HIMANI PATEL
BATCH 20015-2020
CENTRE FOR COMMUNITY DEVELOPMENT Thesis submitted in partial fulfillment for the award of the Degree of Bachelor of Architecture By Himani Pareshkumar Patel B.Arch Year-V, Semester-X (2019-2020)
Institute of Architecture Faculty of Architecture Design and Planning Ganpat University, Kherva, Mehsana
Guide Ar. Shirish Patel Assistant Professor Ioa, Fadp - Guni, Kherva
Name of Student Himani Pareshkumar Patel 15212911024
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DECLARATION I hereby declare that the work incorporated in this thesis entitled “CENTRE FOR COMMUNITY DEVELOPMENT � in partial fulfillment of the requirements for the award of Bachelor of Architecture (Semester-X) is the outcome of original study undertaken by me and it has not been submitted earlier to any other University or Institution for the award of any Degree or Diploma.
Name of Student : Himani Pareshkumar Patel Enrollment Number : 15212911024
Disclaimer: The comments and opinions in this paper are of the authors and not of the Institute of Architecture, FADP- Ganpat University.
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DEDICATION
“ This thesis is honourably dedicated to my lovely family ”
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ACKNOWLEDGEMENTS
Fortunately, I have not been alone. I would like to express my sincere thanks to my thesis guide, Ar. Shirish Patel not only for his insightful criticisms and sage advices but also for his patience, encouragement , and continuous support and in one word perfect morality that is and always will be in my mind for good. I would also like to thank our coordinators Ar. Hemant Patel and Ar. Vibhav Suthar , for their constructive inputs during the semester. And finally I would like to thank my family and my friends for their intense support and for having had hours of informal discussion and showing interest in my thesis.
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TABLE OF CONTENT DEDICATION ……………………………………………………………………………………………………VII ACKNOWLEDGEMENT ........................................................................................VIII TABLE OF CONTENTS ……………………………………………………………………………………… 01 CHAPTER 1 : PROJECT INTRODUCTION ……………………………………………………………04 1.1 Synopsis
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1.2 Thesis Title …………………………………………………………………………………………….. 06 1.3 Problem Statement …………………………………………………………………………..…… 06 1.4 Aim ………………………………………………………………………………………………………… 06 1.5 Objectives ……………………………………………………………………………………………… 06 1.6 Scope ……………………………………………………………………………………………………. 07 1.7 Limitation ………………………………………………………………………………………………. 07 1.8 Proposal …………………………………………………………………………………………………. 07 1.9 Thesis Methodology …................................................................................. 08
CHAPTER 2 : LITERATURE STUDY …………………………………………………………………… 09 2.1 An Overview Of Rural Education In India …………………………………………………. 10 2.2 Problems Faced In Rural Education In India ……………………………………………. 11 2.3 Poverty And Education …………………………………………………………………………… 12
CHAPTER 3 : CASE STUDIES ……………………………………………………………………………. 13 PRIMARY CASE STUDY …………………………………………………………………………………. 14 3.1 Manav Sadhna Community Centre, Ahmedabad ……………………………………. 15 3.2 Manav Gulzar Community Centre, Ahmedabad ………………………………………. 24
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SECONDARY CASE STUDY …………………………………………………………………………… 25 3.3 Meti Handmade School , Bangladesh ……………………………………………………….. 26 3.4 Deepalaya Learning Centre, Delhi ……………………………………………………………. 28 3.5 Bonochhaya Community Centre , India ………………………………………………….… 31
CHAPTER 4 : SITE ANALYSIS AND PROGRAMME ……………………………………………. 34 4.1 Site Identification …………………………………………………………………………………….. 35 4.2 Site Selection …………………………………………………………………………………………... 36 4.3 Site Analysis …………………………………………………………………………………………….. 38 4.4 Site Overview ………………………………………………………………………………………….. 41 4.5 Programme Formulation …………………………………………………………………….…… 43 4.6 Programme Analysis ………………………………………………………………………………… 48
CHAPTER 5 : DESIGN DEVELOPMENT …..…………..……………………………………………… 49 5.1 Design Cues …………………………………………………………………………………………..…. 50 5.2 Concept Evolution ………………………………………………………………………………….…. 51 5.3 Design Development Framework …………………………………………………………..… 54
CHAPTER 6 : FINAL DESIGN PORTFOLIO …..…………..………………………………………… 56 6.1 Basic Volume Study …………………………………………………………………………………. 57 6.2 Site Plan ………………………………………………………………………………………………..… 58 6.3 Floor Plans …………………………………………………………………………………………….… 59 6.4 Sections ………………………………………………………………………………………………...… 62 6.5 3D Views ………………………………………………………………………………………………… 63
LIST OF FIGURES .…….………………………………………………………………………………………. 67 BIBLIOGRAPHY …………………………………………………………………………………………………71
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What is ? Community A group of people living in the same place or having a particular characteristic in common. OR A feeling of fellowship with others, as a result of sharing common attitudes, interests, and goals.
Community Centre Community centers are spaces that bring the community together in one area and provide a numerous activities and events to connect the community with their city and each other. Adding a community center to the venue and programming the calendar of events for the venue will benefit people and visitors living in the area. Having facilities such as recreational areas and seating areas makes it a great place to meet the needs of any community and the public and to move it forward for success.
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CHAPTER : 1
Project Introduction
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1. Project Introduction 1.1 Synopsis Throughout the process of this thesis, The aim to learn more about community planning and it’s benefits for the public. I have always been a supporter of community events as it gets the public interacting with each other and creates a strong bond within the community. I also aim to learn more about public space design which will help me to design spaces that will be successful for the community centre of Ahmedabad city. The aim of this project is to try to bring social changes in the community through architecture. After researching the problems faced by the community, the space and profile of the project is developed.
The project’s stated goals are: To have an environment where community goodwill and a sense of working together are fostered, with strong community ties. Establish an environment where people experience to be creative and lead to self-confidence at a personal level, community places where people come to feel a sense of ownership. This research project envisages that this type of architectural intervention can actually bring about social change.
Figure 1.2 community centre logo
Figure 1.1 development of the community
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1.3 Title CENTRE FOR COMMUNITY DEVELOPMENT
1.4 Problem Statement “ To design a space which will educative and entertaining.” Community centre which can be later used for small scale cottage industry ,is designed which will facilitate economic regeneration, provide social recognition, which will result in better interaction with the community.
1.5 Aim The project aims to improve the educational status of poor children. The main purpose of running such centers in India is to increase the literacy rate in rural / urban poor areas. The goal is to achieve spaces of the desired nature, which will provide better comfort, interaction and quality of spaces to meet the needs of today’s students. Indian style prevention in a contemporary approach to design emphasizing the need for such a space.
