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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. …

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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  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. SECTION-1 SECTION-2 SECTION-3 SECTION-5ARCHITECTURE COLLEGE CAMPUS, NUCH, Najeebullah Rasuli Architectural Thesis SCOA Buyeo, South Korea 18 KABUL, AFGHANISTAN
  • 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. School of Architecture, Seoul National UniversityARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Data Collection 20 KABUL, AFGHANISTAN
  • 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. 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. 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. 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. 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
  • 31. SCHOOL OF MAHINDRA NUCH, BUYEO, ARCHITECTURE, TOPIC CEPT, AHMEDABAD CONCLUTION COLLEGE SOUTH KOREA SEOUL, SOUTH KOREA The premier institute The school provides Providing skills such as imparting education in the Creating open spaces for education in Architecture architecture, landscape field of art and architecture gathering, sharing ideas and and EngineeringRelevance to Topic with the appropriate work suggestion related to social architecture, fine arts, Architecture which co- dance, music and other atmosphere created through life and academic talks. relates with construction and facilities. architectural spaces. knowledge about civil. Ahmedabad, Gujarat, India Pune, Maharashtra, India Buyeo, South Korea Seoul, South Korea Location Planning can be formal, Site Planning Semi formal planning Semi Formal Planning Formal Planning Formal Planning semi-formal or informal. Buildings evolved around a Sport field and open spaces Open spaces away from the No such open spaces but Buildings evolved around a Site Zoning central open space with are created in between with building blocks and only small landscaped areas are central open space with smaller courtyards. canteen for serving. water pond is provided. made in building block. smaller courtyards. Vehicular segregation at the Parking for 2 wheeler and 4 Vehicular parking inside and Parking is provide totally Vehicular parking can be Parking main entrances in North and wheeler are together with outside campus is provided outside of the school due to either outside or inside of South. pedestrian campus. one entrance way for two and four wheelers. lake of space for parking. the campus premises. Formal entrance with Paved pathways shaded by Paved walkways and Paved pathways for No such pathways leading to landscaping to merge with trees with lawns on both pathways with landscaped circulation in campus and main entrance but building Entrance sides. No direct entry. on both sides. Secured less landscape for the entrance from front and rare the surrounding. Secured entrance. Secured entrance. entrance from the front. pathways due to growth. to reach to school. No such open spaces but Open spaces could bring Planned informal open Informal open spaces for Open spaces Planned Formal courts spaces with central court. gathering and sit-out. entrance lobbies are created pleasure for gathering and as a small open spaces. study in campus premises. Evolved Evolved Evolved Evolved Planning to be done in a Allocation way to allow possibility for future expansion.ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Comparative Analysis 25 KABUL, AFGHANISTAN
  • 32. SCHOOL OF MAHINDRA NUCH, BUYEO, ARCHITECTURE, TOPIC CEPT, AHMEDABAD CONCLUTION COLLEGE SOUTH KOREA SEOUL, SOUTH KOREA Different buildings for Academic block is Different departments are Different buildings for different streams not connected with connected with open different streams helps in Connectivity connected directly but by multipurpose hall and courtyard and pathways for Single building block. defining the circulation courtyards and administrative block. Single connectivity. pattern easily. amphitheatre. building block. Should be in proximity with Located separately but The canteen is connected Located separately but It has a snack bar room in the learning zone and have Canteen visually connected from the with other blocks through visually connected from the the ground floor only. interesting open areas open spaces. pathways. open spaces. surrounding it. Free flowing workspaces Free flowing workspaces Circulation is maintained with visual contact Workspaces have a properly Workspaces have a properly providing possibility for through pathways and maintained in the open areas circulation within each other circulation within each other interaction amongst Circulation as well as within two connections between each but visual contact is not seen but visual contact is not seen students. blocks such as admin and classrooms. Limited use of between classrooms. between classrooms. Clarity of circulation pattern academic area. doors. necessary. Buildings to be designed in accordance with the open Spatial Planning Connectivity is maintained spaces and interactive areas Hierarchy of spaces Connectivity of spaces Concept of free flowing can through landscape areas as it to create a productive work maintained