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Kabir Vajpeyi - Building As Learning Aid (BALA)
- 1. First Givers ClubForum Designing Philanthropy For Impact: EDUCATION
- 2. Kabir Vajpeyi Founder, Vinyas DesigningPhilanthropy For Impact: Education
- 3. Developed at Vinyas,Centre for Architectural Research & Design
- 4. Our Aanganwadis, asthey are… Dingy activity rooms, caged windows, uninspi ring outdoors, filthy backyards What kind of vision of holistic development do we have for our children? Developed at Vinyas, Centre for Architectural Research & Design
- 5. Or, our schools,as they are… Barren outdoors with nothing to play with… A building without child like character… Dead backyards Spaces that do not inspire or stimulate children Developed at Vinyas, Centre our This is still often the reality&offor school environments… Architectural Research Design
- 6. Many of ourschools still have… Barren, uninviting, dull, boring classrooms…! Often, we are creating mere structures in the name of school buildings. What are these environments doing for the young growing minds? Is there any hope? Developed at Vinyas, Centre for Architectural Research & Design
- 7. A few barefacts about our country In India, there are 1. About 6,40,000 villages 2. About 13,20,000 Aanganwadis (with or without building) 3. About 3.6 Crore children attend these Aanganwadis 4. About 13,60,000 Primary + Upper pri.schools (classes upto 8) 5. About 19.5 Crore children study in these schools 6. About 87% schools are in rural; only 13% in urban areas 7. About 80% of all school children study in government schools 8. Only 20% children study in private schools Developed at Vinyas, Centre for Architectural Research & Design
- 8. Pre-writing Window Grill Developedat Vinyas, Centre for Architectural Research & Design
- 9. What is BaLA? Building as Learning Aid BaLA is about exploring and using uniqueness of three dimensional space and environment as a child-friendly resource for learning and development It is an interface between architecture and developmental needs of children Developed at Vinyas, Centre for Architectural Research & Design
- 10. Door Angle Protractors Developedat Vinyas, Centre for Architectural Research & Design
- 11. BaLA is abouttransforming our attitudes towards children BaLA is about child friendliness Developed at Vinyas, Centre for Architectural Research & Design
- 12. BaLA is aboutfacilitating natural behaviour of children Developed at Vinyas, Centre for Architectural Research & Design
- 13. BaLA is aboutmaking playful learning resources by using the built elements Developed at Vinyas, Centre for Architectural Research & Design
- 14. It is aboutseeing natural landscape from children’s eyes Source : Outlook magazine Developed at Vinyas, Centre for Architectural Research & Design
- 15. BaLA is aboutfacilitating overall development of children Developed at Vinyas, Centre for Architectural Research & Design • • • • Cognitive Physical Social-Emotional Aesthetical
- 16. Aanganwadi Centre, Kondagaon,Baster, Chhattisgarh Developed at Vinyas, Centre for Pre-intervention Architectural Research & Design
- 17. Aanganwadi Centre, Kondagaon,Baster, Chhattisgarh Developed at Vinyas, Centre for Post-intervention Architectural Research & Design
- 18. Pre-intervention Post-intervention Open space Space for overall development ofchildren Change Natural development of physical, social and emotional domains Space for entry-exit and pump water Developed at Vinyas, Centre for Architectural Research & Design Activities earlier Activities now
- 19. Aanganwadi Centre, Makdi,Baster, Chhattisgarh Developed at Vinyas, Centre for Pre-intervention Architectural Research & Design
- 20. Aanganwadi Centre, Makdi,Baster, Chhattisgarh Developed at Vinyas, Centre for Post-intervention Architectural Research & Design
- 21. Pre-intervention Post-intervention Main activity room transformed with window spaceand door door space Windows and activities in main activity room Change Child accessible window for development of eye- Window and activities in side main activity room hand coordination and colour recognition Developed at Vinyas, Centre for Architectural Research & Design Activities earlier Activities now
