Agriculture College

University Institute of Architecture

Chandigarh University
Gharuan

B. Architecture
THESIS TOPIC
LITERATURE STUDY REPORT

AGRICULTURAL COLLEGE, EDUCATION CITY,

NEW CHANDIGARH

Submitted by
Nishant KumarManjhi
15BAR1067

Thesis Guide
Ar.Deepika Sharma

Thesis Coordinator
Ar.Sumedha Mittal

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Agriculture College

ACKNOWLEDGEMENT

I express my gratitude and respect to our UNIVERSITY INSTITUTE OF

ARCHITECTURE, CHANDIGARH UNIVERSITY (GHARUAN), and
MOHALI. My teachers and my thesis guide Ar. Deepika Sharma for
guiding me through the most enlightening period of my selecting thesis
topic.
The last 9th semester have been memorable to say the least and leading my
everyday as a working architect taught me to be more. Patient, resilient and
hardworking developed me as a person.

UNIVERSITY INSTITUTE OF ARCHITECRURE

Chandigarh University (Gharuan)

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Agriculture College

CHAPTER 2 : LITERATURE STUDY

1. Agriculture is the important backbones of Indian economy
 Introduction
 Salient facts about Agricultural scenario
 Contribution to GDP over the years
 Role of agriculture in Indian economy

 Importance in International Trade

2. Initiative taken by Indian/State Government for Agricultural

Education

 India’s position in agriculture in the world

 Agriculture Universities in India
 Investment in agricultural education by the Government of India
 Agricultural Education Policy: National Perspective
I. The Current Agricultural Educational Policy
II. Eligibility
III. General Conditions

3. Farming
 Types of Farming
 Agronomy
 Horticulture
 Plant Pathology
 Genetics & Plant Breeding

4. Minimum Requirements for Establishment of New College in

Agriculture and Allied Disciplines
 Land Required
 Land Utilization Pattern in Plain Regions
 Infrastructure facilities (Floor space required)

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 Divisions/Departments/Sections – Requirements
 Requirements of Lab/field for Agronomy

5. Design Consideration
 Classrooms
 Library
 Laboratory Spaces
 Auditorium
 Handicapped Students
 Parking
List of Figures
Figure 1: Agriculture University in India .................................................................................. 9
Figure 2 Flow Diagram ............................................................................................................ 15
Figure 3: Plant Pathology Cycle .............................................................................................. 17
Figure 4: Plant and Genetics Breeding .................................................................................... 18
Figure 5: Seating arrangement in a classroom for 35 students ................................................ 22
Figure 6: Classroom for 40, with 10 side seat movable ........................................................... 23
Figure 7: Optimum shelving conditions for adults .................................................................. 23
Figure 8: Optimum shelving conditions for teen-agars ........................................................... 24
Figure 9: Optimum shelving conditions for children ............................................................... 24
Figure 10: Rectangular lab module .......................................................................................... 25
Figure 11: Square lab module .................................................................................................. 25
Figure 12: Multifunction auditorium theatres and arts centres: organisational diagram ......... 26
Figure 13: Typical seated spectator ......................................................................................... 26
Figure 14: Sleeping, Study Quarters Space , Working area space, Mirror space for
handicapped ............................................................................................................................. 27
Figure 15: Lecture Seating for Handicapped ........................................................................... 28
Figure 16: Minimum space required for self-services ............................................................. 29
Figure 17: Space required for different type of wheelchair ..................................................... 30
Figure 18: Circulation in dinning for Handicapped ................................................................. 30
Figure 19: Typical dimensions of vehicles .............................................................................. 31
Figure 20: Turning through 90": dimensions for different vehicles ........................................ 31
Figure 21: Angled parking layout ............................................................................................ 32