keeping the within building blocks are be seen in all over the creates interaction and atmosphere. intact the concept of free maintained by the concept campus within building gathering among all the flowing spaces. of free flowing. blocks. students. Due to hot and humid Exposed brick construction Due to cold and dry climate climate in Pune wide open helps in countering the hot narrow pathways have areas are created with proper Due to cold and dry climate Use of construction and dry climatic conditions. building‘s shade for landscape for free small landscaped areas are technique based on climaticClimate Compatibility Open areas shaded using the circulation of air and the pedestrian in the summer created for gathering and response to create habitable height of the building or by and open spaces are facing whole building blocks are interaction building blocks. spaces. natural means. North-South to sunshine is created for created with stone load orientation of buildings. winter purposes. bearing walls Building height to be restricted to G+2 max. to RCC framework structure Load bearing brick walls Load bearing structure out Load bearing brick walls prevent the built structures with exposed concrete with R.C.C framework and of stone and the building are with exposed concrete from overshadowing the Structural System coffered R.C.C slab. G+2 G+1. multi purpose hall has finishing has a RCC frame finishing for exterior walls open areas and as it is and use of wooden louvers Structure. a coffered RCC slab. work. G+2 structure. favorable for an educational for windows. institute.ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Comparative Analysis 26 KABUL, AFGHANISTAN
  • 33. SCHOOL OF MAHINDRA NUCH, BUYEO, ARCHITECTURE, TOPIC CEPT, AHMEDABAD CONCLUTION COLLEGE SOUTH KOREA SEOUL, SOUTH KOREA Bigger openings along the North- South axis are functional in allowing Light & Ventilation North-South orientation of Openable louvers are natural light in the interior building with large openings Light and ventilation comes created for light and spaces and for cross permitting ample of sunlight through full heighted ventilation to come inside of Openable louvers for light ventilation as well. inside. windows to classrooms. classrooms. and ventilation are provided. Service core to be Located inadequately on the plumbing runs through ducts Building services are Building services are positioned strategically in passages as leakage is taking Building Services place in the areas below. and they are concealed and a maintained properly in all maintained properly in all proximity to the users and good concealed wiring. over the building blocks over the building blocks care of proper ventilation to be taken into account Office and admin. Areas Separate administrative Office and administration Office and administration Separate administrative come immediately after the block proves functional inAdministrative Areas block. main entrance and then areas are connected with and areas are connected with and undisturbed functioning of within the academic blocks. within the academic part. reaches to academic block. the administration Provision of lobby as a Lobby is interpreted in the Double height is not Entrance lobby has a double In every building block the separate space is not Lobby form of double heighted lobby is designed. maintained for the lobbies height feature and it has necessary. It can be in the amphitheatres or courtyards due to climatic reason. been seen from above floors form of open courts. Library to be designed Central library building but Library with ample Natural Library with ample Natural Library with less Natural Library lack of natural light. light coming inside. light coming inside. light coming inside. efficiently to encourage self- Learning. Classrooms are side by side Classrooms to be designed Open classrooms with visual Classrooms don‘t have Classrooms don‘t have with end facing to courts in accordance with the open Classrooms contact between two and a central court yard and visual contact and they are visual contact and they are spaces to allow visual as classrooms. beside each others. beside each others. a water body well as physical interaction. Staff rooms to be provided Staff rooms are provide in in the administrative Staff Room & Ladies Provided in the central the academic quadrangle to Provide beside the office Provide beside the office building. However a Room administrative building. easily reach to the room and conference room. room and conference room. separate room can be classrooms provided near the classrooms Staircase to be made Articulate cantilevered open Staircases are provided Staircases are only provided Staircase & staircase are provided with interesting and well lit to staircase but inadequate indoor and outdoor with inside of the building blocks Circulation Core ample natural light. make circulation lively in sunlight. ample natural light. with inadequate sunlight. the building.ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Comparative Analysis 27 KABUL, AFGHANISTAN
  • 34. DATA COLLECTIONARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Data Collection KABUL, AFGHANISTAN
