CAKA (College of Architecture Kabul, Afghanistan

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Final year thesis project report on College of Architecture at Kabul, Afghanistan is my live project located at Afshar, district 5 of Kabul City which is an educational hub for entire community. Guided by Ar. Vaishali Latkar, Sinhgad College of Architecture, Pune, India 2012

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  • hi Najeebullah ....thanks for sharing your project...how can i get your skb file about this project ...please help me....?
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CAKA (College of Architecture Kabul, Afghanistan

  1. 1. AN ARCHITECTURAL DESIGN THESIS REPORT ONCOLLEGE OF ARCHITECTURE, KABUL, AFGHANISTAN (CAKA) Submitted to University of Pune in partial fulfillment of the requirements for the award of the graduate degree of : BACHELOR OF ARCHITECTURE (B. ARCH) By Najeebullah Rasuli Project Guide Ar. Vaishali Latkar S.T.E.S. Sinhgad College of Architecture, Pune University of Pune April 2012
  2. 2. ACKNOWLEDGEMENTFirst of all I would like to thank almighty Allah who has blessed me and has given me the strength and guided me throughout all phases of my life.I would like to dedicate this thesis to the people of Afghanistan who are giving value for education specially in the field of Architecture and who are taking part in the making of suchdream to come true. The people who suffer a lot for the lake of education in the field of Architecture and I hope in the future they will shine towards making a better development andlife for themselves and I hope this project would be the first step to achieve their goals in the future.The Architectural Design Thesis project “College of Architecture, Kabul, Afghanistan (CAKA)” would not have been possible with out support from the Institute ―Sinhgad Collegeof Architecture, Pune‖. I am thankful to all the staff of our college for their support and guidance throughout the duration of this project.I would like to convey my sincere regards and thanks to Ar. Vaishali Latkar , my thesis guide for her valuable guidance throughout the project. I would also like to thank Dr. M. V.Telang and Ar. Banani Banerjee for their guidance and support at different phases of the project.I would also like to thank Ar. Rajeev Kulkarni and Prof. Aniruddha Jogalekar for their guidance and debate towards my success in my thesis project.I am very grateful towards C & M Architects, Auroville Pondicherry, Sheril Castellino and Pino Marchese for giving me the opportunity to train under them and also forencouraging and guiding me in my thesis project.I am very thankful to Administrative department of CEPT University, Ahmedabad and IPSA College of Architecture, Rajkot for giving me useful information about my thesis casestudies and my design thesis project.I would also like to thank Shobha mam for helping me with all the books provided for my thesis project.Last but not the least I would like to thank my parents, family and friends for their continuous support and guidance without whom this project would not have been completed.
  3. 3. INTENTA final year architectural project is supposed to be the culmination of the learning process of an architectural student. For every student it is the final milestone for the academicjourney and the same holds true for me with a slight difference. Unfortunately it is the zenith of our architectural senses when our mind is at its creative and sensitive best aseverything that we learn during this phase of our life helps us gain a practical perspective to the so called ―wild imagination‖ of an aspiring architect. Things that we might feelwere unrealistic start seeming possible and real as we start looking at striking that balance required between creativity and possibility. In other words, we become responsible andstart thinking responsibly.The so called difference talked about earlier refers to the final milestone of the academic journey which from my point view is rather a starting point for the journey that the endingpoint. We could rather say that standing at this junction we could analyze and learn from the mistakes in the past and rectify them in order to start off the journey called life forwhich we have been preparing all these years.I too would like to take this opportunity to judge myself in comparison to the years that have gone by and implement the knowledge gained from the teachers, seniors and friends asthis knowledge would in turn help me in channelizing my career the way I would want it to be and see what would it be that could contribute to the practical world from whatever Ihave learnt.A final year architectural project is a step by step process and even a never ending one as no matter whatever we do one‘s own self would always feel that there would be scope foreven more and even better this even so because we are the ones who get to choose our own topic and hence there is a sense of attachment towards the project because of which wewish for it to be perfect. the extent of involvement in clearly reflected from the extent one goes in handling all the possible challenges one would meet during the actual executionof the project and thus it brings out flair as aspiring architects as we end up trying to strike a balance between the real and virtual world.I understand that the solution cannot be achieved in one go as with every stage. The work needs to be reviewed in order to check it for every possible discrepancies which needs tobe addressed then and there by surrounding it with appropriate details and solutions and frankly speaking all this just doesn‘t end here. It has a much stronger and deeper meaningas every individual is highly responsible for shaping his own future but we as architect influence life of others also to a certain extent.