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LITERATURE STUDY
Agriculture is the important backbones of Indian economy
Introduction
Agriculture is one of the important backbones of Indian economy. Agriculture has special
significance for low income, poor and vulnerable sections of rural society. India's agriculture
policy stabs to ensure that agriculture is profitable and farm prices are stable through assured
minimum support prices (MSP) to farmers and confirming subsidized food access to
underprivileged consumers through the Public Distribution System (PDS). Rapid sustainable
growth in the agricultural sector remains dynamic for creating of jobs, enhancing incomes,
and ensuring food security. Therefore, proper policy for agriculture sector is essential to
improve the living standards and the welfare of the people as a whole.
Agriculture is an important part of India's economy and at present it is among the top two
farm producers in the world. This sector provides approximately 52 percent of the total
number of jobs available in India and contributes around 18.1 percent to the GDP.
Agriculture is the only means of living for almost two-thirds of the employed class in India.
As being stated by the economic data of financial year 20018-019, agriculture has acquired
18 percent of India's GDP. The agriculture sector of India has occupied almost 43percent of
India's geographical area.
Agriculture plays a vital role in the Indian economy. Over 70 per cent of the rural households
depend on agriculture. Agriculture is an important sector of Indian economy as it contributes
about 17% to the total GDP and provides employment to over 60% of the population. Indian
agriculture has registered impressive growth over last few decades. The food grain
production has increased from 51 million tonnes (MT) in 1950-51 to 250MT during 2018-19
highest ever since independence.

Salient facts about Agricultural scenario

 Agriculture is the largest provider of livelihood in rural India
 It contributes 18 percent to India’s GDP
 It is still dependent primarily on the monsoons
 The growth in agricultural production has been stagnant for the past several years.
 The drought in north and western parts in FY09 created shortages in supply of food
grains.

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Contribution to GDP over the years

Sector 1980 1990 2001 2013

Agriculture 38 31.1 24.7 22.2
Industry 25.9 29.3 26.4 26.8
Service 36 39.7 48.8 51.0

Source: Bayes and Ahmed (20018)

Role of agriculture in Indian economy

 Share in National Income

 Largest Employment Providing Sector
 Contribution to Capital formation
 Providing Raw Material to industries
 Market for Industrial Products

Importance in International Trade

 Share in national income
 Source of employment-
 Provision of food grains.
 Supply of raw materials to industrial sector.
 Market for industrial product.
 Earner of foreign exchange cropping techniques, Integrated farming system and lot
more.

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Initiative taken by Indian/State Government for Agricultural

Education

India’s position in agriculture in the world

India is holding 7th position in the total land area of the world. The first six countries
are Canada, USA, China, and Brazil. Australia and Russian Federation. Population
wise India is holding the second position after China. India is also holding the third
position in fertilizer production after USA and China. In fertilizer consumption also
India is in third position.
Starting with one or two agricultural institutes, the total number of institutes imparting
agriculture has increased to 35 universities; and about hundred institutions of ICAR
are imparting agricultural education. Besides these, there are some institutions
imparting agricultural education under conventional universities. These agricultural
universities and ICAR institutions have been brought under NARS System.
There is need for increasing the qualified manpower in agriculture sector at a low
investment cost. There is a need for increasing the enrollment in the agriculture
sector. Though the present policy has ensured that each state has at least one
agricultural university, some of the states such as Maharashtra, Uttar Pradesh are
having more than one agricultural university. Similarly for all the seven states of NE
region only one central agricultural university has been established. Still there is much
scope for enhancing the area of agricultural education. The requirements of the
agricultural universities are much less as they depend mostly on vast land area fro the
Government as envisaged in the cardinal principle of Land Grant System on which
our agricultural education started its premise.
The ICAR, being the government of India’s body, is working as UGC for agricultural
university system. The finance is received from the Government of India for the
purpose of agricultural education and research in the fields of Crop Sciences, Animal
Sciences, Agricultural Engineering, Horticulture, Fisheries, Agricultural Extension,
Natural Resource Management and Agricultural Education. Several projects of the
state agricultural universities have been funded by the ICAR. Several externally aided
projects like National Agricultural Research Project (aided by World Bank), AHRD
(Agriculture Human Resource Development Project) aided by World Bank, and
NATP (National Agricultural Technology Project) aided by World Bank etc have

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been taken up by the ICAR in association with these Agricultural University. The
impact of the NARP and AHRD have been analysed and found that they contributed a
lot for the development of agricultural research and education with a special reference
to human resource development in agricultural sector.
On review of the financial investments made by the agricultural universities/ICAR
(Govt. of India) in the area of agricultural education, the following picture emerges:
The basic investment is the farm area and the buildings constructed there on. The
government concerned liberally in an area that is mostly a barren land largely allots
the farm area. Thus with the formation of university and its farms the area developed.
There is not much capital investment for this purpose. Investment made for the
construction of the buildings, labs, classrooms and other miscellaneous requirements
are only capital requirements done by the concerned state or centre. The human
resource is the only costly input for imparting the agricultural education.
The farm development involves investment initially but the revenue generated by
the farms will offset the investment over a period of time. For running the agricultural
university/educational programmes, recurring expenditure is a part of investment.
Similarly for taking up the educational/training programmes equipments/ pilot plants
and other accessories are required. Expenditure on these accounts also forms part of
the investment in agricultural education.
Thus the scope for the larger investment exists. The present cost per candidate turned
out may also come down as scale of economic returns is still in the phase of
escalating.