  • 35. BASIC HUMAN DIMENTIONS BUILDING FOR DISABLE PEOPLEDimensions And Space Requirements In Accordance With Normal Measurements And An environment for disable people needs to be designed to accommodate wheelchairs andEnergy Consumption. allow sufficient space for moving around in safely. In the rented residential sector, access via corridor is the most common layout. This enables large numbers of angles and corners to be avoided; a straight main corridor is preferable. The entrance area should be of an appropriate size. The minimum area of entrances halls is 1.50x1.50m & 1.70x1.60m for a porch with a single leaf door. single disabled people need more space thanSpace Requirements Of Various Body Postures those in shared households. In apartments, recommended minimum areas for living rooms with dinning area are: 22 sq.m for one person and 24 sq.m for two to four people; 26 sq.m for five and 28 sq.m for six. The minimum room width is 3.75m for one or two person and for 4.75m for four or 5 person who are disabled. ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Data Collection 28 KABUL, AFGHANISTAN
  • 36. BRIEF ON TECHNICAL COLLEGES TYPICAL ZONING FOR TECHNICALThe type of college depends on regional and local factors, COLLEGEso that it is not really possible to give absolute sizes for Total area of 25 sq.m per full time student.systems. The figures cover both part time and full time Total area of 10sq.m per part time student.students; as an approximate guidelines, depending on the College buildings as per rules 2-3 storey high inarea served. at least 10sq.m of site per part time student exceptional cases.and 25sq.m per full time student should be provided. Workshop building are only single story.Ensure a good shaped site and the possibility of extension.Arrangement on the site, type of construction and buildingdesign depends on the sizes of the spaces that can beaccommodated on several levels( classrooms for generalsubjects, specialist subjects, administration) and thosewhich cannot- areas of non- academic work likeworkshops or sports areas. College buildings are as a rule ,2-3 storey, higher only in exceptional cases. Workshopbuildings with heavy machines or frequent deliveries aresingle storey.Access:- Entrance area and foyer with central facilitiesused as circulation space connecting horizontal andvertical movement as in general school centers orcomprehensive schools. Teaching areas are dividedaccording to the type of teaching and their spacerequirements. General purpose teaching areas occupy 10-20% of the space.General classrooms – 50 to 60 sq.mSmall classrooms – 45 to 50 sq.mOversize classrooms - 85 sq.mBuilding requirements, furnishings and fittings basicallythe same for general school centers and comprehensiveschools. BRIEF ON LAYOUT OF COLLEGESTHE LECTURE HALLS Main lecture theatre, ceremonial hall, administration,Major factors to be considered in designing a lecture room deans office, students union building. Also libraries,are the following: refectories, sports facilities, halls of residence, parking.Seating and writing surfaces Technical facilities for central services supply.Space and furnishings for the lecturer Boiler room, services supply.The use of wall space, including chalkboards, screens, Subject-specific teaching and research facilities.size and location of windows, etc. Basic facilities for all subjects:Facilities for projection and television Lecture theatres for basic and special lectures, seminar andCoat racks, storage, and other conveniences SPACE REQUIREMENT group rooms (some with PC workstations) for in-depthAcoustics and lighting As we have different subjects for teaching their spaces and work. Departmental libraries, study rooms for academicHeating and air conditioning requirements for that is also different. Such as theoretical and staff, meeting rooms, exam rooms, etc.Aesthetic considerations practical subject with their workshops are may be separate or Subject-specific room requirements:Space for keeping drafting materials. joined or they are bigger than the actual size of classrooms for Technical/artistic subjects, e.g. architecture, art, music,Space for Keeping Bags. theoretical subjects and the reason is due to need of space for etc.: rooms for drawing, studios, workshops, rehearsal andSpace for Circulation. work and circulation in practical time. assembly rooms of all kinds.ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Data Collection 29 KABUL, AFGHANISTAN
  • 37. SEATING ARRANGEMENTS LECTURE HALL’S OBJECTIVESSeating in lecture theatres can be combined units of tip-up Lecture halls are places of social and personal interaction,or swing seats, backrest and writing ledge (with shelf or where learning takes place and where creative thinking ishook for folders), usually fixed. (1) & (3) encouraged. The primary objective of the design team is toSeating arrangement depending on subject, number of achieve the best possible arrangement of architectural elementsstudents and teaching method: and teaching facilities so that both teaching and learning isslide lectures, electro- acoustic systems on a gentle rake; maximized. Design of lecture theatres and teaching spacessurgery, internal medicine, physics on a steep rake. View requires a balanced relationship bet. architectural/Constructioncurve calculated using graphic or analytic methods.