1.6 Objective The specific objectives of the project are to support the community to support and educate urban poor children, increase student enrollment in school, increase access to education for poor children, and change the living conditions of poor children. Education and empowering the home of poor children financially. To understand spaces through case studies and data analysis. Responding to the environment and local climate. Creating an inspiring environment conducive to architecture. To create an efficient, eco-friendly and barrier-free environment.
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1.7 Scope “ To achieve a edutainment space. “ To design for all needs.
1.8 Limitation Design will be done according to the site, requirement and function. Carefully incorporating climate issues as the area is prone to drought should therefore be like reflecting an architectural culture. The design should be a careful fusion with surrounding context.
1.9 Proposal This project is about the mixed use integrated development which is for insertion of appropriate programme and create some spaces, uplift the served community and improved quality of life . The meaning of this is space they can call their own about the complete sense of ownership. Thus the name of the project is centre for community development is specify the two goal of the project. I.
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By joining the member of community we develop the whole community. For development of person of the community of all ages. And provide them with essential things and space for his/her own growth. The main programmatic components of the project are: 1. Skill Building And Education Centre 2. Adult Daycare 3. Child Daycare 4. Dayclinic 5. Sports And Recreation Facilities 6. Community Dining Facility 7. Dormitory 8. Administration
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1.10 Methodology
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CHAPTER : 2
Literature Study
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2.1 An Overview Of Rural Education in India There are many schools in cities and towns whereas; there are very few schools in villages and the urban poor areas.There are transportation facilities like bus pick and in urban schools where as children in rural areas have to walk miles to reach their schools. Basic amenities like no drinking water in provided in some of the schools in urban poor areas.Group classes are taken by using video conferencing and audio conferencing in urban schools where as no such facilities are provided for students in rural/poor areas schools. The teachers are given tools like laptops, printers to provide notes and other important notices to the children in urban schools while there are no such facilities in the rural/poorareas schools. School infrastructure in case of cities and urban areas is much more advanced as compared to that in schools in rural/ poor areas where some times children are even made to sit on the floor due to non-availability of furniture. Apart from the course curriculum rural schools are not able to involve children in other activities like sports, co-curricular activities and competitions. Such events and activities tend help in the over all development of the children. (Sreekanthachari, June, 2013)
Figure 2.1.1 india literacy rate
Figure 2.1.2 literacy rate pie chart
Figure 2.1.3 litrecy rate pie chart
Figure 2.1.4 rural/urban litrecy rate 1951
Figure 2.1.5 rural /urban litrecy rate 2011
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2.2 Problems Faced In Rural Education In India: India is developing rapidly and many initiatives had been taken for the development of rural India, still much more have to be done. There are several problems being faced by the schools running in rural India. Some of these problems are stated below: (Sreekanthachari, June, 2013) Low Income: Teachers in the villages also get very less income in comparison to the teachers that teach in urban schools. As teachers are not satisfied with their income, they generally do not give proper attention to the students. Lack Of Transportation Facilities: This is one of the biggest problems being faced by the children going to village schools. As there are no proper transport facilities available children don’t like to travel miles to come to school. Less In Number: In comparison to the number of schools present in urban area i.e., cities or towns, there are very few schools in villages or rural areas. Lack Of Basic Amenities: Even the basic amenities like drinking water, clean toilets etc are also not available in many of the schools at villages. Lack Of Extra-Curricular Activities: Apart from the course curriculum rural schools are not able to involve children in other activities like sports, curricular activities and competitions. Such events and activities tend help in the over all development of the children. – There is no excess to supple mental education. Lack Of Funds: The lack of sufficient funds is the main problem in the development of education. Outlay for education in Five Year Plans has been decreasing. Due to insufficient funds most educational institutions lack infrastructure, science equipment and libraries etc. Due to this reason, desired results cannot be achieved. Expensive Higher Education: University, professional and technical education has become costly in India. Fee structure of technical and professional institutes like IIM’s is quite high IIM’s charge Rs. 2 lakh per semester for MBA classes. It is beyond the reach of common man. Privatization of higher education has led to the growth of profit hungry entrepreneurs. Now a day’s higher education is much costly affair.
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2.3 Poverty And Education 2.3.1 : The Effects of Poverty on Education In many places where childfund works, school is free, but there are additional costs for uniforms, books and transportation, especially in rural areas, where a student may travel more than an hour each way by public bus to school. The expenses may be too much for a family to pay, on top of the money the family loses by not sending a child to work or even marrying off a daughter. Some ‘cities’ governments also spend a lower share of their gross domestic product (GDP) on education, which makes public education less available (particularly to the poor) and of lower quality. (child fund international, n.d.) Figure 2.3.1 povety rate in india
2.3.2 : Poverty on Education in india 287 million, or 37% of the world’s illiterate people, are Indian according to UNESCO. While education is every child’s basic right, severe poverty and deprivation, population growth, war zones and natural catastrophes are depriving many children of a world of books and learning. India’s literacy rate is about 74% - leaving a quarter of the population without basic reading and writing skills. While 22% of Indians fall below the poverty line, it has been estimated that more than half of the nation’s population lacks even basic literacy skills. India’s poverty situation is improving but problems related to poor health and sanitation, low levels of education, unemployment and malnutrition, remain. India’s literacy rate has increased six times since the end of the British rule in 1947 - from 12% to 74% in recent times. (Theirworld, n.d.)
Figure 2.3.2 poverty rate pie chart
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CHAPTER : 3
Case Study The following case studies have been conducted to understand the complexity of the project and the actual essay ;
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PRIMARY CASE STUDY
Figure 3A Manav sadhna logo
3.1 Manav Sadhna Community Center Ahmedabad, Gujarat (INDIA)
Figure 3B Manav gulzar logo
3.2 Manav Gulzar Community Center, Ahmedabad, Gujarat (INDIA)
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3.1 MANAV SADHNA COMMUNITY CENTER, AHMEDABAD 3.1.1: The Community Center Model Over the years Manav Sadhana has adopted the model of developing community centers to enable holistic development of the community at the center of urban slums. We currently run 5 community centers across Ahmedabad.