  4. 4. CONTENTS1. Introduction………………………………………………………………….…………..12. Architectural Education……………………………………………………………….2-43. Synopsis…………………………………………………………………….….…………44. Case studies CEPT University, Ahmedabad………………………………………………..……...5-8 Mahindra United World College, Pune………………………………………..…....9-13 The Korean National University of Cultural Heritage……………………………14-18 School of Architecture Seoul National University……………………………..…..19-245. Comparative Analysis of Case Studies………………………………………......…25-276. Data Collection………………………………………………………………….…....28-337. Design Program…………………………………………………………….………...34-368. Site Analysis…………………………………………………………………….……37-399. Design Solution………………………………………………………………..……...40-4810. Bibliography/ references………………………………………………….………….49-50
  5. 5. INTRODUCTION OBJECTIVES OF EDUCATIONAL INSTITUTES FACTORS OF A GOOD INSTITUTIONALDue to change in social life of people, need of the society It should ideally be a quiet, comfortable oasis apart from the BUILDINGwith regards to built environment is changing normally busy, noisy congested world, more like a residentialsignificantly. As a result we require more houses, public suburb or park rather than a city.buildings, hospitals, institutions etc. This change Institution ought to be a closely knit, unified cluster ofdemanded more skilled personnel, particularly architects buildings with intimate pedestrian open spaces providing ato design optimally and help implementing the facilities. unique environment for living and studying. A good institutional building should provide area wherePURPOSE OF EDUCATION student may congregate informally for discussions and rest orEducation is about civilization and humanity. Through where they can gather in large number to watch or participate ineducation we pass on a ritual. It is a collective effort of sports and other physical activities.generations which make possible advances in arts and It encourages all kinds of interactions in student activityscience. It should be directed to the good of the society. centers. It furnishes place literary, artistic, musical and dramaticEducation is about the dignity of an individual. Through occasions to culturally enrich the university community as athe process of education we impart enthusiasm as much as An institutional building is a manifestation of value and whole.we relate hard information. The genuine exhilaration of attitude. Hence there should be maximum opportunitieslearning forms the basis of the student teacher SELF INTERPRETATION OF AN INSTITUTION for communication and interaction.relationship. The building should be regarded as a community asset A campus should be a place where a student is confronted with and an investment in the quality of community life.Education is about entry into a learned community. It is realities of living and working with other people in anthis community which continues to inspire us and provide The spaces in the school building should be flexible, so environment that provides a wide variety of conditions for the that they can be adapted to different uses at differentus with a peer group. best kind of relationships.Education is a process by which we can enhance our times. It should be kept busy with a variety of activities by A campus should be a place where people can come from diff. different users which can happen at different times of thecapabilities through information. The freedom we gain parts of city to join in a particular place for seeking education.through knowledge is an inner freedom. day. It should be a place where people can put their ideas, The building design itself should encourage the art ofWHAT IS AN EDUCATIONAL INSTITUTE suggestions, thoughts to make a better future. looking, listening and responding spontaneously the A campus is a place where everyone learns how to behave with building should speak a new language, evolve a newAn educational institution is an ensemble of buildings, each other and how to behave with surroundings.landscape, and infrastructure used for education. direction which a common man can understand. In a campus one as a student and other as a teacher can make a In the school building the students should find anIt is traditionally the land on which a college or second family other than his actual family.university and related institutional buildings are situated. example of competence, innovations, and inspirations. A campus should create a study environment for everyone who The building design must reflect the policy of theIt includes libraries, lecture halls, residence spaces and comes for learning.park-like settings. institution to foster flexibilities and awareness required to A campus should include all the facilities for studying and other adequately respond to the over changing life long processIt is a physical expression of various functions such as activities such as sports, cultural activities, any types ofAcademic, Administrative, and recreational. of learning. functions, meetings and seminars. The building itself must be a workshop for students toAn institution is defined as a self contained architecture A campus should have residence for guests and visitor whocomposition of separation university buildings in a park study design, construction and encourage them to develop temporarily want to stay for the purpose of works. creative as well as technical abilities in a student.setting with residential accommodation, library, class- A campus should have a strong administrative staff to co-room, etc. for a community of student and teachers. The building should be one that can be easily maintained operate with each other everyday and lead the students to a and produces minimum maintenance costs.An educational institute indicates as area devoted to certain hope.academic business physically created by an environment The building must be designed for adaptability, where A campus should be perfect from every aspects. informal teaching as well as relaxation outside theof building and landscape to accommodate efficiently andfunctionally the needs of inhabitants related to that area. classroom should be possible. Besides teaching and learning areas, the building should provide adequate socializing areas, exhibition area, cafeterias, entrance halls etc. are great meeting places and they need to be carefully designed for informal exchanges.ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA INTRODUCTION 1 KABUL, AFGHANISTAN
