FIGURE 9: PLAN OF THE EXCAVATED RUINS AT NALANDA (SOURCE: A GOSH

2.1.2 Medieval period

Nalanda is founded in the 5th century AD, which is a very famous set of the ancient learning. it is the large Buddhist monastery in the ancient kingdom of Magadha, India. Later, it is declared as UNESCO World Heritage Site.

Nalanda became a monastery and a college with several areas of learning. it was the first international residential university in the world. Students came from all over the globe. And there around 10,000 students came to study in every year. Further the institute shares knowledge about philosophy, politics, law, science and arts. The Mughals wanted to educate more people and spread education. They permitted for both girls and boys for primary education, Akbar was a great spreadhead during medieval period and Fatehpur Sikri was the major center for Muslim education.

2.1.3 Pre-Independence

The central govt. ran around one thousand schools for the children. It also offers the quality of education as the use English language came into the existence and spreading in India after the British Raj and the colonial system. This language is now being used as mode of communication and learning. This period changes the entire Indian education system.

2.1.4 post-Independence

According to 93rd Amendment act, the government authorities decide to provide free and compulsory education for the children’s up to14. Although, Shiksha Abhiyan (SSA) has been launched, this will help to make a wide growth of general and higher

Figure 9: Plan of the excavated ruins at Nalanda (Source: A Gosh)

education. Nevertheless, separate schools and colleges have been established to increase the literacy rate among the women.

2.1.5 Modern education

It is an innovative method of education which is mostly based on online platform, these mostly based on style, advance technology, etc., the learners have fix timing to learn and join the group with people of same or different age. This saves a lot amount of time, money, class room setup, etc., This type of learning provides unlimited source of learning

2.2 Nature of Activities

The nature of activities varies according to the different age group which are characterized below:

2.2.1 Kindergarten based activities

Pre-schoolers linked with the reality imagination and learn through participation. This type of activities consists of behavioural aspects, hygiene, manners, communication skill, team work. In this stage the activities should be performed to engage child with conversations and team play based activities, willingness to try new things, identify sense of behaviour, giving sense of directing, playing with puzzles and models, etc.

2.2.2 Primary school-based activities

This young age group come under the 5 to 8 year at this age the activities are focused to develop the child motor skill and creativity in field of interests through extra-curricular activities. the teacher may initiate a sense of direction and discovers an activity in which students identify real world thinking skills.

2.2.3 Middle school-based activities

At this age student are more engaged with extracurricular activities. This type of activities nourishes skills such as corporative work, communication and accepting the activity. These activities, are interactive and enjoyable in nature. This period is the fast growth for a middle schooler's ability to think more abstract, to understand many points of view, about themselves and others.

2.2.4 Secondary and senior secondary school-based activities

Usually, they use to think like a psychologically, they learn best through competitions, debate, playing sports. At the age of 16-18 there is slight change in their behaviour

which can be observed due to the choosing their desired streams. primarily their focus is more précised regarding their academic performance.

Likewise,in their11th and12th standardstheywillfindout theirpoint ofinterests about the field they are going to pursue after getting graduation from the school. This stage develops the young adults in an intellectual manner such as in language development, self-confidence, cognitive development, problem solving, special perception, making abstractions, symbolizing.

2.3 Need of these activities

 Better educational outcomes.

 Enhanced school engagement and sense of belonging.  Positive youth development / life skills.  Builds a gentle and kind behavior towards the children.  Reduces the growth of poverty in upcoming decades.  Economic growth.  It nourishes the child’s mind and builds their vision of perceiving things.  It builds child personality which helps them to seek their goals.  They provide social opportunities.  Promotes equality, in order to ensure that there are equal opportunities for everyone and anyone such as in race, gender, social standard, equal access to education.

2.4 Architectural Implications

 As, architecture plays a crucial role in making a human mind active and happening by being related with the environment. Spaces for all the activities in a building should be defined so that activities become interesting while performing,  Open spaces such as recreational areas in a building can be provided on various levels which can be used for performing extra-curricular activities or for learning something practically and for connecting the students with environment.  Interactive spaces for the students should not be limited to a ground only in a school but can be created on open terraces as well. This may create an inside and outside relationship among the students and which builds a cheerful state of mind and increase social interaction.

 The building must have to capable generate its own energy by adopting various sustainable measures which helps to prevent the carbon footprint in the building.  Recycled material should be used for the construction of the building. So that to reduce site construction pollution.  The design should be universally acceptable so that every kind of person could access the building in terms of vehicular circulation, user connectivity and other functional aspects.  Spaces like playgrounds, theatres, swimming pool, art room, libraries, classrooms, tennis court, etc. should be there for motor development of the student.

 Vegetations should be planted around the periphery of the site to reduce noise pollution coming from the roads and other areas around the site.  Instead of preferring artificial light use of natural lighting should have to be considered, Naturallight addscomfort,healthandmoodofthehuman.Further, it is an integral part to design a building also it adds value to the design.

2.5 Conclusion

After studying the history of education in the context of India we can comprehend the gradual evolvement in educational sector in various forms as comparing to the various periods. So, based on the present typology of education we will determine the activities according to it. These activities may vary according to the size, context, culture, age group, etc. which may decide by the designer or by the client.

The need of these activities is based on the compatibility with the nature of activity. By stating some implications to the research data will make research more precise and specific which will lead to the good design.

Moreover, to find out the envisaged user profile it is necessary to make a basic analysis on the user profile, sociological and physiological factor based on the school typology which is briefly mentioned in chapter three.

2.6 References

• https://theparentcue.org/how-to-read-a-kids-mind-at-any-phase/ (research document by Parent cue) • UNESCO_Preschool • https://www.academia.edu/1747225/HISTORY_OF_EDUCATION_IN_INDIA (Report by

Academia

• https://leverageedu.com/blog/current-education-system-in-india/ • https://www.dailypioneer.com/2018/impact/a-brief-history-of-nalanda-university.html • https://www.livehistoryindia.com/amazing-india/2020/05/24/nalanda • https://medium.com/@idc.akshayk/modern-education-system-vs-traditional-education-system-56bb679d71ed

• https://www.economicsdiscussion.net/articles/development-of-education-in-india-after-independence/2293

CHAPTER 3- THE ENVISAGED USER PROFILE

3.1 User profile

The user profile is categorized in various way which is based on the functioning of the various user:

3.1.1 Students

 Kindergarten  Middle age 09 - 14 years  Secondary age 15-16 years  Senior secondary 17-18 years

3.1.2 Teaching staff

 Subject teachers  Librarian

 Lab assistants

 Sport coaches

3.1.3 Non-teaching staff  Bus Drivers

 Helping staff  Nursery Nurses.  Janitor staff

 Admin staff

 Guard.

3.1.4 Visitors

 Parents

 Taxi/Cab Drivers

 Guests

 Sales man