Mansi T - DD 1 Jury

UNIVERSITY OF MUMBAI
DESIGN DISSERTATION
FOR SEMESTER IX
SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS
OF THE DEGREE OF
BACHELOR OF ARCHITECTURE
(B.Arch.)
AGRICULTURE INSTITUTE AND TRAINING CENTRE

“PROMOTING SOCIO-CULTURAL DEVELOPMENT OF THE REGION”
BY
MANSI DATTATREY THAKUR
SUBJECT GUIDE
PROF.ANKITA SHUKLA
VIVA SCHOOL OF ARCHITECTURE

VIRAR–(EAST)
ACADEMIC YEAR 2021-2022
`
CERTIFICATE
This is to certify that the Design Dissertation research project Entitled-Agriculture Institute and
Training Centre -“Promoting socio-cultural development of the region” is a record of bonafide
studies carried out by Miss. Mansi Dattatrey Thakur a student of Final Year B.Arch. at VIVA
School of Architecture. This Design Dissertation is completed under my guidance and supervision.
This satisfies the requirements for submitting a partial fulfilment of Bachelor of Architecture
(B.Arch.) recognized University of Mumbai and approved by Council of Architecture, New Delhi
during the academic year 2021 – 2022.
Prof. Chakor A. Mehta

Prof. Ankita Shukla
Guide, I/c Principal
VIVA School of Architecture
Design Dissertation
This is to certify that we have conducted the viva-voce for this Design Dissertation, Semester-IX
as External Examiner on
Signature: Signature:
Ext,Examiner #01 Ext,Examiner #02

Name: Name:
`
i
DECLARATION
I hereby declare that this written submission Entitled-Agriculture Institute and Training
Centre-“Promoting socio-cultural development of the region” represents my ideas in my own
words and has not been taken from the work of others (as from books, articles, essays, dissertations,
other media and online); and where others’ ideas or words have been included, I have adequately
cited and referenced the original sources. Direct quotations from books, journal articles, internet
sources, other texts, or any other source whatsoever are acknowledged and the source cited are
identified in the dissertation references. No material other than that cited and listed has been used.
I have read and know the meaning of plagiarism and I understand that plagiarism, collusion, and
copying are grave and serious offences in the university and accept the consequences should I
engage in plagiarism, collusion or copying. I further declare that I have adhered to all principles
of academic honesty and integrity and havenot misrepresented or fabricated or falsified any idea/
data/ fact source in my submission. Thiswork, or any part of it, has not been previously submitted
by me or any other person for assessment on this or any other course of study.
Signature:
Name of the student: Mansi Dattatrey Thakur
Place: Virar
Date: 20th September 2021
`
ii
DEDICATION
I would like to dedicate this Design Dissertation to my mother, Mrs. Deepa Dattatrey Thakur and
my guardians, Mr. Manohar Narayan Thakur and Mrs. Meghana Manohar Thakur, for their
guidance, motivation and support.
I would also like to thank Mr.Saish Jayesh Patil , Mr. Aniket Kawalkar, Mr. Vedant
Chaudhary and Ms.Priyanka Nandgawle who provided me with the necessary support motivation
and assistance in the making of my design dissertation
I would also like to appreciate Ms.Himani Dharmamer, all friends and classmates who have
supported me and helped me gather some information regarding my dissertation topic.
This thesis is also dedicated to the faculty of VIVA School of Architecture for their constant
guidance and motivation throughout.
iii
`
ACKNOWLEDGEMENT
The progress of the research work took place under the supervision of Prof. Chakor A.
Mehta, Prof. Nayana Raut, Prof. Ritesh Agarwal, Prof. Ankita Shukla, and Prof. Vandana
Patel. I am grateful to them to guide me with the research format, hierarchy of topics, and supporting
at all levels of research.
I would like to express my gratitude to Prof. Ankita Shukla for helping out with selection
of site and to guide me with the research format, hierarchy of topics, and supporting at all level of
research.Also, would like to thanks Prof. Nayana Raut, Prof. Sachin Main and Prof. Farozan
Ansari for their intermediate suggestions for enhancement of topic.
I would also like to express my gratitude to Ms.Tejal Naik for providing me the necessary
data from library.
With due regards, I express my deepest gratitude, to my parents who are also an important
inspiration to me.
iv
`
ABSTRACT
Can you imagine a world where food is more expensive than a service? The past years have witnessed
unprecedented disturbances in food and eatery prices. Imagine a world where the only source for food
is through some manufacturing industry. A world where food is not grown anymore but is mass produced
like cars or phones. As scary as that sounds, it doesn't seem like an impossible event, does it?
Agriculture is an important sector with the majority of the rural population in developing
countries depending on it. The agricultural sector is confronted with the major challenge of increasing
agriculture production to feed a growing and increasingly prosperous population in a situation of
decreasing availability of natural resources resulting in the gap between demand and supply. Food is one
of the basic need of a person and it is necessary for the younger generation to be aware of the problems
and innovate in future Public investment in agricultural research and development is important for global
food security and environmental sustainability and there’s a need to increases human resources in this
field . This design intervention caters to this problem of Agriculture.
Development of agriculture will not only help farmers and upcoming youth, but will also
support a larger section of rural poor people who are directly engaged in agriculture or indirectly
connected to agriculture as consumers. Effective means of production, better markets, higher income
from agriculture will establish a more favourable climate in the country for the growth of the economy
as a whole and of the rural population in particular. Inspiring small and marginal farmers by education,
change and growth would mean healthier, more secure and stronger Indian agriculture. Intention of
modern production and marketing models, along with awareness-raising and education, would help to
develop the sector and more specifically, boost the economic status of the country.
The present research study is understanding about agriculture practices and it’s current
scenario in India. While studying in depth there is parts which should be resolved which contains the
nutrient value of food, income growth, producing solutions for urban expansion, improving agricultural
practices in urban context etc. Fulfilment of this demands in agriculture is done by expansion in
education pattern with providing suitable infrastructure to flourish the agricultural entity.
v
`
Agriculture Institute and Training Centre -“Promoting socio-cultural development of the region”
Mansi Dattatrey Thakur | Semester IX