  6. 6. ESSENCE OF ARCHITECTURAL EMBEDDING CHANGE ACROSS SCHOOLS THE LEARNING CLIMATE INEDUCATION OF ARCHITECTURE ARCHITECTURE SCHOOLS The changes, attention will have to be paid to the learning The knowledge, attitudes, skills and values that climate in the schools. Research in higher education on the architectural students acquire during their undergraduate social context of learning stresses that learning is situated in the years are formed as much by the social culture of theObservation being the key generator of creative action, context of schools, departments and institutions, and that school and the manner of teaching and learning in thatarchitectural education must unfold the inherent beauty of students learn as much from the context as their interactions school, as by the specific formal content of their courses.this phenomenon. To start with, it must help self with subject knowledge. What and how they learn is strongly There is currently a perceived gulf between the learning inobservation and discovery of the individual which when influenced by how they interpret the social context and in architectural schools and the realities of professional life.extended must be able to understand the society in all its particular how they perceive and act out their relationships with In order to bridge that gulf and to meet the challengeshues. their teachers and other students. posed by practice and lifelong learning, it may beArchitectural education must facilitate the understanding Studio tutors who plan to set up learning situations to encourage necessary to re examine not only the educationalof time and space of an individual. student reflection, independence and collaboration will processes but also the relationships that exits in the schoolArchitectural education must recognize the self as an undoubtedly have to refine or develop their own skills and between learners and learners and teachers. The learningultimate design expression- functionally, structurally and reflect on how they work out in teaching practice. This will climate may have to be realigned around differentformally amongst other innumerable design expressions require schools to create framework and opportunities to relationships- those more relevant to the future profession,that exist in nature, all held together so very tenaciously in support the learning and development of architecture tutors. If and in particular those that emphasize the importance ofan intricate balance. tutors do introduce such changes to their teaching practices, communication, collaboration and self reliance.Architectural education must equip individuals to see and they will need to devise ways to obtain feedback from students PRESENT STATUS OF ARCHITECTURALdissect the common energy sources and vocabularies of about these changes as they occur, and to evaluate them anddifferent, worked on manmade classical forms of make informed improvements. EDUCATION IN INDIAexpression like poetry, music, dance and of course Indian present pattern of education was basically shapedarchitecture. An understanding of integration of all human over 50 years ago in the early forties and only partiallyexpressions results from this. evolved with time but in a hesitant and half- heartenedArchitectural education must take into account that it is a manner The public perception of an architect in the fortieshuman endeavor concerned with the physical, social, and and fifties was not clear and he was thought to bemental well- being of students as well as their intellectual someone who was called in to dress up structures designedgrowth. by engineers devoid of aesthetic values and imagination.Six points that articulate a general plan for architectural This perception gradually changed to viewing architects aseducation are:- ARCHITECTURAL EDUCATION GOALS creators of beautiful buildings. The need of an architectCreative thoughts. was further strengthened with the emergence of variedClear thinking. The need for new educational approaches capable of dealing building complexes set in a scheduled time frame andNatural ability and learned Skills. with holistic problems in holistic context. financial and space limits. The architectural educationThe issues before society. The need for synthesizing knowledge and technology dealing tended accordingly, to reflect a bias towards buildingData collection. with built environment. needs The education has by and large failed to adequatelyThe careful establishment. The need to equip students with knowledge, skills and respond to the fast changing needs of the country as a experience in order that they may acquire whole. Materials Site Planning Building confidence to design and build spaces that will last for several Technologies years. The need for post graduate programs to prepare students to be Construction Design able to succeed in the chosen Client’s Needs Methods Project tasks and to undertake line of study for acting as specialists, consultants or researchers. The need for comprehensive learning system embracing Design Theory Sustainability Structure formal and non-formal education, sound practical training and experience for working with maximum efficiency.ARCHITECTURE COLLEGE CAMPUS, Architectural Education Najeebullah Rasuli Architectural Thesis SCOA 2 KABUL, AFGHANISTAN
  7. 7. ROLE OF ARCHITECTURE COLLEGES THE LEARNING CLIMATE IN SCHOOLS OF NEED OF ARCHITECTURE COLLEGE ININ EDUCATIONAL INSTITUTIONS - ARCHITECTURE PRESENT SCENARIOHISTORICAL BACKGROUND The knowledge, attitude, skills and values that architectural After war and total destruction of major cities such asThe college of architecture started in Kabul, Afghanistan students acquire during their undergraduate years are formed as Kabul people and governmental bodies decided toafter the Kabul University was established by Russians. In much to the social culture of the school and the manner of redevelop the entire cities thus the need for design andKabul university there are different departments for every teaching and learning in that school, as by the specific formal construction came into existence by establishingfield of study right from department of Engineering till content of their courses. There is currently a perceived gulf architecture and other colleges.department of Arts and Science and department of between the learning in architectural schools and the realities of New colleges have to be established so as to impart theArchitecture which all lessons are taught in Persian with in order to bridge that gulf and to meet the challenges posed by education to the young architects of the upcomingRussian systems. Since architecture department doesn‘t practice and lifelong learning, it may be necessary to re generation so that they can dedicate themselves to create ahave a separate campus for itself but still it has reputation examine