(4)-(5). skills and teaching/AV disciplines. The objective of the design team should be to optimize the function of space, by clearly identifying all performance requirements and allowing for these needs in the design stage. Ancillary support spaces (i.e. lobbies, lecture halls) should be serviced by the primary telecommunication distribution system/infrastructure in the building. Lecture halls require the greatest design input and in which is usually found the greatest complement of audiovisual facilities. Lecture halls are generally single function spaces with fixed seating and writing furniture on a tiered or sloping floor surface. Each seat should have a clear unobstructed view to the lecturer and all boards and screens located on the presentation wall. Natural lighting is not desirable in lecture halls.ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Data Collection 30 KABUL, AFGHANISTAN
  • 38. DRAWING STUDIOVarious space requirements for technical subjectsincluding Architecture and Art Academics.Basic Requirements:Drawing table of dimensions suitable for A0 size(92cm x127cm) fixed or adjustable board. Drawing cabinet forstoring drawings flat of the same height as drawing table,surface can also be used to put things on. A smallcupboard on castors for drawing materials, possibly withfilling cabinet is desirable. Adjustable height swivel chairon castors, drawing tables, upright board, adjustableheight or usable as flat boards when folded down. Eachworkplace should have a locker.Drawing Studio:Each space requires 3.5-4.5 sq.m, depending on the size ofdrawing table.Natural light is preferable and so a north tight facingstudio is best to receive even daylight. For right handedpeople it is best if illumination comes from the left.Artificial light should be at 500lx , with 1000lx(frommounted drawing lamps hung in variable positions abovethe long axis of the table) at the drawing surface.Rooms for life drawing , painting and modeling:accommodated if possible in the attic facing north withlarge windows and, additional top lights. DIMENSIONS FOR COMPUTER LAB.Rooms for Sculptors and potters: Sizes for the desk and chairs in computer lab. The eyeLarge space for technical equipment such as potters‘wheels, kilns and pieces of work, also storeroom, plaster distance from computer to human eye and other necessary precautions during drafting and designing.room, damp room, etc.ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Data Collection 31 KABUL, AFGHANISTAN
  • 39. OFFICE SPACES SPACES FOR FURNITURES IN OFFICE SPACES FOR FURNITURES IN OFFICEThumb Rules for Planning the Office Spaces: Many furniture systems in contemporary offices are stillwidth of the primary Circulation path within the space designed according to standards in use since 1980. in additionmust not be less than 2M, the secondary and tertiary paths furniture units such as simple work tables and desks thatmust not be less than 1.5M and 0.75M respectively. incorporate filing systems are still used. Because of theThe planning and the layout must satisfy a particular increasing use of VDUs and keyboards, European standards forfunctional need, such as screening, divisions (partitions) workstations specify a surface height of 72cm high.stacking or storage etc. . Furniture arrangement must besuch that the people at their work station must have clearvisibility and adequate space around their desk.ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Data Collection 32 KABUL, AFGHANISTAN
  • 40. LIBRARYLibraries perform a range of functions in society.Academic libraries, for example, obtain, collect and storeliterature for education and research purposes, and areusually open to the general public. Public libraries providecommunities with a wide choice of more general literatureand other information media, with as much as possibledisplayed on open shelves. The functions of academic andpublic libraries are often combined in a single library inlarger towns. LIBRARY SHELVES The shelves for elders and children are different due to the height of the person who uses the shelves and also shelves units are less for small children. ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Data Collection 33 KABUL, AFGHANISTAN
  • 41. DESIGN PROGRAMMEARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Design Program KABUL, AFGHANISTAN
  • 42. BACHELOR OF ARCHITECTURE BACHELOR OF ARCHITECTURE ADMINISTRATIONRoom Type Area Derivation(sq.m) No. of Rooms Total(sq.m) Room Type Area Derivation(sq.m) No. of Rooms Total(sq.m) Area per student=2.5sq.m No. of Students= 40 5 StudiosDesign Studio Circulation area=1sq.m per st. 750 5x150 Area=2.5x40+40=140sq.m Director‘s office. Min. 30sq.m as per Neufert 1 30 Round off= 150sq.m Area per student= 1.5sq.m No. of students=40 5 Lecture HallsLecture Room Circulation area=1sq.m per st. 500 5x100 Area=1.5x40+40=100sq.m Round off=100sq.m Director‘s Asst. Min. 30sq.m as per Neufert 1 30Exhibition Area 200sq.m as per Norms 1 200Computer Center 1.5x40 tables=60sq.m 1 60 Clerk‘s Office Min 30sq.m as per Neufert 1 30 Assuming 20 students usingCommon workshop at a time 100sq.m Conference 300+50 350 Min. 60sq.m as per Neufert 1 60Workshops as per Norms+50sq.m storage Room 50 sq.m for storageCommon Library As per design/Requirement 1 300 As per design(for