Building RuralPrimary Schools

< Towards Improved Designs

E855Volume 3

The DPEP Experience

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C onc e v;u rsaPo n Vultkmd RPiagopilan. Sureet Manchan1da i oCorPro(l,ct,0rr (wil %Vnrks l:t. T SC, ld CIt..

yu:KAM SPtordi, '/5l6 FirrIt Flor-,I Oltj Raiinder Nayam ABSIRACJZie Dlh _1I0 060, IIndia

Pr,,,fin Elrgant Ptlte,s A<I`/2, taypuiri, PhaselS,

Newv Delhu - ! IO064. India

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Cornmerls Pleasesend an) commrerlis *,ou have an the fonmrnt afl,publication to, TVVO . C N

The Civil WwnkrS Unil, 1-chnical Support Group TTSGi )

tducational ConSultars ilndia Iimited. B-86, Deferre Co!ov-

Newe OLelhi - 110 048. Inde l.

IOr SECTIOt

Mr. Dhir Jhrruuran,Orputy Secrfeary DrFp Blireau FOUR [EMinistry of Hurrman Risourrce DveIlopmentShastni

Shavin S I

New DNelhi! - 1 1000 1. Il-a daSECTIOt

~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~FIVE :THE

Published by Educational Consultants India Ltd. 1999;Rz' ~~~SIX .IN CC

TTeIe DiRSTRICT PRIMA RY FDJCRTION PR OG RlME us o no ci ft he iaruoest primar y ed aIit)heri gIs5

of its kind in thie woild This document deals w.th the experenrc of Design Rene lt wsithin te ciaCT

works comnlonerni of the prograrnme Design Renenal has been an extensive exeruise involving 311 the

states ifn the programrnm to-d-velvp a netw set of desigrs for schools and resource cerilres

----- __ -________ ------- _- -_______ _____ SEVFN Ct

The corntribuitiorn of all th- states. bcth during tIhe exeri5se and durirng thre piepatation of this douirnent

is giatefully ackno-Aiedged. Thte irt.piration and feedback of thu? DPLP Bureau has been irnvludh ic.

Similar feebt,a:ckprovided bc various units of the lexhurical Supliort Group throughout the preparationI

helped significantly. In particula!, the Cear vision provided by Shri R.S Pandey, Joint Secretary (CtFlEP)

and the continuouis support and insights of Shri Dhir Jhingran; Deputy Secretary (DPEP) have enabled

the document to be wvhat it is.

1i",

( si. I

ABSTRACT .. 3

{ ~~~~SECTION I

ONE. BACKGROUND ................... 5

TWO CIVIL WORKS. ... ............... 9

THREE -DESIGN RENEWAL. ............ ..... 13

SECTION 11

FOUR: DESIGN HIGHLIGHTS .17

_t ~~SECTION III

FIVE: THE NELV PRIMARY SCHOOL .......... . 37

Ltd. 1999SIX IN CONCLUSION ......................... 61

thin4tecivil SECTION IV.lking all therce renltlrs

SEVEN: COMPILATION OF DESIGNS .64

is docuinnteninlvilkable.

* p Maratioflretar (DPLP)uave en2hled,

M C Satyaw.'t \ ' E bAdditional Secreta

""^'i E S , ~~( i ': , r. ~ ' ' ;

;'1 ,

i . . NBuilding RuralDistrict Primaryclassrooms, sclcontext and th'

This process of

S t El1 TdesSigns wehic°h

2. _ i , ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~states.

This documentbut also for ott

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-- -~ ~ ~ ~ ~ ~ ~ ~ ~~-----

M C SatyawadiE; Additional Secretary'

Ministry of Huinan Resource DemelopmerntDepartment of Educatior

Government of Indlia

New Delhi 110 001

February 20th, 1999

FOREWORD

"Building Rural Primary Schools" compiles the efforts of diffelent states under the

District Primary Education Programme (DPEP) in development of new designs for

*.> classrooms, school buildings and Resource Centres which are sensitive to the local

*Z context and the requirement of a good teaching-learning environment.

This process of design renewal has brought out a large number of improved school

designs which are being used in the construction of school buildings in various DPEP

states.

This document is likely to be very useful not only for construction activities within DPEP

but als6 for other programmes for provision of school infrastructure in rural areas.

(M. C. Satyavvadi)

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V.,

.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~4

A DOCUMENT MAP BACKGROUNDThis document consists of four sections:

SECTION ONE provides an insight into the constructionprogramme in DPEP including the magnitude of work, types

.,> - of buildings and systems of construction. Further, the designrenewal process undertaken in DPEP in the last two years isoutlined.

SECTION TWO consists of Design highlights. This contains a ru_

graphical glimpse of some of the interesting designsgenerated. It highlights a few of the unique features of

¢.'- these designs as well as aspects like storage and displaywhich are basic provisions in all DPEP designs.

-. 7 '., SECTION THREE and in some ways the essence of the DPEP ., -,experience - is the New Primary School. In a step-by-stepgraphical manner it reveals how there can be a qualitativeimprovement in learning environments provided bybuildings. Many of these ideas are further developmentsmade after the exercise. What is significant is that they areneither costlier to implement nor more difficult to construct.

; . t, With community participation and the use of appropriatematerials, they could even save costs.

:<4e SECTION FOUR contains the compilation of designs fromi-' v different states. It includes drawings, a description of the

-- processes followed and details of the designs. This sectionbrings out, in a very visible sense, the scale and variety of h

the exercise. It would be worthwhile to note that due tothe sheer volume, all designs could not be included In fact,some states are still producing additional designs.

. 4., . -,

ABSTRACTThe construction of school buildings often forms an important part of a primary-fr 1education programme. They are a basic requiremernt for ensuring the universalaccess and enrollment of children. The need for new school buildings andadditional classrooms in a counltry like India is large. While rneeting therequirement of providinig space, it is extremely important that the primary wchoulbuilding programme is sensitive to the pedagogical and local context.

Conventional belief has it that schools are prevented from being more 'sensitive'due to finarncial constraints. There is definitely some truthl iri Ihis. Yel, what is

imore restrictive is the fact that school buildings are seldonm expected to be morethan buildings that just happen to be schools. How and why should a classroom

: , ~~be different from any other room? And what prevents it fromi beinig so - is it afinancial constraint or is it a limitation of our understantling of what a school

, ~~~building cani be?

it is this understanding which has been expanded in DPEP (District PrimaryEducationi Programrne) throuigh the design renewal exercisp. All DPEP states haveundertaken a review of their designs. This has provided the first opportunity forstate and district specific school designs to be prepared across the country.Through the involvement of local consultants a large number of designs havebeen an(i are being prepared.

* ., This document tries to convey the essence of the DPEP experience. These designs,., ' . ideas and further developments (as indicated in The New Primary School section)

can well result in a qualitative improvement of learning environments. Such; holistic designs are highly achievable. They do not necessarily require additionalres-ources or a change in the systenms of implementation in practice.

It is this message that has driven the documentation effort. It is aimed at_. s ,t' decision-makers at the district, state and national levels who are in charge of

constructiorn programmes across the country.

-- ;: There is much to he learnt from each other. 1 his documenIt aims to facilitate suchlearning both within and outside DPEP. The collective efforts of the states hasresulled in a better understaniding of the piimary school building -bne that isprobably grealer than what had been realised so far. It is a vision that DPEP

:, shares.

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BAw ~~~~~~Priniary ed

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BACKGROUND ONEPrimary educalion is the fgundation of hurnan development. In the long run, itcontributes to various social and economic benefits like improved health andincreased fanmily earnings. For the girl child the significance is even greater. It hasbeen linked to the higher use of health facilities and decreased fertility rates.

C ~~~~~~~~~~~~~~~~~~~~~~~School buildings are seldomIt is also very important because primary education is the first step in tlhe ladder expected to be more thanof education. Children who do not complete even their primary educationi are buildings that just happen toeffectively eliminated from the possibility of further study. There is, consequently, be schools.a need to ensure universal primary education.

Many developing countries face this challenge. In order to meet it, both thedemand side as well as the supply side of the problem needs to be tackled. Onthe one hand, there are impediments in the way of the child gaining access toeducation. On the other, there are issues of the quality of education which haveto be addressed.

Of the many issues that need to be tackled, one fundamental requirement is forchildien to have easy access to schools. Often school buildings have to beprovided. In addition, there is a need for basic facilities like drinking wale( and

,, , ltoilets. Educational resource centres are also required.

As a result, providing or supplementing school infrastructure may well be asignificant part of an education programme. After all, the school building and itsenvirons are the stage within which teaching actually takes place. It is here thatall sirategies and programmes bear fruit.

However, construction is the means to an end - not the end itself. It needs to However, buildings are thefacilitate the achievement of the basic aim of universal primary education. This means to the end - not theimplies a sensitisation of the building construction programme to the larger end itself This implies aobjectives of education. It is, therefore, important to understand the context sensitisation of thefrorn whichi the construction programme emerges. construction programme to

the larger objectives ofeducation.

A , ' X ii V S C H' 0 0 I. S ( 5

a L 2 T P R I b1 A R Y S 0 1-1 ' O O L S 9 l~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~11 )1_~k it _.

The Indian Context District F

School infrastructure in the states as, over the years ben augmented b The Districtvarious programmes. This has included schemes like Operation Blackboard (OB), various chal

Traditionally, construction Jawahar Rozgar Yojana (ORY). Employment Assurancc Scheme (EAS). etc. In most ingredientsagencies have been divorced states, agencies like the state Public Works Department, the District Rural - achievemner

from the rest of the Development Agency (DRDA) and the Panclhayats are involved with primary The prograrschool construction. However, the development of education and school t T ysteducational systes . infrastructuire has been restricted by low budgetary allocations and the fact thatfrieh dl ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ininovalive ! friendly designs have much of this has been spent on paying teachers' salaries. Qualitatively, adistrict a

therefo,-e not been construction agencies have been divorced from the rest of the educational a d,strct asemphasised. system Child friendly designs have therefore not been emphasised. to retain thiparticipatio

The Natiornal Policy on Education, framed in 1986, explicitly recognised the need and local oxto rrrake a concerted effort to expand and improve basic education. As an Toutcone, various schemes were initiated. Operation Blackboard was launched in cl The emphar1986. It focussed on providing additional classrooms, additional teachers in contntv tosingle teacher schools and a package of teaching / learning materials and aids.District Institutes of Education and Training (DIET;) were established in each providing r(district through a centrally sponsored scheme in 1988. The DIETs rook after innovationsteacher training, planning & management, materials & curriculum development. approachesresearch & evaluation as well as educational technology aspects at the districi The criterialevel. The Total Literacy Campaign was also launche(i in 1988. Grants wereprovided to district administration to organise inlensive campaigns and - Backwarmobilisation drives for literacy.

F DistrictsVarious states also initiated basic education projects atound this time. The elementAndhia Pradesh Primary Education Programme (APPEP) was the first of its kind.The Lok Jurnbish Project was initiated in Rajasthan. Bihar and Uttar Pradesh also Since its initstailed basic education projects. Although these projecls vary-in their design, its reach hathey share the objectives and strategies of the 1986 policy, districts, wl'

200. In adcIn 1992, thie Central Advisory Board oni Education completed a revision of the Pradeshi (UFNational Policy on Educaliori, calling for an integrated approach to thedevelopment of primary education foCuissing on the district level. Learrning from While varioiprevious programmes and this need for an integrated approach, the District directed byPrimary Education Programme (DPEP) was launclhed in 1994. DPEP represents a involvemensignificant shift from the past as various inter-related aspects of primary works progeducation are covered in a single programme operational in many states.

DPEP has a holistic vision and the flexibility to address variations in needs andgenerate area specific strategies. It is this larger vision that brings in an elemelitof understanding amongst all areas, including civil works, to the overalledtucational objectives of the progiamme.

6 L D i i~ o I tJ G i L R A i. p R6~ ~~~~~~~~~~~~~~~~~~~~~~~~~~__ _ _ _ _ _ ___ _ _! tw _ _

District Primary Education Programme

jy l q '^. I O i The District Primary Educalion Programme (DPEP) emerged as a response to-d jt0"), | various challenges in the primary education sector. DPEP has the essentialIn most ingredients required to universalise access & retention, improve learning DPEP adopts a holistic

achievement and reduce disparities among social groups. approach to universaliseThe programmne seeks to 'universalise' primary education by revitalising the access & retention, improve

3Ct that , 2 exisling system. It seeks to identify and tackle 'inefficiencies' by integrating leaming achievement andinnovative praclices and approaches. Adopting.an 'area-specific approaclh', with reduce disparities among

al a district as the unit of planning, the key strategies of the programme have been social groups.to retain the contextuality and sensitivity to local conditions and to ensure the fullparticipation of the community. There is a marked focus on sustainability, equity

he nref d and local ownership.

nched in ' The emnphasis on participative planning, management and capacity building are5 ill clearly articulated. Acknowledgement of the fact that the programme wouldJ aids. continue to evolve as it progresses, makes it flexible and dynamic in nature,ich - providing room for experimentation and accommodating felt needs throughter C l; innovations. The scope to pilot and either scale-tip or withdraw the varioustprrenr approaches tried out has been built into the prograrnme.istrict The criteria for selection of districts are:!re . i

ieS K . Backward districts with female literacy below the national average_ t *~~ Districts where Total Literacy Campaigns (TLC5) hiave generated a demand for

le elemeritary education.ts kind.esh also Since its initiation in November, 1994, when DPEP covered 42 districts in 7 states,

.!sign, its reach has spread to 163 districts in 14 states. Expansion to another 50 to 60districts, which is in the pipeline, will bring the total number of districts to over200. In addition, similar basic education projects cover 18 districts in Uttar

of the . Pradesh (UPBEP) and 75 blocks in Rajasthan (Lok Jumbish Parishad).

nr fron, ' While various programnme components address different issues, all areas are.trict . directed by the same guiding vision. Fundamental principles of communityesents a involvement, local specificity, decentralisation, etc. find expression in the civil

wotks programme as well.s.

Is andelement

A L _ r R Y M A R y 5 c H 0 0 L 5 7 7_ _. .. .. . . . /~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

GI),; , ,: X

t [)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~PEP isa lat* II K - . _ o u t t a som;! et 1] a f s; ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~dLue to expa

* ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~The challen(; i -if 1 UjZ f :

i][ in ny areremote direainclude Res(requirementi i

! ~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ch.aracterise,Besides all tieventhougl-j 'ni counlry!Thethese challer

Programr

DPEP's cover- --- ' ~~~~~~~~~~~~~~~~~~ } :1 ' - ~~~~~~~~~~~~~~~~~~~~large. In an ifturds are be-- ,

over a lartge,, ,

uniform syst,guidelines wadopted. Inl... j . ' ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~prograrmme

r- <t.{.;^.^ ...

-i Flexibility in i iand monitorthrough a 9representativcreated an irsupervision aengineers sul> -

k ~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~exactly the 5z

DPEP providethe box overt

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AI3) 087It U I L D I I N G n R A _ _ _

Wi ~ ~ ~ ~ ~ ~ ~ WCIVIL WORKS twoDPEP is a large programme. Its scale becomes clear from the fact that it reacliesout to as mucli as 55% of the child population (6-1 1 years) in the country and isdue to expanid further.

The challenge of providing primary school infrastruture is stiff. Infrastructure gaps OPEP is a large programme.in many areas are quite large. Furthe-; much of this construction is required in Its scale becomes clear fromremote areas. Educational provisions must also be comprehensive. It has to the fact that it reaches out toincltjde Resource Centres, school buildings, repairs as well as 'smaller'requiremlients like toilets and drinking water. Consequently, construction is as much as 55% of the childcharacterised by a large number of very sma'll works spread over a very large area. population (6-1 1 years) inBesides all this, there is the rieed for local specificity to address the problems - the countryeven though the programme is spread across the length and breadth of thecountry!The construction programme under DPEP has to necessarily address allXthese challenges.

Programme details

DPEP's coverage and targets (see Map of India, right and table on page 1 1) arelarge. In an average district as much as Rs. 10 crores from the programme'sfunds are being spent on infrastructure. To implement such a large programmeover a large area requires flexible systems. The programfie does not prescribe a k-uniform system of construction througlhout the country. What it has is broad

U nsd ii guidelinies within which state and district specific construction systems are \ .,adopted. In many states, these have been modified and strengthened as the , $ _'__programme proceeds. &>arn

Flexibility in implementatiorn comes through a variety of construction, supervisionand monitoring system5. Construction can be done through a contract system,through a government agency or, as in the majority of cases, through representatives of the local community (See box page 1 1). Most states havecreated an in-house egineering cell with engineers for providing technical

,dsupervision at the sites of work. In three states, government departmentengineers supervise the works. (See box page 12). However, no two states haveexactly the same engineering set-up.

DPEP provides for various types of constructions. The details of these are given in r First Phasethe box overleaf. L 5eond hase

i .] Ihird Phase

j _ V 8 t n R V s _ti ,, ~t,.L ~~ ~~ ~~~~ ~~ ~~ ~~~~ ~~ ~~~ ~~~ ~~~~~~~~~~~~~~P RS I M A VS y $ c iti co . L

Buildings for Neow Schools & for schioo'l Withol:t one' . , *,\ew school bulIding& mostly have two cIasrooms a teachers' room and .,v earida_h.* qVerrandahs are also used for leachirng ancj are of an arel com arable o thaNo of di51rMir=classroom In some cases tlree reoms or two verandahs are prviseclE The areais generally BRC

DRINKING WATER aboul I 000 sf1. The cost is between Rs. 2.5 laIkhs to about Rs 3 0 lakhsg* CRC

rldah. The ares~ ~ ~ ~ ~ ~ ~~~~~1pwsceAdditional Classroom ..- _disn lesxtfThe add,li,onal dassrooTnl 4t)rsl hih rr Wt.%wt,areadh eaei1 ei dl idr

> > ~~~~~~~~aboutI d50 500 sfl. rhe.stmt is - ^i, A:1'5' khs' One or more addliir6nal r(t

¢11 ~~~~~~~classrooms are proqnrid G pjsse^Pf4; , Dnking w/atel.

Most DPE P stateS h3'e a Wks. No specific uni cbstsMa rTxe dfor repadirsilis sile pkcrli s lAtid V ari8 dritti nd Staieshhve Th st Aundeulaken repalrs .s o«)jghit.( te6garid Himachat Prad6sh ire two .a r

TOILET WITH LEACH P115 ecamplef Gula ati ; programg Th's includesle teL Due to theTOILEt WITH LEACH PIT5Sf ., g survey, b#.abd for n ShooIs in DPEPPrs,ticts. This has monitoring

covered 329o 1 5 engineis . implementk1 ' I - '.-4 [ t ' 9 P ' ' p '.t-.- t s . ' The use of I

Toilets a drj paret ihe provisions of a sch A fart. national fevprov;ding 1hes I r6gamme attempts Iq prvide/.b There is an_ suoJplem;MINY .1j*$^ pI.s2UtdollA$ ql,he's in ost od drnrking wler provrslgns i; supplemen'~~~ ~4T the depth bf bad1 r pdalng (epcally I

RESOURCE X~~~~~~~~~~,O~~~~Q4I~~~~ m4st~~~~~~ Rozgar Yojt/tC ~~~~\\ ~ RESOURCE !Nih4(SpCXll ., MEETING Y/ ROOM * ;,sft w . X e jjs ->s.> p i .1 , ;:-> r;^, ;$f,, I:>;,;' . DPEP recog

|f6mttrRe~b ROOM Cb eB( C)listella g ) Ts i n g ; * other state

A ResOurCez Ustctee ( lifae~)h$Teing state specifI \\ > r * .l~~~~~~~~~odrtl Atvil lH, i i lajS t9 lc o h mortihljimeeUhgsopf < > ffi11 e4eAs htEs,,the 4CRIrs 'te.as an a dditional cbs.sr$tn as Yet, the mc

\ri~ b -q1 ;3}i0oifysr holidays whLh ciaa are participatio\ 09 A t \ \ \ \ \ \h J .; S , ..- lrfi,jge14A' g aboO *s' 'J' * * -

* Block ResoLru 7'. * t . -, . Com.'Jhe RR Is adicenfrtsh Co-or1d1nage tejiche training iild illnspbns f1o thep\ dagdgicil iflr4 cbiniSl` i tifjifing hall office & *i&ie SpW.In C ommujnit)\i,ridendial BRd'd Ids (td i Qp & jl'inS cooking spates arrtrna', . cons-ruc io

| /v paris e se urt jcaidsfrificHacnr it4r areas are prosirded, Thiearea of a\ 1 1A// BRC varies betwveefi a6ui 2000 th QttB1.' d abci; Rs 5 5 b1hs lo Rs. l A¶ai5 .- provision 0depending oile driigp ".dsi : -i ? r -, .a ownershtip

CLUSTER RESOURCE CENTRE . - : f the work CSCERT/SIEM4T" making a Si $In some slaies. DPEP A6 provdtrs drIhe' lgr 1fgeftiaton of ihe cvil infra~i}uure o| the !: DPEP focusSCERT (Slate C0unpil of fdualilonMl ReseirchidclrainnJ and SIEIMtT (Slatae1nsitLrteol t.he comrusEducational Mahagerqent aincL`trbinng). Where n.*Abuildings are to be provided, tiepfroyramme mers a parl of thiiscosl,.the resl bding coprfibuled by the slale-gover"ent

10 ~ 0 L) I I r I rj (I Fr r, I A L

Civil Works targets under DPEP (Phases 1. 1I . Ill)- Assam Haryana, KarnaIaba Klerala. M P MahIalatrh' lamil NYadu 'Ilss Guja,at HnalA.P W I U P gihir ol

No of districts, -. .9 1 7 . 6 , 34 ,9 6 . * .tj *S. i. 163Ye e(i O~~~~~RC 416 53 '06 .55 3§9., 7.3 205~ *87 13 'I ~5~'"~eperI C8C 612 543 lOs .5i 3j1 - 72.3

r .j ~_8 ...rc 5R 65 244 ID81 5 .'351 249 i9 7 310 6:4- - ->ws§ ^ ; z

pulr.;rg esz:,,A 957. 62 4 4. ;?nOrally Ad L~~i i or.al 4 7

L i(..n.Gim h 09 1 305 125 3i5) 4126It lo1 SOS i2is85 ,2461682. 3720, 1434 266 ;7.. 3850 1851 28i1 1500 462 2056 h r

Drinlingw tin 164! 1434, . ,359 )969.' 3750 ,. IBSI 170 710 '5201 i736 k4i(tlMe IIgf,1X76SI * n i Repairs 152 9 1812 220 316 18r8, 2600 862 1291 13ts 570

Jalefi,xedp'.r, - .. . ., -- , , |

Thrust Areas Under Civil WorksLudes 0,4 t Due to tihe decentralised nature of the programme staffing, supervision andIS4ta's 'as. monitoring systems are state specific. Contextuality comes into the

*¢¢e >, , implementation of works in terms of the designs and materials of construction.The use of professional inputs and external consultants at the district, state andnatiopal level has greatly facilitated this.