not only the educational processes but also the better living environment for people of Afghanistan.in Afghanistan and all over the world. Before civil war relationships that exits in the school between learners and Schools of art and architecture are such institutions whichand independence the architecture was taught by Afghan, learners and teachers. The learning climate may have to be keep alive the evident idea of growth and developmentand Russian faculties. Not only architecture but all the realigned around different relationships those more relevant to and equips mankind in creating a better future for himselffields were the same in learning and teaching. the future profession, and in particular those that emphasize the and the coming generations. The education imparted inAfter Kabul university, soon an other university was importance of communication, collaboration and self reliance. such institutions not only contribute in the development ofdesigned and constructed by the help of Russians and an individual career but also helps in keeping them abreastother countries for the development of education in Kabul. with their creative side.Poly Technique University of Kabul is the second largest To promote such an atmosphere of growth, not only of theand well known university of Afghanistan having all individual but of the whole nation , more number of selfdepartmental branches right from medical and engineering sufficient institutions are required to be set up which are atill arts. Later on the department of architecture was also PRESENT STATUS OF ARCHITECTURAL clear reflection of what they preach and an increasedestablished in various field of study. INSTITUTIONS participation can thus be expected from the citizens. ARCHITECTURE The past pattern of architectural education basically was shaped COLLEGE by the Russians about 40 year ago. They brought knowledge of architecture into our country by starting it from scratch likeARCHITECTURE LANDSCAPE ARCHITECTURE INTERIOR DESIGN BUILDING CONSTRUCTION REGIONAL AND CITY PLANNING TOWNSHIP PLANNING designing and construction of their on embassy in Kabul. Soon after they designed and constructed much more buildings like telecommunication building in the heart of the city.ARCHITECTURAL EDUCATION GOALS After a huge change in the field of architecture they built aFollowing are the main goals set for the training of an university called Kabul Education University which has stillArchitects:- many fields for study including architecture. And after years ofThe need for the educational approaches capable of successful completion as the knowledge of architecture wasdealing with holistic problems in holistic context. increasing and due to a massive progress in this field they Now as European and American companies invest inThe need for synthesizing knowledge and technology decided to have a second college of architecture which is called Afghanistan specially in Kabul for the development ofdealing with built environment. Kabul Polytechnic University. This university is having country.The need to equip students with knowledge, skills and architecture in different field of study as mentioned bellow: Some countries like Japan, South Korea, India, Turkeyexperience in order that they may acquire confidence to Department of Architecture they take part in Educational fields and they play a verydesign and build spaces that will last for several years. Department of Hydraulic important role in educational progress by constructingThe need for post graduate programs to prepare students Department of Architectural Construction colleges, institutes, and universities or from other sideto be able to succeed in the chosen tasks and to undertake Department of Dam Education they provide educational facilities such as fellowships orline of study for acting as specialists, consultants or Department of Bridge Technology scholarships for the recent graduates. And the people co-researchers. Department of Plumbing, sanitation and Drainage operate with these external forces to develop as fast asThe need for comprehensive learning system embracing Department of Landscape Architecture they can specially in the field of architecture andformal and nor formal education, and sound training. Department of Interior Design engineering for fast growth and development.ARCHITECTURE COLLEGE CAMPUS, Architectural Education Najeebullah Rasuli Architectural Thesis SCOA 3 KABUL, AFGHANISTAN
  8. 8. CHALLENGES FOR ARCHITECTURAL The design should have no feeling of restriction for the SCOPE OF DESIGNEDUCATION exchange of ideas and the faculty and the students should have freedom to teach and learn anywhere apart from classrooms. School of planning and architecture is a big institute andFirstly, students should develop more effective It should provide diverse and comprehensive educational developing a 34000 sq.m campus in itself is a big task.communication and interpersonal skills, so that they are opportunities for aspirants to serve the society as responsible The scope of my design would basically concentrate onbetter able to appreciate, understand, engage with and and creative professionals the overall master planning of the campus of architecturerespond to the needs of clients and users. Secondly, To establish an attitude of fife long learning, to prepare institute.students should acquire a foundation in team working in professionals with ethical standards based on genuine concern Therefore few areas would not be detailed and will just beorder to prepare them for cross disciplinary working for improving the quality of fife for individual and society. marked for future developmentrelationships that characterize professional life Thirdly, Areas which will be detailed out are:-there is the challenge of preparing students for changing REASON FOR SELECTION OF PARTICULAR Undergraduate degree course for Architecture (B.Arch)society where knowledge is growing at a rapid rate and TOPIC Postgraduate degree course for Architecture (M.Arch)the needs of society and the construction industry are Hostel blocks As an architecture student I feel that the school where an Staff residencecontinuously evolving. For this students will need to architecture student spends 5 most valuable years of his lifeacquire skills and attitudes that are transferrable across Sport Facilities studying has a direct influence on his career. Workshopscontext and enable continuous lifelong learning. They Intelligence, creativity, sensitivity, and a thorough knowledge ofneed to learn how to learn in order to manage their Auditorium the arts and science are essential for achieving distinguished