Table of Figures
Figure 1 Agriculture illustration ............................................................................................................ 2
Figure 2 Innovtion in Agriculture Feild illustration .............................................................................. 4
Figure 3 Professions related to agriculture ............................................................................................ 5
Figure 4 Terms related to Agriculture ................................................................................................. 13
Figure 5 Evolution In Agriculture ....................................................................................................... 14
Figure 6 State wise output of agricultural produced in India .............................................................. 16
Figure 7 Impact of urbanization on agriculture ................................................................................... 17
Figure 8 Illustration - loss of agricultural land due to Urbanisation ................................................... 18
Figure 9 Factors affecting Agriculture ................................................................................................ 21
Figure 10 The three component model ................................................................................................ 22
Figure 11 Timeline of ICAR ............................................................................................................... 23
Figure 12 Agricultural Education In India .......................................................................................... 24
Figure 13 Map showcasing agricultural universities in India ............................................................. 25
Figure 14 Mode of Admission Weightage .......................................................................................... 26
Figure 15 Mode of Admission Weightage .......................................................................................... 27
Figure 16 Community Interaction space ............................................................................................. 31
Figure 17 Activities taking Place in Socio-active space...................................................................... 32
Figure 18 Informal Learning Methodology ......................................................................................... 33
Figure 19 Horticulture ......................................................................................................................... 34
Figure 20 Key features of Organic Farming ........................................................................................ 36
Figure 21 Principles Of Organic Farming ........................................................................................... 37
Figure 22 Illustration of urban Farming .............................................................................................. 39
Figure 23 Backyard Gardening............................................................................................................ 40
Figure 24 Street Landscaping .............................................................................................................. 40
Figure 25 Kitchen Gardening .............................................................................................................. 40
Figure 26 Rooftop Gardening .............................................................................................................. 40
Figure 27 Vertical Farming ................................................................................................................. 41
Figure 28 Green House Gardeninig ..................................................................................................... 41
Figure 29 Container Gardening ........................................................................................................... 41
Figure 30 Peri-urban Farming ............................................................................................................. 41