Figure 3.1.1 community center model in Ahmedabad map
Manav Sadhna Comminity Centers: 5 Total Beneficiaries: 11,650 Total Programs: 45 Total Staff: 140
Manav Jatan Began Serving: 1995 Est. Community Center: 2006 Daily Beneficiaries: 719
Manav Gulzar Began Serving: 2005 Est. Community Center: 2013 Daily Beneficiaries: 1018
Manav Seva Began Serving: 2010 Est. Community Center: 2016 Daily Beneficiaries: 256
Loving Center Began Serving: 2006 Est. Community Center: 2010 Daily Beneficiaries: 68
Manav Mitra Began Serving: 2016 Est. Community Center: 2016 Daily Beneficiaries: 186
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PROJECT OVERVIEW Architect : Yatin Pandya Site Area : 1100 Sq.Mts Location : Old Vadaj, Ahmedabad Total Built Up Area : 515 Sq.Mts. Completion : Activity Centre : 2005 Jan / 2006 Dec Creche: 2008 Feb / 2009 Feb
Figure 3.1.2 Main Entry
3.1.2 : Aim To serve the deprived by seeing God in every person (human), Mere Seva is transferred to Pooja (Sadhana). Manav Sadhana chose to work with Tekro due to its proximity to Gandhi Ashram. Lack of education and lack of employment opportunities are the main causes of many problems in the hills.
Figure 3.1.3 location
3.1.3 : Role Of The Activity Centre The Multi Purpose Activity Center serves as an informal school for young children, provides evening education for adults, and serves as a training center and activity workshop for the production of craft-based products by women and the elderly. Figure 3.1.4 Play Area
3.1.4 : Context (RAMAPIR NO TEKRO) It is the largest slum area in Ahmedabad comprising Scheduled Castes from around Gujarat and potter families from Rajasthan. It confronts all the evils of existence such as health issues, backward traditions, illiteracy etc.
Figure 3.1.5 lobby
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ARCHITECTURAL DRAWINGS 3.1.5: Design Concerns Non-pollution environment, economic empowerment and affordable built forms are the three main parameters of this initiative. The project is the result of three years of experimental research for Studies, research into environmental design with the goal of transforming municipal waste from building components to domestic waste. The project also shows that building can be an economic activity, empowering people.
3.1.6 : Initiatives Non-polluting Environment Economic Empowerment Affordable Built Forms A Supplementary Education Program That Integrates Values-based Learning, Academics, Sports, The Arts, Health And Awareness Education Financial Support Skill-training And Livelihood Support Children’s Savings Program Computer Literacy Daily Nutrition Youth Gym Scouts Women’s Savings Program Adolescent Programs Elderly Care Health, Prevention And Hygiene Awareness Health Camps And Door-to-door Medical Consultations
Figure 3.1.6 First Floor Plan
1. Entry 2. Admin 3. Store Room 4. Toilet 5. Classroom 6. Library 7. Kitchen 8. Dinning 9.Clinic 10. Sitting 11. Meditation Space 12. Courtyard 13. Day Care 14. Gym 15. Anganwadi
Figure 3.1.7 Ground Floor Plan
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ARCHITECTURAL DRAWINGS 3.1.7 : Section & 3d
Figure 3.1.8 3D Model-1
Figure 3.1.10 Key plan for section line
Figure 3.1.9 3D Model-2
Figure 3.1.11 sections
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…… … 3.1.8 : Conceptual Analysis
SPATIAL ORGANIZATION
DESIGN ANALYSIS
INTER RELATIONSHIP
Figure 3.1.12 Inter Relationship Diagramme Figure 3.1.13 spatial organization
It has a radial organization A radial organization combines elements of both central and linear organization. All the seats here are open in the Central Court. The courtyard serves as a multi-purpose space where children dance and play various outdoor games. Many cultural programs are held here.
3.1.9 : Programatic Analysis LEGENDS 1. Meditation Space 2. Dental Clinic 3. Library 4. Kitchen 5. Training Center 6. Administrative 7. Class Room 8. Services 9. Courtyard 10. Drawing class 11. Aanganwadi 12. Gym 13. Working area
Figure 3.1.14 Functional Analysis in Plan
Figure 3.1.15 functional pie chart
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3.1.10 : Open Vs. Built Up Analysis
DESIGN ANALYSIS
Figure 3.1.16 Open Vs.Built Up Plan
Figure 3.1.17 Open Vs. Built Up Pie Chart
3.1.11: Close / Semi-Open / Open Space Semi-open space acts as a good transition from open spaces to closed spaces. Due to the hot and humid climate, users mostly prefer to use these semiopen spaces.
Figure 3.1.18 Close/ Semi-Open/Open Plan
Figure 3.1.19 Close/Semi-Open/Open Pie Chart
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PROJECT TECHNOLOGY 3.1.12 : Construction Materials The campus is designed as a live demonstration of the use of recycled waste as an affordable, aesthetically pleasing and efficient building component. The products developed for this project, which include municipal / household waste and are prepared with simple hand operated tools, and produced in part with the local assistance of end users, are displayed on walls, ceilings / slabs, doors and windows. (rethinking the future, n.d.) Wall Techniques 1. Cement Bonded Flyash Bricks 2. Mould Compressed Bricks 3. Stabilized Soil Blocks 4. Recycled Glass Bottles 5. Recycled Plastic Bottles 6. Vegetable Crate Wood Paneling.
Floors And Roof Slabs 1. Filler Slab With Glass Bottles 2. With Plastic Bottles And Bricks 3. Stone Slab 4. Cement Bonded Particle Board With Clay Tile Cover 5. Pipe Truss With G.I. Sheet
Door Paneling 1. Shreded Packaging Wrapper 2. Coated Paper Waste As Reinforcement Substitute For Fiber Reinforced Plastic (FRP) N
Figure 3.1.20 Domestic Waste Material
Wall Type : Flyash Brick Materials : Fly Ash, Cement Process : All the required ingredients are measured by weight and are mixed properly. The mixed slurry is poured in the mould. Here the bricks are laid on edge in rat trap bond. It saves are 25% of brick consumption than flemish bonded masonry. Figure 3.1.21 Flyash Wall
Materials : Glass Bottle, Flyash, Cement Mortar Skill/ Machine : Masonry
Figure 3.1.22 Glass Bottle masonry
Materials : Plastic Bottle, Flyash, Cement Mortar Skill/Machine : Masonry
Figure 3.1.23 Plastic bottle masonry
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PHOTOGRAPHS OF DIFFERENT SPACES
Figure 3.1.27 Classroom View Figure 3.1.24 Inside wall
Figure 3.1.28 Courtyard View
Figure 3.1.25 Play Area
Figure 3.1.26 Meditation Space Figure 3.1.29 Gym View PROJECT
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TECHNOLOGY
3.1.13 : Architectural Report This project is a result of over 3 years of research with the effectively converting municipal waste from the domestic sector to building component. First hand experiment and on site exploration have the development of innovative building components that use waste , simple hand operated tools and local resources. The building apart from its layout allowing the multipurpose activities serve as an open book the recycle of domestic and municipal waste into affordable effective building components. This is a live demonstration of the concerns so users emulate them into their on habitat. In present time the project has able to demonstrate application of near atleast twenty types of recycled waste . (htt1)
3.1.14 : Inferences The Manav Sadhna Activity Center is an innovative, contextual, socio-economically responsible and environmentally sensitive architectural one for improving the quality of life of the poor. Garbage can be a tool and can be reused as affordable and useful building components. It is an example of the construction process using local skills and resources. It improves the lives of the poor. It is the first center of its kind in a weak neighborhood. Every year a new center is added to the social acceptance. A set of multipurpose activity campuses with human resource centers, schools for various children, vocational training centers for women, exercise training centers for men, toddler camp, weekend health camp, craft production unit for women and community center for festive celebrations. And events. As a multi-activity center it serves as a school in the morning, a vocational training center in the afternoon, a health center in the evening and a gymnasium and a community center and festival venue in the late evening.
