-Conventional energy resources: (1 classroom, outdoor demonstration field) Training given on solar cells, solar cooker, solar boiler etc. Duration of Course-

15 days

Age Limit-

No fixed limit

No. of Trainees-

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6. Mushroom Culture: (1 classroom, 2 culture lab) Duration of Course-

1 month

Age Limit-

15-35 years

No. of Trainees-

7. Bee keeping: (1 classroom, 15 bed) Duration of Course-

1 month

2.2.7 SITE PLANNING As because it is an institutional based centre not much of training is given within the campus. So, infrastructures are less which form 5 percent of the total campus. So, the entire site is planned keeping more provision for field works. 2.2.8 BUILDING PLANNING It is based on axiality; the principle axis divides the plan into two equal halves forming a perfect symmetrically balanced plan. 2.2.9 2.2.9.1

2.2.9.2

2.2.9.3

CLIMATOLOGICAL CONSIDERATIONS Buildings are oriented in such a way that there is no obstruction of wind flow from the prevailing wind direction. As it is, courtyard inside the building gives a natural ventilation. As the site area falls under high humidity zone, yearly rainfall is maximum which is characterised by the red colour sloping roof of the building. As such due to presence of very less number of buildings inside the campus, getting natural light inside the building is not a problem. The buildings are mostly oriented in N-S direction. Which avoids the building in gaining more heat and glare.

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2.2.10 STRUCTURES AND AESTHETICS 2.2.10.1 As the structures are load bearing structure i.e. almost all the vertical members (walls) are of brick because of its availability and cost effectiveness. In some cases, random rubble masonry has been used for construction of wall. 2.2.10.2 The basic ideas before all the structural members are their cost effectiveness, functionality as well as their aesthetical values. 2.2.10.3 Roofing material used is mostly fibre slab. In some cases, like mushroom and Bee keeping farming shed where A.C sheets have been used. In the main administrative block of R.D.C filler slab has been extensively used which forms a grid-iron pattern from inside. 2.2.10.4 The advantages of using filler slab is that it is durable, reasonably good in strength, good looking as well as the most important thing is that steel can be reduced down up to 55%, concrete to an extent upto 33% and the overall cost of the slab can be reduced down to 30% of its total cost. 2.2.10.5 The contrast between the red colour slopping roof and the white colour wall adds to a great aesthetical values to its character of the building.

2.2.11 PARKING More parking provision for two wheelers which is infront of R.D.C main building. No such parking space has been designed for four wheelers. Similarly, the R.D.C extension building also designed considering the parking space for two wheelers only.

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2.2.12 INFERENCE 2.2.12.1 Courtyard planning concept has been adopted to suit the habit of rural people while working within the campus. 2.2.12.2 Horizontal circulation i.e. corridors and lobbies have been provided to connect different activity zones. 2.2.12.3 Sloping roof has been used to maintain the typical rural character and to make the structure perfectly blend with its surrounding.

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CHAPTER 2.2 CASE STUDY 2 SELF EMPLOYED WOMENâ&#x20AC;&#x2122;S ASSOCIATION RURAL CENTRE (SEWA), KERALA

2.2.1 INTRODUCTION SEWA Kerala was born in 1983 and has its base in Trivandrum. SEWA is a national organization of poor women workers in the unorganized sector. The main focus of SEWA has been the betterment of womenâ&#x20AC;&#x2122;s livelihoods, attainment of rights and recognition of their work and as workers, income and social security through their own collective strength. SEWA was the first organization in Kerala to professionalize various kinds of domestic services thereby getting recognition as decent work with decent wages. SEWA Rural Centre has facilities for overnight stay for 50 people and a large hall for meetings. While SEWA uses this centre for its larger programmes, it is also available for rent by other organizations.

2.2.2 LOCATION The SEWA Rural Centre is a simple but comfortable place, situated in the countryside 16 km from Trivandrum city and about a kilometre from the Vilappilsala junction on a hill called Nooliyodu. It is adjacent to the Laurie Baker Centre for Habitat Studies.