During the last 4 years many new initiatives have been taken up to improve the
quality of education by:
• Training the Faculty at national and international levels.
• Infrastructure development at participating universities.
• To conduct All India level Exam for admission of 15% seats at UG and 25%
at PG level to avoid inbreeding.
• About 65 disciplines have been initiated across the universities.

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Agriculture Universities in India

Figure 1: Agriculture University in India

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Investment in agricultural education by the Government of India (Rupees in

lakhs)

Year Expenditure % Of total Total

(Outlay) investment Expenditure
in A.R.E. of
ICAR/DARE
2010-2011 3162 12.64 25015.8
2011-2012 3000 10.9 27522.9
2012-2013 5034 16.23 31016.6
2013-2014 2700 9.3 29032.3
2014-2015 3030 9.17 33042.5
2015-2016 4674 11.01 42452.3
2016-2016 6377 13.98 45615.2
2017-2018 6379 12.34 51693.7
2018-2019 8000 11.68 68493.2

Source: ICAR budget book

The National Policy on Agriculture seeks to actualise the vast untapped growth potential of
Indian agriculture, strengthen rural infrastructure to support faster agriculture development,
promote value addition, accelerate the growth of agro business, create employment in rural
areas, secure a fair standard of living for the farmers and agricultural workers and their
families, discourage migration to urban areas and face the challenges arising out of economic
liberalisation and globalisation. During the next two decades it aims to attain:
 A growth rate in excess of 4% per annum in the agriculture sector.
 Growth that is based on efficient use of resources and conserves our soil, water and
biodiversity.
 Growth with equity.
 Growth that is demand driven and caters to domestic markets and maximises benefits
from exports of agricultural products in the face of challenges arising from economic
liberalization and globalization.
 Growth that is sustainable technologically, environmentally and economically and
globalization.

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Agricultural Education Policy: National Perspective

The Current Agricultural Educational Policy
India's current agricultural education policy was formulated in the early 1960s with the aim
of:
 Linking agricultural education with agricultural research and extension and in this
way making it an instrument of the development and growth of agriculture. Food self
sufficiency was considered to be the major goal of agricultural growth.
 Generating human resources for the scientific transformation of Indian agriculture self
reliance in generating these resources rather than training scientists in foreign
countries was another major element of the new policy.
 Strengthening the agricultural education system through the creation of State
Agricultural Universities on the pattern of the Land Grant Colleges of Agriculture in
the United States of America.
 Creating an integrated system of agricultural education by setting up in the same
campus colleges of agriculture, basic, sciences, veterinary science and home science.

Some elements of the New Policy

 New human resources for preparing India for the agriculture of the 21st century - more
productive, environmentally safe, more dependent on renewable rather than non-
renewable resources of energy input, and competitive (taking into consideration the
WTO provisions).
 Shifting the focus from self-reliance to greater interaction with the world scientific
community, using new information technology such as videoconferencing and greater
opportunities for travel and joint projects.
 Greater integration of basic sciences and agricultural sciences
 Catching up with the biotechnology revolution
 Removing all barriers through an open door policy
 New mechanisms of more stable funding support
 New governance mechanisms for improved and efficient management of resources
 Fewer but better managed institutions.