min 460Auditorium 1 1040 Record Room Min. 30sq.m as per Neufert 1 30 person)Total 3200sq.mBACHELOR OF ARCHITECTURE (diploma in Interior Design) Reception As per design/RequirementRoom Type Area Derivation(sq.m) No. of Rooms Total(sq.m) Waiting Lounge As per Requirement 1 30 Area per student=2.5sq.m Toilets As per Requirement 3 85 No. of Students= 40 2 studiosDesign Studio Circulation area=1sq.m per st. 300 Admin. office 150sq.m(as per case studies) 1 150 2x150 Area=2.5x40+40=136sq.m Round off= 150sq.m Maintenance 50sq.m(as per case studies) 1 50 office Area per student= 1.5sq.m No. of students=40 Store 20sq.m 1 20 2 Lecture HallsLecture Room Circulation area=1sq.m per st. 200 2x100 Area=1.5x40+40=100sq.m Total 515sq.m Round off=100sq.mTotal 500sq.mARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Design Program 34 KABUL, AFGHANISTAN
  • 43. OFFICE FOR ACADEMIC AREA HOSTELSRoom Type Area Derivation(sq.m) No. of Total(sq.m) Room Type Area Derivation(sq.m) No. of Rooms Total(sq.m) RoomsPrincipal Min. 30sq.m as per Neufert 1 30Professors Min. 15 sq.m as per Neufert 10 150Lecturers Min. 15 sq.m as per Neufert 10 150 Each room min. 28sq.m as perAssistants Min. 15 sq.m as per Neufert 4 60 Norms. Toilet+Bath+Kitchen 48 Boys Hostel 8sq.m=36sq.m per unit 1728Academic 48x36 Min. 25 sq.m as per Neufert 1 25 No. of Students in one room=3Coordinator No. of units=60Printing/ Xerox Min. 25 sq.m as per Neufert 1 25Toilets As per Requirement 2 75Total 515sq.m Each room min. 28sq.m as per Norms. Toilet+Bath+Kitchen 32MASTER OF ARCHITECTURE Girl‘s Hostel 8sq.m=36sq.m per unit 1152 32x36 No. of Students in one room=3Master of Architecture in Urban Design No. of units=Master of Architecture in Building DesignRoom Type Area Derivation(sq.m) No. of Rooms Total(sq.m) Area per student=2.5sq.m Kitchen/Dinning As per design min. 600sq.m 1 600 No. of Students= 25 4 StudiosDesign Studio Circulation area=1sq.m per st. 400 4x100 Area=2.5x25+25=87.5sq.m Guest Room 20 sq.m 6 120 Round off= 100sq.m Area per student= 1.5sq.m No. of students=25 Warden office 20 sq.m 2 40 4 Lecture HallsLecture Room Circulation area=1sq.m per st. 280 4x70 Area=1.5x25+25=62.5sq.m Round off=70sq.m Total 3640sq.mAdequate Toilets As per design - - STAFF RESIDENCETotal for all three majors 680sq.m Room Type Area Derivation(sq.m) No. of Rooms Total(sq.m)PARKING2 Wheeler‘s 1.2 100 120 Faculty units As per design min. 30sq.m 12 7804 Wheeler‘s 13.2 60 792 Staff units As per design min. 30sq.m 12 780Total 912sq.m Total 1560sq.m ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Design Program 35 KABUL, AFGHANISTAN
  • 44. STUDENT ACTIVITIES ZONE MAINTENANCERoom Type Area No. of Rooms Total(sq.m) Room Type Area No. of Rooms Total(sq.m) Derivation(sq.m) Derivation(sq.m)Students Activity 1 100 300 Electrical Transformer 25sq.m 1 25Lounge - 1 20Consoling Room - 1 25 Generator Room 10sq.m 1 10First Aid Room - 1 20 Stationary Shop 20sq.m 1 20Table Tennis - 1 100Gym - 1 100 Laundry 20sq.m 1 20Swimming pool - 1 350 Store 25sq.m 1 25Tennis Court - - -Volleyball Court - - - Common Clinic 20sq.m 1 20Indoor Football - 1 350 Adequate Toilets 5sq.m 1 5Open Air - - -Amphitheater Total 125Sq.mAdequate Toilets - - -Total 1265 Sq.m Grand Built up Area= 12000 Sq.mARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Design Program 36 1 KABUL, AFGHANISTAN
  • 45. SITE ANALYSISARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Site Analysis KABUL, AFGHANISTAN
  • 46. AFGHANISTAN AT A GLANCE KABUL AT A GLANCE DEVELOPMENT IN KABULAfghanistan is a landlocked state in the Capital Kabul spelt Caubul in some New Kabul Master Plan.mountains of south-central Asia, sharing classic literatures, is the capital and City of Light.borders with Pakistan to the southeast and largest city of Afghanistan. It is alsoIran to the west. the capital of the Kabul Province, located in the eastern sectionTurkmenistan, Uzbekistan, and Tajikistan lie across the of Afghanistan. It is an economic andnorthern frontier, and China lies to the northeast at the end cultural centre, situated 5,900 ft aboveof the narrow eastern panhandle called the Wakhan sea level in a narrow valley, wedgedcorridor. Afghanistan is at the heart of southern Asias great between the Hindu Kush mountainsmountain belt. The Hindu Kush and neighboring ranges along the Kabul River. Kabuls maincover eastern and central Afghanistan. products include fresh and driedAFGHANISTAN LAND fruit, nuts, Afghan rugs, Leather and sheep skin products, domestic clothesThe great mass of the country is steep-sloped with and furniture, and antique replicas.mountains, the ranges fanning out from the towering Kabul is over 3,500 years old.Hindu Kush (reaching a height of more than 24,000ft/7,315 m) across the center of the country. There are, KABUL DEMOGRAPHY EDUCATION IN KABULhowever, within the mountain ranges and on their edges, The population of Kabul has fluctuated since the early 1980s to Public and private schools in the city have reopened sincemany fertile valleys and plains. In the south, and the present period. It was believed to be around 500,000 in 2002 after they were shut down or destroyed duringparticularly in the southwest, are great stretches of desert. 