- 22. Outdoor Spaces before& after BaLA Outdoor Space before (2007) Outdoor Space after Developed at Vinyas, Centre for Architectural Research & Design
- 23. Indoor Spaces before& after BaLA Indoor Space before Indoor Space after Developed at Vinyas, Centre for Architectural Research & Design
- 24. Backyard Space before& after BaLA Backyard Space before Backyard Space after Developed at Vinyas, Centre for Architectural Research & Design
- 25. Sardarnagar UPS: Changeafter BaLA = S o ft / M u d A re a = In d o o r S p a ce s = In d o o r S p a ce s A sse m b ly h a ll RWH = C o rrid o r / S e m i-o u td o o r sp a ce s P la yg ro u n d fo r cla ss 3 -7 = C o rrid o r / S e m i-o u td o o r sp a ce s P la y g ro u n d fo r cla ss 3 -7 P ro p o se d Ite m s to b e m a d e : T yre P la y g ro u n d A m p h ith e a tre S a n d P it A ctiv ity M a p in B rick & S a n d = S o ft / M u d A re a = R a is e d P lin th P ro p o se d Ite m s to b e m a d e : T o ile ts S to re R oom = P a vin g S to re R oom = G ra ss A re a 2 = W a te r b o d y P a n ch a ya t P la n ta tio n 2 P a v a llio n -3 S w im m in g / W a te r P la y G a te + m e ta l ja a li B rick J a a li S to ra g e P a n ch a ya t L ib ra ry c o rn e r-2 P la n ta tio n T re llis 1 1 R a is e d p la tfo rm L ib ra ry c o rn e r-1 P a n ch a ya t S a n d p it P a n ch a ya t S a n d p it P la n ta tio n S to ra g e P a v a llio n -2 P la n ta tio n T yre P a vin g + P la y w ith tre llis a b o ve 6 G a te O TTA F is h pond 3 O pen a re a P la n ta tio n H e rb a l G a rd e n w ith L a b e llin g G a te P la tfo rm P a ssa g e O F F IC E H e rb a l G a rd e n w ith L a b e llin g P la n ta tio n + H e rb a l G a rd e n H e rb a l G a rd e n w ith L a b e llin g G a te G a te 3 L o w h t. se a tin g H e rb a l G a rd e n w ith L a b e llin g O F F IC E 4 .4 0 M W ID E P A T H S o ft A re a P la n ta tio n 4 T re llis a b o ve W .F . W .F . W a s te w a te r c h a n n e lis e d to h e rb a l g a rd e n Before BaLA (2007-08) L & T C o m p u te r R oom L o w h t. s e a tin g 5 G a te 4 .4 0 M W ID E P A T H 4 D u ck H o u se P la n ta tio n MDM 5 H e rb a l G a rd e n w ith L a b e llin g AW H e rb a l G a rd e n P a ssa g e 6 MDM H e rb a l G a rd e n w ith L a b e llin g L o w lvl re ta in in g w a ll M a ch a a n P a v a llio n -1 R a b b it H o u se G a te OTTA P la n ta tio n AW 7 S o ft A re a 7 L & T C o m p u te r R oom P la n ta tio n L ib ra ry P la n ta tio n H e rb a l G a rd e n w ith L a b e llin g After BaLA (2009-10) Developed at Vinyas, Centre for Architectural Research & Design = BaLA Learning Element
- 26. Sardarnagar UPS: Changeafter BaLA = S o ft / M u d A re a = In d o o r S p a ce s = In d o o r S p a ce s A sse m b ly h a ll RWH = C o rrid o r / S e m i-o u td o o r sp a ce s P la yg ro u n d fo r cla ss 3 -7 = C o rrid o r / S e m i-o u td o o r sp a ce s P la y g ro u n d fo r cla ss 3 -7 P ro p o se d Ite m s to b e m a d e : T yre P la y g ro u n d A m p h ith e a tre S a n d P it A ctiv ity M a p in B rick & S a n d = S o ft / M u d A re a = R a is e d P lin th P ro p o se d Ite m s to b e m a d e : T o ile ts S to re R oom = P a vin g S to re R oom = G ra ss A re a 2 = W a te r b o d y P a n ch a ya t P la n ta tio n 2 P a v a llio n -3 S w im m in g / W a te r P la y G a te + m e ta l ja a li B rick J a a li S to ra g e P a n ch a ya t L ib ra ry c o rn e r-2 P la n ta tio n T re llis 1 1 R a is e d p la tfo rm L ib ra ry c o rn e r-1 P a n ch a ya t S a n d p it P a n ch a ya t S a n d p it P la n ta tio n S to ra g e P a v a llio n -2 P la n ta tio n T yre P a vin g + P la y w ith tre llis a b o ve 6 W .F . P la n ta tio n H e rb a l G a rd e n w ith L a b e llin g G a te P la n ta tio n H e rb a l G a rd e n w ith L a b e llin g P la tfo rm G a te L o w h t. se a tin g H e rb a l G a rd e n w ith L a b e llin g T re llis a b o ve W a s te w a te r c h a n n e lis e d to h e rb a l g a