Figure 31 Location of college of agriculture,Pune .............................................................................. 43

Figure 32 Front Side Of College Of Agriculture ................................................................................. 44
Figure 33 Ground Floor Plan ............................................................................................................... 45
Figure 34 Central Lobby ..................................................................................................................... 45
Figure 35 south Elevation (Front side) ................................................................................................ 45
Figure 36 North elevation (Back Side) ................................................................................................ 45
Figure 37 Corridor ............................................................................................................................... 45
Figure 38 N.C.C Block ........................................................................................................................ 45
Figure 39 Chemistry Block.................................................................................................................. 45
Figure 40 Centenary Building ............................................................................................................. 46
Figure 41 Entry Walkway.................................................................................................................... 46
Figure 42 Peripheral Corridor around structure .................................................................................. 46
Figure 43 Store Rooms For Fertilizers ................................................................................................ 46
Figure 44 Green house......................................................................................................................... 47
Figure 45 Polyhouse ............................................................................................................................ 47
Figure 46 Instructions Farms ............................................................................................................... 47
Figure 47 Location of horticulture training center .............................................................................. 49
Figure 48 Horticulture Training Centre ............................................................................................... 50
Figure 49 Entrance Porch .................................................................................................................... 52
Figure 50 Entrance Porch .................................................................................................................... 52
Figure 51 Connecting Passageways .................................................................................................... 52
Figure 52 Front View Of the Structure ................................................................................................ 52
Figure 53 Connecting Pathways .......................................................................................................... 52
Figure 54 Amphitheatre ....................................................................................................................... 52
Figure 55 Educational Bldg. ................................................................................................................ 52
Figure 56 Classroom ............................................................................................................................ 52
Figure 57 Laboratory ........................................................................................................................... 52
Figure 58 Polyhouse ............................................................................................................................ 52
Figure 59 Greenhouse.......................................................................................................................... 52
Figure 60 Location of Konkan Krishi Vidyapeeth .............................................................................. 54
Figure 61 Kokan Krishi Vidyapith ...................................................................................................... 55
Figure 62 Campus Planning ................................................................................................................ 56
Figure 63 University library entrance .................................................................................................. 57

Figure 64 Playground .......................................................................................................................... 57
Figure 65 Agricultural institute ........................................................................................................... 57
Figure 66 Entrance porch .................................................................................................................... 57
Figure 67 Administrative building ...................................................................................................... 57
Figure 68 Main entrance gate .............................................................................................................. 57
Figure 69 Playground Arial view ........................................................................................................ 57
Figure 70 Circulation Pathway ............................................................................................................ 57
Figure 71 Location Of Jordan Agricultural Research Centre .............................................................. 59
Figure 72 Site Context ......................................................................................................................... 60
Figure 73 Location Of the structure .................................................................................................... 60
Figure 74 Front View Of the structure ................................................................................................ 60
Figure 75 First Floor Plan.................................................................................................................... 61
Figure 77 Zoning of Spaces in the Building ........................................................................................ 61
Figure 78 Second Floor Plan ............................................................................................................... 62
Figure 79 Laboratory Design ............................................................................................................... 62
Figure 80 Entrance Lobby ................................................................................................................... 63
Figure 81 Glazing window panel at the entrance lobby ...................................................................... 63
Figure 82 Large windows on Facade ................................................................................................... 63
Figure 83 Side Elevation ..................................................................................................................... 63
Figure 84 Location of Krishi Bhawan ................................................................................................. 64
Figure 85 Krishi bhawan ..................................................................................................................... 65
Figure 86 Front facade Of the Building .............................................................................................. 65
Figure 87 Project site in urban ontext.................................................................................................. 65
Figure 89 Corridor ............................................................................................................................... 67
Figure 90 Gathering space on ground floor ......................................................................................... 67
Figure 91 Terrace Floor Plan ............................................................................................................... 67
Figure 92 Passive cooling Strategy ..................................................................................................... 68
Figure 93 Section X-X......................................................................................................................... 68
Figure 94 Section Y-Y......................................................................................................................... 68
Figure 95 South Elevation ................................................................................................................... 68