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2.2.3 PROFILE DATA It is designed and constructed by COSTFORD under the direct supervision of Laurie Baker. 2.2.4 CONCEPT The sole concept was to design a sustainable structure as Baker was the pioneer of sustainable architecture. The idea of revival of regional building practices and use of local materials is promoted and combined with a design philosophy that emphasized a responsible and prudent use of resources and energy. 2.2.5 CONTEXT This has been taken for case study: 2.2.5.1 2.2.5.2

2.2.6 2.2.6.1 2.2.6.2 2.2.6.3 2.2.6.4 2.2.6.5 2.2.6.6 2.2.6.7

To study the various principles and methods of cost reduction and sustainability. To study how the different activities are segregated to formulate different character of space such as public, semi-public and private which in other words can be called as formal and informal areas.

FACILITIES Skill building Education Vocational training Employment Lodging Fooding Health care

2.2.7 TRADES 2.2.7.1 2.2.7.2 2.2.7.3 2.2.7.4 2.2.7.5

Domestic work Street vending Pisciculture Tailoring Reed work

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2.2.7.6 2.2.7.7 2.2.7.8

Home-based work Paper making Nursing care

2.2.8 SPACES 2.2.8.1 2.2.8.2 2.2.8.3 2.2.8.4 2.2.8.5 2.2.8.6 2.2.8.7

Administrative Block Auditorium Classrooms Workshops (indoor and outdoor) Dormitories Guest House Cafeteria

2.2.9 CONSIDERATIONS 2.2.9.1 2.2.9.2 2.2.9.3 2.2.9.4

Brick jail walls, a perforated brick screen which utilises natural air movement to cool the structure interior spaces. Curved and sloppy roof are used as the site receives heavy rainfall. Courtyard planning to aid the purpose of natural ventilation. It regulates the temperature by cooling or heating the indoor spaces based on climatic condition

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2.2.10 STRUCTURE AND AESTHETICS 2.2.10.1 Curved walls to enclose more volume at lower material cost than straight walls. 2.2.10.2 Screen-like walls enable airflow natural cooling and let in light while not requiring glass. 2.2.10.3 Tiles fill the space between reinforced concrete beams to save costs. 2.2.10.4 Load bearing and low rise structure. 2.2.10.5 Filler slab used in roofing to reduce the load and also the cost by reducing the amount of concrete used. 2.2.10.6 Gables are used for proper ventilation and air circulation. 2.2.10.7 Exposed brick works are done for a better aesthetic and reducing cost of the structures. 2.2.10.8 Egg crate shaped shading devices are used in windows to control the penetration of sun rays. 2.2.10.9 Stained glass used in walls giving a very good effect of light and creating an illusion.

2.2.11 INFERENCES 2.2.11.1 Courtyard planning concept has been adopted to suit the habit of rural people while working within the campus. 2.2.11.2 Horizontal circulation i.e. corridors and lobbies have been provided to connect different activity zones. 2.2.11.3 Sloping roof has been used to maintain the typical rural character and to make the structure perfectly blend with its surrounding. 2.2.11.4 The careful use of open space along with the proper landscaping makes it intermate and purposive. 2.2.11.5 Building has been designed with due consideration to the climate at the same time the relationship between building and nature has been considered.

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CHAPTER 3 SITE STUDY 3.1 SITE LOCATION The site is located in Dubhal which is in the outskirts of Gaya District of Bihar. Site Location- Gaya, Bihar Cordinates- 24.75Â°N 85.01Â°E Climate- Hot and humid tropical climate Average rainfall- 1130 mm/annum Average humidity- 62% annually Topography- Plain land with negligible contours. Shape of the site- Polygonal Soil type- Alluvial Plain

3.2 CRITERIA FOR SITE SELECTION 3.2.1 Why Gaya? Gaya is one of the biggest districts of the state. As per 2011 Census, the total population of the district is 43,79,383 persons with a male population constituting 51.76% and female population 48.24%. The sex ratio of the district is 932 females per thousand males. The district is predominantly rural with 86.86% of its people residing in rural areas. The decadal growth rate is 26.08 percent which is higher than the state (25.07%) and national average. The Scheduled caste population comprises more than 29.6 percent which is highest in the state and the scheduled tribe population comprising less than 0.5 percent. The literacy rate according to 2011 census estimate of the district is 66.35 percent, which is lower than the national average. The female literacy rate is particularly a matter of concern as it is only 55.90 percent. One of the factors that can probably explain this is the fact that the district is predominantly rural. The Total

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work Participation rate as per 2001 census is nearly 36.8 percent with main workers to total population comprising 28 percent and marginal workers comprising 8 percent. Agriculture labourers to total workers is 43.8 percent and cultivators to total workers is 34.3 percent. Workers in nonagriculture sector are 22 percent and there are only 4.10 households.The population density is 880persons per sq km compared to 1102 of state average.