There is an attempt to 'converge' with other schemes and resources so as to[isions 5 i supplement the funds for infrastructure. In many states, a part of the fundssing (especially for drinking water / toilets) comes from other sources like JawaharR. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Conslrucdlon cani idke OLiie Ilirouqgh .Rozgar Yojana, Employment Assurance Scheme, Operation Blackboard, etc..1NtInlnoptii i an (11e flips[ * ' t ' ' ' 1~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ National Competilive Oidding INCB) This

DPEP recognises the need for Ihe acceptance and acloption of its innovations by is ssenilaly a pedurpe cqftracJIgN oul,~ . ':: = -other state schemes and agencies. A fund of Rs. 50 lakhs is also available to each uhrdertaken I , rnteit?irg ' ! t state specifically to pro iote Innovations in construction. worhs above Ri. 8 lZb1ibs, Mutt be irntedrp as VW Yet, the most significant aspects of the programme are the thrust on community z National Shopping , r.AN.

ines at i Zjjp participation in construction and the focus on pedagogical aspects in the yt01i NCD t halenw

buiilding design. the s bya b t6iInktfrom a mt nirnuln rS f l ercg . ^ - Community Participation ramS J ;- .f or the

3 Commsinil PaipfrS rdedale'ln- e Lt {. 5Community participation is a significant departure from conventional systems of woks t 4pla nekenally - <5 | j iD; constructioni. It recogniises the community as the major 'slake-holder' in the ltfroug th .era al a ', ¢provision of the infrastructure. It facilitates'the creation of this sense of ODmrnulI_____ \ .z s ' &' ownership in the village by handing over the power and responsbility of getting 4 ForceAcwunt NhMefi obe

I he * orl.s done to the community. The community is involved from the stage of ampienep?oy'r, depatlmlnlmAing a i'ie available for construction upto the completion of the building. riklhepuibrrWd;tiswa i(MA/Di; Zrlia

Ofl t, DPEP fo;uses on providing the necessary funds and technical supervision so that Pan.t Engine ED),ilUte of i. 3' the commnun,ly can build its own infrastructure.I the '

Ornment.,

L; R M A R Y S C H 0 0 L s ii

~~~ ~ ~ ~~a The ProcedureFormally, the community is represented by the Village Education Committee. In D E

n ii b t iimost states, a sub-comiimittee of the VEC undertakes the construction work.Financial powers are vested in two members who remain the co-signatories. In.most cases, the head teacher of the school is one of the co-signatories. In the initFunds are normally released to the VEC in three advance installments of 50%, , designs ti35% ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~states. Inp E i 1! tlNSrd laQialakF 35% and 15% of the total estimated cost. (For smaller works like drinking water, verantoilets, etc. funds,are released in two installments of 75% and 25% respectively.) .

U N:'~ . 3 ! Community Construction Manuals have been prepared in most states in order to pedagogin R 5 1 mdl F S i provide the VEC with necessary information of the works. In many states this These desincludes the provision of simple, graphical, techinicfal checklists. epcal

Sorh e nan l1 specificity,

,l1 l1,I ~iae.In hera.i The Experience~ hdolede~ombnation ofld birs liid'distilc; specilrc CommLinity Participation has by and large been accepted as a successful system These thoof work. Initial apprehenisions about the interest and capability of the community pedagogi(were clearly unfounded. On the contrary, voluntary contributions of land, labour mIrom te fSome of the most significant and materials can be seen in various places across the country. Communities have consistentaspects of the civil works participated in the development of the school campus, provision of additionalprogramme are the thrust on facilities like boundary walls, etc. There are examples of the commnunity making The naliorcommunity participation and the contributions to complete the construction of Early Childhood Care and aspects orfocus on pedagogical concems. d (C)cte

oulines of,.In Andhra Pradesh community contribution over the last two years (1996-97 & 'i ailended1997-98) amounted to Rs, 1.09 crores against a total DPEP expenditure of Rs. Eflecliie t13.56 crores (about 7.5% of the total expenditure). In the few sites taken up in own pIogtTamil Nadu, the savings of cost by the community has been about 15% - 20% aripaallowing them to provide additional facilties within the same estimate. In some Participaloother states like Haryana, community constructions have been found to be of r These %vorlbetter quality than works taken up by government agencies. 1 members cPhysical targets in DPEP-1

r.' -. would ens!Pedagogical Concerns-<2 O DPEP seeks to create appropriate teaching-learning environments in the school Initiatiobuildings. Therefore the focus has been on creating schools and classrooms that In lale 1 991have adequate storage & display space, can allow multi-grade teaching, cater to design *oihigh enrolment, single teacher situations, etc. The focus in BRCs & CRCs is to nationalprovide conducive environments for meetings and trainings of teachers. These , 3' tducationilconcerns have been addressed through the 'Design Renewal' exercise which has brief for thzFinancial targets in DPEP-1 also atlempted to prepare designs that are area specific. ,Btter Learr

FiJ contracted Wvrhs & Dpa1ment1l (con5truction shgree eIrj Conmmunity Part cietiion hegl r a sapprA,sal oN

12 13 U i ~~~~~~~~~~I. I.)D I N c. fi U i A L p

lite.In DESIGNe ,DESIGN RENEWAL THREE'8d;3 - In the initial phase, DPEP commenced using minor modifications of schooldesigns that were being employed by different schemes and agencies in theng waler, N^_ states In most cases these were simple designs consisting of two rooms and angwaivelr ) 'S _ verandah which were easy to construct. However, they did not address theorder ctov pedagogical concerns that are central to DPEP The need for design renewal.s this These designs were sometimes lacking in adequate light, ventilation andespecially functional accessories like display, storage etc. Consideration of area pedagogical renewa. Thespecificity, use of local materials and skills were also not incorporated. objective was to prepareil system These shortcomings became apparent as the programme progressed and the designs consistent with the.ornmunily pedagogical renewal process took root. The need for design renewal emerged pedagogical requirements.id, labour from the focus on pedagogical renewal. The objective was to prepare designsnities have consistent with the pedagogical requirements. To initiate the exercise a fund ofJitional Rs.50 lakhs was allocated to each state.

making The national level role was primarily that of facilitating the process. This includedaspects like providing an indicative list of consultants to the states and preparing Soutlines of tasks, etc.. The Vidyalayam (APPEP) workshop, in November 1996, cASsROOM96-97 & attended by all state representatives, provided an opportunity to see the Coste of Rs. Effective Construction Technology Project first hand and draw lessons for theirlen up in own programme.In2 Participatory workshops to evolve design briefs were organised at the state level.p be ofm These workshops were characterised by the participation of school teachers,members of PTA and in some cases school going children. It was hoped that this INITIAL PHASE ScHOOL ASSAMwould ensure a more responsive design.

Initiation?Oms that In late 1996 and early 1997 West Bengal, Kerala and Uttar Pradesh conducted

-;I, cater to ,design workshops to evolve clear guidelines for school design. A similar two day:S is to national workshop on classroom design was organised involving prominent Jt"s. These As .7 educationists, architects and some state representatives. This provided a generic Jlj 2tvhich has brief for the designs in the second phase. A handbook (A Guide to Design for a DAH

Better Learning Environment) resulted from these workshops. This document was ,YTEACHlEl'ROO

shared with the states in mid- 1997 and served as an illustrative guide to the stateengineers and consultants. Similar workshops and consultative meetings wereheld at the state level through the design renewal proce5s for briefings and the MADHYA PRADESHappraisal of designs.

'~~~~~~~~~~~~~~~~~ ;( IA :-C

A &8 R I M A t a 5 (i hL C) 0 L s

13

Orissa and Madhya Pradesh were amongst the first states to appoint consultants t - _ one stateand initiate thre design renewal exercise. In many states the process was initiated consultantwith workshops to discuss design issues and provide consultants with a clear , than otherunderstanding of state concerns. In some states (Madhya Pradesh, Himachal already unThere was a conscious Pradesh, Kerala, Assam and Haryana) district specific consultants were appointed-atterrpt to develop state and In most cases, district studies were also included in the scope of work of the The SPO aidistrict specific designs It has consultants. In Assam, Haryana and Uttar Pradesh this has taken the form of a exercise. Irbeen a large collaborative resource mapping exercise. consultantexercise. St

S ibffort between the The objective of the resource mapping exercise has been to obtain a better idea important.n,5ineeps, architects and of the materials, labour skills and construction technologies available and suited.a *ducarionists to an area. These studies formed the foundation for the design renewal exercise The role ofin some states. limited totother activiProfessional Inputs suggestingDPEP states also benefitted from the experience of consultants who were involved The Exphwith similar education programmes in the past. Andhra Pradesh refined APPEPdesigns for DPEP. The states of Haryana, Madhya Pradesh, Andhra Pradesh, _ In effect, tiHimachal Pradesh and Uttar Pradesh have had the involvemeent of consultants engineers,with the experience of programmes like APPEP and Lok Jumbish behind them. k cases, theTamil Nadu and Maharashtra on the other hand have undertaken the design process coirenewal exercise through the offices of their respective Chief Architects in the - the design!government.

By now, miAlthough Bihar has not yet undertaken the design renewal exercise under DPEP doing so. ,as such, its Bihar Education Project (BEP) experience is of significance here. Aftcr states - cloan initial reliance on government agencies, BEP began strengthening its own civil generated.works staff. This included engineers as well as architects as district consultants. A traditionalBEP 'design renewal' exercise was undertaken about two years ago and resultedin a new school and BRC designs. Of particular significance is the Block Resource All new de!Centre design, which has influenced the brief for residential BRCs in other states. display spathe school.-. e t^; : - State Specificity trough t

4 . ,, ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~prepared fc-- *- _ '-¶3 -= . - ___ There was a conscious attempt to develop state and district specific designs. As a classrooms..,..SE'COND PHASE SCHOOL rule, designs from one state were not adopted by other states. However, at fora i . providing it

.XARNATAXA like the Cross State Sharing Workshop (Kerala, August 1997) and at certain state state specifworkshops, the best designs were shared with other states to better direct the techniquesdesign renewal exericse. In some cases, consultants who have been involved with

1 - 4 -i4 * .ijp

1$ulta . - one state, were also assosciated in briefings and orientations for other states/initiatedi: . F - consultants. States like Gujarat, which initiated the design renewal exercise laterclear tcw . than other states have benefited from the experience of other states which hadichal i already undertaken the exercise.

ppointed, .A large number ofthe The SPO and state engineers have played a significant role in coordinating the consultants have beenm of a *,! W exercise. In some cases, (Assam in particular) the SPO was able to give the involved - close to a hundred

consultants a clear direction for the design as well as the resource mapping designs have been approved,exercise. Such awareness and direction to the consultants has been very Mosigof thee designspsowter icdea . -. h - ; t- important in ensuring the quality of the new designs. Most of these designs showd suited _ ^ @;4 a distinct improvement overexercise The role of consultants has varied from state to state. In a few cases it has been the traditional box-typelimited to the preparation of designs. In most states, it has extended to some ho Isother activities including district studies, supervision of prototype constructions, schol.suggesting alternate technologies and the preparation of constuction manuals.

APPEP The Experience*sh, In effect, the design renewal has been a large collaborative effort between the

ltants . -: engineers, architects and educationists. Much effort has been put in. In manythem. cases, the exercise was initiated with some scepticism of what the design renewalsign process could achieve. By and large such doubts no longer exist. In some casesn the the designs are already being examined by other state programmes.

By now, most states have either completed the exercise or are in the process of -i-er DPEP doing so. A large number of consultants have been involved so far in the variousre. After states - close to a hundred designs have been approved, many more were Town civil generated. Most of these designs show a distinct improvement over the i ! *1iltants. A traditional box-type schools, having provisions to facilitate activity based learning. - |resultedf,. Resource All new designs provide for teachers as well as childrens chalkboard, storage and

display spaces in the classroom. The designs focus on the ruraVvillage context ofthe school. Specific considerations include designing for multigrade situations l through the provision of additional chalkboards. Designs have also beenprepared for situations where the number of teachers is less than the number of

igns. As a , classrooms. Attempts have been made to mitigate the effect of overcrowding by SECOND PHASE SCHOOL -!r, at fora providing informal teaching spaces in conjunction with classrooms. District and HIMACHAL PRADESHtain state - state specific conditions have been kept in mind. Local architecture, materials andect the .;.i techniques of construction find expression in some of these designs.)Ived with .

.S~~~~~~~~~~~~~~~~~~~~~~~~~~~~-

A L _ IM A R y 1 _ ___ 0 i S 15v J~~~~~~~~~~~

Other InitiativesThe exercise has paved the way for other innovation fund interventions like the . --CLASSROOM CLASSROOM use of alternate technologies and the rationalisation of structural designs. The

--use of alternate materials is not an issue in places where the materials are locally- .- . available. The use o, alternate technologies requires special skills and systems} VERANDAHs CLASSROOM which local enuineers may not be familiar witlh. This brings in the need to train .1

.w$,, h / engineers.

This process has begun. Bihar, with the experience of BEP is undertaking allSECOND PHASE SCHOOL - constructions through alternate technologies. Kerala, Karnalaka and AndhraTAMIL NADU Pradesh are using alternate technologies in some of their constructions. This is a

focus area in other states as well. Prototype constructions are to commenceshortly in somie of the states and would be used to instruct and train DPEPengineers. An initative has recently been undertaken, in a collaborative effort ofthe national level with Himachal Pradesh, Haryana, Guajrat, Orissa and agencieslike HUDCO, National Council of Cement and Building Materials, etc. toundertake construction with appropriate systems on a large scale in these fourstates. All engineers in the states are to be trained (in phases, as per the statesconvenience).

The optimisation of the structural designs may also bring cost savings. Overdesign of structural members (like roof slabs, columns, etc.) and overspecification leads to an unnecessary increase of cost An exercise has beeninitiated to examine the designs (with support from the national level) so as tobring in cost reductions. DPEP Haryana has already initiated this process. Theexercise has also been undertaken in Orissa and Tamil Nadu. In Orissa it has beenfound that it could result in savings of upto Rs. 58,000/- in every two roomschool building which a,mounts to about 25% of the total cost.

1 6

* I

ire locally

,terns

*t~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ems- t'

:o t.ain_

all

EPHfont of

;e toursta~tes

D as to

has beenC om

i..- -

a :'f'XJ X~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

; 0 l k _ a _ _ c I: 'T m r.I

' _A | * t' . _-_|________W2 33 ; /} @r- ' t84'<-4

.. i1;. 1i_h.

*,j;-** ;-l'= =zi l'

DESIGN HIGHLIGHTS FOURPrimary Schools

A few designs from various states have been highlighted over the next few pages.Each one is interesting for some reason or the other. Most designs incorporatethe ideal of 'value addition'. The school designs show different ways in which Most designs incorporate theadditional, open learning spaces can be created without increasing costs. Local ideal of 'value addition'. Thisspecificity of designs, materials and construction is also visible, Concerns of

41. security and enclosure are visible in the designs of Gujarat. The designs by diffeen w ays.Mr. Laurie Baker (Kerala) provide two options for each site and take particular different ways.care to preserve existing site conditions and trees in particular Concept designsfrom Uttar Pradesh have also been presented.

There has been a specific focus on provisions within the classroom for storage:c. and display. It is now standard to provide two teachers chalkboards in every

classroom (to facilitate multigrade teaching, if required). All classrooms havechildren's chalkboards either at sitting or at standing height. Storage provisionsare given in terms of open and lockable shelves. Display features include hooks

,' and battens, display ledges and niches

Put together, the case studies provide a glimpse of the designs and the variety ofstate specific solutions. A compilation of a majority of designs developed isincluded in the Section IV of the document.

Block Resource Centres

The BRC is a resource centre for school teachers and a location for their trainingIn all states, the BRC contains a training hall, an office and a store room. In moststates, it is residential and has provisions for about 40 persons to stay over-night.Semi covered cooking spaces and open dining areas are provided in many cases.

The designs have attempted to generate the environment of a small but impor-tant resource centre. In most cases, rooms are arranged around a courtyardwhich also provides the area for informal activities.

Area specific designs have been developed for BRCs as well. The design in AssamJuses local materials and has climatic and architectural features in keeping withlocal construction. In the Madhya Pradesh and Gujarat designs attention to detailis visible in terms of the provisions like small backyards for the drying of clothes,storage cupboards in the dormitories etc.

17

-M W .4h^ -E.Ws P**. R IM 9A' R eY -. .;S :C i-V O4 oH -l Qt

".4~~~~~~~~~~~~~~~~S

. E- PLAN ;R

L'ROOM 1

I~~~~~~~~~~~~~LSRO (LAISROOMF

PERSPECTIVE VIEW It1)ALL BOUNDARY WALL

FLOOR PLAN

W1NE R

)ALIBOUNDARY

AREA CHART WLCARPET AREASSAGA (CLASSROOM) = 302 SFTB (TEACHIERS'ROOM) - Bs sFTC (COURTYARD) = 425 SFT

TOTAL PLINTH AREA = 10D79 SFTESTIMATED COST = RS. 230.000COST PER SFT = RS. 213

IN1D OIA- CONSTRU-' ~ ~ ~ ~ ~ 9'fr L)L'RrAR~~~~~~~~~~IIO I I- ROP(tj C

5 *~~~~~~~~~~~~~~~~~~~,uA

18 ________~~~B LiL R u

GrI U ..J AIR A: The design is a fine example of howpi'>^.fD _ F G U J . A R A' . Tadditional learning spaces can be

created at minimal cost.A central court (of a similar size as theclassiooms) has been created between the two

.A i or- -. rooms (facing page, bottom right) By simplyadding stepped seating this court becomes a

- .t.. ' _ - small open air theatre! Not only is this an-, ~~~~~~~~~~~adcirtional teaching area but also a space that

j FA ~~~~~~~~~~~~~~~~~~~~~~encourages plays, performances and othersuch student activities.

S-milar attention to detail can be seen insidethe classroom. While the room is essentially--s-..a.........j7 4 ecilinear, sufficientdisplayand storagespaces

SROOM t i 3 _1;3 tAR nQ'jO r :iR H4AN-ING h3he been provided. (right) This is in the formSTORAG TEACHERPSNDISPLAS MATERIAL of criIdrens' chalkboards, hooks for display,

MROM r .IALP.BOARD I SHE LJES lockable & open shelves and niches. The.__ - i tt t dprowcon of storage at three corners of the

ctass facilitates freer usage of the spaces byr t. S> I Seachers and students alike.

- I mC K LIOARC' Another valuable feature is the creation of anr INTERNAL enclosed school. This provides the school with

I tJICHE FOR ~ ~ -seurity, prevents misuse of the rooms, allowsDiSPLAY ~~~~~~~~~~~~~~~~~be*tler ma.nrenance and generates a sense of

'_',,cucayvalrequired to enclose the schoolC ILDRN. is u-to arge, akingit uneconomical in this

-'---* / it? ~ ~~~CtkhIIAPlaePrdntdsinhas reduced the lengthof the boundary walltand made it economical

Sprisnwetdestign canalso be noticed in themannr i whih asmall water place has been

INTERNAL VIEW OF CLASSROOM poiewthnheschool. The design alsoalwfoanadditional classroom to be built

along I he boundary wall without reducing lightDRINKING 3nd entilalicin to the ~~~~~~~~~~~~~~~~~~~~~~~~other classrooms.

EXPANSION OF THE SCHOOL

2if-~~~~~~~~~~~~~~~i

jtttt ~~~~~~~~~~~~SECOND PHASE

INTlIAL CONSTRUCTION AoIiTIorNOF CLASSROOMIS FURTHER EXPANSIONRE= '-TWO CLASSROOM1S CREATING A ALONG BOUJDARr WAILL ADDiTiON OF rWO CLASSROOMS

4' COURnTARD OPEN.AR THEATRE FURTHER ENCLOSING THE COUlT (rtAlTiPG ADDriTONAL COURi

_ _ _ _ ,_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ' _1 9

R 1 M 'AR Y S 'C H A 0L S

TEACHINGr- ?I,'

SANDPIT A E I .L

CLA!SSROOM 4

B~~~~~~ (CASOM3 49ST'; ~ ,- 4,W_1-

C A C RSFO

D(VERANDAH ~ 18'7.

SANPIT )VERAPJDAH VVIEW OF

SCHOOL

A (CLASSROOM) 449 SIT ~ ~ ~ ~ ~ ~ ~ ~ OR SOO

C (TEACHERS' ROOM) = 47 SFT~~~~~~~~~~~~~~~~~~~STPSAC A

TCALRPETH AREAS = 11 EE CLSTSATROST) 44 Sr 21,O

C OS TIM P E R CSF T = R S . 2 19V E O X E RA0E A NN0S A E I S T U A L O CE AT LR

20 F; U I L D) I N G R Li R A

The two designs for Khandwa, Madhya*Y=,4jA P R 'A D E ', HPradesh, focus on the creation ofexternal teaching spaces, judicious

. , m f , _ _ --.1 * x provision of storage & display and the_.; STAI S use of local construction materials and

1.ACHERS1 ROOM systems.* j - j .ROOM ' ' ' As per the brief, one larger size classroom (for;L - ::9 Kf _ . I.lower classes and activity based learning) and

| , ., t c -3-. -- -=p , ,,one regular size classroom was to be provided.In the first design, (facing page) one larger

.~ _ .^ -\ 1/ * r, s ---sized circular classroom has been provided1%_ I p 1t -it -'ty. j g[VFRATJDAt' along with another rectilinear classroom.

LD=t f .a sP r ff li rll i | .. b- * .Activity- based leaming is facilitated by thecreation of open-air teaching spaces and a

L3_f\\-4_ . ,, : , -- 11 L ri; -Ni,iWisand-pit. (facing page, bottom).LtTi'. ,- .:gIn both designs, single teacher situations (in

i' "l a - w! ; .| ., . ,f T - -t . - . .the absence of the second teacher) have been_ . ___ , _ ' 1 ! h- rfr, ;, , * :u,! addressed through the arrangement of

X; _ - , 1r _ 4,..; r -t r a "d cliasrooms and verandah,It is easier for asingleO* .- -;: vl ,_, .j 5; ;tj teacher to mrnonitor' two classes if required

!P (~~~~~~~~~~~~~~~flacrincj page. lop left and plan left). The shape5--- .. ' * 2|>^-a} - ; t;of the veiandlah (squarish rather than linear)

*,. .M -a., S-C lS1O mas est more conducive for teaching.Anent-.cn to detail can be seen in terms of small

.*v t 1 5 , a I I1 ? ' . . 9 IoG I I I : ' i: deetals like the provision of space to keep awater-pot. making the roof accessible form ai n t er,an c e a nd t h e creation of a slide for the

A ., l * f 1 1 X rS t - children from this staircase. The sensitive and--| .< 1 j I '~J ~ II imet culous detaiiing of storage/ display

.t 5 1.! ji . . ~ hlaciliiates a.nvitles and self-learning in bothErv , A S _ < EVATION~:~ .t~e ' ZST SUDE classrooms Ibottom right). The use of local.ystems ol construction including jack arch

roofing Ifac ng page. top right) have also beenN - - suggested by the consultant.

DDSPLAr ' ' Z B

ci ~ ~ ~ ~ ~ i rUTRA RHS\-HOC-k SF C CIiJG

DISPLAY -CHILDRENS JRC

IOVtFitiANGI lN;ERN;L~~~~~;;oFc~~5Roo; ~ STORAGE C R E L : ~ ~ 2

- ~~~~~~A (CLASSROCOMT 437 SFT.. iNDCr~~~~Aj L S ~~iCLAtSOM 361 SFTOW DET t ffASDILbAE T iTEACIIERS ROOPA) = 86SFT

_J Z ADf OUT OF LOCALLt -D - P.DVENrqDAIi- 272 SFT{ * 8LE STONE SLAB TOTAL PIINPER AREA = R242 SFTtJ~ ~ ~~ ~~N 15 ACRLOFEATUR ES11h7ATED COST = RS. 230,000~~~~~~~~~~~~~~~~~~~~~~INTERNAL VIEW OF CLASSROOM COST PER SFT = R5S 185

^ t S iD I r.l ,^ ,. e * , 9 ,~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

!le R 1 M A R Y S C Hh0;O0 L

(O URT

/. ; ' ~~~~~~~~~~~~~~~PLAN -OPTION TWO 0

OPTION ONE - EXTERNAL VIEW -

COURT 4 ir AGE. + II

PLAN - OPTION ONE --4

LJliQ; .'/

- ~~~~~~~~~~~~~~~~~~~~~~~- XTERINA

- ~~~~CENTRAL COURT - OPTION TWO

CLSSROOM XVXIEW>j C OPTION TWO EXTERNAL

RAT TRAP BONDC2ASSROOM VIEW - I I . 'PI 22 R , , ̂ [. f ,., ,, Li L I E-'

RI

Fbr4' 1 4 '17, .F. @. . , - . ' t t s 1. , . , A few of the designs for DPEP Kerala¢< , , r S K; E . R - A . ~L A r ' . - - - havebeenprepared byMr. LaurieBaker(on behalf of Costford). The designs7 ., :t * - emerge from the site conditions and tryto make the most of the potential of

TOIL | w ^ . I * i f7T ;; rsthe site.EXIST!1 G The designs facing page present two possiblen:B; e UILDING - - .t - options for thesame site(atWayanad, Kerala).Both preserve the natural environment of the.; | < STAGE l site. The first design has the four classes

ROOM < ~-~ ~ -- i l' r P provided on two floors (facing page, left). Ther t ROOM - ROOM trees 'define' the central space, with thej1 J ] teachers' room and toilets enclosing space fora stage next to the open area.In the second option (facing page, right) all

..ROOM _ - ROOM classrooms are on the ground floor and enclosea courtyard. Each classroom opens into this: L .._ - -- ~-- -. ._- ~-'.-- ~central court. The dassrooms at either end alsoPLAN open out to the mango treesl

One of the two designs proposed for anothersite, (at Kottathara) is also shown (this page).The design is a valuable example of how'additional value' has been created in aconstrained site. Within the compact designfor a narrow site (approximately 30 feet wide),the design provides for a courtyard as well asa Stage.All three design options have sloping roofs, jalisand large openings. These are in response tothe high rainfall and humid conditions whereinthere is a need to maximise ventilation.Tthe use of appropriate systems of construction: ' ' ;XT: rERNAL .........................................