2001 but since then many Afghan expats began returning fighting in the 1980s to the late 1990s. Boys and girls are Although most of the land is dry. from Pakistan and Iran where they had taken refuge from the strongly encouraged to attend school under the Karzai wars. The Kabul metropolitan area has a population of about administration but many more schools are needed not only 3.9 million inhabitants these days. The wider Kabul province, in Kabul but throughout the country. The Afghan Ministry which also includes rural areas, has a population of around 4.9 of Education has plans to build more schools in theAFGHANISTAN CLIMATE million people, while the Kabul citys population makes almost coming years so that education is provided to all citizens 80 percent of the total provincial population. of the country.Afghanistan has a Cold and Dry Climate as below:-Average minimum temperatures in Afghanistan: -10 deg. KABUL CLIMATE Universities in Kabul:Average maximum temperature in Afghanistan: +31 deg. American University of Afghanistan Kabul has a semi-arid climate with precipitation concentrated in Kabul UniversityAverage rainfall/ precipitation (mm): 84 mm the winter (sometimes falling as snow) and spring months.Relative humidity (%): 67% Kabul Medical University Temperatures are relatively cool compared to much of Polytechnic University of Kabul (Kabul Polytechnic)Average wind speed in Afghanistan: 2 Southwest Asia, mainly due to the high altitude of the city. Higher Education Institute of KarwanAFGHANISTAN’S OTHER ISSUES Summer has very low humidity, providing relief from the heat. Kaboora Institute of Higher Education Autumn features warm afternoons and sharply cooler evenings. Rana Institute of Higher EducationCapital: The capital ‗Kabul‘ is named after a river in the Winters are cold, with a January daily average of −2.3 C. Bakhtar Institute of Higher Educationsoutheast. Spring is the wettest time of the year, though temperatures are Kardan UniversityPeople: 29,897,000. 40% Pashtun, 25% Tajik, 25% generally amiable. Sunny conditions dominate year-round. The Dawat UniversityHazara, and 10% Uzbek and Turkman. annual mean temperature is 12.1 C. National Military Academy of AfghanistanLanguage: Pashtu and Dari are the official languages.Religion: 75% Sunni Muslim and 25% Shiite Muslim.Government: Afghanistan has a permanent governmentsince the defeat of the Taliban in 1992.Economy: The main industrial activity is the manufactureof woolen and cotton textiles. Afghanistan is the largestproducer of the opium poppy used in the production ofheroin. ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Site Analysis 37 KABUL, AFGHANISTAN
  • 47. KABUL PROVINCE TRANSPORT SYSTEM IN KABUL NATURAL FEATURES OF THE SITEKabul province is made up Kabul has Local Bus Routes which are leading to everywhere The proposed site has several features such as the slope ofof 14 districts. Bagrami, in the city. Private cars and Bikes are predominant for transport the site isn‘t that much steep from south to north it has aChahar Asyab, Deh Sabs, in Kabul but you can find taxis for transport too. slope of 5m overall thus, this slope can help in the systemGuldara, Istalif, Kabul, of water piping and water flow. The existing trees are onlyKalakan, Khaki Jabbar, Mir on edges of the site and different kind of shrubs can beBachaKot, Mussahi, seen within site footprint. Some existing temporaryPaghman, Qarabagh, structures be brushed aside for reasonable campusShakardara, Surobi. planning. The site itself is longitudinal towards north- MALE FEMALE RATIO IN KABUL CITY south so ample of sunlights can be used for PlanningKABUL DIVISION during winter season. The site has a four lane road infront 0–14 years: 44.5% (male 7,064,670; female 7,300,446)Kabul is one of the thirty-four provinces of Afghanistan. and two secondary road each at both side of the proposed 15–64 years: 53% (male 9,147,846; female 8,679,800)The capital of the province is Kabul City, which is site. And the whole site is bounded by a boundary wall for 65 years and over: 2.4% (male 394,572; female 422,603)also Afghanistans capital. The population of Kabul protection.province is 3.5 million people as of 2009. almost 80 MALE FEMALE RATIO IN KABULpercent of people live in the urban areas and the rest, 20 SITE IMMEDIATE SURROUNDINGSpercent live in rural areas. Kabul City has a population of No. of Males1,925,548 which 25% is Pashtun, 25% is Hazara, 45% is No. of femalesTajiks, 2% is Uzbek, 1% is Balochi, 1% is Turkmen and1% is other tribes. KABUL CITY POPULATION CITY OUTSKIRT AND THE PROPOSED SITE PASHTUNS TAJIKS HAZARAS UZBEKS BALOCHIS TURKMENS Police Polytechnic OTHERS South Korean Academy University Red-cross vocational Building Political & Social Science Silo training centerKABUL DIVISION University of Kabul Buildings Defense Ministry of Education Khoshal Khan Building Afshar Branch High SchoolCollege Site SITE POLYTECHNIC KABUL KABUL CITY SITE REQUIREMENTS UNIVERSITY UNIVERSITY CENTER City Center People who want to come to proposed site from City Center Due to lack of trees in the proposed site we have to use the would be reaching within 25 minute by car or by two wheeler existing trees in a proper design manner or to plant new from adjoining road to Afshar. It will take 15 minutes to reach trees, shrubs and other necessary plants for the site from