Building RuralPrimary Schools

< Towards Improved Designs

E855Volume 3

The DPEP Experience

i~~~~~~~~~~~~~~~~~~i

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

C onc e v;u rsaPo n Vultkmd RPiagopilan. Sureet Manchan1da i oCor

Pro(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

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

'.7~~~~~~~~~~~~~~~~~k.

*-.* - -- - --! E

-~~~~~~~~~~~ i >.

*;1S *4 -VF -ti2-S-w f| lll ',,"'r*' -; i ~~~~~~I V !) 1 5;t'.; '.') . .ef t-0'

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

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)

_a

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.

:

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.

. j

r~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~i

BAw ~~~~~~Priniary ed

.rl ; _~ contribute!increasedlbeen linkec

It is also veof educaticeffectively.

:' ;' S a need to

demanid sie

the one ha.;- § ~education.

to be acidri

- - T ~~~~~~~~~~~~~~~~~~~~~~~~~~Of the marchiildrern toprovided. Iitoilets. Edu

__, | . _ p As a tesult,e, '5f 'x'\' \ ignificant

- >/ '' .d ' -environs arall strategiE

However, c.Y .:cs~~r i facilitate tl

r.I ., [ j e implies a SE., ., '

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- -

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

DPEP providethe box overt

_. I, ';I- '- N , ' ' 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 hasei .] 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 stateA 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 halenwbuiilding design. the s bya b t6iInktfrom a mt nirnuln rS f l er

cg . ^ - 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 -

~~~ ~ ~ ~~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-

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'

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 WALLFLOOR 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 PHASEINTlIAL 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 OFSCHOOL

A (CLASSROOM) 449 SIT ~ ~ ~ ~ ~ ~ ~ ~ OR SOOC (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 a

water-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 Bci ~ ~ ~ ~ ~ i rUTRA RHS\-HOC-k SF C C

IiJG 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 0OPTION 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 VENTILATIONii ~~~~~~~~~~COURT DE

-,

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 withoutdisturbing 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. .

;.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?pPI ~~~~~~~~ / ,~~~~~~~~~-TRAINING

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

i -; >- \--

CARPET LIG

AREAHT = itSFC.fATEDCOSTO-RY) 485'6

FOR SEXERNATLVIEW

NATURAL OF HALL) 5 : r

C (DINING) 312 SFT ~ ~ LLUINAIO

TOTAL PLINTH AREA CO345D0CORIDOTAREAICARTEDRTCOSIO

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 local

Milt EC POVIDED lUNDEf system of construction in Assam has largelyF F 817 CG, ROOF i \ , || \ ! \been wood and t,amboo based. Concrete hasbeen 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 DOIRMITORYN~~~~~~~~~~~~~~~~~~~~~~~~~~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 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 XSuch student spaces can be used for j ncude reading writing raking

both group work as well as individual ~~models, displaying the work, etc.sothrudy They can vve pr aie inditheuopen (abo-ve). A simple examination ofstudy 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 cosiss z Q l 2/ ~~~~~~~~~~~~~~~~~~~~~~Children's

1, 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 a

INALT- 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 spacecan 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. tPrimary 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-AxJ\ \tA lN fX MAL

s r t -;' >~~~~~~~~~~~~~' A ~~~LE-A?-IMfi/c;;7 AgtEkSoms 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\

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