, v / jX ....................... is another standard feature in these designs.This includes the use of rat-trap bond masonry,filler slabs, jalis and arches/ corbelling. Theseare established systems that save on materialsDEAL -O-ST R UC= -- (brick and cement) and thereby cost.

JALI WALL

N L 1 AREA CHARTBRICK ARCH CORBELLINGCOST EFFECTIVE SYSTEMS OF SPANNING OPENINGS FILLER A ACEAS'ERNAL VIEW RAT TRA BOND

B (TOIEETS) = 340 SFT

P.9.2N.- zE ; ....-...;. W PR I M A. R Y S C 'H O O G

ATTACHED CLASSSTUDY SPACEF\ ROOM

.. .CLASS 4, " t ' STA'E ,JAII FOR ADDITIONAL -

'S,,'i~~~~~~~~~~~~~~~~~~~~~~ CLAS li TAGu-3 VE 'ROOM E N VENTILATION

ii ~~~~~~~~~~COURT DE-,<f .i j; IA . 1 .

-

ATTACHIED*-;"" -1,vSTUDY SPACE

F\TURE CLASSU / E IEi-ER S

EXTERNAL VIEW ROOM ROOI

3D VIEW SHOWING EXPANSION

FUTURE CLASSR~OOM TO BECONSTRUCrED BEHIND TfilifiVAiL -

CLASSROOM ATTACHED

ATrACHED' ~~~~~~~STUDY SPACE

AREA CHART ) A WLCARPET AREASA (CLASSROOM) -502 SFTB (TEACHERS' ROOM) 9 7 SFT

ORAC (STUDY AREAS) = 150 SFr

TDD (STAGE) = 15 SFT

SPACTOTAL PUNTH AREA = 2303 SFTCOST TO BE FINALISED

VIEW OF COURTYARD & STUDY SPACE ATTACHED TO THE CL.ASSROOM24 a U I I I) I N G R AH

The school design has many positiveGU. S . - o U ; J .- A e R A *T - features. It re-examines the classroomand its relation to informal study & playareas. It provides for the expansion ofCLASS \ ' ts

/J-,I JALI the school, creates a secure, enclosedROOM \ i. . ._ VISUAL CONNECrION AU environment, and incorporates internalTro ATTA - storage and display features.2//sg

i s: u --The school provides three distinct learningJAL FR ADIIOAL--__7_1~ZE LOCK~ABLE - - j areas - the classroom, the attached semi-

IALI VEORADDiT)ONALA~t STORAGE N covered study space and the central courtyard

_________RENS'fiSif N , '. r '=~~1 opens irnto two semi-covered spaces. Thei, M13 i 6 k^ E > Thismakesiteacher can also monitor the attached spaceai i/. EQ :-_ 5 i' -from the classroom through the window ifrequired.This makes it easy for the teacher to divide the

.XN ~~~class for group work as well as deal with asituation of overcrowding if it occurs Theattached study spaces cani also act asindependent study/ activty areas.dspaan

storage facilities on three walls allowing freerS) -FUTUDY SFAd,8 l f _ r ,S F r s J@ access to materials by students and teachersalike. (See view left)XPANSION t - I The design follodwhsamotdularpatTarn with thepossibility of adding a third classroom in the,,4 Li E Eff u ,Wfuture along the boundary wall without

disturbing the existing rooms or their light andventilation.The arrangement of rooms also encloses acourtyard thereby creating an additional usablespace Yet, it manages to enclose the school. I fh a minimal length of a boundary wall!INFor-LIAL ~~~~~~~~~~~~~~This enclosed area also contains a drinkingTDY SPACHED ._ _ SPACE i lt water spot. Jalis are provided on the boundaryCLASSROOM walls and the classroom walls to increaseventilation and also bring about small costsavings.

ORMAL _ _|| STt_ _ _ _ STA E |2

1e'a fnf !, \ i~~~~hNTRAN2CE I

7~~~~9 r ~~~~~~,L FUTURE EXPAJSo4> TE A Hs ,f fH, ~~~ROOM l

CLiASSROOMS' _ PfLAN

A L .P R I M A M y 5 C 14 ' ) OD L' 52, ~~~~~~~~~~~~~~~~~~~~~~~~2

.,i'*RP*LREKrL I M- N A R Y i, D E i5F 1' G N S U T

,- . i/ E

ROOM

, < ' ;s c -- .. . v . z. ~~~~~~~~~~~ROOM ,

-'

iR_ E 1 EXPUANSION N\J 1 l fl ~~~ROOM

PLAN 2

EXTERNAL VIEW

~ ~~IJ -~~~~~~ (9 ~~~~CONSTRUCTION -'

AREA CHART rCARPET AREAS f -A (CLASSROOM) = 192 SFT ' STORAGEB (CLASSROOM) = 121 SFT *;i$ SYSTEMC (TEACHERS' ROOM) - 153 SFT

TOTAL PLINTH AREA = 1025 SFTESTIMATED COST = RS. 176,000COSTPERSFT = RS.172

THE INTERNALPATItITIONS AREFLEXIBLE SO THAT THEYt ~~~~~~~CAN BE REMOVEDTACEOECCHG,EAOR^SCAES, X h _ >) t J WHENA LARGER r_ 1

ASINGLE SPACE IS REQUIREDTEACHER CANCONTROL ALLTHE CLASSES

PIVOTED WINDOW26 _ B I L D I N G R U n A L

The concept designs from Uttar Pradesh'> g . T T: A R P R A .D -E S H . eplorea few newideas. This includes

a focus on areas with low populations,17.'s't"' ~ .. pedagogical provisions in classrooms

FUTURE and the expansion of the school withEXPANSION time.

ROOM T an hillyTribal and hilly areas lend to have scatteredpopulations. The first design (facing page) fo-cuses on such areas where the number of stu-dents is very few but may be spread over dif-ferent classes. As shown, upto five classes canbe accommodated in the same area as would

ROO ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~normally cater to two classes. The shape of4 RMtRE EXPANSION ~each 'class' and the location of the teachers'2'' ~~~~~~~~~~room is such that it is easier for onie teacher to

interact with more than one 'class' at the same79 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~time.ROOM i r ¢ . . The design proposes flexibTe partitions so that

. 1- 1 -> rg' ' larger class sues can be created if required.FUTURE X i Systems of display, storage and construction

PLAN 2 systems have also been examined. The0. . <,.!2, _ b q chalkboard has been designed such that

storage shelves are provided behind it (seefigure overleaf). Flexible storage systems andframe-less and cost effective window details

j. <; have also been shown./1 \_ o \ />< The second design consists of two classrooms

with a central teachers'room at the first stage.PHASE II ~~~(Left) In the second stage, two pavilions (floor

$k\ ,S '// iWO PAVlUONS CAN and roof with low walls) are provided. If;-*. / /o dY-oABE ADDED WHEN required these can be made into completeeSTUENTCSTRENGTH rooms with an additional pavilion provided in

INCREASES. ~ thefinal stage. However, it is interesting to.1*59 4- v // sJf </ X / s note, that unlike the Gujarat designs, the710N ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~school does not create well-defined external

!! E 4XTHSCHO[MAY xi areas or enclosed spaces.STAJRT ASA 2-ROOM N I ITEACHERS ROOM ' "I I

l G s PYz . ' ~~~~~~~~~~~~~~~~~~~~~~~~~~.1 I

PHASE III AREA CHART L ITHE PAVILIONS CAN BE MADE LINTO COMPLETE CLASS ROOMS CARPET AREASAND THEN A PAVIUON MAY BE A (CLASSROOM) = 343 5SFr ~~~~~~~~~~~~~CONSTRUCTED ADJACENT TO THE B(ECES OM 1 E(r L S / 117 A1 EARUER ROOMS. B (TEACHERS ROOM) 213 s

!A.~l _ S < /29 V-IEF ) TOTAL PLINTH AREA = 989 SFT- 3= : | t / xX lV /5I A ESTIMATED COST = RS, 190,000

COST PER SFT = RS. 192

t P R g M A R Y 5 C (.) r-7 L s _ 27

;.8O1tCiKr -*-R E . 0: U R C-E C- E N T- R E A

,-COURT/ ' '>'>s > +-. i~ YARD E 'N r , , | ,CGISHEE7 . , M,.SERVANT'S

N ROOFINGROOM

-

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~BAMIBOO MAI FAL'iDINING DORMOORY ~~~~~~~~~~~PROV'rtALN I MI?pP

I ~~~~~~~~ / ,~~~~~~~~~-TRAINING

X X /.' \. ^ . 5 ~~~~~~~~~~~~~~~~~TRAINING HALE }L-

i -; >- <~~~~~~SKYLIGHTFor, EXTERNAL VIEW f S Z X ]'?@;}. "' .lLLU~~~MINATION EEAN/RC Im<%

/L BRICK INFltL 5' - ,,> _ D ~~~~~ ~ ~ ~~~~~~~~~~~~~WAU -L.4, NDOW

~ N .= j > . i f

COVERED CORRIDORS- - ' = = ___ _ _ . ._-;/ _PMOTBCrION FROM RAIN 01 !>\--

CARPET LIG

AREAHT = itSFC.fATEDCOSTO-RY) 485'6

FOR SEXERNATLVIEW

NATURAL OF HALL) 5 : r

C (DINING) 312 SFT ~ ~ LLUINAIO

TOTAL PLINTH AREA CO345D0CORIDOT

AREAICARTEDRTCOSIO FROM RAJ RYAR-FO SPLOE ATVTECOSRPERST AREA46

R tl I L O) I N (i R U R A L - R

2B N

-' A S :S A .t - ~~~~~~~~~~~~~Th dsinprovides for the basic func-; R a . ^ A ~~~~~~~~~~S : S . A A lin of a Blc .s- - hclsgprviResfource Centre' andmore, through a design and construc-tion system that is contextual.l .rO,cs.gn is for a residential ARC and providesa training hall for teachers, two dormitories,ir. oafire 'corn, store, kitchen, dining and a,iu,ard s room in addition the design alsocreates a central courtyard which can serve thepurpose ol nformal training activities as wellas an inieiaclion area for the trainees.

Ar. impoitant aspect of the design is the use.' 1g_t3AMBOMO MAT FALSF -' \ t. \\\. ' * ' i \ of local materials in construction. The localMilt EC POVIDED lUNDEf system of construction in Assam has largelyF F 817 CG, ROOF i \ , || \ ! \been wood and t,amboo based. Concrete has

been a relatively less used material, especiallyin iural areas The design has thereforeCA*Jplofed other materials, keeping in mind theneed lor permanence in the context of heavyraminaliARCHFS USED AS

SPANNING ME MBERS 1 Tubular steel trusses have been used in placeirjStEAD OF RCC BEAMS o Iwooden irusses to support the roof and bnckaEches lnave been suggested as spanning

-. r1 vi N - > ' w @ mater.als The roofing material is Corrugated;, 1 vsrjDvrj - Galvanised Iron ICGI) sheets as per local prac-

.tie Bamboo mat false ceilings and brick pil-[ - , xt u t%-2>< ' ' u fr lar s wi th 5 infili walls have also been proposed.

1K F * r *S \ \^ ; Attention has been paid to the climaticj , 7- \ j0!T , conditions of the state. Skylights have beenI prrivideo n she training halls, dormitories and

4 ~~~~~~~~~~~~~~~~the kLtChen for lighl & ventilation in the.,II 11, generals overcast and humiid conditions. The~~jj' jJ' - p ~~~~~~~~~~~. H ~~design also has a covered corridor around thie

,1. 4 Il rourt.aid This provides protection during

P_UARS Such atient.on io contextual and stuhe io n tldasi

ii: ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~cnersceisa more comfortable and fa-

INTERNAL VIEW OF DORMITORY

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~~~~~~~~~~~29

R E . 0 U RCE CE NC R E M A'

SACE FOR

ORYIPNG 'CLOTHESr-7 >

.1

THE OPEN COURTWInTH A STAGE FOR

PERFORMANCES

9 1 , t ~~~~~~~~~~~~~~~~~~~~~~THE ENTRANCE

'viL,~~~~~~~~~~~~~~~79

EXTERNAL VIEW DOIRMITORY

N~~~~~~~~~~~~~~~~~~~~~~~~~~OE

AREA CHART B_ .CARPET AREAS CHRRMITOT

A (TRAINING HALL) e 507 SFTB (GENTS'PORMITORY) - 498SFTC (LDIES DORMTORY = 190 SFTD (OFFICE) = 113 SFTE(STORE) = 113 SF-

TOTAL PLINTH AREA = 2682 SFTESTIMATED COST = RS. 625,000

PLANCOST PER SFT = RS. 233

A VIEW OF THE C8 U I L D I N G R U R A L

30

AI~~~~~~~~.ii ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ The SRC is one of two designs preparedM i~. ,. -i Mi Y D -~ H Y- ksgimEH for Morena in Madhya Pradesh. The-r;,a. - *_ _ __ _ building has been designed with local-4>, 52B _ _ 1j 7j,fr.y1 - materials (stone) and neatly accommo-

/ ! a F 1 -184 dates the various functions of the Re-; < ,/ a l |[2 2 . t-:ai' i source Centre.

This example displays a fine demarcation ofspaces. The rooms are arranged so as to cre-ate a courtyard. What is also significant is thescale of the court which is just right for thie4j[% se of th building and the occupants. Theprovision of a formal stage with steps, and alevel difference of one foot along the periph-

er rae ninformal sitting area and facili-IHE ENTlWA . .d v L + _, ' tates antvities in the court.ENTRANa The design also ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~provides for a training hall,

THE malefJr jg <92f;~' 1 and female dormitories, an office roomZNX and a sore. Apa1tfrom enclosing the central-ii2zlcourtyard, a small backyard for the washing

and drying of clothes has also been created.

The training hall and dormitories have the nec-essary provision of display and storage spaces./ ~~~~~~~~~~~~~The backyard is an important and sometimes, T IT _ , .' , X CUT VIEW OF SPACES overlooked facility in a residential fRC.

, / , ,_ ,_ { ,,, An important aspect of the design is the useof locally available stone, which has been pro-> COURTr Posed f

- --: - -------- -1 L dofr the f oundationp chaija & lintels, roof-~~---.*-~~~~~.~~ ~ ~ --- - U ~~~~~~~~ing and flooring.

STAGE WITH A JAL

7-e:- \A BACKDR

ZCORRIDOR FOR SHELTERA VIEW OF THE COURTYARD. FROM SUN & RAN

A L F- R It m A fa y 0 L n H o () t 3_ _ ~~~~~~~~~~~~~~~~~3 1

E' S O U :R 'C. E' C. E N TR EG- COURTYARD

DOR*ilTORIES - REAR COURT

COURTYARD W17Ft I z'a ;' (TWOFLOORS),' FORL-PYtbq>_ r g _

STAGE FOR SPITCOVEH - ..TEACRING ACL VITrEW 1 PROV ItTA

TRAININGHALL 1'.

R COSTl ROOM STAIR R 7.- J? ~~~ DORMITOY'

A~)INING COURIS PLAN .2 - * --- -

~-HE COVERED KITCHEN--

EXTERNAL VIEW IS PROVIDED WITH A

~ . ~ A VIEW FROM THE COURT3 2 B U I D I N G R U R A * S".-4 - ' P

AREA CHARTA (TRAINING HALL) = 5105SF1B (DORMITORY) = 292 SFlC (KITCH-EN) -112 5FT -

TOTAL COVERED AREA = 3282 SFT 14,ESTIMATED COST = RS. 925,000COST PER SFT = RS. 282 -

32 B U I L I) I l C. R U- R A L R

The BRC for Deesa has provided for allG U ; J A R :A T- the requirements of a resource centreand also has additional features likecourts and open-air theatres.The design has a training hall, dormitories (ontwo floors), an office, store, a kitchen, ad. dming court and a small open air theatre and

-,; . 1 stage.It manages to create the ambience of a smallInstitution through its design. The open airtheatre (facing page, bottom) is an additionalfeature that significantly improves the

t environment of the BRC. It pre-empts and. facilitates informal as well as formal activities.

. , . . . . , t s1 _ , rl 2 r ; 1The dining court provides a well defined-z_ . . ;, . i : | ~_, * ,, .?v ' ̂ 1 eating area without adding the cost that a

fI ormal dining hall would require. Whenj ~~~~~~~~~~~~required the space could also be covered with

RY ^ !, N ' I t 2 - 2 . }a shamiana (tent).The shape of the training hall allows

I 2 --- = > e l S S - r S l g t1 $ j ~~~~~~~~~~~~~participants to work ind threey salle groups[ ~~~ f required. Ample display and storagefacilities have been provided (left above). Thetraining hail also opens into a smaller informalactivity area.The dormitories are a very important part ofa residential BRC. The design attempts tocreateacomfortableaccommodationfortheoccupants. Each occupant has been provideda separate storage space. Rear courtsl terraceshave also been provided to wash and dry

VIEW OF TRAINING HALL clothes.Working with the basic requirement of

~- .- ,--spaces, the design manages to create anenvironment that facilitates the training

t; i t F activities and residential nature of the RC.

.i m ... ....... .. _ 3A ~ ~ R .P R I IY A R Y S '; Fi ' O O L S.3 _-ho3

I .E:P R ,O V`1l S I 0 N S 4 ::

The basic toilet designs do not vary much across the states. However, the provisions range from being very basic (provision

of just one WC) to more extensive (provision of separate Girls' and Boys' urinals and WCs as shown).

L L~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

LWITI~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I

,J FL EFP0c ETAEf

One designBihar, whenare being irall the 5evel

Ferrocemenasignifican

qatyielements ai

34 ~~~~~~~~~~~~~~ ~~~~~~~~ ~ ~ ~ ~ ~ ~ ~ A ~~~~~~~~~~~~~~ ~~~significant,

i;. ~ 'i" - ~ ~ . "r Due to the absence of sewer lines inmost villages, the self-sustaining sytem

'~~~'"~~~~ '~~~ ' ~~~~~' ~of double leach-pits is mostly used. Thepits are generally made ofhoneycombed brick or stone work,with precast RC roofs. Otherindependent systems are also beingexperimented with.

The building technologies that are6U1S bOt5 T l I * most commonly used are brick walling

i VhliiALS Ug,ICIAL5 l l l ] tK with precast RC slab or stone slabroofing. Minor variations exist fromregion to region.

: I | ~~~~~~~~~~~~~~~~LEACIC FIfi IN ~v' |'HO.NWECOD EP -

. , q N, o o~~~~~J4w~J.

One design worth mentioniBihar, where Ferrocement toilet unitfs \ are being installed (facing page). Here,all the several elements of the u)it, like ,the pans, walls, roof, slabs, pipes, tea~h -\pit tanks and water tanks are made inFerrocement This brings down costs bya significant amount, and, since all the -elements are precast, also ensuresquality in construction. The othersignificant advantage is the easy and -quick installation of the elements, - .- 'which result in a single unit being putup completely in 3 days or less.

A s8 P R I M A R Y S C. H' 0 0 L s 3 |

; N

x , *#& tUts S s~~~~~~~~~~~~~~~~~~~~

T ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 4~

' i .1, ,' "' - A-.

_~~ -'t#} ; t

£+ I i~ // s > *\ ^

,-E v Che$.. ea ' '/

'~~-- - j/Ito 2 i- - -1;;

i; . ' .,. N

-u,

l A

THE NEW PRIMARY FIVE7- SCHOOL

The design renewal exercise has marked a significant shift from the situation-. wherein a few designs were replicated across the country It is the first step

towards developing sensitive and sensible designs in various states. The NVewPrimary School section incorporates the ideas generated during the exercise. More.tharn that, it presents the insights that have been gained through the course of this The DPEP experience has

*'- - exercise and the interactions with various states. Many of these ideas have not shown that there are two* - - t- emerged directly from the new designs. They represent the larger understanding sides to the issue - one, the

'47 - - ': that has come about. complexity of concerns to beaddressed, and tN4vo, the

- The DPEP experience has shown that there are two sides to the issue - one, the simplicity of solutioncomplexity of concerns to be addressed, and two, the simplicity ot solution required.

'' ' -. - required. This is presented as a step by step explanation, from the internal, ;. requirements of a classroom, to those of a complete school. At each step, the

concern as well as the nature of the solution is expressed.

The simplicity of the solution has been maintained by ensuring that cost.- .' ' -. ; implication is minimal. The solutions refer only to square or rectangular rooms.

Thye can applied irrespective of construction agency and technologies used. Itmust be noted that variations of classroom shape, alternate technologies and

M: -- - ^, comrnunity participation would create additional possibilities of design and cost* savings.

- ', In essence, what it communicates is the deal of value-addition through design.

--. . COST ASSUMPTIONSL Through each step, the cost implication for each suggestion has been mentioned.

Detailed estimates were done for each. it may be noted that the costs indicatedmust be treated as average costs. Minor variations may occur frorn state to

- state.The costs have been worked out taking rates from Schedule of rates, PWDBangalore Circle, 1997-98. The rates will naturally differ slightly from area to area.

T he costs indicated are the amounts that would be required if the facilities areprovided during the initial construction of the school. However, most of theseelements can also be easily included as add-ons in existing schools with a smallincrease of cost. Most of the elements are simple add-ons, no special materials or

- . . ...' construction process are required (eg., the students' chalkboards, the jali walls, theopen-air theatre, etc.).

37

6.~

07* UXE-ST,UL0ENT- SPACE CONCEPT.,The school should be designed to the size of the child. It should provide spaces for individual/groups of children to read, write, display and store materials comfortably.The main reason for constructing school , STUDYbuildings is to provide a conducive 1NORJtL £tU ,_environment for the child to learn in. , IIUATIQN /_One part of this requirement isaddressed by the student space concept.