Figure 96 North Elevation ................................................................................................................... 68
Figure 97 Exploded Isometric view..................................................................................................... 68
Figure 98 Traditional jali work ............................................................................................................ 69
Figure 99 Igress of Light ..................................................................................................................... 69
Figure 100 Night purge system ........................................................................................................... 69
Figure 101 Isometric exploded view of the structure .......................................................................... 70
Figure 102 Palghar District.................................................................................................................. 76
Figure 103 Palghar District.................................................................................................................. 81
Figure 104 Agriculture Colleges in Palghar Region ........................................................................... 82
Figure 105 Availability of agricultural land around the site ............................................................... 86
Figure 106 Farmlands in Tembhode, Palghar ..................................................................................... 86
Figure 107 Sunpath Diagram .............................................................................................................. 88
Figure 108 Windrose Diagram ............................................................................................................ 88
Figure 109 Plot Area Diagram........................................................................................................... 102
List of Abbreviations
ICAR – Indian Council of Agricultural Research
GDP – Gross Domestic Product
ARI – Agricultural Research Institute
IARI – Imperial Agricultural Research Institute
SAU – State Agricultural Universities
DARE – Department of Agricultural Research and Education
APEDA – Agricultural and Processed Food Products Export Development Authority
NMSA – National Mission For Sustainable Agriculture
PKVY – Paramparagat Krishi Vikas Yojana
PMKSY – Pradhan Mantri Krishi Sinchai Yojana
PMFBY – Pradhan Mantri Fasal Bima Yojana

Table of Contents
Chapter 01 - Introduction ............................................................................................. 1
1.1 Introduction:................................................................................................................................. 2
1.2 Background study: ....................................................................................................................... 3
1.3 New Developments in field of Agriculture Education ................................................................ 4
1.4 Need of the design intervention : ................................................................................................. 6
1.5 Aim: ............................................................................................................................................. 8
1.6 Objective: .................................................................................................................................... 8
1.7 Scope of study: ............................................................................................................................ 8
1.8 Limitations of study: .................................................................................................................... 9
Chapter 02 - Methodology.......................................................................................... 10
Chapter 03 - Literature Review ................................................................................. 12
3.1 Agriculture ................................................................................................................................. 13
3.1.1 History of agriculture in the India .......................................................................................... 13
3.1.2 Agriculture in India ................................................................................................................ 15
3.1.3 Current scenario of Agriculture in India................................................................................. 15
3.2 Effects of urbanization on agriculture ....................................................................................... 17
3.2.1 Urbanization and the loss of agricultural land ........................................................................ 18
3.3 Government Policies and Schemes ............................................................................................ 19
3.4 Challenges faced by agriculture ................................................................................................. 20
3.5 What is Agricultural Education? ............................................................................................... 22
3.5.1 Agricultural education in the country ..................................................................................... 23

3.5.2 Agricultural Institute in India ................................................................................................. 23
3.5.3 Education criteria .................................................................................................................... 26
3.6 Challenges Faced by Agricultural Education In India............................................................... 28
3.7 Career Opportunities in Agriculture .......................................................................................... 30
3.8 Socio-active space-The role of agriculture as a development tool for the region ..................... 31
3.9 Types of agricultural Practices .................................................................................................. 34
3.9.1 Horticulture............................................................................................................................. 34
3.9.1.1 Department Of Floriculture and Landscape Architecture ................................................... 34
3.9.2 Organic Farming ..................................................................................................................... 36
3.9.2.2 Status of Organic Farming In India ..................................................................................... 38
3.9.3 Urban Farming........................................................................................................................ 39
3.9.3.1 Types of Urban Agriculture ................................................................................................. 40
Chapter 04 - Case Studies .......................................................................................... 42
4.1 Case Study 1. College of Agriculture, Pune .............................................................................. 43
4.1.1 Project Specification ............................................................................................................... 43
4.1.2 About the project .................................................................................................................... 44
4.1.3 The Programme & Planning Principles .................................................................................. 44
4.1.4 Inferences................................................................................................................................ 47
4.2 Case Study 2 - Horticulture Training Center, Talegaon, Pune .................................................. 49