3.2.2 Why this site? People of this village are living in very peaceful manner. Agriculture is the main profession in this locality. Still this locality is waiting for Industrial development. Education, Drinking water, Road and Electricity are the main concern of this village. Young generation is more attracted towards mobile, Laptop and computer technology these days. If banks and finance institutions proved loan and other financial support to the villagers, this village will see the real development. Medical and health services also needs improvement. 3.3 ABOUT THE SITE Site Area- 24.4 acres Permissiable FAR- 1.75 Maximum height- 15 metres Abutting Road- 12 metres Setbacks- 9 metres (front) 6 metres (sides) 6 metres (rear)

3.4 ACCESSIBILITY Gaya International Airport- 7.9 km Gaya Raillway Station- 6.4 km Gaya Bus Stand- 6.2 Km

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3.5 SITE SURROUNDINGS The site is surrounded by agricultural fields and residential units. Bieng located in the outskirts of the city the surrounding is congestion free and under development. Some of the major buildings in the close proximity of the proposed site are: -Naili Landfill -AIMS Hospital -Gaya International Airport -Officer Training Academy etc.

3.6 CLIMATOLOGICAL ANALYSIS 3.6.1 Climate The town lies in the hot and humid tropical zone and with wide sandy expanse of the Falgu, has become one of the hottest and humid places in the country with absolute maximum temperatures reaching as high as 45-degree C and 90% humidity. The climate of Gaya is thus hot in summers and cold in winters, so also, the variation in day and night temperature is high. The prevailing wind direction, except during monsoon when easterlies and southâ&#x20AC;?easterlies predominate, is from the west. The average annual rainfall here is 1096 mm per annum. The context of temperature obviously indicates that microâ&#x20AC;?climatology has an important role to play at Gaya.

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3.7 VEGETATION COVER 3.7.1 Onsite The site mostly consist of agricultural field. So, the site is plain grassland with few trees in the northern side of the site in a scaterred manner. The trees on site are: -Neem -Palm trees -Eucalyptus

3.7.2 Offsite The ofsite lands are mostly barren with some agricultural fields and trees. The common trees that could be seen around are Palm trees, Khajur, Eucalyptus, neem, ashoka, mango, pipal etc. 3.8 TOPOGRAPHY The site lies in the high level marginal alluvial terrace (Dobhi-Gaya terrace.This is the highest and oldestalluvial plain and always lies above the flood level of the present day river because it is the highestand the oldest alluvial plain, made up of the sediments brought from the erosion of the hills. Thecontact of the terrace and the pediplain is always transitional as the colluvial deposit often overlapsor interfinger with the alluvial sediments.

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3.9 SERVICES 3.9.1 Water Supply Falgu River passes through Gaya town, which is not a perennial river. Falgu is subject to high floods during monsoon but in other season of the year it dwindles to aninsignificant stream wandering through a wide expanse of sand. Thus ground water isthe only source of water supply in town at present thoughout the year.There are 2 reservoirs and 2 water tower / tank in Gaya. The nearest water supply source is an ESR (Elevated storage reservoir) located on the Brahmayoni hills.

3.9.2 Solid Waste Management The locality has dustbins for garbage dumping. TheCollected waste from these public bins is being transported with the help of thevehicles available in city and being disposed off in anyvacant land. There is no sanitary disposal system in place.As per information provided by SPUR, sanitary landfill sitehas been identified at Panchvati Akhada of 5 acres and atNaili of 23 acres.