Canteenongoing learning in relation to their future goals. Lastly, architecture and the school plays a major role in providing thelearning environments in schools of architecture should be Cafeteria right kind of ambience to achieve the above qualities. Playgroundsrealigned to encourage a more collaborative and Thus after being an architecture student for 4 years I felt thatsupportive culture so that students develop sensitivity to there is a need to prepare professionals with ethical standards METHODOLOGYothers and a sense of commuting as well as independence based on genuine concern for improving the quality of life ofof thought. Live Case studies: individuals and society. CEPT University, Ahmedabad, GujaratAIM Thus there arises a need for a school where the students can Mahindra United World College, Pune discover, integrate, articulate and apply knowledge. My aim isTo analyze and understand the essential architectural Book Case Studies: to what they exactly want and help them mould themselves indesign qualities of space in a college of architecture and to School of Architecture, Seoul National university, S Korea that particular field.design the college of architecture. The Korean National University of Cultural On the other hand there isn‘t any such architecture college in Heritage, Buyeo, South KoreaOBJECTIVES Kabul to have modern system for teaching or a modern environment for study thus the aim is to have an architectureTo understand spaces through case studies and data college with full equipped from facilities to educational systemanalysis. and to be equal with an architecture college‘s standards.To carefully design spaces so as to bring aboutinteraction among the students and teachers and make the SCOPE OF STUDYbuilding an ideal place for education.The school should produce students who will assume The scope to study college of architecture would be limited toleadership roles in shaping the built environment They the study of various departments of architecture and planningshould be able to answer the challenges posed by the department at undergraduate as well as post graduate level.contemporary society. It would include the curriculum of architecture studies for theIt should ensure an environment suitable for moulding degree of B. Arch.young designers of good quality. It would include the curriculum of planning for the degree of B.The design should have enough freedom so that it can Plan.keep itself away from external pressure. It would include the curriculum for masters in architecture for aThe design should be potential to explore the art of degree of M. Arch in various departments. With the reference of above mentioned casearchitecture as a cultural experience and as a critical It would also include the curriculum for masters in planning studies, derivation of the design requirements based onmedium and ultimately as a form of knowledge. department. analysis of spaces and facilities provided in each of the establishmentsARCHITECTURE COLLEGE CAMPUS, Architectural Education Najeebullah Rasuli Architectural Thesis SCOA 4 KABUL, AFGHANISTAN
  9. 9. CASE STUDIES CEPT University, Ahmedabad Mahindra United World College, Pune The Korean National University of Cultural Heritage, Buyeo, South Korea School of Architectural Seoul National University, Seoul, South KoreaARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA CASE STUDIES KABUL, AFGHANISTAN
  10. 10. CENTRE FOR Initially CEPT was established and run by Ahmedabad INTERACTIVE STUDIES Education Society. In 1994, a separate trust and a society — ENVIRONMENTAL CEPT Society — was formed. CEPT is registered as a Society CEPT University has a fortunate variety of offerings PLANNING AND concerning human habitation and its environment. This and Public Charitable Trust. TECHNOLOGY has led to a great variety of human resources, with Since inception CEPT operated as an autonomous academic different areas of specialization, and equally committed UNIVERSITY institution free to develop its academic programmes and award students desirous of pursuing professional disciplines. its own diplomas at the end of programmes of study recognized (CEPT UNIVERSITY) Search for a methodology that will address the issues of by the state of Gujarat and the All India Council of Technical AHMEDABAD compartmentalized knowledge, values orientation and Education (AICTE). From 2002 to 2005, CEPT had been social relevance led the school to a unique experiment affiliated to the Hemachandracharya North Gujarat University recently in which students from different streams and at Patan. Consequently, the students completing programmes at stages of their learning come together for a three-week CEPT were awarded bachelor‘s and master‘s degree. CEPTINTRODUCTION Interactive Studio in their course of study. became a university by the Gujarat State Legislature Act of The approach for the workshop is as under: School of Architecture was established in 1962 for 2005 with effect from April 12, 2005. It has been recognized by  A common theme of societal importance is chosen.teaching undergraduate programs by professor B.V. Doshi. the University Grants Commission under Section 2(f) of the  Lead faculty from every faculty proposes a studio Thoughts came to develop a campus for offering UGC Act, 1956 in February 2007. The university is recognized based on such a theme, preferably having common orprograms related to planning, building and construction as Scientific and Industrial Research Organization by the related sites of study.technology, interior design, landscape architecture, and Department of Scientific and Industrial Research  Multidisciplinary faculty teams are formed to conductenvironmental issues. each of the Studios. School of Planning was established in 1972 and MISSION  While the studios are conducted by CEPT facultyoffering programs related to urban, regional planning & members, invited guest faculty make special contributions.environmental planning.  To become a Resource Centre in the service of the state,  A programme of relevant lectures is evolved. School of Building Science and Technology was industry and society.  A shared final presentation is arranged at the end.developed in 1982.  To synergize and facilitate work/study environment for  Documentation and publication of the work comes out School of Interior Design in 1991. students and the faculty. as a CEPT publication. Programs such as Urban Design, Landscape  To encourage inter-institutional collaborations in India andArchitecture, Construction, Project Management, and abroad. DESIGN FEATURESStructural Design according to the need were added to the  To create an environment for creativity and innovations.schedule. CEPT ( center for environmental planning and CENTERS OF STUDIEStechnology ) was established by Ahmedabad Educationand it was registered in 1994 as a separate public  Centre for Sustainable Environment & Energycharitable trust.  