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Guidelines for Agricultural education in India

The Agricultural Education under the aegis of Indian Council of Agricultural Research
undertakes planning, development, coordination and quality assurance in higher agricultural
education in India and, thus, strives for strengthening and development of higher agricultural
education system through partnership and efforts of the components of the ICAR-Agricultural
Universities System comprising State Agricultural Universities (SAUs), Deemed to be
universities (DUs), Central Agricultural Universities (CAUs) and Central Universities (CUs) with
Agriculture Faculty. The Agricultural Education Division is providing financial assistance to
Agricultural Universities under the XII Plan Scheme “Strengthening and Development of Higher
Agricultural Education in India”
This grant is provided for infrastructure development, gender mainstreaming including girls'
hostels, other new civil works related to student amenities, including boys and international
hostels, educational museums, examination halls and auditoriums, repair/ refurbishing/
renovation and modernization of educational structures etc. This also includes personality
development, faculty development, strengthening of sports and games facilities, placement cells
and other student amenities, building-on the agricultural education legacy by providing support to
old historical universities/ colleges; equipments/ computers/ implements for higher education;
strengthening of library, e-resources including existing e-courses, e-granth, ICT facilities etc.
Support also includes preparation of quality instructional material, writing university level
textbooks, manuals, etc. for effective teaching and learning process.

Eligibility
 All State Agricultural Universities (including Animal Science, Fishery, and Horticulture)
established by an act passed in State Legislature, and its constituent colleges from which
at least one batch of students have passed out. Necessary documents related to
establishment of the university and achievements must have been submitted to the
Council.

 All Deemed to be Universities of ICAR, Central Agricultural Universities, Central

Universities with agricultural faculty involved in teaching and research in agricultural
sciences and have been established by an act of either the State Legislature or the
Parliament and recognized by the UGC

 Deemed to be University duly recognized by Government of India and admits students as

per guidelines of ICAR through AIEEA.

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General Conditions
 Essentiality of National Eligibility Test (NET) for recruited of faculty in SAUs must be
adhered to.
 The University seeking grant must be accredited by the Accreditation Board of Indian
Council of Agricultural Research from Financial Year 2016-17 onwards.
 The University must broadly adhere to the ICAR Model Act.
 The SAUs are autonomous bodies established by Act of respective State Legislature and
wholly funded by the State Government concerned. The ICAR supplements the State
funding by releasing fund that is actually Grant-in-Aid. This Grant-in Aid released to the
SAUs by the ICAR in a particular year is treated/booked as expenditure by the ICAR in
its accounts for that year. SAUs, however, submit UCs/AUCs to the ICAR after the close
of the financial year. Accordingly, the unspent balance remaining with some of the SAUs
will be adjusted during the release of the grant for the next financial year.
 The existing and proposed guidelines including criteria thereof may be modified, if
required, following the formal procedure and with the approval of the Competent
Authority of ICAR.
 The AUs receiving grant should ensure that the AU has not obtained or applied for grants
for the same purpose or activity from any other Ministry or Department of the GOI.
Strength and relevance of the programme in view of national and global context,
commitment of the university in following the instructions of the Council and execution
of educational reforms would also be considered while releasing the grants.

The support will be provided as per the availability of funds. Decision of ICAR shall be final in
all cases such as release of funds and monitoring of items funded by ICAR, etc. There will be no
binding on ICAR from any of the stakeholders.

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Farming and Types of Farming:

Agriculture is growing crops or keeping animals by people for food and raw materials. Farming is a
part of agriculture. It can be many types. Farming is not only growing food for people and animals,
but also growing other things like flowers and nursery plants, manure and dung, animal hides(skins or
furs), leather, animals, fungi, fibers(cotton,wool), biofuels and drugs.

 Small land holdings

 Use of primitive tools and methods
Subsistence
 Lack of fertilisers and high yielding varieties of seeds
Farming
 Most of the yield is consumed by the family

 Mechanised agriculture
 Use of advanced fertilisers
Intensive Farming  Use of high yielding variety of seeds
 Profit oriented agriculture

 Practised mostly by tribals

 Forest land is cleared by felling of trees and burning
 Crops are then grown till the fertility of soil decreases
Shifting
 The land is then abandoned and a new piece of land is
Agriculture
selected.
 Known as jhum in Assam and Podu in Odisha.