Kabul University to the proposed site via University road. landscaping. On the other hand the site doesn‘t have much As it clear polytechnic university is very near to and people can contour for design purpose so that while designing, for City Outskirt reach to it by walking within 5 to 7 minutes. Two main elevation treatment we need to give certain height by roads, one which comes from City Center will reach to the creating raised platform for each block of buildings. Connections between proposed site directly and another one is called Sillo Street The site should have a proper circulation road network City and Outskirt which is leading to the side and several secondary roads are inside to reach to every point of the design and should reaching and ending to Afshar Main Road from Khoshalkhan. have service road separately. ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Site Analysis 38 KABUL, AFGHANISTAN
  • 48. ROAD NETWORKS TO THE SITE WIND DIRECTION OF THE SITE SITE TOPOGRAPHYThe Red, Green, and Black lines are the roads which are Summer: Typology Enclosure descriptioncoming from City Center to the proposed site the only The wind blows fromdifference is that the black line crosses from Kabul North-east to the South- The site doesn‘tUniversity on the way and then reaches to the site longer west during summer have any Canyonthan two other roads. The Blue line road comes from therefore it is a great Canyon feature thus, thereKhoshalkhan residential blocks and the Brown line road is feature of the site that it is isn‘t any need forthe only road which comes from Dashte Barchi and crosses stretched from North to cutting & fillingon the way from Kote Sangi Chowk. Finally the Gray line South and max. winds canroad comes from Qhargha. be caught through the East The site doesn‘t facade of the site. Grassy Polytechnic have this feature for Bowl University Winter: landscaping.Site During winter the wind blows from West to East Flat land with This feature is very during Moring and Night Grass or useful for campus but in the afternoon and exposed soil design and planning. evening the direction The site isn‘t changes from South-west Undulating Kabul undulating with less University to the North-east. But it is land with mix vegetations at totally opposite in summer vegetations boundaries NORTH LIGHT OF THE PROPOSED SITE The site is onlySUN PATH DIAGRAM FOR THE SITE As we can see the north is up so the Densely densely flat maximum north light comes from N vegetated flat vegetated on theDuring Summer the sun is in 83 degree angle to the site above and we can catch north light by area or bowl boundariesand sun rises from east to west but during winter the angle providing windows or openings whichof sun changes to 32 degree angle thus, if we want to catch are facing to and let the north lightthe sunlight we have to design the openings facing to 32 Dry flat land Dry flat land with comes in especially for the classroomsdegree angle in winter. Due to cold climate in Kabul with less less vegetation is which the need is necessary. Positionduring winter the effect of sunrays is very less so that if vegetation another feature. of buildings should be in such a way toopenings are bigger in size we can catch more light and catch maximum north light notwarmness. no trees should be planted infront of sunlight opposite or in a direction to get less. The site slope is Uneven landwhich are preventing the sunlight to come inside the very less and site SITE DIMENSIONS with steepbuildings. As we can see we can have north light through doesn‘t have any ditches or slopopenings which allow to come inside. The site is 530 m steep ditches. N long from south to north and 248 m SITE TOPOGRAPHY long from east to The contour lines N west. The site indicate 1M rise from parts vary but it south to north thus the has a four lane whole slope of the site road in front is negligible because which is 30 m it is a total 7M slope wide and two in 530M long distance adjacent road thus, the site is flat which are 12 m. and no steep slope. ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Site Analysis 39 KABUL, AFGHANISTAN
  • 49. DESIGN SOLUTIONARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Site Analysis KABUL, AFGHANISTAN
  • 50. DESIGN CONCEPT As the altitude rises from southern part of Afghanistan to The parking is northern part the temperature is rising from hot to cold and thus situated at bothThe concept of the design is about the 5 major tribes in the land topography is increasing even from south to north side of the mainAfghanistan and their population distribution over the same is the case for the site which has 7 m high slop from south pedestrianland. It starts from Pushtoons side of the site to the north part of it access and theWho are the majority which vehicular accessCan be the academic block had beenAnd other smaller tribes are changed fromDedicated to the admin. the main road toBlock in front of the site Schematic site section showing the slop which rises from lower the secondaryWhich are imposing the side road due toWhole college status. part which is south and increases towards the upper part which is rush hour ofHere according to the distribution traffic on theThe Uzbeks are the block for north. And same due to