Centre for Excellence in Urban Transport  Centre for Industrial Area Planning & ManagementHISTORY  Centre for Urban Equity  Centre for Communication & Holistic DevelopmentThe Ahmedabad Education Society (AES), a premier  Centre for Training & Developmenteducational body started in 1962 with the starting of  Climate Change Adaptation & Resource CentreSchool of Architecture. The School of Planning was  Centre for Conservation Studiesestablished in 1972 with financial support from the  Design Innovation and Craft Resource Centre (DICRC)governments of India (MHRD) and Gujarat and Ford  Centre for Research, Development and ConsultancyFoundation. The School of Building Science and SCHOOLS IN CEPTTechnology and School of Interior Design were AHMEDABAD CLIMATEestablished in 1982 and 1991 respectively with grant-in-aid from the government of Gujarat. The state governmentalso supports the School of Architecture through grant-in-aid. ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA CEPT, AHMEDABAD 5 KABUL, AFGHANISTAN
  11. 11. LOCATION North Entrance Ent. Walkway North LawnsIndia Map Central Courtyard School of Architecture and School of Planning Wood Workshop and Students’ Council Room Library and Reading room Administration offices and Faculty Rooms Campus Development office Stationary Store Copy Shop and Telecom South Lawn School of Building Science and Technology Material Testing Lab South Entrance Hussain Doshi Gufa Herwitz Gallery School of Interior Design Textile Workshop Community Science Center DIS Plaza Visual Art Center Kanoria-Center for Art Painting &Print MakingArchitects Philosophy: K.C.A. Administrative Office1. Elimination of classroom feeling Sculpture Studio2. Architecture without barriers3. Integration of open spaces Built Up Area: 8000 Sq.m Canteen Site Area: 36421.70 Sq.m4. Ease of interaction between various departments ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA CEPT, AHMEDABAD 6 KABUL, AFGHANISTAN
  12. 12. VARIOUS FUNCTIONALDEPARTMENTS AT CEPT faculty of architecture faculty of technology faculty of technology management faculty of design faculty of arts and humanities faculty of planning and public policy faculty of geometrics and space applications faculty of applied management faculty of infrastructure systems faculty of sustainable environment faculty of doctoral studies faculty of landscape studiesDESIGN FEATURES• All buildings are oriented in the north-southdirection.• Open spaces on the north & south siderespectively allow fresh air to ventilate thebuilt structure.• The open spaces and the shaded once mergewith the undulating landscape.• The open spaces is linked to the office andlibrary area , workshop and canteen.• These areas are very lively and dynamic. Entrance Table tennis court between classesARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA CEPT, AHMEDABAD 7 KABUL, AFGHANISTAN
  13. 13. LONGITUDINAL SECTION Design of the openings to gain the max. sun shine and ventilationNorth Light inside of classroom Operable windows for classrooms Full Height window openings Table Tennis CourtOpen Spaces for interaction and gathering CLASS ROOMS ELEVATION Openings for Natural Light and VentilationCentral Courtyard for Playing Cricket Interested open spaces as Landscape for Amphitheatre for seminar and and other sports campus Double heighted classrooms presentationsARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA CEPT, AHMEDABAD 8 KABUL, AFGHANISTAN
  14. 14. MAHINDRA UNITED WORLD COLLEGE The internet tower on the hill overlooking the College provided DESIGN FEATURES PUNE broad-band access for the first time in early 2000; the swimming pool opened in 2002; a new student house opened in The colleges 170-acre campus is nestled in the 2005 and work commenced on developing the college grounds Sahayadri Hills, between two river valleys: the Mula as a bio-diversity reserve in 2006. The range of subjects offered and the Pauna. And college educational part is totally has been increased with the introduction of Philosophy in separated from the residential and hostels thus, 1999, Music in 2001, Film Studies in 2003 and both Human there is also separate guest houses for the visiting Rights and Theatre Arts in 2006. faculties and parents and the design of the campusINTRODUCTION After 1967, under the presidency of Lord Mountbatten, new is as such that it gives diversity and increases its colleges were founded to give more people access to the UWC aesthetic with the surrounded fauna and flora . TheUWC Mahindra College is truly an international interconnectivity of each block is well maintained by approach to global education. In 1971 the United World Collegecommunity: our students come from around 50 different the architect. of South East Asia was established in Singapore, followed bycountries and from widely diverse backgrounds. Our the UWC of the Pacific in Canada in 1974. Under thecampus is a living and learning experience, with the presidency of Prince Charles, four more UWCs wereclassroom being only the starting point. Our goal is to inaugurated: 1981 in Swaziland, 1982 in Italy and in the Unitedenable students to learn a positive but critical approach to States and 1988 in Venezuela. The pace accelerated with theproblem solving, and to think globally while acting foundation of three colleges within five years: Hong Kong Ilocally. We are a community built on trust and respect, and 1992, Norway in 1995, and India in 1997, thus raising thewe believe that the best way to learn personal number of colleges to ten. The eleventh and twelfth colleges, inresponsibility is by learning to handle freedom. Students Costa Rica and Bosnia & Herzegovina, were opened in 2006.in UWC Mahindra College represent many different The thirteenth opened in September 2009 innationalities. Austria, Bangladesh, Belarus, Belgium, Bahr Maastricht, Netherlands. A fourteenth college, UWC Spain hasain, Bhutan, Botswana, Brazil, Cameroon, Canada, China, received preliminary approval for opening in September 2013 Colombia, Costa Rica, Czech in Cantabria, Spain.Republic, Denmark, Ecuador, Finland, France, Germany,Guatemala, Hong KongSAR, Hungary, India, Indonesia, Israel, Japan, Kenya, Les MISSIONotho, Malaysia, Maldives, Mauritius, Mexico, Mongolia, UWC makes education a force to unite people, nationsNepal, Netherlands, Nigeria, Norway, Poland, Portugal, Sa