The basic idea behind the student spaceconcept is that'school design shouldbegin at the level and scale of theindividual child. This is in contrast to wKIrl NG traditional notions of design where the f >, . tilNC,basic unit is a classroom, typicallydesigned for 40 students. 7V\tA> f {x . PREFERRE_The aim is to provide spaces that SITVATIONfacilitate learning activities. Onepossibility of doing so is indicated M.-rjiVJ&s

overleaf. 'ACTIVITIEJ/'By ensunng the correct height and size, amulti-use student space can be created. ,U1R-cThese can be usedlas i\ • a work surface by a child* a seating space A1r' t

a display are °) ! t( ITIES l Tcr, piT:ji* or a storage space I A ch id's normal activities would X

Such student spaces can be used for j ncude reading writing rakingboth group work as well as individual ~~models, displaying the work, etc.sothrudy They can vve pr aie inditheuopen (abo-ve). A simple examination of

study They can be provided in the open MWiN the heights of primary schoolor ithin thIe classroom. children (5 to 10 yrs) gives us a S! N 5,

The student space concept can be Gl good idea of the acceptable heightsexpressed in other ways as well. Thc and dimensions for all the chidren.expressedaenotaneeo ws as wllok athe -+- This can allowv us to create a simfundamental need is to look at the *roueta ae tese o h P4Jtrequirements of the individual child both .| od tt moAe his rin terms of his activities as well as his _E l l to d his rioou vsize. 5WOKK7 5Y' ,h

Heights of Indian children sourced from A t 4School Fumiture Handbook Vol. I, LUNESCO

38 i 5t6 - - to Is I

dual/~~~~~7

r~~- F'~~k2'E SAHELFAME5

I X A~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I

What does it cost you?Inside the classroom stone slabs or RCC(depending on the area) needs to beprovided. Storage spaces inside theclassroom can be modified to reduce costs.External studEspaceslwou d r uire

TMlE STUPEN T- SpCE Sff additional penses to build the pto aAT' TVLAI-iAif VWWLLTIPLE PUr4bfF height of about ito 1.5 feet.TO &'-T:UlTr AKE !t S, App oike cost (for twenty students)

Internal - Rs.External 1 -

This basic student spaceprovides the clild with a work-

tJ~~~A~~~ ~~)LTh. ~~Surface, a space to sit on, laV°E cl, against. display material. store r M L f V

materials, work individuall y, -t------r-

groups and within theclassroom of in external spaces!

39

J t,`PLAY-AND STORAGE SPACE'-A variety of display and storage provisions should be made in the classrooms and verabdahs.

I I -P LAY

Display and storage spaces need tobe provided to support teachinglearning activities.

IC1H A L AA Display (top, left) needs to be inthe forrn of notice boards, tack,boards, ledges and shelves. Theprovision of battens with hooks canr ,1 \'ir- CHIW tt %be effective. String tied to the *.LJU ;rns 9 hooks can be ised to display-:. .iE M sir materials.L 1 * * ; s A < X - . __ - ' \_Chalk boards (left) are a veryimportant teaching aid. In additio-ito the teachers chalk board,childrens' chalkboards are alsorequired. This can be providedboth at sittirg or at standing

() < $e- vf height and can be in interesting .iE shapes.

Storage spaces (both lockable and Display andopen) also need to be provided providing sL(above). :* verandah ca40 more freely.

What does iltcost.you? -P_L S L A LCCg-D Theprovision of:display and

bdahs. storage materials is.not optional. in

5Tog AC, i esenta.4- vftw proyid.Ing forthem in a more imaginatiemanner helps ceate additionalvalue. For instance. childrens'chalkboards can be of differentshapes. 'learning co'rflers- af1c

CHILDR-sNXs f IS I L C) RLKV^ 1/ 4 | | |display areas can be provided inplaces like the verandah:

r-P . >It >°gDII YApproxirnate cosis

s z Q l 2/ ~~~~~~~~~~~~~~~~~~~~~~Children's1, AtPDS VI LU E 4 [ A chalkboard (I sft.) - Rs. i°/lIJ VFYlA1jr A Batten (1 rft.)j -R . 1

isplay ledge (1 sft.) - Rs. . 20/-,Oneupboard - Rs, 400/-

o)~~~~~~~~~~~~~~~~~~~~~~I -- ! 1PLAY

.5 need to!aching

o be in;, tack!s. Th ehooks can)theilayCHLKt

'eryi additionrd,? also-sided

resting

;able and Display and storage spaces in the classroom is a must. In addition,wvided providing such spaces in 'unsupervised areas' like a corridor or

verandah can make the children use the display / teaching materialsnmore freely. 1 41

i \ItTU 'E.-;LESS SITUATfIONS -- -

The design should respond to furniture-less situations by examining the chalkboard height,provision of sitting spaces, standing work tops, quality of floors, etc.

NlCIMPL t ITUMIKON The chalkboard can be

uncomfortably higli for child sitting in front. Thiscan be helped by reducingthe height of the bottomof the board to 2 6'.[ ! / . Creating a level difference

P > *#5 ° I I C ~~~~~~~~~~~~~~~of about one foot cant) _ make the height of theboard even morebETTEr- lWT'H L)h*E>t comfortable for thesC,HhL AgD 4 s > 9 J children. (far left)

Sitting onl the floor for aINALT- IM LEPC-fl long period of time can be LEI LUlLT- IM LEPc:S Fcc. SEhT1kl.fs uncomfortable. Some IFD ¢ o fM amount of seatina space

can be built into thheclassroom. (left) WhatdE.t P TE wlfif LZUEL

ReduCinVlFFU 'kE Amp lOMFrEEP 5 ;by 6F;tUCAXKLlZ~~~~~~~~~~~~~~~~~~~~~~c2p~~~~~~~~~~~~Rp ~~~~~~~for child

Creatindblackbo

.0 I s , 11 | / _ ,earth fillMany schools will not have fLunds for

X tI@_J=Apprcmxitfurniture. The absence of furniture creates differentsome concerns that need to be addressed. classrodi

42 THE 5AME LPw CAM BE USO FV qFP4Ft- JT AC.TfVlflE

ieight, '>t Lr JEP

hbefor a

1. This?ducinlg

erencc

ane

can be &E \ )/,tne jWDIFFt:RIC- C kr/S'' 10;pace

What does it cost you? rVJlLLT-W MkULTFLT-POSEReduicing the height of the chalk board LEDSECby 6" costs nothing but makes it easierfor children to look at the board.Creating a level difference next to the

'. ~~~~blackboard wo1uld im ply an inurease ofearth filling alone

Approximate cost of creating a leveldifference of one foot in oneclassroom - Rs. 910Q-

43

e- W ~7Jf i- . .fl :Jlm Situations masw E4i@I~~~~qN !N.P G l o handle mot

This makes it rThe learning space must be designed for single teacher situations*, multi-grade conditions, or places fromovercrowding or small class sizes, etc. as the case may be. t

Primary sch'ol buildings are mostlydesi,igneddwith the 'classroom - for - D _40 - students' being the learning rHcs*a pT` i,ycal primary school > THEiTl IALbuidingwould have a few such PKIAKY SCHOOLrooms a,teachers' room and 15U( LDIN. -vreranjah -Actual conditions oftenvary lr,bn this ideal.

Ins on cases, the number of studentsare much larger and the classroomsare over crowded. In areas where thehabitations are quite small, the Lowstudentpnumber of students may be much in a varietyoflower than the capacity. In some cases, Y classroom cousinjle teachers need to manage more Cfi & needs to be erthan one classroom. \l.F)PC -i does not beco

The 'typical' school design is unable to fright)cater to these real situations. This can . Alternatively, ebe very detrimental to the quality of hal the smhapleducation. The design of the 'learn S be altered to'sspaces' must therefore be far m Tebscrqsensitive to the actual teaching (heconditions that can t taught ing the or do prevail. .teachers chalkl

classroom.

~~INCij C)VEC"PIN&

TBOAEK~~(*Even though few states have schools with LWNonly one teacher allotted, there may beOf5DE5situations where only 6ne teacher is presentdue to other obligations) t

44

Situations may exist where one teacher needsto handle more than one group of students.This makes it necessary to have 'nodal points'

ditions,~ Aor places from where the teacher can controltwo or more groups if required. (below)

'S ,r e Mt ~~~~~~~~51W-L TEAr- EP

* ;:'Xj. L Low student population could be addressed ercrowdng adressed byin a variety of ways. For one the size of the using the verandah as a study space.classroom could be reduced. However, it However, to allow for that eventuality, tiheneeds to be ensured that the smaller size ...- verandah should be of a shape and sizedoes not become a restriction in the future. e I similar to the classroom. Narrow spaces afre'(right) not good as it can be uncomforatble forAlternatively, partition walls can be used to students to see the chalkboard. (ab6We)create smaller learning spaesinside a largerhall. The shape of the classroom could also lbe altered to'similarly allow for smaller areas. I IThe basic requirement of multigrade

*( ; ;+ti9X-at teaching (wheretwogroups of students aretaught in the same room) is that at least twoteachers chalkboards must be provided in theclassroom. . .

,.:,tjS \ / YAR~~~~~~~~~~~~~~~~~~~~~~~~~~TIlricN

'iE TTEX. kCC E

45

I ItM,t, .

THE LEARNING SPACE (Continued)To provide adequate learning spaces within limited resources, schools may be a combinationof covered spaces, verandahs, pavilions and platforms/ courtyards.

g tOcf g Bo7! i ~~~~~6o jI CLMAFJ.OcM VERANIDAR P0VILl 207/. PLATThe NCA ConceptThe Normative Carpet Area Concept has been usedin Lok Jumbish. Essentially, the NCA conceptrecognises the fact that teaching actually happens(and can happen) in spaces other than theclassroom. This includes verandahs, pavilions. /courtyards and platforms. These spaces require lessconstruction than a classroom and therefore cost

less.For the lok Jumbish blocks, it was found that the

Kcost of construction of a verandah, pavilion, andplatform were 80%, 60% and 20% respectively ofthe cost of a similar size classroom. 2-, VE Rl PXVILi CThis is a pragmatic way of looking at the problem of |overcrowding in schools. In areas where there is asevere infrastructure shortage, a combination ofspaces allows us to create more leaming spaces at ithe same cost. Additionally, verandahs, pavilions, . 2\ J A - _courtyards and platforms are an intrinsic part of our

Learning sptraditional life style. would nee(Going by the Rajasthan experience, this means that number offor the cost of two rooms we could have cases of2.5 verandahs, 3.3 pavillions or upto 5 platforms. 5 PLATFOP-mS

9p oints of 'cThe exact figures may vary slightly form state to teacher, alkstate, however, the NCA concept of providing teaching bydifferent types of enclosures provides a flexible additional capproach that can respond better to resources and creating ad-climatic conditions.

creating ads ; |9 ~~~~~~~~~spaces can

with more l46 | learning spi

What does it cost you?Applying the NCA concept does not cost any extra money.

,ation Making additional chalkboards is essential and the cost implied isinsignificant. Creating a design that allows a teacher to control,different groups of students better does not necessarily implyadditional costs.Approximate costsOpen space of classroom size with chalkboard walls and steps-Rs. 20,000/-

ApTlTl~NL / AL'W\ELP5 External student spaces - Rs. 60/- per child> _L ~~~~~~~~~APDITIC4hL. GHALr-eIAFP5

Ir aK S ,

Learning spaces in our schoolswould need to cater to any AJILIONt Anumber of these situations. In l lIj IsI& SCEcases of overcrowding, creatingpoints of 'control' for theteacher, allowing multigrade coZTi.LED/teaching by providing L-EhPlINJC_additional chalkboards, and S creating additional. learningspaces can create a schoolwith more usable and effectivelearning spaces. 47

^ I~~~~~~~~~~~~~~~~~~~~~~~~4

EXTERNAL SPACEExternal spaces should also be designed. These could be treated as a combination of formalteaching spaces, student-space-acivity areas, open area theatres, courts, etc.

Teaching learning activities oftenhappen in open external spaces. Yet,school designs seldom try to use theexternal spaces as an additional" 11 EXTBLMAtL 0 GL^55ROtg p learning area.

SIMPrLE 1FFECqIJV A KAS ET A/,TO CkE JVALVAeBSL EXTEvAUAL

OU DODE LA-KNI&/AcTVrlTY

Creating different 'kinds' of externalspaces facilitates different kinds ofteaching learning activities.The simple arrangement of rooms cancreate open spaces of the scale and sizeof the classoom (top, left). Such spacescan function effectively as open aiwr.classrooms. External student spaces orOPEN< / °8- AlR- stub walls can 'define' external spaces,

) /)THEXTRF,S provide sitting / gathering space and/M V7,f J/ 9\ bLTI- U$e facilitate outdoor learning activitiesLar-u Igtd LFNC, (above). Open air theatres can greatly The creatiofacilitate performances and other can contribinformal activities (left). i learning sp.

48

What does it cost you?

formal Creating external classrooms does not imply aformal 1 significant increase of costs.

Approximate costsStudent spaces for 20 children - Rs. 1,250/-Open air theatre for 50 students - Rs. 2,600/-

en!s. Yet,se the3,

AternalIs of ~A-A

xJ\ \tA lN fX MALs r t -;' >~~~~~~~~~~~~~' A ~~~LE-A?-IMfi/c;;7 AgtEkS

oms cane and size ich spaces!n airspares oril spaces,ce andivities 'i greatly _ The creation of external spaces in conjuction to the school:he'r can contribute greatly to the quality and quantity of

learning spaces available.

49

The traditioni6 EXTERNAL-INTERNAL INTERFACE limitedtothEuse, the froniExternal activity areas should be physically & visually accessible from internal areas. They Designing sci

should be controllable and in regular use. an area whicl

EXTUINCDPJTf-OLLEP

PMc

hc6E ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~The mere creused. (above,utility of such

V1 \ \ PlstUS%XALrLLY kmD Creating sucdC ONTFDLLEV their utility ai

9 \ 1/Vi SUALLY <> External spaces need to be carefully located to\ or -OuLEP r ensure that they are actually used by the students

\ t, , \ ct F~hVW and teachers. ,e

Four characteristics are desireable to ensure that an\ <,' \<? \0v X / ~~~~~~~~external space is used well:

Physical access - The space must be directlyapproachable from the formal teaching area

PHY51G&LLr & / Visual access - Teachers (and students) should beNT ouXID \ / /able to look into the external area from the formal

hp / teaching space. -What doe:Regular use - The external area should be located Creating pfsuch that the space is in regular use. control reqControl - The extenal space should be a defined an increase50 area that is easier to control. much nicer

The traditional school does not allow physical access to three sides. Visual access islimited to the front and rear only. While the rear of the site is not normally in regularuse, the front of the school requires control.

s. They Designing schools with courtyards or attached spaces allows for physical & visual access,an area which is in regular use and one that can be controlled.

USE OFExT fpjAl- VSSrAcETf-ALs gEDLkED hL

USA LF

The mere creation of external activity areas does not ensure that the spaces will beused. (above) Lack of direct access by the teacher (and students) tends to reduce theutility of such spaces.Creating such spaces as an integral part of the school (below) can greatly increasetheir utility and ensure their proper use.

I toudents

?that an UJSE OF EATMwitkL Vl$uN.t4 MJt2

y orpr C cz55/P T QD4 he)(BfX QMUCH MOP-E 4Xa~~~~~~~~~~~~~~~~~~~~P /, V1 USh\ bALE 5PAC-EJuld be

formalWhat does it cost you?

ocated . Creating physical and visual access, regular use and.control requires sensitive design. It does not imply

ian increase of cost - but it can give the school afined much nicer learning environment. 51

7 EXPANDABILITYExpansion should be designed to provide additional learning/activity spaces at minimalextra cost.

-I.~X

sso8S -RZO

E?\rAN SioN

VERIg CbALEXPANIDN

C -LNss

Many schools need additionalrooms over time. This happenseither through vertical, orhorizontal expansion. In somecases the new room shares a

_

wall with the old room. In othercases, the new room is Iconstructed as an independent J

\> w^SmAWITIONALF

\ \ //>/ X TARRAN&EP TOFOKM APVlITlCNAL

The simple arrangement ofrooms during expansion canlead to an additional teaching \spaces being created between What dthe rooms. Small boundary \o/n52 walls can enclose the area. \ Nothing

Additional rooms can be added to any school that has ampleland. Planning for sensitive expansion would allow us to createadditional value in the same cost.

iinimal The three stages of expansion shown alongside explain this

point. At the first stage a room, a pavillion, an assembly space- V lf ) AVlL4oM and external students spaces are constructed. This is roughly

equivalent to a two classroom school.At the second stage a pavillion is added and the earlier pavillionis completed into a room. This is equivalent to adding oneroom. In the process the assembly space is better enclosed bythe new pavillion.