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3.9.3 Drainage System The site lies in the south of the Vishnupada and the Brahmaâ&#x20AC;?yoni hill, has a natural fall in that direction. Beyond it stretch extensive low lands, drained by a small channel into the Falgu. At present there is lack of sanitation facilities in Gaya and no organised undergroundsewerage system exists. In absence of sewerage system, waste water generated fromthe households flows through open and closed drains and finally emptying into FalguRiver. Mixing of untreated waste water with storm water in drains allows drains tooverflow and emptying into river creating unhygygenic condition. 3.10

SWOT ANALYSIS

3.10.1 Strength 3.10.1.1 The site is located on the very front of the main road thereby making it an active site and boosting its development. 3.10.1.2 The site is easily accessible from GT road, railways and airport. 3.10.2 Weakness 3.10.2.1 The site is in a close proximity of river Falgu. Also, the site is in a low lying area which makes it water logging and flood prone during monsoon. 3.10.2.2 No proper drainage system available. 3.10.3 Opportunity 3.10.3.1 The city is in the list of 98 smart cities picked. 3.10.3.2 The site has agricultural field in surroundings which is an added advantage for field works. 3.10.4 Threat

3.10.4.1 The Site has a Slum Development taking place on its northern side. Regular Trespassing of the dwellers from the existing boundary to the site was observed. 3.10.4.2 The city and surrounding areas are also affected by naxals.

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3.11

SITE POTENTIAL

3.11.1 Site is not located in the congested area of the town. Hence, the trainees and student will get a proper and peacefull environment to work. 3.11.2 The raw material for the construction is available from the main city which is not far. So, the transportation cost will be minimised. 3.12

PRIORITY CHART

3.12.1 Site and climate responsive design 3.12.2 Low cost design approach 3.12.3 Circulation according to users 3.12.4 User group 3.12.5 Services 3.12.6 Barrier free design

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CHAPTER 4 PRELIMINARY OUTCOME OF THE PROPOSAL 4.1 ZONING 4.1.1 ACOUSTIC BASED ZONING 4.1.2 USER GROUP BASED ZONING 4.1.3 CLIMATIC ZONING

ACOUSTIC BASED ZONING.

USER GROUP BASED ZONING.

TEMPERATURE BASED ZONING.

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4.2 SITE LAYOUT

ROAD

GREEN SPACE

PARKING

BUILTUP

4.3 DESIGN CONCEPT

Creating funnel effect to create better ventilation and wind efficiency.

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Courtyard form of planning for better micro-climate

Each block is visible from every part of the site

Grid organisation

Hierarchy of open spaces

Form development- Transformation of forms by addition and subtraction in single unit

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Varying expanse of space and placement of building to give positive outdoor space.

Vernacular courtyard arrangement with building frontage facing inwards.

Trees will be provided with seating area for the comfort of user groups.

Informal side-entry, semi-enclosing placement of building masses.

Defined edges with structural and natural form.

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CONCLUSION The aim is to design a centre to impart training and skill upgradation of women and rural youth geared towards entrepreneurship development, and to help them in their effort to attain self-reliance, improve the quality of their lives, and thereby enhance their contribution to the development of our country. The centre will provide solutions to the unemployed youth aspiring to take up self-employment. Providing following services in an innovative, effective and cost effective manner, with a spirit of service: 

Creating awareness on self-employment/entrepreneurship.



Developing motivation and positive attitude.



Training to acquire hard and soft skills.

The various design innovations appropriate for skill development centre were incorporated into a specific embodiment with a built-up area of 25,698 sq. m. in a 24.5 acre site. The buildings are in horizontal spread. There are total of 19 blocks and are well designed considering the climate of the surrounding with exposed brick work on the exterior. It is designed to house 200-250 trainees of multiple programmes.

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BIBLIOGRAPHY BOOKS: Women, Education and Empowerment: Pathways towards Autonomy Carolyn Medel-Anonuevo(1993), Hamburg, Germany Skill Development and Entrepreneurship in India Rameshwari Pandya (2016), New Delhi, India Time Saver Standard Building Types (Third Edition) Joseph de Chiara and John Hancock Callender (1985), 303 Upper Serangoon Rd, Singapore

SITES: vikaspedia.in/social-welfare/rural-poverty.../rural-self-employment-traininginstitutes

https://www.msde.gov.in/pmkvy.html http://www.sewa.org/

http://www.sewaacademy.org/

http://www.iitkgp.ac.in/

https://gaya.nic.in/

urban.bih.nic.in/Docs/CDP/CDP-Gaya

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