and cultures for peace and a sustainable future. UWCudi Arabia, South Africa, South believes that to achieve peace and a sustainable future, Light towers receive light along with the movement ofKorea, Slovakia, Spain, Swaziland, Sweden, Switzerland, the values it promotes are crucial: International and the sunTibet, Turkey, UAE, UK, USA, Venezuela, Vietnam, Zam intercultural understanding, Celebration of difference,bia, Zimbabwe. And must of them are scholars which take Personal responsibility and integrity, Mutual responsibilityscholarship from their country and come to India for study and respect, Compassion and service, Respect for theHISTORY environment, A sense of idealism, Personal challenge, and Action and personal example.Permission to build and open a UWC in India was grantedby the Government in 1993 and construction began justtwo years later. With the first phase of buildings PUNE CLIMATEcompleted, the College welcomed the pioneer group of 87 Pune‘s climate is hot and humid and with heavy rainfall duringstudents and 11 faculty in September 1997. The early days monsoon and a moderate coldness in winter but summers aresaw the College at work with the second phase of hot. The heavy rainfall starts after June and July because duringconstruction in progress with the Multi-Purpose Hall these months in Pune the hotness has the maximum temperaturecompleted just two weeks before the pioneers sat for theirIB examinations in May 1999. The years that have passedsince these early days have seen some key developments The Amphitheatre uses steps to linkof both the infrastructure and the educational programme. the multipurpose hall to the academic quadrangleARCHITECTURE COLLEGE CAMPUS, Mahindra Najeebullah Rasuli Architectural Thesis SCOA 9 KABUL, AFGHANISTAN United world college
  15. 15. Mahadwara Academic Quadrangle Security Library Art Center Science Center Toilet Block Administration Catering Center Multipurpose Hall Academic Quadrangle Multipurpose HallARCHITECTURE COLLEGE CAMPUS, Mahindra Najeebullah Rasuli Architectural Thesis SCOA 10 KABUL, AFGHANISTAN United world college
  16. 16. ADMINISTRATION North facing studio windows provide Light and views in the art center ACADEMIC QUADRANGLE View of the Mahadwara from the ART CENTER LIBRARY administrative buildingARCHITECTURE COLLEGE CAMPUS, Mahindra Najeebullah Rasuli Architectural Thesis SCOA 11 KABUL, AFGHANISTAN United world college
  17. 17. AERIAL VIEW OF THE ACADEMIC AREA RESIDENTIAL ZONE STEPS AT THE COMMON ROOM AT THE RESIDENTIAL CLUSTERARCHITECTURE COLLEGE CAMPUS, Mahindra Najeebullah Rasuli Architectural Thesis SCOA 12 KABUL, AFGHANISTAN United world college
  18. 18. The library twists a light atrium into the The administrative building reflects the center of the structure architectural language of the campus Academic quadrangle reflecting the Gigantic mountains at the backdrop Interior view of the administrative Building enveloping the outdoor garden Primordial beings swallow other beings Three wings of the Art Center In the student center ceiling murals Coffered triangles span the six Pathways creating hierarchy in the building The Academic quadrangle is penetrated at Thousand square feet multi purpose hall structure in the academic area its four cardinal quadrants by portalsARCHITECTURE COLLEGE CAMPUS, Mahindra Najeebullah Rasuli Architectural Thesis SCOA 13 KABUL, AFGHANISTAN United world college
  19. 19. KOREAN NATIONAL UNIVERSITY OF CORE DEPARTMENTS MISSION CULTURAL HERITAGE BUYEO, As a higher educational institution committed to providing SOUTH KOREA systematic educational programs on the preservation, management and utilization of the nation‘s cultural heritage, NUCH aims to contribute to the preservation and development of the cultural heritage by producing world- class specialists armed with supreme competitiveness and on-site experience in the various areas concerned. VISION The Korean National University of Cultural Heritage promotes its student in the field of Archeology, art and craft traditionally, conservation science and traditional architecture to preserve the cultural heritage of nation and to extend it to the world by enriching and maintaining theINTRODUCTION style and method of preservation. HISTORY Though the city itself has a rich cultural heritage the needIt took about 5 years to complete the Korean National NUCH was established as a national four-year institution of arises for NUCH to teach its student about this.University of Cultural Heritage. Given the size of the higher education in 2000 by the Cultural Heritageschool, despite the number of buildings and divers Administration. The University was conceived to nurture afunctions, five years is a relatively long period. This was workforce equipped with specialist skills, knowledge andto meet the requirements for a new university such as expertise that would contribute to the national effort to preservebuildings and external spaces that were needed in stages. and develop the rich, invaluable tradition and cultureThus, the difference between the first constructed bequeathed to Korea by its long history.buildings and finally completed buildings is around 4years. The campus had to cope with several difficulties. BUYEO CLIMATEIn case of the student union building, its purpose has to beconverted to accommodate minimum administrative anddining functions like a library and a cafeteria temporarilybut its function was recovered when all the constructionwork in the campus was done. The dormitory continued tobe added by a certain unit. The massive layer-shapedplaza was developing like a tree stem according to theaddition of buildings and finalized to be open at the end asif it implied the growth process.The development and transformation of each building wasunderway without a hitch under the prepared plan on thewhole and parts. During the lengthy constructionperiod, places and spaces that were not intended wereconstructed. Case in point: the route pattern. This was alsoa result of a change and addition to the initial program.Encountering this situation, I feel once again thatarchitecture is as organism. In this regard, the campus isstill under construction and such a growth and change willtake place forever.ARCHITECTURE COLLEGE CAMPUS, NUCH, Najeebullah Rasuli Architectural Thesis SCOA Buyeo, South Korea 14 KABUL, AFGHANISTAN
  20. 20. South Entrance Northeast Entrance Circulation Lecture Facilities Library Administration Facilities Student’s Center Student’s refreshment rooms Dormitory Teaching Staff’s House President Official Residence NORTH ELEVATION-1 SOUTH ELEVATION-1 NORTH ELEVATION-2 SOUTH ELEVATION-2ARCHITECTURE COLLEGE CAMPUS, NUCH, Najeebullah Rasuli Architectural Thesis SCOA Buyeo, South Korea 15 KABUL, AFGHANISTAN