In the third stage another pavillion is constructed and theprevious pavillion completed. In the process all external spacesare well enclosed by the rooms. The entire school can beenclosed by providing minimum boundary walls.Other such designs can be developed that consider theexpansion of schools and also create better external and internallearning environments in the process.

~~~~~~~~~~~~~~~~~~~~C LA5r oC>sA

TO'IT ICNAL h i P

What does it cost you?

_ f ~~NothingH !53s,

i8: INCLUDING THE SPECIAL CHILDThe school should incorporate necessary features to facilitate both access and learning bythe special (disabled) child.It is essential that our schools are Our schools can cater to disabilitysensitive to the needs of the disabled in two ways:

-child. . Identification of disability /16HDPEP deals with five basic categories of * Integration of the specialdisability, namely: children1. Visual (Seeing) Low Vision2. Auditory (Hearing) Eye Charts can enable teachers to3. Locomotor (Movement) check if some of the children A4. Mental Retardation have low vision problems.5. & Learning Disabillity One of the children's chalkboards a \TEEP A?The emphasis in the Integrated could have letters and numbers 0 zEducation Programme (IED) is on mild in plaster for children toand moderate disability where recognise.students can be integrated withotber children.

LocomcN C, ~~~~~~~~~~~OFLECT ElS rThe riscw A

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Even hiuncomnto abot

A ramra very (

Hand rcl mb t

IPENTIFT pX,5L~~~~~~~~~~~~M, PLINTH RE419T ~~~~~~~~~~~SeatinclPENTlF6T T° 0 L)lit ul * placesColours of teaching aides painted

thatthin the school should be such that Level dthey have adequate contrast to be tweenrecognised by the children O 1 .TheseE

Games with shapes and sizes on In lowthe plaster board should be plinth iprovided so that these children do can benot get left out. and soPE&IAL £HALMV 9 p°*5

54 WIE4St TMP W ITH A J"r4A' P[4MTh54 E6H

nig by

Locomotor (Movement)

>i- L The risers of steps are often as high as 8".TEsEven healthy children would find this to beuncomfortale. The riser should be reducedtoabout3" -4".A ramp could be provided but it must havea very gently slope (not more than 1: 10).Hand rails must be provided to help childrenclimb the steps and ramp.Seating spaces must be created in a fewplaces inside and outside the classroom so What does it cost you?that the students can sit more comfortably. Some additional expenses have to .be borne to makeLevel differences are sometimes created be- the school handicapped friendly.tween the classroom and verandah, etc. Approximate costsThese should be eliminated. Ramp for height of two feet - Rs. 3,600/,-In low lying and flood prone areas, a high Extra for steps of 4" for height of two feet - Rs. 1 50/-plinth is required in the schools. High plinths Handrail for ramp - Rs. 2250/-can be quite daunting for the disabled child Handrail for steps - Rs. 825/-and so should be minimised where possible.

LIU)TR 55

9 PROVIDING LEARNING ELEMENTS o10Simple and thoughtful additions/ modifications must be provided in the design details to 1 The pfacilitate learning activities. Such learning elements could include patterns in the flooring, and cakhar gachhis, etc.

it is impC.KAEUTPK.M AND FLMFcDMS lo l LEVEL 01'rERmNces WN of belorIIJ GEOMETIJCAL IHAFEJ I 1S | LEAJIN&6 AP.EAI the chili

tags carof) chilcIn some BEP schools, letters Teaching aids can improve the learning to 'their

and numbers are painted on environment of the school with i hooks,the chabutras (platforms) e . minimal cost implications.around trees. The chabutrasare also constructed indifferent shapes. This JAUI P NI0CES IN WMLJ What does it cost you ?becomes a very effective IN wIVDAI? roeX.Ieteaching aid for both Very little.arithmetic and language. Chabutras are mos,tly constructedGujarat has also adopted this with leftover/ savings from thein its repair works. normal construction. The cost of

/ / i S < paint is minimal. || (:Teaching aids can also be Letttering on floors would be withcreted through geometrical PA7TENS ON local stone and essentially coveredshapes, letters and numbers in the cost of the flooring.on the classroom floor.

56

tailsLto 10 PERSONALISATION OF SPACEtails to The provision of small storage & display spaces, niches, nameboards, etc. is very important:oring, and can give the child 'his own space' in the school.

INDIVIDrkL TAeS 0tJ DA, 0oDr|oDUP NAMEIA,6-

;N C-HALjO&Af_D |

It is important to encourage a senseof belonging and ownership amongst What does it cost you?the children. Providing simple name Virtually nothing!tags can allow individual (or groupsof) children to write their name next

learning to 'their' chalkboard, display, storage,h | Chooks, etc. J

uctedheSt of XDpvl

e withvered

57i 4

-- THE NEW PRIMARY SCHOOL

/ A ~ ~ ~ ~~~~ PAVIL~~~~UhION 5P C

mX< ~~ ~~~~~~~~~~~~~ TiOCLE

0~~ ~ ~ ~ ~~~ ~ ~~~~~~ X Coop- 4

Various issues have been raised in theprevious pages. Some simple solutionshave also been suggested. The schoolshown here incorporates all the ideaspresented over the last few pages.

It serves the simple purpose ofshowing that all the issues raised canbe addressed in the same school.

There has been significant 'value-addition' in the design. The schoolprovides a student his/her space,display, storage, furniturelessprovisions, appropriate learningspaces, external learning areas, catersto the requirements of the special childand creates learning elements in theschool. It simply goes to show howmuch more our school buildings canbe. The school shown would be of acost comparable to a three classroomand one verandah school.

However, this particular design is notimportant - it is not the solution. Whatis important is the various issues thathave been raised. All school designsneed to address these issues.

While it does not require an extremelylarge site area, it is clearly not thedesign for a cramped site. Designswould need to be prepared for avariety of conditions, hilly terrains,constrained sites, one or two roomschools, etc. This section merely

RNAP \ / provides a clear idea of some of the011\BLED TOI LE issues to be addressed and the possible

solutions. The actual design for yourDA school may be similar in intent but not

necessarily in design.

59

The New Primary School i I NIN A NUTSHELL

The design The school should be designed to the size of the child. It should with a speciprovide spaces for individual/ groups of children to read, write, small succetdisplay and store materials comfortably. smlexercise.

A variety of display and storage provisions should be made in the The exercisEclassrooms and verabdahs. more child

• The design should respond to furniture-less situations by efrom ourcexamining the chalkboard height, provision of sitting spaces, become clestanding work tops, quality of floors, etc. [ Design rene

• The learning space must be designed for single teacher situations, such classrcmulti-grade conditions, overcrowding or small class sizes, etc. as tore ani nthe case may be. district spe

• To provide adequate learning spaces within limited resources, to developschools may be a combination of covered spaces, verandahs, each stateApavillions and platforms/ courtyards. exercise rea

document;• External spaces should also be designed. These could be treated

as a combination of formal teaching spaces, student-space-acivity Most of thEareas, open area theatres, courts, etc. cost too mt

Teachers ca• External activity areas should be physically & visually accessible T various oth

from internal areas. They should be controllable and in regular the school.use. friendly sch

W!FW these aspec• Expansion should be designed to provide additional learning/

activity spaces at minimal extra cost. The new pi1 =- design and

• The school should incorporate necessary features to facilitate relevance irboth access and learning by the special (disabled) child. debate so e

• Simple and thoughtful additions/ modifications must be provided On the facEin the design details to facilitate learning activities. Such learning a high qualelements could include patterns in the flooring, akhar gachhis, this exercisietc. breadth of

inward lool• The provision of small storage & display spaces, niches, constraints

nameboards, etc. is very important and can give the child 'his school builhown space' in the6school. real0opport

60 I L D I N GR R A L R

IN CONCLUSION SIXIould The design renewal exercise will result in a large number of schools being constructed

ritese with a specific focus on being child friendly. Each such school being built is itself arrite, ~~~~~~~small success. Yet, it would be valuable to examine the larger gains possible from thisexercise.

in the The exercise as a wholeThe exercise as a whole reveals many small and big ways in which our schools can be reveals many small and bigmore child friendy. It reveals the role of design in achieving this. What we can get ways in which our schoolsfrom our school buildings, what we must aim for, and what we can ask for, have all can w hich orischoolsbecome clearer through this process. can be more child friendy. Itreveals the role of design inDesign renewal began with a clear aim of incorporating display, storage and other achieving this.

iations, such classroom facilities. It also had the objective of achieving child friendliness. Astc. as more and more such schools get constructed, it is necessary to ensure close attentionto detail during actual construction. States like Bihar and Kerala, have appointed

district specific architectural consultants. This would allow the design renewal processes, to develop into the next stage - a more informal, internal and ongoing process inis, each state/district. The exercise would be greatly enriched if the benefis of this

exercise reaches a larger audience of educationists and administrators. The presentdocument attempts to achieve this.

!ated-acivity Most of the elements mentioned under the 'New Primary School' chapter do notcost too much but can go a long way in improving teaching-leaming environments.

Teachers can themselves incorporate some of these pedagogic elements (throughsible various other funds the school may receive) and create a child friendly environment inular the school. The understanding of the teacher on the various aspects of a child-

friendly school should go a long way in improving school environments. Some ofthese aspects could well be included in the regular training programmes.

19/The new primary school is in effect a basic guideline of issues to be considered in thedesign and construction of rural primary schools. Most of these would be of

ite relevance in an overwhelming number of cases. They form a basis for discussion anddebate so as to improve school environments throughout the country.

ovided On the face of it, this is not the first time the issue has been addressed. Schools witharning t a high quality learning environment do exist, though small in number. What makesehis, this exercise significant is that it tries to expand similar concerns across the length and

breadth of the country. The exercise, like the Programme itself, is neither small norinward looking. The possibilities too are neither few nor limited. By acceptingconstraints (of costs, ease of construction, etc.) yet recognising the requirements ofhis , school buildings, a range of possibilities have been generated. They present a veryreal opportunity to improve the quality of learning environments across the country.

A L ' P R I M A R Y S C H 0 0 L 5 61

There is a simple point to be made - it is seldom that we come up with a wrongsolution - mostly it is the wrong 'problem' that we are addressing. It is not financialIt is seldom that we come constraints that prevent us from achieving 'sensitive' solutions. It is first an inability to v

up with a wrong solution - recognise what our concerns really are and secondly an inability to recognise themostly it is the wrong possibilities in addressing them.

aproblem'that we are Our concern is not merely to provide two rooms and a verandah - our concern is toaddressing. Our concer is help the child to learn and the teacher to teach. Our buildings need to answer thisnot merely to provide two concern. However, buildings by their sheer sense of permanence are very easily

rooms and a verandah - accepted the way they are - unchanging and unchangeable. Yet, buildings are builtour concern is to help the by design. They are and will be what we want them to be. The question is - what do

child to learn and the we want?teacher to teach. It is often missed that the school building is the most significant, lasting and -

fundamental teaching resource. The New Primary School tries to reveal ways in whichthe building can be this resource, ways in which it can address basic issues that affectpedagogy. It is not to be seen as a design solution. No one design can attempt to ' '3

address all issues across the country. What the section provides is an insight into theconcerns of rural primary school buildings. What it shows is that they can besuccessfully addressed within our constraints of limited resources and the varioussystems of implementation. What is important is that we address the issue with acommitment to both our concerns and our constraints.

inancialjt.ability to u"the +J-n is to -

ly J~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~'~ .- '

e built)t ' ' 4 ,L .:

what do4 :

)at affectrL

into the t

h)sectionrt 6Y{pI's1' e I

details:4 js e

i-ri e~~ITI!gnes *o r___ rtsY~~~~re~~sijI pro -. g d *iona esignX

4~~~~~~~~~~~~~SA

UUIVIFILAI IUN UP- ULt5UNb

,- _4 Ideally, the design of each school should be site specific. Significant variations-~ _could occur from site to site, village to village and school to school. However, the

shortfall of primary school buildings in the country is very large, and hence toprovide a site and school specific design is logistically very difficult.

Therefore, the issue is not merely one of site specificity - it is one of recognisingthe various issues that need to be addressed. This includes overcrowding,multigrade situations, storage and display, community involvement, singleteacher situations, etc. A design for each site is by itself no virtue in the absenceof the recognition of the other major concerns that need to be addressed.

All the designs compiled have attempted to address some of these issues. Yet, inmany of the designs that were not finally adopted, the lack of awareness of theseissues was apparent. It also needs to be accepted that even the designs compiled

E here have not necessarily recognised some of these issues. Put together, however,they have responded to a variety of concerns and limitations. Taken together,there has been a broadening of vision.

Barring Himachal Pradesh and Kerala, DPEP would not necessarily be preparingsite specific designs. What it does do, is to attempt to address the generic issuesthat school buildings face.

~--P 5Various state specific systems and processes have been followed to prepare thedesigns. One constant has been the involvement of consultants in thedevelopment of the designs. In most cases at least three to four consultants havebeen involved in a state. In some cases one consultant has been appointed foreach district. Two states have prepared designs through the Chief Architect of theState Government.

Construction using these designs has commenced in a majority of the states.Photographs of some of the completed buildings are included in the followingpages.

63

1- t .1 g -7!

U~~~~~ ~~~~~~~~~~~ytm of cosruto hav bee acot Thi include

rTI4ritulg -0 0 0

X~~~~~~~~~~~~~~~h s uatl ofn n nun mu brck fo Ne primar

,-:;s', _ --- - Zj= ' ~~~~~~~~~~Block Resource Centre in Aurangabad, Maharashtra,'.. i.r* -( X~~~~~~~~~~~~~~~~~~~~ Constructed by the Centre for Science in Villages, the BRC -,.e , ~~~~- . ^--, ^. ~~~~~~~~~provides large semi-covered spaces. Cost effective -. '-if -* - ' __ -s_ systems of construction have been adopted. This includes . -9-.. .--aI -a; - r. the use of guns tile rooting and unburnt mud bricks for - -. :.- New primar1*A- ---- > ... _ . . . ., ............ the walls -:; - - . reduce the cc

64 P

S9 s I o o H D s A S v W I v d d

I|w t~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~t' isl ~~~~~~~~~~~~~-%

'. -; ' _ j.it

1H@ -

w p~

- ~ ~ ~ UOI~~~r1II~~~UO~~~ A

PROCES'

DPEP Asaexercise irto the pr(' < - - q i ~~~~~~~~~~~~~~~~~~~~~~exercise ar

suggestec

Cluster Resource Centre. Muzaffarpur district, Bihar .base foreThe CRC has a training hall. Resource Room and

Verandah. The designs were prepared by consultants, Followingthrough interaction with teachers and the local

... and shortcommunity. The use of cost effective construction designs ksystems were initiated in BEP and are now being used a o wh in all DPEP works.

DESIGN I

The BRC ckitchen arwas a mr

The desig

providesh ,f.e . ~~~- -~ f trainingn hr - . .f n t -8 < -The schocX I

, facilities irBlock Resource Centre in Kaza, Lahaul Spiti, - The desigHimachal Pradesh.

climatic ciAt the initiative of the district, the construction was

.* _ was takerundertaken using alternate materials and incorporatingpassive solar design features. The walls are made of

- . against thmud bricks. As can be seen, large windows have been .provided on the south face of the building to capture ' . ' ! :*

CONSTRLthe sun's heat. Double glazing with silicone sealantsand roof insulation minimises heat loss. The building

$ ' .. Constructrequires minimal heating even during the harsh .- in DPEP-winters. e il_-f F ' _ i

All works

UNIT CO!

Estimates- r preliminar

66

Ab5SAM< ir,-vt ~~PROCESS

h es O i DPEP Asam undertook the design renewal exercise in late 1997. The- ., t .X. exercise included the resource mapping of all three DPEP-II districts prior

to the preparation of designs. Five private firms were involved in the* ~, exercise and each one undertook the resource mapping of all districts. A_ ,-. , 4;. r ttL suggested format was provided to each consultant for the resource

mapping. This included information on material and labour costs. trans-portation costs, material suppliers, etc. for each district. This provided thebase for a concise and informative resource mapping exercise.

4T ,;. ;e 'i72 Following this, designs were prepared by the consultants. A design reviewand shortlisting was undertaken by the SPO. Two BRCs and two school?-':'7 designs (apart from the design for a 70 bedded hostel) were forwardedall of which were accepted with minor modifications.

DESIGN FEATURES

. ^-.¢raP_' .i The BRC designs of Assam are both residential and include a formal_ 'fl,, ...... s$., J kitchen and dining space. Of the two designs shortlisted by the SPO, one

was a modification of the DPEP-1 BRC design.

The design prepared by the cosultant is for relatively compact sites. Thetraining hall, dorms and offices are located around a courtyard which

g-r,4't ; < provides an informal activity area. DarX

The schools are desiged for four rooms and are to incorporate all basic . - Morsq.on-;3 _ facilities in terms of display, storage, childrens chalkboards, etc. Dh.b* - K rb A9-9

The designs are marked by their local character and take into account theclimatic conditions as well as local construction skills. A concious decisionwas taken to use permanent materials in the onstruction of the walls, as

'4. E g against the commonly used bamboo panels.

I ' i i CONSTRUCTION AGENCY

Construction is to be undertaken through in-house contract engineers as-Z.-,". . 19 in DPEP-I. One engineer is being appointed for each block.

All works are being done through community participation except BRCs.

UNIT COSTS First Phase Districts

Estimates of the designs have been finalised in only one case. For the rest, Second Phase Districtspreliminary estimates are indicated on the drawings.

67

. ~ ~~~~~~~~~ R Nt ALADDITI&NAL CLASS ROOM

I _FOR F1ITURE EXPANSION

FOR FUTURE EXPANSION3 T: 2IzW BOUNDARY WALL WITH BAMBOO1(32-T Mr) ~ ~~~~~(HORIZONTAL &VERTICAL)

rI

CLAS RM

FC R

_ _ | DlSPtAY : l DISPLASPC Y __ __ __

__ _

30d.004. ~CLAS.SHE R O VER

A 4,67.031.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~[~4.s~7

Alt CASROOM D 04. 104r

VL.~~~~~~~~~~~-\--- L

UP

I r- 14m CHALK BO E OVER

GROUND FLOOR PLAN LVtS .

BAMBOO MATOVERNinharea 1560st Pnthaea

FRONT ELEVATION CANstELr sq ft Ra tO| Cost ts

ts ~ ~ ~ At

A AIKENDRAJ SAIKA / DESIN0 KWDRAJI SAIKA /1^o^|w New Primary School H_g u w a h a ti u wa a68

W ONr _ -r<i-o~}1 fim.r.) C I I

- g ~~~~~~~~~~~ I _IIGHL 4Ire n L ! I t r 3nW o ec

IFI r - OICE R o s A r 6-I KEYCORRIOR- I I D I I R

_ COCR. SL| W qLASS ROOtROOM II

_ _ _ ^ b _ b F ENTRY - CHALK80ARD I I _ROOF PLAN_ u _

_ _ _ Z _ =G~~~~~~MM ROOM GROUND FLOOR PLAN BRIEF SPECIFCATION

SECTION-AA ~~~~I I SKLGTFRII I I I AC AC_ ~ ~~ _i¢l1

I RCKAL3M~ ~ ~ O' '0 ARME AS SPAIN ME8R

^ R - 5 - | l l |~~~~~~~~~~~~~~~~~~~CRS SYETLAGTION C.G.It SHEET OVER TUBELAR

6 : : l 4 FEROCE;ENTPANEE 4 < l l t ~~~~~~~~~~~~~~~~~TRUSS FOR ROOFING

iSBOsIl | w P | Pimlarea. 3450s1F ! rC FLOORING

wst Rs.250,000 | |Estimated wsl Rs. B80,t00o! L1 |1 1 l jt. t Rs. 160 | _ ! cosl pesqN S

Rs 246 |___ ___ JOIUT

________ GROUND LVI.

Architects FRONT E LEVATION.JT SAIKA / DESINI

I fl E KENDRAJI SAIKA / DESIN0 A C ! AN a h a t g u w L N a h3a45 BRC Buildingsft

_s_ 5 , , n , | | . 1 ~~~~~~~~~~~~~~~~~~~69

7571K

T L~~~~~~~~75 THK. CLABSS IIn(23V-15)) -PARTMPN,,,

... CHAK SPARD I CHiALK EbARD

PROCESSIDISPLAY B0ARD DISPLAY BOARD I

The design

One constDRINK A T:.' -in$n al _ ------

_ _ . . . .preparaticI I ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~being und-4 <

tiNTRY ^ involved iiI~~~~~~ I¶Z~~~~~~~~~~~~tf¶Oj ~~~~~~~~~~~~Along

witby the DPI12 SRI -- | IVerandah. l , I

(rmlTm , _: | :ffi1 1998 whil

------ ~~~~~~~~~~~~~~~~~~~~~~~~The new cCHALK LARD CLAS~~~~~~~~~~~~~~~IIi&IV ~~~~~~DESIGN fcNNOR LUTREOREThe

BRC diw CHALIWbOARO | TT I

includes aPARTI ON CH$~~~~~~~~~~~~~~~~~~~-K BOARD ~~~~~~~~~~~rainig halI 4 A I I I I I ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Both

scho

of the desGROUND FLOOR PLAN

ROOF PLAN space in ti

| AR I I I I ISTEEL TRUSS Tt iclalCGI SHEET OVER TU6ELAR TRUSS brick consBAMBOO MAT ON GABLE END M NL 05~OVER BRICK WORK M NL 00PRECAST RCC COLUMN CONSTRL75mm THK. BRICK INFILL WALL MSANGLE50x6

PRECAST RCC COLUMN , L Haryana hINCLINED BRICK FOR PLINTH PROTECTION PRECAST RCC FOUNDATION WTH INCLINED on deputa/1 X g ~~~\ S i g rud.j

T T-sIKLNHpoETo state has FRONT ELEVATION

SECTION -AA I Most worh

GI SHEET ROOFING

some schcI I GtusuLAR6LARTRuss

UNI COM.S.TUBEBRACKET S.TUBENBRACKE

8 F _ ___ . The estimeiv ||VER l0:iBBRICK WALL

COotings fc0IM 3M BM budgetedPUWhI area. 208 sclda in sSECTION B BudgeBdgest Rs.2,50000 | drawings.

SECTION -BB t Costpersq.fL Rs. 120

ArchitectA > > A ̂̂ I ~~~~~~~~~DESIGN FORUM| A SSA M New Primary School for flood prone (char) area. gN70

.; MAKYAINAPROCESS

11111 ~~~~~~~The design renewa~l exercise was undertaken towards the end of 1 997... J One consultant was appointed for each of the three districts for thepreparation of designs. The resource mapping of all three districts is alsobeing undertaken by one of the consultants. The consultants are to beinvolved in the construction of prototype schools as well.Along with this, initial designs were prepared by Chief Architect as well asby the DPEP engineering cell. Two school designs were finalised in January1998 while the BRC was finalised in June.

The new designs are to be taken up for construction from 1999.

DESIGN FEATURES

The BRC design presents a minor variation of the original design andincludes a dormitory and necessary display and storage spaces in thetrainig hall

Both school designs incoporate the necessary pedagogical facilities. Oneof the design has two hexgonal class rooms. This creates a more centricspace in the classroom which encourages activity based learning. Itincorporates a similar verandah that provides a conducive pace for ans r extra class to take place. As in DPEP-1, the buildings are to be of exposedvERTuBELARTRUSS _ brick construction.

JoSOotC-COUMN CONSTRUCTION AGENCY

i

Haryana has as in-house engineering cell. This is composed of engineersSFOUNDATION NTH INCLINE on deputation as well as contract Technical Resource Persons (TRPs). TheI PROTECTION state has one or more engineer per block, depeding on the work load, M

Most works are being done through the community while the BRCs andsome schools are being contracted out.

UNIT COSTS... _ ._ . ^ P The estimated cost of the present designs are indicated. The detailed

costings for these designs are in the process of being prepared. The3M 6 _. budgeted costs (as per the state's workplan) are indicated on the2sf drawings.2@0

First Phase Districts.IL Rs. 12JO

_ fL Rs. i2O S e cond Pha se Districtsrch*tect

,N FORUMI ati, assam

7 1

CLASS .om CLAROOM TETERRACE PLAN 6@

BOAR 6.2M2 CHL B OARD K BOR CHAL UP OARD

GROUND FL(

GROUND FLOOR PLAN

|~~~~~~~~ P E P D P E P

FRONT ELI

EXPOSEDBRICK WORK

0 0,5MA 15M 3M 0 0.75M 2.251GROUNO LVI. Plinth area. 1270 A Ptinth area.

Budgeted oDsI Rs. 275,000 Budgeted cstFRONT ELEVATION CostperSq.ft. Rs.217 Cost perSq. t.

| Archtect |U Archite

LIA DN V A L A iCHIEF ARCHITECT| CHIEF ARCn A Rl ^ R A StandardDesign¶orPrimanrSchools. h a r y a n a h a r_yHAYN

I=

OPEN COUJRTYARD

GROUND FLOOR P I

l - tilml:BD_ .I D _ _ _ _ _ _ __ _ _ _ _ _ _ _ ~*,.I_r1 -lrmms

1.5&4 3M 0 015M 225~~~~~~~~4M 45M CLASS LROOM

~~~~~~~~214XC0.51 .- M 5... ... .__H....___ ._

1210 sfi Pireth area 162?Ssft ST~~~~~~~~~~~~~~OVESTRED STORE STORE STORE4STOR

/ . ; ~~~~~~~~~~~~COVERED VERANDAH ll|R0COVERED VERADAH

-hi~ PIAN A:ENTRY SE OENTRY

GROUND FLOOR PLAN

1270E sf iSOR EEi _ I1,,

-chitec ARchiTe SECVATIO AAj 5 .4

ARCHITECT CHIEF ARCHITECTy a n a h a e r y a n a | New Primary School HARYANA

73

~ . _ _ ___ ._SA ~ ~ ~ ~ K

II wT l d 2 PROCESS

|GENTS T5GSjLE; 3CmULTIPURPO HALL LADIES TOILET I

The designT%C^iS Vll'if CS tl40-SX 274'4 CHALK BOARD I RS(S X S 6 L the state aAlongside,-|= - -- - - - - - -- - - - - | X w n -the constrt

The designI44-nWDE CORRIDo February 1alternate s:_: _ _ OFFE = _ I districts (lidl j3mEDm Pl i3.x35. 04I completed

Prototype,is to be taSGROUND FLOOR PLAN

DESIGN Fl

______ Apart frorr...... ~~~~~~~~~~~~~~creating in

L. ~~CON STRU

FRONT ELEVATION Zilla Parish.of works o

_ _ 4 l | | eworks are .H- - t - 4 _ _ _ _ _ _ ==L= F - - - - t - I ~~~ ~~~~~~I I _1 -, -i - - - -l - - - - - TERRACE The WorksTERRAlE TERRACE DORMITORY TERRACE

I UNIT COS

27-1.51 ~ ~ ~ ~ ~ ~ 2DORMITORY TRAEEstimatesf1_ _ _ _ _ T on the dra

ULTPURPOSE HALL RRSTORE G

I |i| lil 1;1 1 lil I ~~~~~~~~~~~ ~ ~ ~~~SECTION - AA , 1 0.75M 2.25M 4.5M1 .

AMih area. 1627.5 sIiFIRST FLOOR PLAN tA iudgeed cost Rs. 275.000

Cosi per Sq. It. Rs. 169 _

CHIEF ARCHITECT:hi a r y a n a'HA RY ANA BlockResource Centre.74 _ _

fib ~ PROCESSThe design renewal exercise commenced in the second half of 1997 whenthe state appointed three consultants for the preparation of designs.Alongside, the identification of alternate materials of construction andthe construction of prototypes was given to another agency.

The designs were finalised by late 1997 and construction commenced inFebruary 1 998. Some schools have already been constructed. A fewalternate systems like the use of filler-slabs is being undertaken in somedistricts (like Bangalore Rural and some schools have already beencompleted).

U - Prototype construction has just commenced and the training of engineersis to be taken up shortly.

DESIGN FEATURES

i : i ^ . .X Apart from the standard features, the school designs have focussed on OWNcreating informal learning spaces within the classroom and outside. lba,q.

GROUN LVLCONSTRUCTION AGENCY ,

Zilla Parishad engineers at the block level are undertaking the supervisionof works on site. District level engineers for the monitoring of DPEP-11works are also being appointed on contract.

The Works are being undertaken through Force Account.

2 ~~~~UNIT COSTS .; Mrdy.

LE Estimates for the designs as worked out by the consultants are indicatedon the drawings.

EGROUND LL

2.25M 4.5M_

1627.5 sftt Rs. 275.tXXt00E[ First Phase Districtst. Rs. 159

_ he Second Phase Districts

kRCHITECT!y a n a -

7

isrtt ^ [ ' ~~~~~~~~~~~~~~~~~~~~~~75

Coys ( 1F4.5 1 HEAD MASTER ROOM TERA E '9r

DiSPLAY/STOTMA 2m.Xg TRRC1 : _ _ - g 2 ~~~D,Ii52mWIADE CORRID IPR

2____---

t _ _____A CL.5A7ON

5 7?r~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ?

3.FFOO 26 / LO,RmRIDI 2.mHT.WALL .. TERRACE _._m<

ENTRY ~ p wDf-E)t_X_______= gllt

l X r | > 4 > BO; < _ _

- - I-"- - -gGROUNDFLooENTRY _

-

t .G _ _ _ _RG ND FLOO

I U, B | RD

GROUND FLOOR PLAN

TERRACE PLAN

I ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ L I

I=JIII GROUND LVLI

FRONT ELEVATION ROOM

FRONT ELEVJ

SECTION 0-B| R.CC.SLABi I RMP SHEET| R.C.C. LABn

V-RAPIND LVL 0 1M 3M 6m 0 0.75M 2 25MGROUNI) LVl. ith ama. 2142 stt Ptinth area.

I Estimated cost (brick) Rs. 301,017 Eshmated cost (brick) RsSECTION A-A

Esbriated cost (stone) Rs 310,732 Estimated cost (stae) R.Architects - Architect!

RAO & MANDREKAR IMATHEW & GKARNAT| AKA New Primary School. b a n g a I a r b a n g a I -76

- - ,- ---- - --- r - - - - S -- I - --- - -

I ~ -- - - CHAI.- 1 1-_ALK

1 B , Jo' E ]1DOAR I I BOARD

.. ~ ~ ~ ~ ~ ~ ~~~ _ VERAJ4DAJ- )

__ _ _ '@ i ss 2, | s~~~~~~~~~~~~~~~~.73.xlz1s?

_ _ -- --RI t - I WA/E NWA rERSt PE SI. E

GROUND FLOOR PLAN z

ROOF PLAN

I VI.. FRONT ELEVATION R.C.C. SLAB WITH

LVL.~~ ~~~~~~~~~~~~~~~ CEMBNT PLASTER qNISH|

PEP Li ll _BR CK MASONRY

3M 9d| ff 0 0.75M 2.25M 4.5M

2142sft , Plirhamsa. 1058sft SECTION A-A,st (bridc) Rs. 301,017 i Estimated cst (brick) Rs. 326,431)st (stone) Rs. 310,732 Estimated wost (star) Rs. 340 000I

-hitets ArchitectMANDREKAR 1 MATHEW & CHOSHIg a I o> rt a b a n St a I o3 r a e rmrrSho.R ^ |^ RPrimary School. KARNATAKA

galore _ bangalore New~~~~~~~~~~~~~~~~~~~~~~~~7

WATER PROOFING CEMENT MORTAR

CAK BOARD, 'C'-,' I\HLBOARD,'t I VENTILAT~

/ 4 o PLASTER DRIP MOULD_ g /7 / | ~~CLA_SqROOM $ \a 7 |CLASxSftDM I > _-.