3.1.15: Manav Sadhna Store - Gandhi Ashram, Ahmedabad
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3.2 MANAV GULZAR COMMUNITY CENTER, AHMEDABAD PROJECT OVERVIEW Architect : Hiren Patel Location : Ram Rahim No Tekra, Behrampura , Ahmedabad Began Serving : 2005 Est. Community Center : 2013
3.2.1 : Aim Our goal is holistic upliftment and development of the community through value-based education, awareness, health, nutrition, community building and skills training. In keeping with the meaning of 'Manav Gulzar', we are dedicated to nurturing every child so that he / she can thrive in his / her full development.
Figure 3.2.1 Pray Area
Figure 3.2.2 location
3.2.2 : Inferences Manav Gulzar is the center of a for-profit community called Ram-Rahim Nagar in Ahmedabad. This unity is a symbol of peace and harmony. The mission of the center is to see the handicapped and God in every person in the center. This space gives everyone a chance to grow and flourish. The aim of the Manav Gulzar Center is to impart value, hygiene, literacy, luxury culture and skills required for the development of life skills. We also focus on nutrition and health. The Manav Gulzar Kendra means that it nurtures and develops every child in the center. So he / she can develop in everyone’s life.
3.2.3 : Initiatives Serving The Community Education Healthcare Nutrition Community Building Creative Learning Mentorship Women’s Empowerment Senitation
Figure 3.2.4 Dance Area
Figure 3.2.3 Courtyard
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Figure 3.2.5 Classrooms
SECONDARY CASE STUDY
Figure 3C LOGO
3.3 Meti Handmade School, Rudrapur, (Bangladesh)
Figure 3D LOGO
3.4 Deepalaya Community Center, Delhi (India)
Figure 3E LOGO
3.5 Bonochhaya experience centre, shantiniketan ( INDIA)
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3.3 METI HANDMADE SCHOOL , RUDRAPUR , BANGLADESH PROJECT OVERVIEW Architect : Anna Heringer, Eike Roswag Location : Rudrapur, Bangladesh Built Up Area : 325 M² Complation : 2005
3.3.1 : Aim The project aimed to improve existing building techniques, maintain stability using local potential and strengthen regional identity. We believe that architecture is more than a shelter. It is inextricably linked with the formation of identity and selfconfidence. And this is the basis of development. ”
Figure 3.3.1 Front View
3.3.2 : About Project
Figure 3.3.2 During construction
A school – handmade by local craftsmen, pupils and teachers together with a European team of architects, craftsmen and Students. The philosophy of METI (Institute of Modern Education and Training) is learning with pleasure. Teachers allow children to use it for their own potential development and in a creative and responsible way. The building is reflecting these ideas in terms of materials, techniques and architectural design. (Lim, 2007)
3.3.4 : Inferences Figure 3.3.4 Sitting and lobby
Figure 3.3.4 External Wall
METI’s philosophy is a very special kind of educational approach. This is the result of the long experience of NGO Dipsikha in children's education and integrated rural development, It is home to Muslims, Hindus and a few tribal Christian families. METI (Institute of Modern Education and Training) includes school, tailoring, carpentry, electric and construction training courses up to class 8. The education system has two dimensions: Formational and life-oriented education.
Figure 3.3.5 Gathering space
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ARCHITECTURAL DRAWINGS
Figure 3.3.8 section Figure 3.3.6 location plan
Figure 3.3.9 N Elevation
Figure 3.3.7 Floor Plans
Figure 3.3.10 S- Elevation
Figure 3.3.11 W-Elevation
Figure 3.3.12 E-Elevation
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3.4 DEEPALAYA LEARNING CENTRE , DELHI PROJECT OVERVIEW
Figure 3.4.1 Location
Architect : Ranjit P John Location : Sanjay Colony, Okhla Industrial Estate, New Delhi Built Up Area : 60,000 Sq Ft Client : Deepalaya Society Complation : 2005
3.4.1: Programme
Figure 3.4.2 front view
The NGO was started on July 16, 1979 by seven founding members, and has contributed to the Crusade against illiteracy for more than three decades. Over the years, Deepalay has participated in number of projects in the fields of education (Formal / Non-Formal / Treatment), Women Empowerment (Reproductive Health, SG, Micro Finance), Institutional Care, Community Health, Vocational Training and Separation. These projects are working in Delhi, Haryana, Uttar Pradesh and Uttarakhand. (deepalaya enabling self reliance, n.d.)
3.4.2: Centers Of Deepalaya Figure 3.4.3 Courtyard View
Figure 3.4.4 Pie Chart –No. of Children
Deepalaya School – Kalkaji Extension, New Delhi Deepalaya School – Gusbethi, Haryana Deepalaya Learning Centre Sanjay Colony Deepalaya Learning Centre – Gole Kuan Ramditti J.R Narang Deepalaya Learning Centre Panchsheel Vihar Deepalaya Learning Center Titron, Saharanpur Deepalaya Loesche Learning Centre, Noida Education On Wheels Father And Daughter Alliance, Okhla
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3.4.3 : Initiatives
Over 310827 Educated.
1. Community Library 2. Education – Rising Above Societal Limitations 3. Vocational Training – Unlocking Hidden Potential 4. Women Empowerment – Leading The Change 5. Healthcare – A Healthy Body Is Home To A Healthy Mind 6. Special Unit For The Differently Abled – Promoting Equality For All 7. Institutional Care
1473 Children 28% Orphans,41% from Single parent familys, 31% economic orphans. 6,92,518 provided healthcare. Trained 12550 people so far.