4.2.4 Inferences................................................................................................................................ 53
4.3 Case Study 3 - Kokan Krishi Vidyapith, Dapoli, Ratnagiri ...................................................... 54
4.3.4 Inferences................................................................................................................................ 58
4.4 Case Study 4 - Jordan Agricultural Research Center, California ............................................. 59
4.4.4 Inferences : ............................................................................................................................. 63
4.5 Case Study 5 – Krushi Bhawan, Bhuvaneshwar ....................................................................... 64
4.5.2 About the Project .................................................................................................................... 65
4.5.4 Inferences................................................................................................................................ 71
4.6 Comparative Analysis ............................................................................................................... 72
Chapter 05 - Site Study And Analysis....................................................................... 74
5.1 Site selection parameters ........................................................................................................... 75
5.2 Implementation of site parameters ............................................................................................ 76
5.2.1 About Palghar District ............................................................................................................ 77
5.3 Regional Comparison ................................................................................................................ 80

5.3.1 Region Justification ................................................................................................................ 81
5.3.2 Agricultural Colleges in Palghar Region ................................................................................ 82
5.4 Site Selection ............................................................................................................................. 84
5.4.1 Comparative analysis.............................................................................................................. 85
5.4.2 Site Justification ..................................................................................................................... 86
5.4.2.1 Site Analysis ........................................................................................................................ 87
5.4.2.2 Climatic Analysis ................................................................................................................ 88
5.4.2.3 S.W.O.T Analysis ................................................................................................................ 89
Chapter 06 - Data Collection ..................................................................................... 90
6.1 Data Collection – Minimum standards of ICAR ....................................................................... 91
6.2 User Analysis ............................................................................................................................. 96
6.3 DCR requirements ..................................................................................................................... 97
6.4 Space standards ......................................................................................................................... 98
Chapter 07 - Discussion And Findings.................................................................... 102
7.1 Discussion and Findings .......................................................................................................... 103
Chapter 08 - Design Brief And Area Statement .................................................... 105
8.1 Design Brief............................................................................................................................. 106
8.2 Site Selection ........................................................................................................................... 107
8.3 Area Statement ........................................................................................................................ 108
Chapter 09 - Bibliography........................................................................................ 112
Chapter 10 - Plagiarism Report .............................................................................. 115

Chapter 01
INTRODUCTION
Mansi Dattatrey Thakur | Semester IX 1

1.1 Introduction:
It will not be doubted that with reference either to individual or national welfare, agriculture is of
primary importance. – President George Washington
Agriculture is the art and science of cultivating the soil, growing crops and raising livestock. It
includes the preparation of plant and animal products for people to use and their distribution to
markets.(Agriculture in Maharashtra, n.d.) Agriculture provides most of the world's food and fabrics.
In addition to providing food and raw material, agriculture also provides employment opportunities
to a very large percentage of the population. Agriculture is the primary occupation & largest source
of livelihoods in India and about 70 % of rural households depend on this sector.
Figure 1 Agriculture illustration

https://www.dreamstime.com/smart-farming-icon-set-image127578903
Today, new global trends in agriculture are characterized by climate change, global population growth
and improved dietary habits. According to the UN Food and Agriculture Organization's estimates,
population and income growth by 2050 will lead to a 70% rise in demand for global food supply,
while demand in developing countries would increase by 100 per cent compared to 2009. At present
in terms of agricultural productivity India hold second position. But productivity rates have been poor
in recent years, and several programs have been launched by the government. Agriculture is not only
about cultivation but also about business. Demands for agricultural research are becoming more
complex. Productivity challenges are now complemented by issues related to food protection, equity
and sustainability. There is an increasing appeal for agricultural research not only to contribute to
higher yields, but also to ensure that the advantages of research accrue to target groups and to retain
a natural resource base. The incorporation of these developments in the national agricultural research
programs is a major challenge for research planners. New organizational models are needed—one
that encourages users to engage in identifying and enforcing the research agenda.