Type Related to

Agriculture Cultivation of the soil and rearing of animals

Cultivation of fruits, vegetables, flowers, nuts, ornamental

Horticulture
plants

Floriculture Cultivation of flowers

Arboriculture Cultivation of trees and shrubs

Apiculture Bee keeping

Aquaculture Cultivation or rearing of aquatic plants and animals

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Aviculture Rearing of birds

Pisciculture Rearing of fish

Pomiculture Growing of fruits

Sericulture Breeding of silkworms

Viniculture/Viticulture Cultivation of grapevines

Agronomy
Agronomy is derived from a Greek word ‘agros’ meaning ‘field’ and ‘nomos’ meaning
‘management’. Principles of agronomy deal with scientific facts in relations to environment
in which crop are produced.
Boundaries and scale
Crop management, and its scientific study agronomy, are part of a system that comprises the
physical elements of the climate, soil and land, the biological constituents of the vegetation and
soil, the economic opportunities and constraints of markets, sales and profit, and the social
circumstances and preferences of those who work the land.

Figure 2 Flow Diagram

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Horticulture

Horticulture the branch of plant agriculture dealing with garden crops, generally fruits,
vegetables, and ornamental plants. Horticulture is divided into the cultivation of plants
for food (pomology and olericulture) and plants for ornament (floriculture and landscape
horticulture). Pomology deals with fruit and nut crops.

Glimpses of Indian Horticulture

 Globally, second largest producer of fruits and vegetables

 Largest producer of mango, banana, coconut, cashew, papaya, pomegranate etc.
 Largest producer and exporter of spices
 Ranks first in productivity of grapes, banana, cassava, peas, papaya etc.

 Export growth of fresh fruits and vegetables in term of value is 14% and of processed
fruits and vegetables is 16.27%.

Plant Pathology
The science of plant diseases is called plant pathology, or phytopathology. There are a wide
variety of microorganisms such as fungi, bacteria, viruses and nematodes that cause these
diseases. Diseases caused by these pathogens are often called biotic diseases. Also,
environmental conditions, such as winter damage or drought stress, can cause disease in
plants. Diseases caused by these factors are often called abiotic diseases.
Plant pathologists are responsible for studying plant diseases, and their studies include
various aspects of plant diseases, such as the organisms and environmental conditions that
cause disease in plants, the mechanisms by which these factors cause disease, the interactions
between these causal agents and the plant, and methods for managing or controlling plant
diseases.

Importance
Farmers rely on plant pathologists for advice on disease-management strategies so they can
produce a reliable, high quality crop.

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Figure 3: Plant Pathology Cycle

Source: Google

Genetics & Plant Breeding

Plant breeding, application of genetic principles to produce plants that are more useful to
humans. This is accomplished by selecting plants found to be economically or aesthetically
desirable, first by controlling the mating of selected individuals, and then by selecting certain
individuals among the progeny. Such processes, repeated over many generations, can change
the hereditary makeup and value of a plant population far beyond the natural limits of
previously existing populations.
The plant breeder usually has in mind an ideal plant that combines a maximum number of
desirable characteristics. These characteristics may include resistance to diseases and insects;
tolerance to heat, soil salinity, or frost; appropriate size, shape, and time to maturity; and
many other general and specific traits that contribute to improved adaptation to
the environment, ease in growing and handling, greater yield, and better quality. The breeder
of horticultural plants must also consider aesthetic appeal. Plant breeding is an important tool
in promoting global food security, and many staple crops have been bred to better withstand
extreme weather conditions associated with global warming, such as drought or heat waves.

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Figure 4: Plant and Genetics Breeding

Source: Google

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Minimum Requirements for Establishment of New College in Agriculture

and Allied Disciplines

Land Required
1) Plain Regions : 74.13 acres
2) Hill, islands and coastal regions : 39.53 acres

Land Utilization Pattern in Plain Regions

1. Main Building/Hostels/Residential Quarters (Including roads): 9.88 acres
2. Playground & other amenities: 4.94 acres
3. Farm Area, including godown/ stores: 61.77 acres
Note: If land is not in one stretch, it should be atleast within a radius of 5 kms

Infrastructure facilities (Floor space required)

A. Central Facilities
Sl.No. Details No. of Rooms Dimensions(ft)
1. Dean Office 1 20×24
2. P.A. Room 1 10×12
3. Committee Room with video conferencing facility 1 20×30
4. Assistant Administrative Officer including staff 1 20×12
5. Assistant Accounts Officer including staff 1 20×12
6. Assistant Academic Officer including staff 1 20×12
7. Exam Cell (300 capacity) 1 20×12
8. Evaluation Room 1 20×36
9. Faculty Room (Ladies) 1 10×12
10. Faculty Room (Gents) 1 20×12
11. Placement Cell 1 20×12
12. Smart Lecture Halls 5 40×30
13. Exam Hall Cum Auditorium 1 100×50
14. Library/Book Bank 1 30×72
15. Common Utility Room 1 20×36