>/ D 'Pt~Y' i ,' CHALKBOMD \. , CHHAJJA

\\\\ > ~~~~~VERANDAH 7

3 2. WIDE ~~~~~~~~~~~~~~~~~CLASS ROON-WINDOW

-Z~~~~~~~~~~~~~~~~~~~

CUDAPPA SLAB PLATFORM- -4- -__ __ _ _ _-_(WORKTABLE FORCHILDRENS)

/ / BRICK TOE WALL SUPPORTGROUND FLOOR PLAN LEVELLLING COURSESINGLE COURSE OF

STONE M AASCN_

WALL SECTION S WATERPROOFING

CEME OTAR

PLASTER DRIP MOULD

S VENTILATOR GROUI

SECTION AA * BLACK BOARD

CUDAPPA SHELVES

- GREY CEMENT SKIRTINGt/ - \ g \| _ LEVELLING COURSE

LEVELLING CRSE

WALL SECTION Q

0 0.75M 2.25M4 5M 0 015M 2.25MFRONT ELEVATION Pth area. 1310 s| Ph area.Eslimaled ws (bdckA) Rs 295,048 Es8ma-ed mst REsimled rs (sbne) Rs. 314,121 | Cost per Sq. ft.

Architects Architect

VMATHEW & GHOSH 1 SUDHA J GOPKA RNATAKA New Primary School. _ n78mI~~

ILAT 2M .29

_ l ~~~~~~~~~~~~~~~~~CORRIDOR 4' WIDE \81 CHALK 80ARD Dl C | X X | ~~~~~~~~~~~~~~~~~~~~LADIES DORMITORY ;;

lOOM Bs; l TRAINING HALL CHAK BOARD

W ______9m1 .n _ ___ __ ______ _ _ _ _ ___ _

_-aSlafw 9el * _ ~~~~~~~~~~~~CHALK BOARD _CFHALK BOARD_ GNSDRIOY1

=~~~~~~~~~~~~~~~~~~~~~~NR u I CORRIDOR14'WIDE ILE

)fING iOFIESOE| 1 c$:TAR IV- o ( -m 114B5-J ll

eS - ~~~~~+ - - S l- - t- - - - - -------1 DULD I

~~~GROUND FLOOR PLAN~~~~~~~~~~~~~~~~~~~~~~~~~R.C C.ROOF SLAB WITH WPC

- BLACK BOARD -

- CUDAPPA SHELVES F- F- | F NI

- GREY CEMENT SKIRTING LC. FLOIN-LEVELLING_COURSE

N ________________SECTION A-A

$ : ; ~~~~~~~~~~~~0 0.75M 2.25M 4.bM| |[D ln [[ | :

131 sei P_t_ae._50 _1

sl (t)ridk) Rs. Z15,045 Esbfmated cost Rs. 779,0C.l l 1 || GRUDLL

:~~~~~~~~~~~~rhites| ct h FRONT ELEVATIONNG GH0SH RSUDHA J GOPiNATH

I.o rJ Block Resource Centre A RN A AA,,;,,,,,,, s ~~~~~~~~~~~~~~~~~~~~~~~79

KERALA±PROCESS

Kerala has not undertaken a formal design renewal exercise. However,Kerala was one of the first states to initiate the exercise throughworkshops involving the Parent Teachers Association (PTA) and, studentsand consultants. Three consultant agencies, COSTFORD, Nirmithi KendraI~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~R(Idukki) and Habitat Technology Group are responsible for preparing the BRIdesigns for two districts each (one in the initial phase and one in thenext).

DESIGN FEATURES

One significant aspect is the fact that site specific designs have beenprepared in many cases. This has been partly necessitated by the fact thatconditions vary significantly from one site to another. There is also theuse of appopriate materials and technologies on some of the sites. ACONSTRUCTION AGENCY

The works have been undertaken through the PTNMTA. Technicalsupervision was initially provided by SIDCO (Small IndustriesDevelopment Corporation). Since end 1997, the design agencies havehad the responsibility for on site supervision as well.

Wanad DMaIIapur,m .PsIald,ad UNIT COSTS ISM 6

The unit costs of buildings vary from site to site as the designs (and iniduni, some cases, the provisions) vary.

ThWOnsnnthp.r.,

,~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 0

Plinth area.First Phase Districts cotcost per sqftSecond Phase Districts e

COSTFthiruvanantl-

80

ver,

dents:endra

i !nig the BRICK JA L ....

FRONfELiVATIONm~~~~~~~~~~

ctthatthe r4 r- --- --l-- --- --- -- --- ---l- -______ __ - - _

CLASS ROOM CLASS ROOM t

ave 4 2 wwq : sX q 0~~~~~~~~~~~~~ ~ ~~~~~~~FFICE r=w aveI

F7 rc _ _ n l rCHALK BtARD BOl HALKB8ARD

in VERANDAH 1.5WIDE,

Zi t l\ CIHAL,A4OARD RD

1 1 l ~~~~~~~~CLASSROOM t CLAXM

' F--------------q---_' ' ---F-----___ __

_______ ,,-PLAN0 0.75M 2.25M 4.5Mt

P lhrRO ea. 2484 sftCost Rs. 500,0tCost per sqf Rs. 202

Architects

PCOSTFORD r KE RALAt 1t L_hiruvanan2hapuram Primary. School Building K E R A A

SECTION -AA

4|A 1

c c ROOM r

FRONT ELEVATION

C'LAS Rtt CuY5 Ra

GROUND FLOORPLAN Phnth am 3149 SF 0 075M 1.501PUoth area 3149 S~~~~~~~~~~~Plnt aea

Estrwted Cosi Rs 650.000 Est' led t CosaCoslpersqft. Rs.206 Costperset

Architects Archit

8COSTFORDI ., HABITAT TECHNO82 K ERA LA Replaceent of Rented Bulding V " F~Z I -3 _1 __ :TFQ-AN

4 4-6X3141

si 3M 64NGR

3149 SqFt. P h area. 18|2 I3 OFFICE.

JF O R D HABITAT N@~~~~~~~~~~~~~~~~~~~~~OCYCR~~~~~~~JCHL

~^K , ' eXuc etr E RLRs. 6.0, D8t Rs. 265,C Estinwedt Cost Rs. 536,ODO

_= | ~~~Cost per sqft Rs. 32ttrchiteX S gjjV | ~~ArchitectS i

iTFOR _ HABITAT TECHNOLOCYGROUP * *

,ssU I 3 L i ~~~~~~~~~Block Resource Centre KERALAv~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 3

MAHARASHTRA / --

.. ~~~~~~~~~~~~~~~~~~PROCESS 4;,

After some delays, the design renewal exercise was recently initiated. [Designs were prepared by the DPEP engineering cell with support from CLAS.-

the Chief Architect. e c wit sprfo- f ~~~~~~CHALKEAt present only one school design has been finalised while other schooldesigns and the BRC designs are being prepared.'

CONSTRUCTION AGENCY

* One in-house contract engineer is being appointed in each blockl.Engineers on deputation contract are present in the state and districtoffices. GROUNb FL

_T Construction is to begin shortly after the appointment of the engineers.

The works are being undertaken through the Gram Panchayats.

UNIT COSTS 6SWO- _) Estimates of the designs are yet to be finalised. /"

.~ ~~~~S. . - * ; Handed C \

_- .ru Gdchiroll

~~ ~ROOF PLAI

0 0.75M 2.25M

First Phase Districts' fnhae.1Estrrmted cost Rs

Second Phase Districts Cost per Sq. IL.

m a Ih r a s hOA- , _I

OA, ' . . N"1WN

A- ------- -4, r A------- 4,

ted . * , t CHALK BOARD 525s.2_83. BOMD

tefrom d CLASS ROOM | -CLASS RO M

_,_ F ' \x ~~~CHALK BOMRD - - - - - - KL

school

F -- \-//------\\/=JL-t//-- I ~ ~~~~~~~~~~~~~~~~~~I I

istrict T : OPEN VERADAHC.C. SLD 20 mm THK.)I. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~WNILATOR~ (600X9DD)istrict ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~U.C.R.(i.6 CM.)

RLC.C LOFT (045,n)GROUNb FLOOR FLAN I F R.C.C. SHELVES(0nm THK.)

iineers. I II t3 1 a |AENT RY R . II R C.C PLNI BEAM (230X300)

R.S FLOORNG0rn THK.)P.C.C 1:510 (75 rrmn THK_

SECTION-AA

+~~~~~~~~~~~ -- -_ - ---- -g=---

1 \I/ I I

-i °0 0.75M 2.25M 4.5M GROUNDLV.

Pbnth area. 1093.25sf1 FRONT ELEVATIONEsflmad cast Rs. 287.000Cost per Sq. t Rs. 263

m a h r a sh t ra Two Room School _17-- TwoRoo.15,rmSho MAHARASHTR

MAPROCESS

- - - - - - - -- - - ~ ~~~~RGPSM apj- - I - CHALK BOAR - - - ~~ ~~ ~~~~~~~~~~~~- P 4 . - consultant,

The exercisC.B. I ~~~~~~~~~~~~~~~~prepared bL. UGRS WAULL450THK I VERANDAH

Each consLl ~~~~~~CLASS ROOM 4 1 X3230 I

Ift)(3J. L s- T : {1J.a.srA worksho

designs we-designs WE

total of abcHACH A LK 80 A R BOARD -|- J 4 ,These desi

now beingcases the d~~~~~~~~~~~~~~~~MIN E NTRY *s-availabie). IGROUND FLOOR PLAN anvetiabng. hbuildings h

DESIGN FlSome valuzexercise indormitorie!eliminated

| The BRCs ti_______ _____________L_____

GROUND LVL.. courtyardsFRONT ELEVATION programmfAttention -r+- R.C.C. SIAB(120 MM THK.) in the scho

VENTILATOR (650X00) one of the/ /Xo\l N U.C.R.(:6 C.M.) should hav

CHALK BOARD(1800X1200) CONSTRUI

- -- ---- I - ~~~~SupervisionR.S. FLOORING(50 MM THK.) governmenP.C.C 1:5:10 (75 MM THK.)

MURRUM FILLING 0 0.5M 1.SM 3M undertaken,I00IIL8t Plnih area. 614.88 sRSECTION A-A ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Eslimaled cost R3. 145,000

SECTION A-A COsIperSli R. Rs. 236 UNIT COSI

PreliminaryD P E p1~~~F estimates hMAHARASH TRA One Room School ma h rshtr86

-

-[ IVIAUHYA I-HAU LZrliLM PROCESS ' A ;

RGPSM appointed EPCO for the first stage wherein 1 1 empanelledconsultants were involved in the preparation of district specific designs.The exercise commenced in earlyl 997. District studies and rqeDrts were

prepared by consultants before the preparation of preliminarybesigns.LEach consultant prepared two options each for schools and BRCsV

A workshop was held in April 1997 wherein district studies as wel asdesigns were discussed and modifications were suggested. The modifieddesigns were discussed in another workshop in November 197 where atotal of about 15 designs were finally adopted.

These designs were then sent to the districts for selection. The designs arenow being implemented in various disricts through the RES. h somecases the designs use altemate materials (primarily stone. w**reveravailable). In others, the buildings are being constructed with 1 Bhind

conventional materials. Construction began in April 1998 and!somebuildings have been completed since. M .

DESIGN FEATURESShp

Some valuable designs (especially BRCs) emerged from the design renewalexercise in Madhya Pradesh. The designs are residential and have ' t dg

dormitories. Kitchens which were a part of the earlier brief were l .

eliminated due to cost considerations.

The BRCs that are being implemented have created infomal spaces arh

.OUND LVI.. ___ courtyards that would encourage informal interactions dutrig residential K. 9 , ES

programmes. >'Khl. 0-01, ~~~~- R.jn.ndg...

Attention has been paid to the incoproation of various classroom facilitiesin the school designs. These schools have been designed on the brief thatone of the rooms would be used for linear teaching while t1i othershould have provision for activity based teaching.

CONSTRUCTION AGENCY

Supervision is being unrertaken by RES engineers orengine&s from othergovernment depaTtments. Financiafly. constncstion work ai being

.S4 3" 1 a: ^ undertaken through the trommunity.

6si Rs.45, I C First Phase Districtsfst Rs. 2360X Seon Phase Distict

fi. Ri 236 Preliminary estimates of the consultants as vi as the range f the final LI Second Phase Districts

E P estimates have been indicated on the drawings.ra s h tra AL

87

> CHAL B,OARD'......... t S l S _LASSR660OM _ 4 pA~~~LK3ASSROO_M

S~~~~~~~~~~~~~~~~~~~~~~~~~~~( f21 r2 1r' \SEL7

A s ' s\\ I 61fi9\ (64. / I 4

- 1 ,,_I. /\ \ N/; ' /\ \ qk

GROUND FLOOR PLAN

. = ~~~~~PRIMARY SCHOOL|

FRONT ELEVATION

225 THK. 6RICK< PARAPFT WALL _-

CLASEROMLEG= . z i~~~~~~~~~~.2. _ 1 . .

=

GROUND LVL ,

0 0751 225 45M 0 0.75t W25MCPEinT area. 1337.27 TOP PliIiarea. 13IEslrnmt(ed COsI Rs. 235,0DO Esimaled waol Rs.

SECTI ON - AA cofl per Sqt. Rs. 116 jCrosl per Sr t.

^^ A E"CA RO A C I GRU|SRIJAN CONSULTANTS LJ O

MRUIITM rI~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~A U E~~~~~~~~~~~fl _ 7M225_.5 . .5

88 IAUn X A rn^ucon SchoolforRGPSMatShivpuri I b h ° P a Ib p o p88

~~~~~~~~~~~~~~~~~~~~~~~~~~- - - -

t U 4~~~~~~~~~~~~~~~~~~~~~~~~~_ rl 1 117T[ril1 ~~~~~~~~~~~~~CHALK80OARDGROUND FLOR PCLASS ROOM CLASS ROOM

S ~ ~~~~~~~~~~~~~~~~ - - - - -L -s~~~~~~~~~~~~~~~~~~~~~~~~ --- --- , -T- --

ENTRY | ENTRY

^ t ~~~GROUND FLOOR PLAN

225mm THK.BRICK PARAPET WALL75mw THK.P.C.C.(1:2:4)WITH C MENT PLASTER ON TOP

75mm THKSTONE SLAfiSTEE GIRDER

STO LEDGE | I II ASRO LASS ROOMI RO

40inv THK.STONE FLOORING

i1 10tmn THKBASE CONCRPTE

SECTIOIN - AA i I

'f 225M 4.5M - 0 O0.5M 2.25M 45M I ', ROUNDLU.

1337.27 sft s 7 Plntharea. 1329375sfit

35t Rs. 235,000 I Estimated cost Rs-253,000 FRONT ELEVATIONIL Rs.176 i CwstpefSq.t. Rf190

-chitects vi p g Architects

CONSULTANTS SRIJAN CONSULTANTS

o p a I -i b L .. zLi2i ° a School forRGPSMatShivpuri MADHYA PRADESH89

Cpd i f L al ^Chalk

bo

t~~~~~~~~~-CLAS5SROOR_qffw0_L _ __- n W(ar x 5.0 l

-- -+ - ,- -,.J l I __J ,_ , L__J t

JEo GROUNDA GROUND FLOOR PLAN

E L EVATI O N I _,9nnt 15THK. WATER PROOF PLASTER100nm THK LIME CONC. TERRACING

_60rth THK. STONE SLAB FLOORINGi r ~~~~R.S, JOIST ISMS 225 83ct.20tKGRM |.t

M | CLASS ROOM r CLASS ROOM -0mtr 02$M -25M 4 4. 0 0.75M 2.25Ml 1 40rnrn STONE FLOORING ' Plinth area. 1246.97?i PsiFnth ama.

SECTION - AA l=ToomrNP.cE. Esimated cost Rs 241,00 Estimated cosi FL 150mn nMOORUM FILLING CostperSq. t. Rs. 193 CoslperSq. t

Archtcs t.- rhtc^^ AflUV A "" A ^ - > " SRIJAN CONSULTANTS SRIJAN CONSUIIVIMADHYA PRADESH Primary School atMorena h P a 1 b h

¶~~~~~~~~~~~I 61 TIK. S T OE SL R

" . _ |OUN FLORPLN RS.* JOaISTid. ISM 22 _ __ _JRM

ChalkaboarS SLA

-- h ROOM~~~~~~~~~~~~~~GOUDFOO V

d CLASS Chalkiboard CLA~~SECTIONOM A1MORMILN

< I 3.aElXsom { {~~~~~~~~~~~~I

_3w I L-- L__J L__u I S S L__J L__ I~~~~~~~~~~~~~~~~~~~~~~~~~~~~II

"2-U 451- __ _ _ ___ 0 225 72 4 545

Rs 241.000 1 Esbmalsd ~ ~~~Chalk Roard5.

Rs 193 J CostperSq II. Rs 2GB~~~~~~~~~~~~~~~~~~~~~~~~~~~~~L

{ _ UPt t j l l - 15mm~~~~~~~~ SrrnTHK WATER PROOF PLASTER

SUNTRYTS SJ C, THK. LIME CONC. TERRACING

v ~~~~~~GROUND FLOOR PLAN I .aTsM3s32KlM

p a - b hX opaHPrimary School atMorena MA PRA DHNI SLA

; 5* GROUND FLOOR LVL fi l . g i l 9

.] ~~~~~~~~~~~~~~~~~GROUND2 |I|L4n STONE FLOORING

1 ~~~~~~~~~~~~~~~~~~~~~~~~~SECTION -AA IL 00mm MORU FILIN

I -~~~~~~~~~~~~~~~~~~~~~~~~EARTH FILLING

25M- 4.5M i _ 0 0.75 2.25M 4.5M

1246.97sft P l'nththama. 1225.47 sft I ELEVATIONRs 241 ,C00| Estkmaed cost Rs. 255,000.

Rs. 193 | h Cost per Sq. f Rs. 208

^' ~~~Architects |

SULTANS | SRIJAN CONSULTANTS| ^A R V nA^- o

p -2 * bh *Primary School at MorenaMIWADHYA PRADESH_ I . ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~91

{ 1~~~- - - ---- - - -CH KI I I

GROUND FLOOR PLAN R F

I I ~ ~ ~~I I I I'-1. k I

f 0O0 GROUND LVL

FRONT ELEVATION '

nU CLASSROOM FOR5B' 4 ~~~CLASS ROOUM RX0U LINEAR TEACHING axLL'O05 .2M41|

2THK I.T FLORING - - Plmitharea. 1211 sf|SECTION-AA 150THK. P.C.C. ED(1:3:6) EsIvntedcost Rs. 231,00092! CostperSq IL ft. 191

Nl ̂ n La v ̂ D D A n = e u ~~~~~DESIGN AVENUES F-92 ADHYA PRADESH Primary School at Khandwa lbhoPa@ I

J - ]- - ;1 iALKB~~ ~ ~~~~~~ ----- L --- L^ [ ~~~~~~I 7ACHERSb PM. C F4ALCLASS R~M -

,|, h CupbG I ". 311 I : z :

-F IFORMAL&LSSROOht I UP UP I ELEVATION OF DISPLAY PROVISIONS…r … 17I Z.

*~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~o mm mm Il

GROUND FLOOR PLAN pm_ III I I I II

; ; > 01 | t1 2 C t < ~~~TERRACE PLAN f

FRO NT ELEVATION OF DP PRVSIN

r P^^^" 5'J ,&sM1 RI LTERRCE PLA

l2l1sst Plrnlharea . 1241.t;0s0; SECT A CTNT T GI2.25M 4.5M 0 0?5N 2.25M 4.W o

I Rs. 231 ,000 ' EsAimaWd oDst Rs. 230,000ft. Rs.191 CositpeSqft.tL Rs. 185 SECTION A SECTION B

ahi t =L Architect i DETAIL OF CHALKBOARDI AVENUES !DESIGN AVENUES

o p a Ij -.b, lb hpo p~j a1,Primary School atKhandwa IVM ADHYA PRADESHKi __ ~-V uv

93.

DISPLAY 5SIORAGE | CHA4KKBOARD I I _ _ _ _ -SPC ICLASS ROQAI ACTNITY ROOM' FII8

ICLASS ROOM _I_ t nN _ _ CLASSROOM WALL ELEVATION

A A ~~~~~~~~~~~~~~~~~~~~~~~~~~~SONE LEDGE

CHALK BOARD~~C KOAD

GROUND FLOOR PLAN -| -

II I I I I I 17

FRONT ELEVATION CLASSROOM WALL ELEVATION

~II

l ~~~~25 THK.CEMENTCOC . l ll l| | |S

BOUNDM'

LOW LEVEL CHALK BOARD FOR CHILDREN:- -

CLASSROOM WALL ELEVATIONLn _L |LCOCSSED R ULCE

MASONRYIN:8CM.*25 THI. i.T. fLOORING 200 THK. BASE CONCRETE --150 THK. P.C.C. f,ED (1:36) ( 4 -

4 0 0.51 M 2.25M 4.5U4 | 2 M 0 .5SM 1.SM| Phiharea. 1219.02sl | Plnthama. t2SECTION -AA

EstImated cost Rs. 235,000 Eshimled cost Rs.CostperSq.L Rs. 193 CostperSq. tL

&del Architects bM ADHYA PRADESH Primary School at Vidisha istrict 94 --. Fl

ii ll ~~~~~~~~~~~~~~~~~~CLASS ROOM-2

8 ¢ l _ V l l | || ~~~~~~~~~~~~~~~~~~~~~~~~~~~CHALK BOM 2"X14 CHALK BOMD| |

I ;~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~4

-- s I - I t _ 1 _ ;iw l FUTURE EXT. l l l l lFUTURE EXT.

aASS- 4 ~~~~~~~~~~~~~~~~~~~~~CLASS- 5ATION

_ 1 ; - 1 _ __ + E t t1~~~~-------- --- --- -----4 _ l | | ~~~~~~~~ ~ ~~~~~~~~~ ~~VERANDAH -BRICK JAU

l _^ J _ N ~~~~~~~~~~~~~~~~~~~~~~~~~~ALT CLASS-3 CHALK BOARD

I _ r L L ENTRY t UP l ENTRANCE 62|X3.0.