1.2 Background study:
Civilization started with agriculture which, to this day, remains very important and plays a significant
role in our lives. And while its significance may be even more pronounced in some countries than
others, the reality is that every country depends on agriculture to sustain itself in one way or another.
Agriculture plays an essential role in sustaining and driving the economy. In India, agriculture has an
extensive background that goes back to ten thousand years. India has prospered due to the agriculture.
Agriculture is the main source of livelihood, it contributes about one fourth part of national
GDP. The agriculture sector recruits about 5% the entire man power. Thus, agriculture has seen its
most number of employment in India. This plays a key role in the socio-economic growth of the
country. The country also faces its share of problems. India having the second largest population, the
third largest economy, fourth largest agricultural sector in the world, still it cannot feed our farmers.
Farmers, that provide food, are undernourished. This has led to the economic downfall in the
agricultural sector. One of the reasons for this stagnation in agricultural sector is the lack of research
and adopting new technologies. Due to climate change, our crops production is declining. Other
hurdles in the way of agriculture development are the traditional mind state,backwardness,land
fragmentation,poor knowledge,economic backwardness of the farmer’s community etc. The decline
in agricultural innovation is directly related to the decline in agricultural education as well as it will
affect the economy of the country.
In agriculture, scientists are constantly trying to discover procedures that will increase livestock and
crop yields, boost farmland production, minimize disease and insect losses, create more effective
machinery and improve overall food quality. Researchers are searching for ways to raise farmers
incomes and safeguard the environment. In terms of creation of agricultural research center in the
Maharashtra region, the economic growth of farmers has flourished and has improved through a
dynamic approach in all areas of farming sector.
Agricultural Institute and Research Center will provide education where students learn farming skills
and a center for formulation and implementation of the agriculture research programs aiming at the
generation and adequation of technologies according to the needs of the country and to the socio-
economic situation of agriculture.
The world is growing technologically but the way agriculture is practiced in our country is still
the same. To overcome this we need to modernized the system & practices by creating this
institute and research centre which will technological develop the field of agriculture.

1.3 New Developments in field of Agriculture Education
Can the education system be responsible for the gap in demand and supply of agriculture? Our
education system has become a platform for students to give a lot of emphasis on marks only, ignoring
the other aspects beyond academics. Education should make a person free should broaden the horizon
of thinking and should encourage to experiment.
In order to sustain, diversify and realize the potential of agriculture sectors, it is necessary to develop
skilled human resources. Agricultural human resource development is a continuous process
undertaken by agricultural universities. Agricultural universities impart education in the various
disciplines of agriculture viz., Agriculture, Agricultural Engineering, Forestry, Horticulture,
Veterinary and Animal Husbandry, Dairy Science, Food Technology, Fisheries Science, Agriculture
Information Technology, Agri Business Management etc. It imparts education at the level of diploma,
degree, masters and doctoral level.
Education is important for the improvement of agricultural productivity such that formal education
opens the mind of the farmer to knowledge, non- formal education gives the farmer hands- on training
and better methods of farming and informal education keeps the farmer abreast with changing
innovations and ideas and allows farmer to share experience gained.
Figure 2 Innovtion in Agriculture Feild illustration

https://www.dreamstime.com/smart-farming-futuristic-technologies-farm-smart-farming-futuristic-technologie -image157461828

Agricultural education provides opportunities to learn basic agricultural skills and knowledge,
occupation training and retraining, and professional growth and development. Formal programs in
agricultural education are conducted at secondary schools, community colleges, and universities.
Figure 3 Professions related to agriculture