4109 community based rehabilitated children. 15632 women, 400 villages,1335 SHGs and 8394 Enterprises. Figure 3.4.5 symbols
ARCHITECTURAL AMBIT 3.4.4 : Design Concept The school was created to exemplify creative, cost-effective design with spatial configurations and interaction spaces to match a growing child’s standard. It is a conviction that providing streamlined, designed buildings will get a positive response from children. The idea was that inspiring building doesn’t have to be expensive and innovative materials, colors and textures can produce built quality that can really change human behavior. (mahajan, 2012)
3.4.5 : Planning The school building for Deepalaya Education Foundation was constructed in two main phases. In the first phase, the ground floor was built around the central patio. The first phase was built by the Nizamuddin Building Center (sponsored by HUDICO and the Slum Department). The second phase was constructed by Anangpur Building Center. (mahajan, 2012)
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ARCHITECTURAL DRAWING 3.4.6 : Programatic Analysis "The ground floor is framed around the central semi - built with open space and pre-finished blocks to ensure a permanent finish at a low cost. Variety of stones and broken tiles to achieve color and texture, to integrate art into the built form, e.g. The brick patterned roofs of the changing patterns create a warm and colorful atmosphere. On the first floor, a series of classrooms formed as cubes on the vertex, using only the top half. This form in schemes produces a series of hexagons. Steel trussed structures are carved from Mangalore tiles. The A-frame is built over the assembly area.
Figure 3.4.6 Conceptual Plan
Figure 3.4.7 Ground Floor Plan
Figure 3.4.8 First Floor Plan
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3.5 BONOCHHAYA EXPERIENCE CENTRE, SHANTINIKETAN PROJECT OVERVIEW Architect : Abin Design Studio Location : Shantiniketan, West Bengal Built Up Area : 2585.0 Ft² Type : Government + Health Community Center Complation : March, 2016 Figure 3.5.1 community centre
Figure 3.5.2 Lobby
3.5.1: Programme Bonochaiya ’is a special housing project based around the heritage of Santiniketan, which, as a place, pays homage to the heritage of Rabindranath Tagore. It’s a project for a rural, nature-inspired luxury retreat. Inspired by Tagore's teachings, tribal art, woven into Santiniketan's interior, design and graphics. The brick walls and terracotta tiles complement the steel structure and concrete structure to bring out the contemporary and forward thinking nature of the true Tagore disciple. (Singhal, n.d.)
Figure 3.5.3 Entrance
3.5.2: About Project Once the development is fully occupied, the experience center is planned for re-use as a doctor's clinic for the local community. The facility will include a day care ward, a small diagnostic center and an outpatient department. This is something that the developer created at the beginning of the project as a tool to give back to the community. We managed to integrate the social aspect with their need for space in one structure, saving space and time, while adding emotional and architectural value to both works. (Singhal, n.d.)
Figure 3.5.4 Garden
Figure 3.5.5 Reception+Waiting Area
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Figure 3.5.6 G F PLAN
Figure 3.5.7 ROOF PLAN
Figure 3.5.8 Front Elevation
Figure 3.5.9 Side Elevation
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1. Entrance Lobby 2. Reception 3. Waiting Room 4. Deck 5. Meeting Room 6. Marketting Office 7. Pantry 8. Project Department 9. Conference Room 10. Director Room 11. Courtyard 12. Toilet 13. Sculpture Court 14. Drive - Way 15. Parking
DESIGN ANALYSIS
Figure 3.5.10 Plan Analysis
Figure 3.5.11 Section Analysis
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CHAPTER : 4
Site Analysis and Programme
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4.1.1 : LOCATION
Figure 4.1 Location Map
Figure 4.2 Ahmedabad Plan
Ahmedabad City Zonning Map Figure 4.3 Zonning Plan Ahmedabad city
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4.2 Site Selection
West Zone Area Ambawadi Juna Vadaj S.P.Stadium Nava Vadaj Naranpura
Figure 4.4 West Zone Plan
Figure 4.5 South Zone Plan
South Zone Area Behrampura Sahpur
Navarangpura Paladi Sabarmati Chandkheda Motera Vasana
Figure 4.6 Exciting Commuity center in city
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4.2.1 : Site Accessibility Map
Figure 4.7 Google earth map
Figure 4.8 site accessibility table
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4.3 Site Analysis 4.3.1: Site Contex With Major Zonning, Rakhial Old Ahmedabad
Rakhial Industrial Key Plan
Figure 4.9 key plan Rakhial
Figure 4.10 Site at Rakhial
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4.3.2 : Development Controls
Figure 4.11 Auda map & Logo
AREA OF THE CITY : 464.16 sq. km.
DEVELOPMENT CODE : Ahmedabad Urban Development Authority
BYLAWS & GDCR ZONE : Industrial Zone ROAD WIDTH : 9 M & 12 M MARGIN : 1.5 to 2 M ROAD SIDE MARGIN : 9-12 M Width Road – 4.5 Meter GROUND COVERAGE : 45 % FSI : 2 PERMISIBLE BUILT UP : 50 % PARKING : 50% Of Building Unit Site Area : 65,000 Sq.M [16 Acre = 6.5Hectare ]
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4.3.3 Site Contex , Rakhial
Figure 4.12 context plan
Contexual Site Plan
Figure 4.13 pie chart
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4.4 : Site Overview
Figure 4.15 Site Photo -1
Figure 4.14 Open vs built up plan Figure 4.16 Site Photo-2
Figure 4.17 Site Photo -3
Figure 4.18 Site details
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4.4.1 : Swot Analysis STRENGTH : The site is located on the major industrial zone, rakhial (old ahmedabad). The site has 4 corners. There is a temple on the corner of the two sides , and the remaining two are mosque at the corner. The site land is largely flat. There is a road around the site. Of which , the width of the road on the two sides is 9 meter and the remaining two sides are 12 meter. WEAKNESS : The site lacks preservable vegetation. The site is bounded by garbage sorting grounds on its corner. One road side of the site edges are slums. OPPORTUNITY : On one side of the site is muslim community and on the other side is the hindu community . So both community are suitable for gathering the site. Since the site is located in the industrial area ( rakhial ) , it rewive industry except the public. Easy access necessary for community center. THREATS : The all side of site is surrounded by road, if we protect the site by wall , other landscaping element etc. Then also we can enter any side of the site. Because the area of site is very large.
4.4.2 : Site Dimention ABOUT SITE : Site is largely flat. The shape of site is almost square. The one side of site is 223 meter and other side is 246 meter so both side of site is simmilar.