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16. Central Laboratory 1 50×36

17. Hostels including Mess, Gym/Indoor, Reading Room, 1 (boys) 150 students
Warden Room, Store etc.
1 (girls) 150 students
18. Canteen 1 20×12
19. Wash room (with toilet & urinary facilities) 10 20×12
20. Parking space As per requirement
21. Farm stores, threshing yards including implements and tractor sheds One core
complex
22. Vehicles
i. Car 1
ii. Jeep/Car staff 2
iii. Bus 1
iv. Pickup van 1
v. Motor Bikes 2
vi. Minibus (30 capacity) 1
vii. Tractors 2
23. Drinking water and irrigation facilities As per requirements
24. Vehicles shed 1 10×80

Divisions/Departments/Sections – Requirements
Sl.No. Details No. of Rooms Dimensions(in ft)
1. Office of Head 1 24 × 12 with wash room facility
2. Faculty Rooms 1+1 18 × 12
3. Clerical/technical staff 1 12×10 to 24×10
4. Classrooms 12 30 x 40
5. Laboratories 12 30× 60
6. Field/Lab Stores 5 1. Agronomy
2. Gen. & Pl. Breeding
3. Soil Sci.
4. Horticulture
5. Pests & Chemicals
7. Green house/poly house 1 ½ acres

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Requirements of Lab/field
1. Crop Cafeteria
 ½ acre land
 small implements like spade,hoe, khurpi, darati etc.

2.Museum for identification of seeds, fertilizer, weeds, commonly used agro-chemical

and medicinal and aromatic plants etc.
 Storage bottle
 Herbarium posting material

3.Field of sowing method, fertilizer application, irrigation and soil productivity and yield
estimation
 Small equipment/ implement

6. Irrigation water measurement, bulk density etc.

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Design Consideration

CLASSROOMS
Major factors to be considered in designing a classroom are the following:
l . Seating and writing surfaces
2. Space and furnishings for the lecturer
3. The use of wall space, including chalkboards, screens, size and location of windows, etc.
4. Facilities for projection and television
5. Coat racks, storage, and other conveniences
6. Acoustics and lighting
7. Heating and air conditioning
8. Aesthetic considerations

Figure 5: Seating arrangement in a classroom for 35 students

Classroom Seating The seating arrangement is the most important feature in determining the
size and shape of a classroom. Seating arrangements in a mathematics classroom should
provide all students with a good view of the front chalkboard, ready access both to the seats
and to chalkboards on other walls, an adequate, well illuminated writing surface at each seat,
a place to set books and papers, reasonable comfort, and privacy in taking examinations.

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Figure 6: Classroom for 40, with 10 side seat movable

Library

Figure 7: Optimum shelving conditions for adults

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Figure 8: Optimum shelving conditions for teen-agars

Figure 9: Optimum shelving conditions for children

LABORATORY SPACE
Teaching labs
Consisting usually of a large lab area of island benches which seldom changes, teaching labs
remain distinctly different.
Routine and research labs
These share similar space, servicing and furniture requirements, so for initial design purposes
they can be taken as one lab type. The spatial information given here applies particularly to
them, but much of the other.

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Standard labs
These are continuously occupied and should be naturally lit and, where mechanical
ventilation is not required, naturally ventilated. The minimum floor to ceiling height is 2.7m.
Special labs
These may not be suited to the basic module, may have non-standard servicing,
environmental or safety requirements, may not be continuously occupied and, as mechanical
ventilation is often a performance requirement, can be positioned in core areas.

Figure 10: Rectangular lab module

Figure 11: Square lab module

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Auditorium

Figure 12: Multifunction auditorium theatres and arts centres: organisational diagram

Figure 13: Typical seated spectator

Eye height: 1120 +_ 100 mm
Tread of seating tier (row spacing) T: 800-1 150mm
head clearance C: C1 = 60mm minimum (view between heads in front)
C2 = 120mm (reasonable viewing standards)

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Handicapped Students
Sleeping and Study Quarters Space
There must be a minimum clear floor space in such areas of 6' [183 cm] by 6' [183
cm] enabling a 360° turn by a wheelchair.