,NE LEDGE F6.3- ICK JALI~DISPLAY

+ + O W n G BOUDARLK WOARD

W GATION , ICHERS I

1219.02 sf Pli . 1375.9 tCLASS ROOm

,sI Rs. 235.000 Esliiialed cosi Rs 228.960 ~ ~ ~ ~ ~ WTER 4.5.Xi

+ t _ ia l 1 1| ~~~~~~~~~~~~~~~~~~~~~~~PUMP DISLA 1J 2Xt14'.X21- g

. X l ~~~~~BouNDARY WALL 1.2m HIGH BOUNDARY WALL I 2m HIGH

LDREN l| L t@ p _ ; _ _ L _ _ ._ ; ~~~~~~~~~~~~~CHALK BOARD - - - - - _ _ _

ATION I

bt 2.25M 4.5M 0 1su 5M 3M GROUND FLOOR PLAN1219.02 s't P!i a,- Fbbirea. 1375.9 5fn

xlt Rs. 235.000 Esjae | D st Rs;. 228.000

.L Cost perSq I.L Rs. 166

'ch4tect ArchitectsP A L 1| CORBU GROUP AA,EJuVA nnA o OU--- _ X ejF t h o p a_ NewPrimarySchool,Raipur IMADHY PhRADESH

lLei.i,llat | _C.| - ..... E5:i1_. ........................... ~95

.1 I COURT YARD ~~~~~~~~~~~~LAD)IESDORM. tOILET -

COURTCOU T YARDN

(Ia- GET. 2TOY - A EN vc I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~6~In

c ---LEThEIH LL I .4.0 pi-'mill. -- I I

(If A. 2 BOAR yDI 1 O R YR

I ~~~~~~~~ENIL_I 4 I GROUND I5

COtJRT - - wff-

I LEeTUREIHALL- ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ I CUR40.0A. (71.1'. ~ GOUD VI IR~E UEOf

I (liFi. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ -- T

- - - qiFALCBOAR -- - - TOIL* ECTI N -

______ GROUND L~~~~~~~~~~~~~~~~~~~ I PIkr~~~~~~~~~~r aju* 3544 sO - P~~~~~~~~~~~~~~~~~~~~~~~nIh msa~~ROUN

SECTOUN FLOOR s sPoJW ENmTRYSOELOIGCsprSf s6 oleSf

MADHYA ri~~~~~~~~~~~~~~~~~~~~~~~~~iu~~~~~~~~nRUN V_ T96 BRCforRGPSMa~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~tShvtpu3 b h oEa GENTSb h0

I_ I , I I I 1I ' I1- 1-- 4-~~~~~~~~~~ -I-

i t OILE L | ~~~~~~~~~LADIES DORMIITORY

1 - T CHALKBOAd

I ERTSC TORY I _ LECTURE HL I A

_~~~~~~~~~~~~~~~ I - - - - - - 4W-4 -

1 1 S ] I ENTRY I i I I L TEq"RACE I i TERRACZE 1GROUND FLOOR PLAN I E I TER -i

I _jj 225nm THK BRICK PARAPET WALL.

qi- = A - = =~~~~~~~~~ H ~75mnTHKP C C.(1:2:40 I __ ~~~~~~~~~wITH CEMET PLASTER ON TOPT

,F | _ "; | { _ _ t { t I E 22Smn THK BRICK PMAPET W I S .

LVi +3350 - ~NTS' TON TERRACE PLAN

n -, ;s 1 - SECTION -AA

3M 6bi i 0 M 3M 6

3544 st l P- aPrea 2844.78sfts[ Rs. 577,000 I EsntaWdcost Rs. 553,000

1 t Rs. 163 Cost pe Sq ft Rs. 194

rCd;teCS I | Architet | FRONT ELEVATION

CONSULTANTS SRIJAN CONSULTANTSopal hoP a lI BRCforRGPSMatShivpuri MADHYA PRAD ESH

97

/t / E D RMITOR / TO / \ a bIO

\ ss oRsS OPENC\O~GURI8ARD $,, /-

/ / ,/g/UI~)lA9.~ GENTS DO\ UT\\ - -1-

// \/ / \

ENTRYGROUND FLOOR-PLAN

I ~ ~~~~~~~~~~~~~~~~ I

GROU

ELEVATIONI Snwn THK. WATER PROOF PLASTER

_ 10DrnmTHK LIME CONC. TERRACINGWmn THK, STONE SLAB FLOORING

SR S. JOIST ISMS 225 630.20KGIR. I I I

COUYARD C;UR 0j ;GROUND LVL 0 1M 3M 6M 0 _

Ptnth area. 2682r07 sft Plhlth areaSECTION - AA I P.C.C Eslknaled cost Rs. 625.oDo Esimated LEARTHmMOORUM FLL ING .Cost perSq.t Rs. 233 Cos per S

ArchitectsSRIJAN CONSULTANTS SRIJANMADHYA PRADESH BRCforMorena District. b h o_p a t b h

98 -:r - ___ _

1OM4 T EORITORY

4AM: 4*. 9 17. .4A. 5m iK.WATR ROF LATE

0t j 3M2HN SM IT-

1 _s mtaDl R_68,0 SECIO - AAT 1= _ : P_ __C -e C.

ttTCt t 0 S*RE " | STS l ~~~~~~~OPENC 7DARTYDI

_I -L _l , 1 .N mm 08ORUM F2 G_

Rs23 JXef1^ CoslperSq f. Rs.235

.. .1 .. 1 1 1 I | I | | ~~LECTURE RDt

_LTANTS SRIJAN COGROUND FLOOR PLANE ION

_o p a BR9nmrMorena DI TrVc WATER PROOF PLASTER_ tOOmm TtK LIME CONC. TERRACING

_ _-~~~~~~~~~~~~~~~~~~~60nwn THK STONSE SLAB FLOORING

2 W~~~~~~~~~~~~~~~~~~~~~~F rR.S. JOIST, ISMB 221 830.20KGIRM, .L

611 __ .M 3M 6M |_>V

2682,07 sft Pif am. P 2627.25 Stt|||t 40rnm STONE FLORN

Rs 625,0600 Esimated oDsl Rs. 618,000| SECTION - A|25o0ompccRuFLLNRs. 233 Cst perSq. I Rs. 235 W S TH Ft ING

ts IArchitect

ILTANTS . |SRIJAN CONSULTANTS |^ vA h = * a I l~b h a p) a I} BRC for Morena District MADHYA P ^RADEcSH

tAtSXt: . | i ~~~~~~~~~~~~~~~~~~~~~~99

~~TJ

N1 1< /TPROCES<g 1- 4~~~~~~~~~ CDhUR N RD A POE

Ml~OE (24XfThe desicOOMT IS U of the ch

/ /ir.ffi**zX <; X _Construc

been con

DESIGN

MALE X uP /Schools i

display, s

--_ _ _ - - - - - c o n s tr a in

ou ~~~~~~~~~~~~~~~~~~~~~All desigr

modificaFEWL ~ ~ ~ ~ ~ ~ ~~ _provided

-A- -0IT - -tR typical sil

CONSTR

/ _r J zzsC BOARD Construc_ L c BOARD =XL 9 _ x ____ ou t the v

undertakGROUND FLOdR PLAN ENTRY

UNIT CO

Estimate-OOLLOOO ~ ~ ~ ~ ~ a OLOOO 3IOO G

H0GROUND LV°.

FRONT ELEVATION 90o HT.BRICK PARAPET WALL

P=C.C. ROOF COVERINGOVER MUD PHUSKA OVER 10mm THK.:5 CEMENT MORTAR BRICK VAT

9 0 0 0 9 IIJ 0 0 010 R n n n1 O O O l O i M .,

~Mint amea 2362.86 sft

E 1 < k[[-GROUND LVL. Esttal ct Rs 459.000

SECTION - AA Architects. 19

1111 A LIVA nD AR~~U n=DESIGN AVENUESMADHYA P RADE H BRC for Khandwa District. h o p a I

100w_ _ E J* E ,.! : < v E ? .................E My 5 m

TAMIL NADUPROCESS

The design renewal exercise was initiated in late 1997 through the officesof the chief architect PWD. The designs were finalised in early 1998.Construction began in April 1998 and some constructions have sincebeen completed.

DESIGN FEATURES

Schools incorporate all the features that are now standard, namely,display, storage, etc. Specific efforts have been made to cater to theconstrained site conditions that often exist.

All designs have been modified for different site orientations. Minormodification of window locations and blackboard positions were

L - provided to the engineers. Site planning options were also prepared fortypical site conditions.

CONSTRUCTION AGENCY

Construction is being undertaken by the PWD (Buildings) which is bidding Clhm.pudout the works. A few community participation works are beingundertaken by the DPEPengineer at the district level.

UNIT COSTS

Estimates of the designs are indicated on the drawings.

3M 6

2362.86 sftMg Rs. 459,00

First Phase Districts. L Rs.194rchItect

Second Phase DistrictsN AVENUES '

o p-a I __Iv_0

L-0 I 4&WAR ~~~~~~~~~~~~~~~~~~~~~~~~~~~10 1

4rf I -- _ \ /_

TERRACE PLAN TERtAC

GROUND FLOOR PLANWDODEN BATONS WEATHERING COURSE

FOR DISPLAY OF ... SA

1~~~ [J] W ~~~~~~TERRACEI I I II I CLASS ROOM CLASS ROOM

_ 40 TH FLOOR FINISH

7 SECTION-AA I224P.C.CFLOOR

J , CHALKBOAROGROUND LVA.

FROUNT ELEVTOR LN

FRONTOELEDATEONS 075M 225M 45M 0 075M 2O25M

Pbnth area. 13625.0sft POamaa

Budgeted cost Rs. 330,000 Budgeted costiCl pr sft lb. 242 Cost per SS

CHIEF ARCHITECT CHIEF ARCHTA MV IL N A D U Two Room School with two Verandahs pwd. chernnai pwd. chen

102

--

- f~~~~~~~ ~~~~~~~~~J~~~~ROOF PROJECTION

\ , HU(BAR\ . 6RCH> aoo K

-h \> \ \ CHMJ( BOARD BOARD

jC G ROUND FLOOR PLAN- / ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~WEATHERING

COURSE

_._ CHALK BOARD _'"' 4XV4 RL

tb g ~~~~~~~~~TERRACE . _ _

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~RCCCUB AR\D C.C CUPBARD BOROO

§ ~~~~~~~TERRACE PLA N 1.2.4 P.C.C. FLOOR

SECTION - AAGROUND LVL. _

225k 4~~~~~~~~~~~~~~~ ~~~~~GROUND~~~~~~~~~~WATEIN OUS

.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~OE R , C.,C. SLABg

4 2.2511 4.5U } __ _ 0 0.75At 2.25&I 4.5M1362B)sft p - Pw F1inF. t09.28s FRONT ELEVATION5* Rs. 330,000 Oudeutd as* Ru. 330,000

Ru 242 d Copersft Ri 312

ARCHITECT CHIEF ARCHITECT - AAc h en nai 5 j p w d, ch e nn ai 5 Two Room School with one Verandah TA V I NAD ^ JU

_U_ @i, ~LV. 4:..A<uz.c...'.w.ni@M. ..i .<':o.e s=§s- .w10

},,9/ 1<X1 1,,/ mE,\t I [- 7___ -

CLASS ROOM t CLASSROOM

> ! - % j _ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~S TOt

_ |_ _ _ CAK7 OARDo -

?1r &S ? ! 2t75C 1B7A_ ~~~~~~~~I I VEANA oL--I-

GROUND FLOOR PLAN ____ GROUND FLC

ENTRY CHALKOROAROGRRCC. ROOF SLAB WITH $

.We___ | ATHERNGCOOURSE

VERANDAH CLASS ROOM *TERRACE PLAN

II L l | -! _ -FRONT_ _ _ _... _ _ LD2.25M 45M

GROUND_LVU. Plinth aa. 1739.85 s0 Plnt area, 2FRONT ELEVATION C per sft Rs.459 b Costpersn

Architecs |_ CHIEF ARCHITECT CHIEF ARCHITA MIV IL NAD U Three Room school with one Verandah [pwd. chenna, 5 pwd chenn104

I -__ 4 -A, r---- i r-V--- I I

0 LECTU RE KALLWEATHERING COURSE

> - r ---n - 1374=-10 LK>R50TRANE] _ | rOVER RC.C. SLAB

_ | SORL CHALK qOAR -- -.. E

OFFICE LECTURE HAL -

*~~~~~~~~~~~~~~. m VAD rC =S k L EA COR GRUN LVL_ _ .S _S _

~~~~~~~~~~~~~~~~- ---_ --- --- r--- ------ lSAND FILLING 40 TH FLOOR FINISH

ST ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~1:2.4 P.C.C. FLOOR

-IX1tt {IZ4j ',E,TRY . | DtJ.5X11:t ,,FUTURESTAIRCASE SECTION-

=7 --- -=I-_r| | | ' ~~~~~~~~~~ENTRY

_* GROUND FLOOR PLAN

7 - 4 - - - ~~~~~~~~~~~~- -r --- - - - - 1- - Ir- 1- --

~~ ~FRONT ELEVATION L x__ . I4r ---- I rI| t- ---- Pl--- -1lU--=-'-'=--- - I

j Jw-<'--,- - - TERRACE PLAN I

2.25M 4.5M _0 im 3M 6M

1739.85 sft j Pfinhara 2158.56s9tRs. 450000 Esbiated cst Rs. 750,X0

Rs. 25' t 1 fflL ' Cost p 5Tt Rs. 347

RCHITECT | CHIEF ARCHITECT I _ *i_*Eih e n n a 1 5 J [i P w d,_c h e n n a ~i _t Block Resource Centre IT AIV IL N AM UU

1 0

ANDHRA PRADESHPROCESS (6

Consultant agencies were involved in the design renewal process and theschool designs were finalised by early 1997. Construction of schools and HOOKS

- T / (? - MRCs commenced in mid 1997 and early 1998 respectively.

DESIGN FEATURES ENTRY

School designs are modified vesion of APPEP designs. One hexagonal L._design APPEP prototype buildings with cost-effective technologies is beingused in DPEP. Initially consultant developed BRC designs which were not adopted due to conversion of BRCs into MRCs. MRC design wasdeveloped by DPEP Engineering cell itself.

APPEP designs were modified by incorporationg pedogogical features likestorage, display etc and adopting sloping roof as required.

CONSTRUCTION AGENCY

Engineers on contract are undertaking the supervision of works. Oneengineer is appointed for every 5 to 6 works. The construction work is

Ngam-0 > fSnkahlhm being undertaken through the community. GROUNI

UNIT COSTS

Estimates of the designs are indicated on the drawings.

FRONT El

0 0.5M t SMFirst Phase Districts

e - h area.

Esfimated costSecond Phase Districts

Cost per Sq it

D P E106andhra prs

106 s.-- -

ss and the- F(CFAKBAO CAKBAD I 111 1 hools and s kELEt995 1

3gonai ; t

lies is being~~~~~~~~--- (

Is~~~~~~~~~~~~~~~~~~~~~~~~II

eatures like W Ci _j

;.One _ work ts4

GROUND FLOOR PLAN ROOF PLAN

ELVES 7 : GROUNO LV.

~ FRONT ELEATION

3gna L_ IL.

| _ ~~0 0.5M iSM 3M;lie Psin(area i4SOsii SECTION - AA

Eshniaed cost Rs. 250,000_ Cost per Sq . Rs. E72

iTrN

?ature lik CHAL raBah ToAR CHassX o BOARDND RA P AD S

rn---i 4 An r--n - --- n -F

ii ~~~~~~~~~~CUPBOARD

I CLASSROOM CLASSROOM I UrINAi, it-Jrxlr I L URINALS

CHALK BOARD II I CHALK BOARD TOLET

HOOKS HOOKS r

CUPBOARD II II".31~~~~I I L r45 ,~

VERANDAH

UP: W41'XtVOW UP _ .dilk- ~~~~~~~~~GROUND FL

ENTRY L- J ENTRY

L4 s EJ *~J GROUND FLOOR PLAN .

GROUND LVL ROOF PLANFRONT ELEVATION FRONT El

0 0.5M t5*SI 3M 0 0.51M 1.SM

Plmth area 996 SR Phnth area.GROUND LVt. Estimatd cost Rs. 175.000 Estimted cost

2 I S E C T I O N~~~~~ECIO - AA% 4 4 SECTION -AA CostwrSq R REtO CostRSrD .lP

AN H D HRA PRAD ES H Two Classroom School pradesh

1 08 in,n -,

LI TOILET TOILET

[L URIAL ) . WID TERAININDALL=J| s m| I r___=___r

dIMI 3. =19 ad

SECTION - AA

AGROUND FLOOR PLAN

_____________ __________ ~~~~~~~~~GROUND L~ ROOF PLAN

NFRONT ELEVATION

I* M 3M 10 OS 1.5M 3M99s Ia ra. 1211 M a R r C

E~~~~~~~~~~~~~~~~~~RO PPLANEprdsNnir rds

!~~~~~~Mna ResONTc CenreANDRTIOA ES

~~GI

PROCES'

One cons- ~~~~design re

x\SHEL\IES j j 511ELVES ( VERANOAH >)StELVES j j StfLl/E5/ 1 was heldpreparedconstructbeing aw

ENTRYGROUND FLOOR PLAN DESIGN

The desigdesign brattractive

TERRACE Classroonr ; ; _ _1 the need

CLASS ROOM , _ 0 g CLASSROOM awhilesat atA ~~~~~~~~~~~~~~~~~~~~~~aspect of

~~~~ i GROUND LW. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~entirely SE_______i______ STORE compoun

. . _ S . S ~~~~~~~~~~~~GROLtNO LVL. BRshv

BRCs hav(spaces, in

SECTION AA provided,been promand attac

CONSTRI

In-house

l TERRACE l work. ThEI____________.___________I___________________________ _ being inct

III Iii ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~BRCs are IIll ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~up throucIX I H U FLAT ROOF PLAN National

- .__________ UNIT CO'FRONT ELEVATION a 0.5t 1.5m 3 Estimates

Piinth area. EstimateEstimWaeedcost Rs. 175,000 drawings.Cost per Sq. t. Rs. 176 optimise I

AN D H RA P RAD ES H Two Classroom School andhra pradcsh110

GUJARATPROCESS

One consultant was involved in the design renewal process. An initialdesign renewal workshop was held in July 1997. A further design briefingwas held in February 1998. Soon after, the initial school designs wereprepared and approved in March-April 1998. Presently schoolconstruction is to commence and BRCs contracts are in the process of¶ being awarded for five sites.

DESIGN FEATURES

The designs from Gujarat have been able to fulfill the requirements of thedesign brief to a significant extent. All designs cater to requirements ofattractive display and storage spaces for the children.

Classrooms facilitate activity based learning, the designs are sensitive tothe need for expansion and do so without affecting light and ventialtionwhile at the same time creatig courts and additional teaching spaces. Theaspect of security was a concern to DPEP Gujarat. All designs can beentirely secured through by locking the main door. Enclosed schoolcompounds have been created which require minimum boundary walls.BRCs have been designed to be cater to the need for informal activityspaces, including courts with stages. While a formal kitchen is not Bo-k-th.provided, a semi-enclosed cooking area abd a separate dining court hasbeen provided in all BRCs. All dormitoried have individual storage spacesand attached toilets with a smaller court for washing and drying clothes.

CONSTRUCTION AGENCYIn-house contract engineers (TRPs) are undertaking the supervision of thework. The original staffing of one TRP for two blocks for repairs is nowbeing increased.

BRCs are being-contracted out. Most of the other works are being takenup through the community while a few are being undertaken throughNational Shoppping Procedure.

UNIT COSTSM 1.5M 9M st *Estimates of some of the designs are finalised and indicated on thecost Rs. 175,000 drawings. In others, minor design modifications are being made so as toq ft. Rs. 176 1 optimise the costs.

DPEP DistrictsP E Pira pradeshh

..... . S _ r~~~~~~~~~~~~~~~~~~~~~~~~1

i ~ _ *,nm A

K,I+ _

-J~~~~~~~~~~~~~~~~~~~~~~- _tEYAtCHE1Rq -S GR N F

SECT ION < ,AA ISRUY1RsEA V [LVL.<CT7 , AR,A Ib\

I 4 i \r , I.V.<I , ) tl _ -,,C.~I

ENR- -- -- ENTRANCE - - -R -- -- - - --

t_e~~~~~~~~~~~~- . 7 14'