Figure 4.19 SITE DIMENTION
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4.5: Programme Formulation 4.5.1 : Programme Development
4.5.2 : Area Programme
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4.5.3 : PROGRAMMATIC COMPONENT 1. Skill Building And Education Centre "Education is more important but skill is the most important." Centers for vocational training for youth and adults. Rental spaces for a library and tuition centers are also part of this.
2. Adult Daycare Adult care is a planned program of professional care activities designed for older adults who need supervised care during the day, or who are counseling and caring for senior citizens who are single and alone. They are engaged in activities such as yoga, meditation, as well as new skills.
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3. Child Day Care Children from different age groups from 0-12 years are cared for here and are engaged in both educational as well as recreational activities.
4. Day Clinic An outpatient facility, with numbered emergency beds, a minor OT, labs and Dispensary.
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5. Sports And Recreation Facalities Indoor courts for various games , gyms, and multipurpose rooms for music and dance classes.This space is also rented out and used as a multipurpose hall.
6. Community Kitchen And Dining Facility A Community Kitchen is a group of people who meet on a regular basis to plan, cook and share healthy, affordable meals.
7. Administration An information centre for the community, as well as offices and meeting rooms for the many NGOs working in the community.
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8. Dormitory A dormitory is a building primarily providing sleeping and residential quarters for large numbers of people such as community students. Rooms available for visitors’ accomodation. Different types of rooms based on size and facilities available, cater to the varied user groups envisioned as visitors.
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4.6: Programme Analysis 4.6.1 Programme Flow Chart
H - High M - Medium L - Low N - No / None
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CHAPTER : 5
Design Development This chapter present the design direction to be taken forward as a result of the research done in the previous chapters.
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5.1 Design Cues 5.1.1 Design Directives
Figure 5.1 Design cues diagram-1
Figure 5.2 Design cues diagram-2
The first figure shows that the approach is all sides of all the edges of the site. All sides of the junction site so that traffic is usually present. Taking a rectangular block in the second figure shows that the direction of the sun path is determined. In the third figure the site is divided into two parts. In which one is vert ical and the other is horizontal. We develop the program with the site process as the focal point. Figure 5.3 Design Cues diagram -3
Figure 5.4 spaces with diffrent heights
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5.1.2 Design Objective Importance on the public nature of the project. To established a space where people in the community feel comfortable gathering and communicating. To create an environment in which different user groups are comfortable both mentally and physically. To create a center of activity for the community. Which is vibrant. To initiate every part of the site. To ensure the integrated functioning of all programmatic components where they function both as a unit and as a large part.
5.1.3 Design Strategies
The underlying geometry for all built is such that almost every block accepts a small courtyard, or open space, which assumes a different role for each programmatic component.
5.2 Concept Evolution
Figure 5.5 Serial progression diagramme
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Figure 5.6 Sketch design-1
Figure 5.7 Sketch Design-2
Figure 5.8 Sketch Design-3
During The Discussion And Review Time During The Semester A New Concept Is Developed Which Is Presented In The Above Figures Respectively. This Figure Has Been Created With The Support Of My Thesis Guide.
5.2.1: Sketch Design STRENGTH Figure 5.9 Sketch Design-4
In all the above diagrams we develop the whole concept of evolution along the courtyard as the center of all work. And all the programs have merged into this statistic. Try treating the design with buffer space and sharing courtyards
WEAKNESS: very large intrusive volumes. Try to occupy the site as little as possible. Create individual layouts of all functions and create blocks within blocks.
Figure 5.10 Sketch Design-5
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5.2.2 Design Zonning
Figure 5.11 Functional zonning
Figure 5.12 Functional Relation relationship
Figure 5.13 Function zonningion 3D
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5.3 Design Development Frame Work 5.3.1 Design Development
1 -Day Clinic 2- Administration 3- Skill Building And Education Centre 4- Amphitheater 5- Green Space 6- Sports And Recreation 7- Community Kitchen + Dinning 8- Child Day Care Centre 9- Water Body 10- Parking 11- Garden 12- Future Expantion
Figure 5.14 Design development
STRENGTH: Overall well responsive functional detailed layouts and size zoning with activity integration. Floor plans and sections could be better but in general, she is having a considerable understanding of project requirements and design.
WEAKNESS : The building is highly spreadout on the ground. Maintanance will be an issue. Also lot of open spaces goes into circulation which leaves with very few open spaces for the functional areas. Also there are building blocks of different shapes and sizes. Also the dormitory building, which is least important is at the end of the central axis, highlighting it as the most important building, also its shape is circular which gives it even more importance. (comments, 2020) 54
Figure 5.15 design development (pre-final)
STRENGTH: In the above design all the work spaces are being divided respectively. The function is determined according to the program. At central access the spaces divided into different direction. WEAKNESS: A large area of the site has been captured in this design. So think about the further expansion. The edge position needs a better articulation for the site. 55
CHAPTER : 6
Final Design Portfolio
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6.1 Volume Study 6.1.1 Zonning DAY CLINIC CANTEEN DORMITORY COMMUNITY KITCHEN+DINNING SKILL BUILDIND& EDUCATION CENTRE LIBRARY ADMIN CHILD DAY CARE ADULT DAY CARE SPORTS BUILDING
6.1.2 Movements
PEDESTRIAN CIRCULATION / APROACH VEHICULAR CIRCULATION / APROACH
6.1.3 Privacy PRIVATE FUNCTION PUBLIC FUNCTION SEMI-PUBLIC FUNCTION
6.1.4 Volumes DOUBLESTOREY SINGLE STOREY
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List of Figure FIGURE NUMBER