Figure 14: Sleeping, Study Quarters Space , Working area space, Mirror space for
handicapped

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Working Area Space clearance under counter, table, and desk tops to be used by a
wheelchair student shall be a minimum of 271/2 " [69.8 cm] in height and 32" [81 .3 cm] in
width.
Beds
Beds shall have minimum dimensions of 3' [92 cm] by 6' [183 cm] and between 19" [48.3
cm] and 22" [55.9 cm] in mattress height from floor level.
Mirrors
Mirrors should be adjustably hung (a minimum of 2'-0" [61 .0 cm] in length) so that
the bottom is 30" [76.2 cm] above floor level.
Lecture Seating
Lecture halls providing fixed seating and desk facilities shall provide spaces
of level floor area of at least 36" [92 cm] in width and 4'-4" [132 cm] in length . Desk space
provided in this area shall have a knee clearance of at least 32" [81 .3 cm] in width and a
height of 27/2" [69.8 cm].

Figure 15: Lecture Seating for Handicapped

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Food Lines
Food lines of cafeterias shall employ tray slides no higher than 34" [86.4 cm] in height
and, where a security wall or railing runs the length of the line, the area shall be at least 36"
[92 cm] in width for passage as measured from the outer edge of the tray slide.

Self-Service Areas
Salad bars, condiment areas, beverage dispensers, utensil racks, and other areas where self-
service is required shall provide access within the unilateral vertical reach rangeof 20" [50.8
cm] to 48" [121 .9 cm].

Figure 16: Minimum space required for self-services

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Dining Area
Tables shall be provided within the dining area which provide a knee clearance of
at least 27 1/2 " [69.8 cm] in height and 32" [81.3 cm] in width. Pedestal tables are not
recommended because the centre post hinders wheelchair footrests.
Aisle widths shall be at least 6'-0" [183 cm] as measured from table edge to table edge (Fig .
6, plan "A"), or 3'-0" [92 cm] from table corner to table corner (Fig . 6, plan "B"), in those
areas used by persons in wheelchairs.
The width of main aisles, in areas of normal traffic pedestrian flow, shall be at least 6'-0"
[183 cm] to allow two wheelchairs to pass each other (Figs. 7 and 8).

Figure 17: Space required for different type of wheelchair

Figure 18: Circulation in dinning for Handicapped

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Parking
Vehicle sizes
Car sizes vary, but a typical size is used for design of parking spaces, roadways and
junctions. Similar standard information is used for other vehicle types.

Figure 19: Typical dimensions of vehicles

Roadways
Space for vehicles to travel and manoeuvre depends on the conditions under which they
operate. For major roads national highway authorities lay down maximum permitted
dimensions, axle loads and turning circles. They recommend road widths, sight-lines and
other characteristics of major urban and rural roads. At bends, in particular, allowance must
be made for the manoeuvring of different vehicles.

Figure 20: Turning through 90": dimensions for different vehicles

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Parking configurations
Dimensions of vehicle parking spaces in parking bays range from 1.80x4.60m to 2.50x6.00m
but slightly longer for parallel parking . An increase in bay size is usually adopted for open
air parking or where a high proportion of larger cars and vans is likely. While 90" parking is
more economical in space requirements (20-22 m2 per car), 45" parking (23-26m2 per car)
can be more convenient. Vehicle parking spaces for people with disabilities should be wider:
for semi ambulant persons bay widths should be increased to 2.80m; for wheelchair users to
3.00m. Within larger and multi-storey car parks, both 90" and angled bays are used
depending on overall widths available and lane patterns.

Figure 21: Angled parking layout

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References:
1. Agriculture is backbone of Indian Economics
Source: International Journal of Agriculture and Food Science Technology
By: Kekane Murti Arjun (University of Pune)

2. Policies, Initiative taken by Indian/State Government for Agricultural Education

Sources: ICAR, New Delhi
Ministry of Agriculture and Education
Ministry of Agriculture and Farmers Welfare, Govt. of India

3. Farming and its types

Sources: ICAR, New Delhi

4. Minimum Requirements for Establishment of New College in Agriculture and

Allied Disciplines
Sources: ICAR, New Delhi

5. Design Consideration
Sources: Neufert Architect's Data
Time Saver Standards
Architects' Handbook

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