GRtOUND FLOOR PLAN-_rRIDGE

MANGLORE llLES ROOF

v s M.S~.TRUSSES,

< X tj;!" ~~~~~~~~~~~GROUND FLO(

GROUND LVL.4CE170GON LNLUL. CSECTION - AA

,0000 oo l 5 I 0 0.15M 2.25M 4.5S 0 0___GROUNDV_

. Pleni harea 1079 ! Phtnh areaEs mled cost Rs.230,000 Estimated cost IFRONT ELEVATION ; Cospersq.t Rs. 213j Costpersq.t

~~~~~~~~~~Architect| rh| ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ArcAA hiIEMD IIY1tect 0P EOBABAID SO)Y AC]flJB D S Y AClO GROWiABDSJJY SJV^JA | NewPrimarySchool | a h m e d a b a d a h m e d a112

r ' r- ' ' -n r -==========- S.- ~ '. X -n- -1 -- i 1- 11

FUTURE CLASS FUTURE CLASS

^ Fs~~~~~----------------- --------------------.

XCLASS ROOM ULU1v 7lL<1MU7|h4tAKOAD

wLKBOJSARD-rl2 C L ARD

Y;;l P . g ilr1AltlG-l ~~~~~~ENTRY- f ;

GROUND FLOOR PLAN ROOF PLN

RCSLAg F RCC SLAB

_^ 1 _ _ looondinooooooo o~~~P S. oooooooloo; L_W.VL

SECTION - AA

MANGLORE TL RRES ROOF

2.25M 4.5M _0 iM 3M 6M BrickJit079sft PF iathaea 1161 sft 00000 000 ._

4 Rs 230t000 Estinialed cost Rs 250,000 !_ O IRs 213 Cost pesq. Rs 215 H _ _ . GRfJNDLVL

Architects FRONT SIDE ELEVATIONUDY AC110N GR0UP |lDA9AD STUDY ACT7ON CROUP

3 d a b a d a h m e d a b a d AciiyBsdPiay col.J JJ. ,--. ... --j Activity PrimaryBasd ySchool 1U JA R A T

BrLck JLri WALL |

CUPBOARD |

.CLASS ROOM PRECLASS RCO SLAB

000000* 0000*

BRICK-ACTMTY AREA |COUJRT-YARD STAGE I JALLI WALL .3.*0 .0 00000* I TY-9 0 3101771 1

rJ X ~~~~~~~~~~~~~~~ENTRANCE fii UP ENTRY ; e

R FUTU RETCLASSSROO F

M--3-- - MrB-----II I - -- =-- -I5IbL _ _ _ _ _ _ J ie _ _ _ _ _ _ _ _ _ _ . i _ L--L -- 1,--__-__-

A GROUND FLOORRPLANNROOFFPLANN

PRECAST RCC SLA8B

ll~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~20 sf .tot aeaQe~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Ca to beLt~tdCa ob snae

00000000 looo oo oo ooo o 0O ooo

ECLEVATION

11 I rRCC SLAB MANGLORESTILESTROOF | S

- ~ ~~~~~~ 0 .. 000 0 .. __1 3M 6 .*.5

G°°°°°°°°°°° UJARATNew PrmarySchool forDry&Ari e ae a s PainthareaCAWllo be eslimaW Cost o be estimated

SECTION -AA',Architec Architect$

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~MAA SHY ACI A AHWDA51SJYCB.>AAD SHJY AU0G UJvJA RA T|New Primary School for Dry & Arid Regionsah_medabadahmedab

t114 s: etS T-t

GROUND FLOOR 2PLA ENTRANCE_ ~~~~~~~~~~~~~~~~ ,U t~~~~~~~~~~~~~~~~~~~~~~~S- 2r.r r4 __UP iNR-_PXLAYAREAirENT RL RO

I (ra4rlr.e , y ~~VERANDAH

SECTION \ (1#t-ts )JACUP - AK

3M EM ______ l ROOIM 2M M A

E~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~L I IV I ANY AREA 1.4..04

3skaa Cost \ // sma<DSLAdMA

1 _ < ~~~~~~~~~~~~~~~ ~ ~~~~~~~~4 Sn.2f /E /

_ ~~~~~GROUND FLOOR PLAN

1 ~~~~~~~~~~~~~~~~~~~~~~MANGLORE TILES ROOF-I ~~~~~~~~~~~~~~~~~~~~~~~~~MS U.S TRUSSES

r P_ ~~~SECTION -AA3M 6M 0 0 725M-22M4.5M2303 siV Pi a;rea. 1238s39

isfitwled U Cst lbeb estirmaed

trcbltectte_t;SIJY AC1ICN 0U PMO AHWDABAD SHuoY ACEN OUPe d a b a d A j a h m e d a b a d ' Activity Based Primary School. G U JA RA T

^ - >.;atHEE ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~i 1 5

SITTINGINING

JAI I AIIOV g t ; 4 ̂ C OPENTRY N

GROUND FLOOR PLAN

ENTRY Im;1>¢ / T > a - 3FRONTELEVOIM 3M 6M

EsUmiled c05 Rs. 950,0Z0 Es ima ed cost ISECTION A-A cos pesq. n s Rs242 CESS ets'isqn

Architet i- Architectn * * * ^ D A T

AiEOABAO~~~~~~~~~~~~~~~~~~~~~M[DM~SIJOY ACfCW LJ| AUIEDBAD SRDY AC

GUJARAT~~~~~~~OUTYR

u V | ~~~~~~~Block Resource Centre. ah me d ab ad -~ a hm ed a116 I

HiN

ENTR : Foyer 1.47mwide pasage 51 m392IP9 -

e; - GROUND FLOOR PLAN SCINA

FRONT ELEVATION\/

i ~~~~~~~~~~~~~~~~~~' . . 14 . / \0

3M 6 M - 0 1.25M 3.75M 7.5M.3988 - , Plieh area 3282 Sna

Rs. 950,000 . a Eshma Od cost Rs. 925,000Rs, 242 j Cost parsq. ft Rs.232,Tet Cente R F

ArPLAN GRfOOFO PLANS

d a badXj a h m ed a b ad Block Resource C ete- Deesa, Banaskantha U VJ I.*1E I1

HIMACHAL PRADESHPROCESS

One consultant was appointed for each district except Chamba in late1997. Initial designs were prepared for two districts in end 1997 and CUPBOARCfinalised in early 1998. The other two district designs have been recently i5finalised.

cuConstruction of schools with the new designs are yet to commence. Biddocuments for the BRCs are being finalised.

DESIGN FEATURES

The designs are essentially site-specific with adequate flexibility of getting I STOREmodified for other site conditions. All the designs exhibit the basiccharacteristic of buildings in hilly regions. Sloping roofs have beenprovided due to the heavy precipitation. Orientations are largely to the _ -south with large glazings to increase the heat gain. Local materials areproposed in most designs. AThe designs incorporate the features necesasry in the classrooms.

GROUND FCONSTRUCTION AGENCY

Supervision for all works are being provided by in-house contractengineers (one per block). The works are be undertaken through differentch. batt ah -s[6 agencies. The BRCs are being contracted out. Some of the other worksare to be taekn up through the commuity while some would beundertaken by the in-house engineering cell.

UNIT COSTS tfEstimates of the designs are yet to be finalised. The oficial unit costs are inthe process of being revised.

0 OO.5h 13SA1

Cost to be eslinutedZ] DPEP Districts

Archic

SAI ENUNEERING FOUth I m

118 L -

-~~~~~~~~~~ I

SH I |IIIII3 In late ~~~~~~~~CHAL.K BOR CAKBOARD

97 and ____CUPBOARD

n recently C

asic-eenfly to the I__!rials are

ns. ENMY

L GROUND FLOOR PLAN ROOF PLAN

h differentI C..l. SHEET ROOFINGBr works W=EN RLIN

costs are in

GROUNO LVL.

SECTION AT A-Ae; J ~0 0.5 9 541 t 3M GROUND LVL .L1

REAR ELEVATIONCoW to be esnmaled

i SM ENONEERING FOUNDAf1ON; E AA IA PRA DESHs h i m ¶rFwo Classroom School Lahaul &Spiti Hl VIMACHAML 119S H

1 1 9

4A-. I _ - -

_ CUFCUPBOARY - -I- -E

C

CASSSOF

CHLK BOA

GROUND FLOOR PLAN

GROUND Fl

CLS R MCG.I SHEET ROOFING

01p E; ¢ ° g J m f X ~SECTION AT A-A

REAR ELEVATION - - - -- -

B 0 075M 2.25M 4.5M B B75 0 SSi2.25M

Ccstbtobe esbmlMlfftd Co to bbee estnalad

HI IVIAC H L PR AD ES H Two Classroom School ,Lahaul & Spiti.l 3~A h i m_A l a ¢ 3__hiN,m1 20 .,.1b.4_ v

_ ~ ~ ~ ~ ~~~ -~~~~~CUPBOAR WC BT CUPBOARD

~~~~~~~~~-l- LOBY

-- TH

C3G 5 GROUND FLOOR PLAN FIRST FLOOR PLAN

42C.G.I. SHEETS OVER 50X50 URLINS C.G.I. SHEET ROOFING i _ 5X0WORATS _ 2 WOsODEN PURLIN _ 1 / / l l 2I- _ !<w68 UjE

.~~~ ~ ~ ~ ~ ~ ~~~~~~~ S. 3.5 ..2

_

-- , . ! SECTION A-A REAR ELEVATION

.T75M 2.25M 4.5M _ _ 0 e 7SM 2.2SM 4.5M j

'~~~~~~~~~~~~~~U If I I I

je eslknad _Cosllbet bimale

Architects ~ ~ ~~~~~ Al Irhtet Al

GINEERJNG fOUNDAIION ' | SAI ENGINEERINC FOUNDAFONO *L FUIRhT FOR PLANmlc_ a1 ____ flhIV)GH E P

L~~i im .aj Ashram Scho~X0 WOl, RAharERSpt.r Mu n

C LA>SS ROOM CLA _ SS RDO M l O EN MEMBER IrExE5

Iwr CH L OD_ ER1 eCHALKBOARDI 3545 r- - - -I G SHEET ROOFING

GROUND FLOOR PLAN |

aD 15MOA~~~~~~~~~~~~~~~~~ CHALK BOAR ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ICHL

WI I

iii I _ _~~~~~~~~~si

A ENTRY (inGUND LVL.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ETt

GROGROUNDOR LLA

/ g tD g | ] g J ~~~~~~f 0 O.SM I.SMs 3At I ONM1 A GROUNOL(Vi.

VREAR ELEVATION jCost bi eestenated iC5toeuaaH I MAC HAL D D ̂ n = e U t~~~~~~~~~~~. SAI [NG1NEERI RC .EDA S H I L fH IMAC HAL rADEvSHTWO Classroom School, Lahaul & Spiti~is h i CFm _DA te mlt s122225

-4O EN MEMBER WAOxBS-PURLIN 50x50 r-I - - - - - - -

r 4G SHEET ROOFING - -- ---------

8: + I CLASS ROOM

I \ S 1 -t,tXStZ<-- X -9k,- XEr- -I - -\/ -h\\ \-\l -4 \ GRt>NOUVL. l < VERANDAH E r___ _ ,LV

GROUND *L R . _ P WLODENAPULINE

ue iBM M 0 O3MRCC SEtSMIC BAND ALL AROUN D _ _

ENTRY .

fERING FOUNDAUONI S H I L P A

is m I t e m l, sh m ,

i m I a, the mall, shimi a TwoClassroomSchool(Sirmaur) HIMACHAL PRADESHUM!1, : 2 3

X~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~.. .T .1 .. ..... .....@ A r ---- S-- -1>= 1Tj~~~~~~I-

ROOA AC A I

5.4.X, ~ ~ ~ ~ ~ ~ ~ EEATO S.- , ;

Vr-rx1Y"2) T~~~~~~~~~~ERRACE tor-rx -z (r44 5

CHALK BOARDCHALK OFARD I L- ~~~~~~~~~~OPENCUPBOARD TO SKYFLTRO

'UP_- -O -

F .I, ETIING WALL II-STORE

U- I 1 A-U AI DAnELVES ROOF PLAN GROUNDF

LOWER LVL PLAN UPPER LVL PLAN

~~ ~FRONT El

ELEVAT ---ON--- -

SECTION A-A 0.75M& ZZ25M 4.5M .2 0

Cost to be estimated Costllo be esimaed

Architect AcitcN fl ~~~~~~~~~~~~~~~~~~~~~~ASHOK GROVER & ASSOCIATES SAJ1 ENGINEERING FO4JNH I MVAC HAL P. r ADESHan Two Room School at Lunekh, Chamba nida utar pr!desh124

MUD ROOENIATTENG5x150

2LAN , GROUND FLOOR PLAN = | _ X P

O ITRY I I I SECTION AT-AA

| * FRONT ELEVATION JENTRY

-------- I- - ----- -

| l <3 1~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~O I J HU8ADI

si22U4 .5 U 15.25U Z.25M 0.75U 0 |0TILET3 -ra.-as I

estimat2d co I r st tee estimaled I I I I I ,rchiteCtS G ROUND FLO O FIRST FLOOR PLAN %

tOVER & ASSOCATES, SMSA ENIaNEERING FOUNDAnON I _ _ *-

ullar pradesh S h I rn I a~~~~~~~~~~~DRM LCTR AL

uttr raesh t hi n| 51 Mini Diet,Kaza,Lahaul &Spiti. HI AC A PRADESH^ tbLa}stt t tt_t ______ S _ ~~~~~~~~~~~~~~~~~~~1 25

B -- - - - -SA

Z PtAll ~~~~~~PRINCIPALSDISPLAY TACt BOARD ACK D1) 56 ROOM02 B~~~~~~~tAT TACO~~~~~~-K 0040 30 a 42.

AtS R t | S R CENr OMTR-D MO /

(NM FOR WK.M CW~~~~~~~~~~7,SO4

500 t qlC t _ t _ m . BTE < $ Wi oF0 F.L F1.12ELEVA~~~~~~T IO -o - .- <;

904B F.L AGROUND FL.(

DISPLAY7BOARD (01) SECTION AA SECTION BB - - - - - - - -

GENTS' DORkS

,~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~jr,

c ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ C U P B O A R D

__ -iF-~~~GENTS DORA/

8WKBG SRK ~~~~~~~~~~~~~SLAB I (t6I1- T

1~~~~~~~~~~~~~~~~~~~~~~~~~~~~1O4

PRWJECTlA BRICK FIRST FLOOR

CEMENT PLASTERflNIS FLOOR tA,1 (BwrQ PAW) 25-- -

600 19(X)600 7SLATEELEVATION

I~ M1~ 7M25

Cost to bet estenated Cdst to be esbmatedSECTION CC DETAIL I __

ASHOK GROVER & ASSOIATES SAI ENGINEERING FOUNH IMACHAL PRADESH Two Room School at Lunekh, Cbamba utaprds:hI

US RlATE

,,;, HUPIDGE

- - _l CUBOARD II/ BATH'WO jTIi DEN TIE MEMBER .OVER URLINS1SO- - -SUPPORTING FALSE CEILING- STORE I ~~~STAIR LOBBY LOBBYER

_ .3 U4.. UP KITCHEN SUPPORT MEMBERS

1W-4 r SHELVE! _ &-r - -- s PLYWOCO FALSE CEILING

I LSf0RH4oKayRI) ii- + - - -1- t ___-_-_ - - - - /2THWOODENFRAME

GROUND FLOOR PLAN IES DORMITORY KTCHENENTRY

I I I I I ISECTION 2-2 WNRO

t GENTS fTORY LGENTS' DORMt

:~~~~~~~~~~~~ 4 t : , -42HAL |

FIRST FLOOR PLAN [Jj{[ (fIJf[f[fj i i TJ 1W [f1 lllfffffffT 375M 225M 112514 Il I 22I] Il

beesbmalad I ; C lotbeslanaled I I I 1l|l l L | 1 A rc h ite c lt z A hi5 1 I _____________ '_________________ I 1 GROUND LVL.

GROVER & ASSOCIATES SM ENGINEERING FGJNDATION ELEVATION 3L5-A

a ula padeh t j sh m l- a BRC for Keylong, lahaul & Spiti. HI M ACHA^L Pr A DESH375M 2.24M1.12 _ | 2 _! 5M- 427

C I I O U N D F L O O R P L A N | i F I R S T E L O o R P LG R O U N D F L- -

4 ------------- - l L

I ~ ~ IGON LORPA I I iF I~ FL3 PLANT FLOO

~~~~~~~~~~~~~I I tIg

WEST ELEVATION 0 |M 3M oM0IM

Cost tb be e steisntedtL Costbtoe es jntim ts.. 5*. . 4r : aPA

H I M A C H A L P R A D E S H BRC for KuIIu ~~~~~~~~~ DisRM c acg vganw ei&.VA TUK LpH I L 'rM~~~~~~~~~~~~~~~~~~~eml h128 ~~~~n~~j~oFFIC

SIONE RETAINING IhALL 200 TIK R.C C. DOLHRAdM WALL I I

u l m ~~~~~~~~~~- _-_-L,__ _ _ ' 1~~~~~~~~~~~~------------ I-----1--- _

_4 I A ~~~~~~~~~ ITI STORE i AKE TOLT TE

A 1 32-2" 1 lu TOIAET_T

rw [11 IlS _GROUND FLOOR PLAN s ¢1xr rxxli _STONE R ETANING WALL I

3 = : w > a ~~0THKI(C.C.DrPHRAGMV IALL X llr'r Id( ---- I - T - - |-gE | |+ L A SECOND FLOOR PLAN

I A I I > b ENTRY ~~~~~~~~~~~~~~~~~~~~~AA

m ;;w _ l- CHALKSBOARD |i

II 200 TI STONONERE SALLNG

3M~ ~~~ BM ( ______ M 3M 6 0 X b S _WODENDAPURLIN

20 THC1CC DrAG rL 11aIrLll L

T SECRST FLOOR PLAN

TU K ALP~~~~~~~~~ SHI [PA LK OA

.M II I I I l l l -,>L 1~ 12 9 L I

| tt llFI||RS|40TH FLOOR PLANIH Ic l

_ I j 4 _ | @ t t t t I | i 1 1 100 TK. LEAN COC. - - -

3M 6M | a a ° 11 Vl 31 j || l l l l |WOODE PURLI RAMMTEART: - t f l, l l l l | ., | R.C.C.PLINTH BEAtwt~~~~~DOR

I | ' __L_____l_ _ __L__ l ____J_,_' | WOOOENRAFTER ~ ~~~~~~~ SECTIFERNC -HALLest~~~~~~~~~~~~~~~~~~~~~~~into: CGs otE enAtd

rcitct 6 .Arciet WOODE PULAN

X _ anshma BRC for Surlaha, Sirmaur District. HIMACHAL PRADESH4xC.s@awsYHuea ~~~~~~~~~~~~~~~~~~~~~~~12 9

OF- - ~~~~~PROCESS

U P ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~T w o c o n s u l

were finalisConstructic

ING g | _TAINS b iA l w j b L u n i t i a o s t th e

CUPBOARD IMACthe Rn Ets.130 ,__ _ fT he m od fElearning coi

PLAN AT LOWER LVL CONSTRU(

PLAN AT UPPER LVL 81 in-hous(are largely

to be finalis

UNIT COST

Estimates o-

ONFEREFONCMEN TOLE

DINiNG KITCHEN \ AS PER NORMS

SECTION A-A

ROOF PLAN Cost Io be eslwialed

H IMACHAL PRADESH BRC for Bhanjradoo, Chamba District. Inia ula rd37130 - ju

ORISSAPROCESS

Two consultants were involved and after an extended process the designswere finalised in mid 1997.

_- _Construction of schools and CRCs is underway.

DESIGN FEATURES

Initially the designs developed by the consultants are too conventional.Later these designs were modified with the help of Design guide andA _ briefing given by the TSG. As the cost of BRC is exceeding the approved

I unit cost, the BRC design was modified recently to keep the cost with inthe limits.

- - The modified designs are coprising all the features like storage, display,learning corners etc.

CONSTRUCTION AGENCY

81 in-house contract engineers have been appointed in 86 blocks. Worksare largely undertaken through the community except for BRCs which areto be finalised and given on contract.

UNIT COSTS

f±ETAJNNG WALL Estimates of the designs are indicated on the drawings. "Z n

A 3M 6M

esfimated

Architect DE itit

NOWIR & ASSOCATES'DEDitcsuttar pradesh

sL~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ AS f'R1t

TEACHING AD

CHALK BOARD CHALK BOARD Ct

l _ 1 59 1 I CHALK BOARO r~~~~CALKWAR

- R t >\ 2 | / w v, L > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~HL K m BOARD V

CLAS5R0al~~~L WIDE RAK-FUTURE i$ CASS RE CHALK BOARD CHALK BWOAR CLAS ROOMCAKOR

wzwq P=11q ~~~~~~~~~~~~~~~~~~~~ENTRYSHOE RXK ~~~~~~~~~~~~GROUND FLOOGROUND FLOOR PLAN - A 6OiHT. G

ROOF PLAN

_ L _ I 1 . 111 11 ~~~~~~~~~~~~~~~~~~~GROLIND LVL.

FRONT ELEVATION

CA ROOM 051MM1.5M 3M 0 .tl | fL Jl 1 L F I |

| | i Pin h amp, 1022 sR Piith area.

SECTION -AA E3timated cost Rs. 241,DO Eostimaed CSt. f tSECTION-AA t I a$GROUNDLVL CostperSq.It Rs. 236 CcstperSq.tArchitectsArtO RISS A

Is * e C!THE ENGINEERS: THE ENGINEOR32SA Two Classroom School

1 3 2 .Nrlt >w:

I I ~~~~~~~~~LEARNINGIN LA IGTEACHING AID CORNER ING AIC N A _

I FUTUIR

t l ~~~~~~~~CLA:O O m C LASm CLASS ROOM CLASS ROOM

+ jI ~~~CHrALK BOARO ; CHALK S0ARD CK& Cs HLBOARD P CHALK80R iCHLBOARD 24rIt-1 CHALK BOARD C

qa l HOE~~~~~~~RAC-K l___ <__

C BBOARD CLS CHALK BOARD VERANDAH HALK BOARDIVERA CHALK 0CHALK B0 CLK BBARDAR

ENTRY ENTRY EN= ENTRY ENTRY ENTRY

< GROUND FLOOR PLAN GROUND FLOOR PLAN

_ ISM 3M Mr3r I F I

mt Ri24 I~ Esyae 1U

Rs 242 Xl CR BI LD NGY lN

ENINER I THE ENINER p1 i

| ;_-_ | ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~L __J L__JL__ |BRCAI|a 1.SU 3u 0 .sa 1.s 3M

1022 sl Pfth area. 1200 SR CR BUL ING A7JSt Rs. 241,OD0; Estruted cost Rs5,242,0D00C CB IDIGPA1. ft Rs. 236 , Cost pef Sq. IL Rs. 321:

rchitec ! r Archited

ENGINEERS | THE ENGINEERS I zaneswar t bhubaneswar TwoClassroom School ORISSA

Vr1:j4 j ^ s44z; & _8sEa II.. i liaRs ._ 133

UTTAR PRADESHAPROCESS

Seven consultants were involved in late 1997 in the desigs renewalexercise. Prior to this a Resource Mapping exercise was undertaken whichidentified suitable techniquesand materials of construction. Designs wereapproved in early 1998. Construction using the new design are to beginin 1999.

;. ~~~~~~~~~~~~~\ /DESIGN FEATURES

Pedagogy, classroom details and the use of alternate technologies are theprimary focus. Most of the designs have placed particular emphasis to thedetails of display and storage systems. Classrooms are of different shapesand sizes that are intended to facilitate activity based learning. _The designs also incorporate various 'alternate' systems of construction.Prototypes of the same are to be constructed prior to the training ofengineers.

GROUND

CONSTRUCTION AGENCY

mgibit ,The regular works are largely being supervised by RES engineers. However,the prototypes of the new schools will first be constructed with the"d n & ldo SiEh.g.r supervision of the consultants. Other engineers are to be trained in theSh.hj. n$J"f e r x $a / alternate systems during this construction so as to be able to employ

f S t jg.o1 these systems on a larger scale.Hwd.i l@ Most works are being undertaken through the community. Some works

like the provision of drinking water facilities is being undertaken by anexternal agency.

UNIT COSTSS..bhNd, The cost of the BRC is approximately Rs. 8.0 lakhs while the cost of the

two room school cum building-less school and CRC are Rs. 1.91 lakhs andRs. 0.65 lakhs respectively. The additional classroom costs Rs. 0.55 lakhsapproximatey.o

0 OS 1.5M

P8inth area. 8tEstimaled cost Rs. 17iLI] DPEP Districts Costpersf Rs

134 4 *>.M ti 3

iewal j ......... , taken which

DISPLYLEE \esigns were CHALKBOAR HALK BOAF Ire to begin f / C ,OAR

CLASS ROOM CSSROOM7~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I-

r / .""E5| r X >5"5r

igies are the CKA RD \ALKEOARDahasis to the

rent shapes

istruction. UPling of

-d9hk \/

GROUND FLOOR PLAN EN fj,f

rs. However,:h the,ed in theemployI

me worksOn by an

--- GROUNDLVL.

FRONT ELEVATION

1st of the;1 lakhs and3.55 lakhs

_ ____.___ ___

e ! o; 0 5 & t 1 . 5 1 - --i 3 . S 6 _ i ; < ~ ~~ ~ ~ ~~ ~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ s P L A Y -

I .m .M 3MFlinth ama. 861 t PRNCIPALAGEEst*nat cDst Rs 176,000

PROOM STORECostper SR Rs.0 M '1 Fl

GRUN LV.Architect SECTION-AA' P O 1 N T Primary School, Hardoi T PRADESH

cn Concept Design UTV 15R RADE135

- N" ) I I A HEAOMASTER .J N

ZC ~~~~\ I I STORE~~~~~4' {r105X1 '5 ( ;(:o5r11C Ar 11,LKBAO/)I | L _ CLASS~~SROOM_ CLASS ROOM _w _ 1

I2r.rIV1I*tr) NOTICEIr( ORO I7Ont51 MOVABLE PARTITION

BOARD TEOAR B OA GROUNI

GROUND FLOOR PLAN 4* L .R

I r-n 2 IM..... 3(

CHALK CLASS ROOM ~ ~ ~ ~ ~ ~ ~ ~ ~ -

- 1¢~_________ -- ' D-=:-.B .... ss-LISPI

t _ g t t > L X ~~~~~~~~~ SECTION-A

FRONT ELEVAT BION r J T V t 05C HO BM M 3A RDG OIPtntaea 14s POiaPaL|Estmated cost Rs. 195,0 BOO-f Estimtdcost Rs. 1|Cest per Sn Rs. 11t ) Castt per sOt f

I &hi~tec5. i AcietT T A DD A ^=C ttt]New Primar School |CADD CONSULTANTS I E P OkI NU * P . ^ D E S I Concept Design |kanpur road, ____r iIu r13 6 &I , S !.

q PrINI | X _Ak

:'AN U1P II

L.--

t % W ~~CLASS ROOM ,CLASS pOOM16

9, {,~~~~f-tr.lrli(5tif

2 % DISPLAY l 6 A3 , + ~~~~CHALK BOARD CHALK BOARD I

- CFIALK BOARD- BOARD lj

C-I PRINCIPAL VEADHSTORE

tl i ~~~1375mx225n 3 33n 2.48. 375..22t M

' LAN I_u Co

ENTRY0

0zCI

10

C-1 oi _

z I I j I I

0~~~~~

Cr1 FRONT ELEVATION>

< = t ~~~~~~~~~~~~~~~~~~~~~~~~~~~GROUND LVL

r 'rimary School, Jhansi. U T R P RA D E HConcept Design UTTAR RADoS137