SOURCE
FIGURE 1.2 COMMUNITY CENTRE LOGO .................................... 4 FIGURE 1.1 DEVELOPMENT OF THE COMMUNITY..................... 4 FIGURE 2.1.1 INDIA LITERACY RATE ............................................ 9 FIGURE 2.1.2 LITERACY RATE PIE CHART .................................... 9 FIGURE 2.1.3 LITRECY RATE PIE CHART ...................................... 9 FIGURE 2.1.4 RURAL/URBAN LITRECY RATE 1951 ...................... 9 FIGURE 2.1.5 RURAL /URBAN LITRECY RATE 2011 ..................... 9
FIGURE 2.3.1 POVETY RATE IN INDIA ........................................ 11 FIGURE 2.3.2 POVERTY RATE PIE CHART .................................. 11
FIGURE 3A MANAV SADHNA LOGO ......................................... 13 FIGURE 3B MANAV GULZAR LOGO ........................................... 13 FIGURE 3.1.1 COMMUNITY CENTER MODEL IN AHMEDABAD MAP.................................................................................. 14 FIGURE 3.1.3 LOCATION ........................................................... 15
FIGURE 3.1.4 PLAY AREA ........................................................... 15 FIGURE 3.1.2 MAIN ENTRY........................................................ 15 FIGURE 3.1.5 LOBBY .................................................................. 15 FIGURE 3.1.7 GROUND FLOOR PLAN ........................................ 16 FIGURE 3.1.6 FIRST FLOOR PLAN ............................................. 16 FIGURE 3.1.8 3D MODEL-1........................................................ 17 FIGURE 3.1.9 3D MODEL-2........................................................ 17
FIGURE 3.1.10 KEY PLAN FOR SECTION LINE ............................ 17 FIGURE 3.1.11 SECTIONS ......................................................... 17
FIGURE 3.1.13 SPATIAL ORGANIZATION ................................... 18 FIGURE 3.1.12 INTER RELATIONSHIP DIAGRAMME ................. 18 FIGURE 3.1.14 FUNCTIONAL ANALYSIS IN PLAN ....................... 18 FIGURE 3.1.15 FUNCTIONAL PIE CHART ................................... 18 FIGURE 3.1.16 OPEN VS.BUILT UP PLAN ................................... 19 FIGURE 3.1.17 OPEN VS. BUILT UP PIE CHART.......................... 19 FIGURE 3.1.18 CLOSE/ SEMI-OPEN/OPEN PLAN ....................... 19 FIGURE 3.1.19 CLOSE/SEMI-OPEN/OPEN PIE CHART ............... 19
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Self Self https://www.orfonline.org/research/literacyin-india-the-gender-and-age-dimension57150/ https://en.wikipedia.org/wiki/Poverty_in_India #/media/File:Indian_states_by_poverty_in_per centage_(1999-2000).png
https://en.wikipedia.org/wiki/Poverty_in_I ndia#/media/File:Indian_states_by_povert y_in_percentage_(1999-2000).png https://manavsadhna.org/ https://manavgulzar.org/ https://manavsadhna.org/ http://aptri.azurewebsites.net/locations/a hmedabad/ Self https://manavsadhna.org/ Self https://www.rethinkingthefuture.com/wp -content/uploads/2019/02/MANAVSADHNA-PLAN-1.jpg
Self https://www.rethinkingthefuture.com/wp -content/uploads/2019/02/MANAVSADHNA-PLAN-1.jpg Self Self Self Self Self Self Self Self
FIGURE NUMBER FIGURE 3.1.21 FLYASH WALL .................................................... 20
FIGURE 3.1.20 DOMESTIC WASTE MATERIAL .......................... 20
FIGURE 3.1.22 GLASS BOTTLE MASONRY ................................. 20 FIGURE 3.1.23 PLASTIC BOTTLE MASONRY .............................. 20 FIGURE 3.1.24 INSIDE WALL ..................................................... 21 FIGURE 3.1.27 CLASSROOM VIEW ............................................ 21 FIGURE 3.1.25 PLAY AREA ......................................................... 21 FIGURE 3.1.29 GYM VIEW ......................................................... 21 FIGURE 3.1.26 MEDITATION SPACE .......................................... 21 FIGURE 3.1.28 COURTYARD VIEW ............................................ 21
FIGURE 3.2.1 PRAY AREA .......................................................... 23
FIGURE 3.2.2 LOCATION .......................................................... 23
SOURCE https://cdn.worldarchitecture.org/net/bin.a spx?file=391369.jpg https://www.rethinkingthefuture.com/wpcontent/uploads/2019/02/Manavsadhana3.jpg Self Self Self Self Self Self Self Self https://www.hpa.co.in/portfolio/acommunity-centre/ http://aptri.azurewebsites.net/locations/ah medabad/
FIGURE 3.2.4 DANCE AREA ....................................................... 23 FIGURE 3.2.3 COURTYARD ........................................................ 23 FIGURE 3.2.5 CLASSROOMS ...................................................... 23
Self Self Self
FIGURE 3C LOGO ....................................................................... 24
https://favpng.com/png_view/metihandma de-school-png/F9EmNQzC
FIGURE 3D LOGO ...................................................................... 24 FIGURE 3E LOGO ...................................................................... 24
https://www.deepalaya.org/ Abin Design Studio Facebook
FIGURE 3.3.1 FRONT VIEW ....................................................... 25 FIGURE 3.3.2 DURING CONSTRUCTION .................................... 25 FIGURE 3.3.4 SITTING AND LOBBY ............................................ 25 FIGURE 3.3.5 GATHERING SPACE .............................................. 25 FIGURE 3.3.4 EXTERNAL WALL .................................................. 25
https://www.archdaily.com/51664/handma de-school-anna-heringer-eike-roswag
FIGURE 3.3.6 LOCATION PLAN .................................................. 26 FIGURE 3.3.9 N ELEVATION....................................................... 26 FIGURE 3.3.8 SECTION .............................................................. 26 FIGURE 3.3.7 FLOOR PLANS ..................................................... 26 FIGURE 3.3.11 W-ELEVATION ................................................... 26 FIGURE 3.3.10 S- ELEVATION .................................................... 26 FIGURE 3.3.12 E-ELEVATION ..................................................... 26 68 FIGURE 3.4.1 LOCATION .......................................................... 27 FIGURE 3.4.3 COURTYARD VIEW .............................................. 27 FIGURE 3.4.2 FRONT VIEW ....................................................... 27
https://www.archdaily.com/51664/handma de-school-anna-heringer-eike-roswag Same As Above link
Same As Above link
FIGURE NUMBER
SOURCE
FIGURE 3.3.11 W-ELEVATION ................................................... 26 FIGURE 3.3.10 S- ELEVATION .................................................... 26 FIGURE 3.3.12 E-ELEVATION ..................................................... 26
FIGURE 3.4.1 LOCATION .......................................................... 27 FIGURE 3.4.3 COURTYARD VIEW .............................................. 27 FIGURE 3.4.2 FRONT VIEW ....................................................... 27