rd e n O pen a re a P a ssa g e O F F IC E H e rb a l G a rd e n w ith L a b e llin g P la n ta tio n + H e rb a l G a rd e n H e rb a l G a rd e n w ith L a b e llin g G a te G a te 3 4 .4 0 M W ID E P A T H S o ft A re a P la n ta tio n O F F IC E 3 W .F . L & T C o m p u te r R oom F is h pond 4 = Children’s Favourite space O TTA L o w h t. s e a tin g 5 G a te 4 .4 0 M W ID E P A T H 4 D u ck H o u se P la n ta tio n MDM 5 H e rb a l G a rd e n w ith L a b e llin g AW H e rb a l G a rd e n P a ssa g e 6 MDM H e rb a l G a rd e n w ith L a b e llin g L o w lvl re ta in in g w a ll M a ch a a n P a v a llio n -1 R a b b it H o u se G a te OTTA P la n ta tio n AW 7 S o ft A re a 7 L & T C o m p u te r R oom P la n ta tio n L ib ra ry = Children’s Favourite space Favourite spaces of children Favourite spaces of children Before BaLA After Developed at Vinyas, Centre for BaLA Architectural Research & Design
- 27. Pre & Post-BaLADuration of Children in School A typical school day Colour Key School hours = Maximum Children MDM time 8am 10am 5pm 6pm = Minimum / No Children Pre BaLA 8am 10am 5pm 6pm A typical school holiday Usual school hours Post BaLA Children have voluntarily stretched the time they are spending in school. This has a direct implication on Attendance and Retention Pre BaLA 8am Developed at Vinyas, Centre for Architectural Research & Design 6pm Post BaLA
- 28. The visible impact •There has been a decrease in absenteeism • Earlier Aanganwadi workers and teachers had to pursue the parents for enrolment. Now children demand to be sent to school • Instances of self and peer-group learning have increased • The built environment becomes a learning resource • The Use Efficiency Ratio has increased significantly • It has unleashed creative potential of Teachers, Headmasters, Engineers and the Community to become CHANGE MAKERS Developed at Vinyas, Centre for Architectural Research & Design
- 29. BaLA: Geographical Impact Spread Theidea has influenced at least 18 States and Union Territories of India (out of 35). Oriented and Trained about 9,500 Administrators, Policy Planners, Engineers, Architects, Pedagogues, Head Masters, Teachers, etc. Policy It has also influenced the policy at the National level in implementation of Sarva Shikha Abhiyan (SSA) in elementary education. Location of Vinyas: Catchment Zone for Idea: Influence Zone of Idea: Developed at Vinyas, Centre for Architectural Research & Design
- 30. Goals of Pre-schooland Elementary Education in India 1. ACCESS 2. RETENTION 3. EQUITY 4. QUALITY Quality is an overarching goal amongst these Developed at Vinyas, Centre for Architectural Research & Design
- 31. The components inour system An Aanganwadi or school, exists in at least four domains Institutional Educational Physical Social Often these domains remain isolated and work in separate compartments Developed at Vinyas, Centre for Architectural Research & Design
- 32. The components inour system It is important to merge these four domains... Educational Physical Institutional Social ... to work in an integrated manner for holistic development, education and learning of children Developed at Vinyas, in this BaLA is an attempt Centre for direction Architectural Research & Design
- 33. The Gap Areasthat need support At School or Aanganwadi level At Vinyas • Development of play spaces for child development (e.g. tyre play grounds) • Settings for Self-directed activities of children (BaLA resources) • Enlarge the multi-disciplinary team for better support to Govt. • Develop Web portal as interactive tool to demystify design – like DIY for users • Innovative methods for motivating and sensitising Aanganwadi Workers, School Headmasters and Teachers • Motivating and training to equip diverse stakeholders for implementation and use – through workshops and resource material Developed at Vinyas, Centre for Architectural Research & Design
- 34. Thanks to you from teamat Developed at Vinyas, Centre for Architectural Research & Design VINYÃS
- 35. First Givers ClubForum Designing Philanthropy For Impact: EDUCATION