  21. 21. Circulation1 Class Rooms 62 Studio 2 2 73 Resting Room4 Gallery 25 Work Field 2 2 2 2 5 2 56 Training Field 4 4 1 1 3 17 Storage8 Office 179 Microfilm Room 1410 PC Room 8 9 10 11 12 8 15 311 Stack & Reading Room 13 16 812 Computational Room GROUND FLOOR PLAN13 Courtyard14 Post Office15 Bank16 Deck17 Pond External View of Classrooms External View of Resting RoomARCHITECTURE COLLEGE CAMPUS, NUCH, Najeebullah Rasuli Architectural Thesis SCOA Buyeo, South Korea 16 KABUL, AFGHANISTAN
  22. 22. Circulation1 Class Rooms2 Studio3 Resting Room4 Gallery5 Work Field6 Training Field7 Storage8 Office9 Microfilm Room10 PC Room FIRST FLOOR PLAN 1 3 2 3 1 2 1 2 3 8 5 6 8 10 4 9 SECOND FLOOR PLAN 5 7 External ViewARCHITECTURE COLLEGE CAMPUS, NUCH, Najeebullah Rasuli Architectural Thesis SCOA Buyeo, South Korea 17 KABUL, AFGHANISTAN
  23. 23. SECTION-1 SECTION-2 SECTION-3 SECTION-5ARCHITECTURE COLLEGE CAMPUS, NUCH, Najeebullah Rasuli Architectural Thesis SCOA Buyeo, South Korea 18 KABUL, AFGHANISTAN
  24. 24. SCHOOL OF ARCHITECTURE, MISION HISTORY SEOUL NATIONAL UNIVERSITY SEOUL, SOUTH KOREA As a higher educational institution committed to providing 1946 "Seoul National University Seolchiryeong "in systematic educational programs on the Architectural Engineering, Seoul National University was preservation, management and utilization of the nation‘s established by cultural heritage, NUCH aims to contribute to the preservation 1948 Nine hard industrial vocational school teachers to and development of the cultural heritage by producing world- teach Science and Engineering at the University of rigid class specialists armed with supreme competitiveness and on- nine older (Gongreungdong) site experience in the various areas concerned. 1952 Away from the United Nations University, BusanINTRODUCTION Exhibition in Dongreungdong four independent cross- CORE DEPARTMENTS trainingAs part of a project to create various structures and spaces 1953 Master new (first Masters: Yunjeongseop)for the School of Architecture at Seoul National 1954 After the war, an armistice Korea to return toUniversity, the frame of -scape is applied. The campus Gongreungdong.establishment of -scape means a combina-tion of several 1973 Doctoral new (first Dr. Junamcheol)programs that were extended from the land itself. In 1975 Architectural Engineering and Architecture"addition, -scape can be varied by merging with a so-called name to the reorganization.Research-Scape. Spaces as -scape variations act as whole 1978 Department of Education and the constructionframes to meet the purposes of diverse programs, sites and industry absorbed major consolidation / Civil Engineeringspatial character, not just to be recognized as a code. majors participate in newUnder the basic Floating + Landscaping structure, 1979 Gwanak campus to campus automatically beforeconcepts such as Landscape Podium, Transformational Gongreungdong 35 (1980 completion).Linear Structure, Environmental Linear Event Court and 1998 New urban design collaborative processMulti-purpose Media Corridor were applied. (Department of Architecture, Global EnvironmentalThe idea of Landscape Podium was introduced to achieve Systems Engineering, Landscape Architecture, andwholeness of the site. The concept, Nature Connection, is Graduate School of Environmental Studies)realized, in which access and connection is possible in all 2002 Architecture (5 years) and Constructiondirections of the site. This is to reproduce the original SEOUL CLIMATE Engineering (4 years) separated by majornature of Mt. GwanAkSan. Moreover, this is an 2006 Gwanak campus automatically before 39environmental code penetrating between laboratories in 2007 Architecture Training Certification (KAAB),the lower part, the parking lot and the mass for research in Construction Engineering Education Certification (ABEEK)the upper part. This space, comprised of natural codes, is obtainedlinked to public places neces-sary for the college such asthe gym, rest place, concession stand and lobby andconstitutes an open site. The Landscape Podium cre-ates athree-dimensional nature by taking a podium shape alongthe slope rather than a single level. On this LandscapePodium, four lin-ear masses are constructed for researchpurposes. A Transformational Linear Structure is proposedto produce an external space of a combination of acourtyard and a Linear Exterior Space and ultimately tomaximize environmental efficiency. The optimal exteriorskin (glass) dimension and interior one-sided corridorsystem offer natural lighting, ventilation and visuallandscaping. The linear research space provides asystematic environment for research, based on flexibilityand variability. ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Data Collection 19 KABUL, AFGHANISTAN
  25. 25. School of Architecture, Seoul National UniversityARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Data Collection 20 KABUL, AFGHANISTAN
  26. 26. School of Architecture Seoul National University Campus School of Architecture- View Seoul Map South Korea MapARCHITECTURE COLLEGE CAMPUS, School of Architecture, Najeebullah Rasuli Architectural Thesis SCOA Seoul National University 21 KABUL, AFGHANISTAN
  27. 27. Circulation1 Fitness Room2 Snack Bar3 Lobby4 Lounge 65 Laboratory 5 2 4 86 Conference Room 7 17 Study 38 Office9 Sunken 6 7 9 5 5 7 6 GROUND FLOOR PLANARCHITECTURE COLLEGE CAMPUS, School of Architecture, Najeebullah Rasuli Architectural Thesis SCOA Seoul National University 22 KABUL, AFGHANISTAN
  28. 28. LEGEND Circulation 2 21 Study Rooms 1 4 12 Laboratory 53 Seminar4 office5 Hall6 Equipment Room 2 1 17 Recess Room 68 Conference Room9 HVAC 3 3 2 2 TYPICAL FLOOR PLAN 8 8 2 2 2 9 1 4 1 1 5 5 7 2 1 1 1 6 2 2 3 2 2 3 6 FIFTH FLOOR PLAN SECOND FLOOR PLANARCHITECTURE COLLEGE CAMPUS, School of Architecture, Najeebullah Rasuli Architectural Thesis SCOA Seoul National University 23 KABUL, AFGHANISTAN
  29. 29. SOUTH ELEVATION SECTION NORTH ELEVATION SECTION EAST ELEVATION SECOND FLOOR PLANARCHITECTURE COLLEGE CAMPUS, School of Architecture, Najeebullah Rasuli Architectural Thesis SCOA Seoul National University 24 KABUL, AFGHANISTAN
  30. 30. COMPARATIVE ANALYSIS CEPT University, Ahmedabad IPSA College of Architecture, Rajkot The Korean National University of Cultural Heritage, Buyeo, South Korea School of Architectural Seoul National University, Seoul, South KoreaARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Comparative Analysis KABUL, AFGHANISTAN

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