FIGURE 3.4.4 PIE CHART –NO. OF CHILDREN ........................... 27 FIGURE 3.4.5 SYMBOLS ............................................................. 28 FIGURE 3.4.6 CONCEPTUAL PLAN ............................................. 29 FIGURE 3.4.7 GROUND FLOOR PLAN ........................................ 29 FIGURE 3.4.8 FIRST FLOOR PLAN .............................................. 29
FIGURE 3.5.1 COMMUNITY CENTRE ......................................... 30 FIGURE 3.5.4 GARDEN .............................................................. 30 FIGURE 3.5.3 ENTRANCE ........................................................... 30 FIGURE 3.5.2 LOBBY ................................................................. 30 FIGURE 3.5.5 RECEPTION+WAITING AREA................................ 30
FIGURE 3.5.6 G F PLAN.............................................................. 31 FIGURE 3.5.7 ROOF PLAN ......................................................... 31 FIGURE 3.5.8 FRONT ELEVATION ............................................. 31 FIGURE 3.5.9 SIDE ELEVATION .................................................. 31 FIGURE 3.5.10 PLAN ANALYSIS ................................................. 32 FIGURE 3.5.11 SECTION ANALYSIS ............................................ 32
FIGURE 4.1 LOCATION MAP ...................................................... 34
FIGURE 4.2 AHMEDABAD PLAN ................................................ 34 FIGURE 4.3 ZONNING PLAN AHMEDABAD CITY ....................... 34
FIGURE 4.4 WEST ZONE PLAN ................................................... 35 FIGURE 4.5 SOUTH ZONE PLAN................................................ 35
FIGURE 4.6 EXCITING COMMUITY CENTER IN CITY .................. 35
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https://www.archdaily.com/51664/handma de-school-anna-heringer-eike-roswag
https://en.wikipedia.org/wiki/File:IN-DL.svg http://www.deepalaya.org/wpcontent/uploads/2017/05/deepalayalearning-centre-sanjay-colony-building.jpg Self https://www.deepalaya.org/who-we-are/ https://issuu.com/ar.bhanumahajan/docs/c ase_study_report
https://www.archdaily.com/801448/bonoc hhaya-experience-centre-abin-design-studio Same As Above link
https://www.archdaily.com/801448/bonoc hhaya-experience-centre-abin-design-studio Same As Above link & Self
http://aptri.azurewebsites.net/locations/ah medabad/ AMC, 2018 https://architecturelive.in/amp/architectura l-travel-guide-ahmedabad-riyaz-tayyibji/ https://www.pas.org.in/Portal/document/PI P%20Application/Ahmedabad%20Slum%20 Atlas%20AMC_Part1.pdf Self
FIGURE NUMBER
SOURCE
FIGURE 4.7 GOOGLE EARTH MAP ............................................ 36 FIGURE 4.8 SITE ACCESSIBILITY TABLE ...................................... 36 FIGURE 4.9 KEY PLAN RAKHIAL ................................................. 37 FIGURE 4.10 SITE AT RAKHIAL................................................... 37
FIGURE 4.11 AUDA MAP & LOGO ............................................. 38
FIGURE 4.12 CONTEXT PLAN ..................................................... 39 FIGURE 4.13 PIE CHART ............................................................ 39 FIGURE 4.14 OPEN VS BUILT UP PLAN ...................................... 40 FIGURE 4.15 SITE PHOTO -1 ...................................................... 40 FIGURE 4.16 SITE PHOTO-2 ....................................................... 40 FIGURE 4.17 SITE PHOTO -3 ...................................................... 40 FIGURE 4.18 SITE DETAILS......................................................... 40 FIGURE 4.19 SITE DIMENTION .................................................. 41 FIGURE 5.1 DESIGN CUES DIAGRAM-1..................................... 49 FIGURE 5.3 DESIGN CUES DIAGRAM -3..................................... 49 FIGURE 5.4 SPACES WITH DIFFRENT HEIGHTS .......................... 49 FIGURE 5.2 DESIGN CUES DIAGRAM-2 ..................................... 49 FIGURE 5.5 SERIAL PROGRESSION DIAGRAM ........................... 50
FIGURE 5.6 SKETCH DESIGN-1 .................................................. 51 FIGURE 5.7 SKETCH DESIGN-2 .................................................. 51 FIGURE 5.8 SKETCH DESIGN-3 .................................................. 51 FIGURE 5.9 SKETCH DESIGN-4 .................................................. 51 FIGURE 5.10 SKETCH DESIGN-5 ................................................ 51
FIGURE 5.11 FUNCTIONAL ZONNING ....................................... 52 FIGURE 5.12 FUNCTIONAL RELATIONSHIP ................................ 52 FIGURE 5.13 FUNCTION ZONNINGION 3D ................................ 52 FIGURE 5.14 DESIGN DEVELOPMENT ....................................... 53 FIGURE 5.15 DESIGN DEVELOPMENT (PRE-FINAL) ................... 54
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Self Self Self Self
Auda …. Self Self Self Self Self Self Self Self Self Self Self Self Self Self & discussion during guide’s sketches Self & discussion during guide’s sketches Self & discussion during guide’s sketches Self & discussion during guide’s sketches Self & discussion during guide’s sketches
Self Self Self Self Self
Bibliography (n.d.). Retrieved from https://www.childfund.org/poverty-and-education/ (n.d.). Retrieved from https://manavsadhna.org (2015, may 12). Retrieved from https://www.slideshare.net/mohraza93/history-of-community-center: https://www.slideshare.net/mohraza93/history-of-community-center (2015, may 12). Retrieved from https://www.slideshare.net/mohraza93/history-of-community-center child fund international. (n.d.). Retrieved from https://www.childfund.org/about-us/who-we-are/: https://www.childfund.org/about-us/who-we-are/ comments, r.-3. (2020, may 4). (t. co-ordinator, Interviewer) deepalaya enabling self reliance. (n.d.). Retrieved from https://www.deepalaya.org/deepalaya-schoolsanjay-colony/ Lim, J. C. (2007). Retrieved from https://www.akdn.org/sites/akdn/files/media/documents/akaa_press_kits/2007_akaa/school_i n_rudrapur_-_bangladesh.pdf mahajan, b. (2012, December 24). Retrieved from https://issuu.com/ar.bhanumahajan/docs/case_study_report rethinking the future. (n.d.). Retrieved from https://www.rethinkingthefuture.com/architecture/housing/manav-sadhna-by-yatin-pandya/ Singhal, S. (n.d.). Bonochhaya Experience Centre in West Bengal, India by Abin Design Studio. Retrieved from Abin Design Studio: https://www10.aeccafe.com/blogs/archshowcase/2017/02/08/bonochhaya-experience-centre-in-west-bengal-india-by-abin-designstudio/ Sreekanthachari. (June, 2013). ADVANCE RESEARCH JOURNALOF SOCIALSCIENCE. In J. S. Nagaraja, ADVANCE RESEARCH JOURNALOF SOCIALSCIENCE (p. 5). Volume 4 | Issue 1. Theirworld. (n.d.). Retrieved from https://theirworld.org/news/poverty-leaves-india-with-huge-literacyproblem-to-solve
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