site slope As map describes the four lane road.Master studies and Hazaras can be the open interactive the height of the buildings are entire land is And the serviceareas for the whole campus planning and the other two left also increasing which gives a mountainous and Kabul entry is alsocan be the residence blocks such as boys and girls hostels arising elevation to the entire city is situated between design. provided fromand staff residence. the mountains. side road near toSITE ZONING On the right the diagram shows the the canteen for distribution of building blocks and materials supply.The entire site after the their connectivity with each othermain road from South to and open landscaped areas forNorth has been separated interaction.by three basic and The schematic diagram starts fromessential zones. The first vehicular parking then it connectsone is the public zone to the admin having a landscapedwhich the whole area for itself. The connectivity ofacademic blocks are to The red color indicates the B. Arch. M. Arch with thebe placed over this zone. public zone, the blue indicates workshop block is obvious. Then itThe second and the semi private zone, and the reaches to open plaza in front ofimmediate zone after green color is the private zone student activity zone and thepublic zone is Semi private area such as hostels andprivate zone which in As the academic blocks such as B. Arch and M. Arch are staff quarter has their on separatethis zone the student connected together by a connecting bridge and in between landscape part for themselves.activity such as sports the computer lab and common library is situated to beblock, canteen and open used by both the departments.amphitheater is situated Play grounds are designed for interaction and girls hostelover this land. The final is totally separated by staff quarter due to security given toand the last is private both the hostels.zone which the staff The auditorium is kept near to open plaza and near toquarter, boys and girls academic block for approaching and it has been given ahostels are in this zone separate way from the vehicular way for extra functions tofor their privacy which Consider the height be held in auditorium.has to be given for them of the building The workshop is design in such way that it is reaching toduring the academic time Altitude blocks from south to service road and it is near to academic block but the noiseand during living. Map north according to problem is solved by planting trees as buffer for the Hindu kush mountain site slope. classrooms.ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Concept 40 KABUL, AFGHANISTAN
  • 51. Red Cross building Kabul Campus view Main road The south Korean vocational training institute. Site plan with surroundings, aerial view Site plan with surroundings ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Site plan 41 KABUL, AFGHANISTAN
  • 52. ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Ground floor Plan 42 KABUL, AFGHANISTAN
  • 53. ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA First floor Plan 43 KABUL, AFGHANISTAN
  • 54. Terrace ViewConnecting Bridge between academicblocks Amphitheater view ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Sections and views 44 KABUL, AFGHANISTAN
  • 55. Section AA Section EE Auditorium Cut section Section BBARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Sections and Elevations 45 KABUL, AFGHANISTAN
  • 56. Main entrance to Entrance to Underground water tank Entrance Play Ground Academic Block Admin. And officesARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Detailed Plans 46 KABUL, AFGHANISTAN
  • 57. Canteen and Cafeteria Auditorium and Sport facility BlockARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA Detailed Plans 47 KABUL, AFGHANISTAN
  • 58. Hostel view View of canteen cafeteria, boys Workshop block at ground floor and girls hostel, sport facilities, staff residence and Auditorium from top with the play grounds and site landscape M. Arch Block with the and Library and Computer surroundings. Lab at 1st floor Staff Residence ViewARCHITECTURE COLLEGE CAMPUS, Detailed Plans and views Najeebullah Rasuli Architectural Thesis SCOA 48 KABUL, AFGHANISTAN
  • 59. The following resources were referred for completion of this architectural thesis project :- Books from Sinhgad College of Architecture Library : - Building Services - S.M. Patil. Theatres and Halls (New Concepts in Architecture & Design) - Meisei Publications. Architecture - Form , Space & Order - Francis D.K.Ching Educational Facilities - The Images Publishing Group Pvt. Ltd. The Architects Handbook - Quentin Pickard, Blackwell Publishing. University Builders — Martin Pearce. Neufert Architects Data - Bousmaha Baiche& Nicholas Walliman, Blackwell Publishing. Time Saver Standard for Building Types - Joseph De Chiara & John Hancock Callender, McGraw Hill Publishing. Campus Architecture Campus and Community Books from C.E.P.T Library :- National Institute of Design - Acc.No. D 4/5. Reflections on Design - Acc. No. A 745.4. Understanding C.E.P.T Campus - Shrikrishnan Iyer. Websites:- www.google.com www.cept.ac.in www.nid.edu www.wikipedia.com ARCHITECTURE COLLEGE CAMPUS, Najeebullah Rasuli Architectural Thesis SCOA References 49 KABUL, AFGHANISTAN