Source - https://www.dreamstime.com Edited - Author
Agriculture education programs not only teach students how to be farmers, but also train tomorrow's
scientists, nutritionists, teachers and so much more. A combination of classroom instruction and
applied agriculture experiences outside of the classroom build the foundation for educated consumers
and agriculturists. The learners will be more sensitive to their surroundings. As farming is a
community based occupation, younsters can develop social skills and in turn help their community
and will learn how agriculture affects their daily lives.
When farmers prioritize biodiversity on their land, it benefits the earth. Having more biodiversity
results in healthier soil, less erosion, better water conservation, and healthier pollinators. This is all
good news for the environment as a whole, making agriculture an important part of the cycle of life.
This design proposal will try to promote not only academic education but also learning and
training through practical management skills, developing a bridge between the learners and
the society, which will raise both the student and the farmer’s community while uplifting the
socio-culture of the region.
"Farming looks mighty easy when your plow is a pencil and you are a thousand miles from the
cornfield." -President Dwight D. Eisenhower

1.4 Need of the design intervention :
To start with the selection of the design proposal firstly studied the region like Palghar district,
Mumbai, Navi-Mumbai, Mumbai suburbs, Thane district, and Raigad district in order to understand
the availability of number of topics growing in those region.
Through studying the background of the area the basic problem of these regions revolves around the
agriculture. Thereafter doing some research and findings about the Palghar region it’s quite clear that
it had a large agricultural past. So all the powers and paths went in the direction of the agriculture.
Initial Proposal
Problem
“Undoubtedly, India’s agricultural sector represents innumerable opportunities for the global private
sector, which cannot be ignored. India is an agricultural country. Agriculture and its allied activities
act as main source of livelihood for more than 80% population of rural India”.Palghar is the newest
carved district of Maharashtra, India. It is a tribal district showcasing rural life and is a mixture of 12
different cultures. Rich in natural resources, bio-diversity, seafood, forest reserves, beaches and
manpower. This district supports a huge business related to horticulture and agriculture where
farming is as an occupation and primary business.
Unfortunately, farmers and young adults living in the region have limited access to such knowledge
and opportunity to work on a common goal in the agriculture field. Farmers do not have the right
equipment to advance productivity, there is a lack of agriculture education. For a design proposal,
perhaps an agricultural learning center that focuses on giving educational, personal, and professional
development to future and present farmers and upcoming youth to help improve their quality of life.
It’s essential to propose agricultural institute in this region to provide education of crop science,
horticulture, organic farming and urban farming besides developed new concepts and research
material related to agriculture in context of this regions which would be useful in future.
Societal Need
Agronomy is one of many ways to receive an income, but farming sector in this region is facing
challenges. According to one of the article ‘A Review on Agriculture Sector in Palghar District’ stated
that agriculture practicing in this region is undergoing a heavy stress as average land holdings is
decreasing day by day. Farmers' capacity to invest in land decreases as the amount of land available
decreases. Migration of farmers to cities in large area, no cooperative marketing approach amongst
farmer, monoculture, low productivity, rained farming, traditional mentality are the hurdles in the

progress of the district. If these issues are not addressed now, it will be difficult to keep agriculture
as a viable profession in the region, which would have an indirect impact on the economy. On the
other hand, many agriculturalists get desperate and take a risk to migrate to other cities or look for
retail jobs in the towns nearby. This is causing the region’s agricultural community to collapse.
Possibly, with this design proposal, farmers and upcoming generation will receive a better education
to understand the agribusiness, more job opportunities will be available for the community, farmers
will stay in the town, and they will have access to better equipment to improve productivity, which
will improve the agricultural community. This institute will not only focus on the development of this
specific region, but will also give other regions the opportunity to learn, educate, and explore the
region's cultural worth. Not only farmers but also the upcoming youth are required to be given training
about the usage of the components and farming techniques. The services of constant expertise,
guidance and counselling about agriculture needs to be developed. All should be encourage to use of
Modern Technology. There is a need to improve the knowledge and awareness levels of youngsters
through training and educational programmes, as well as organising numerous workshops and
awareness programmes that will contribute to the region's sociocultural development.
Architecture Solution
“Architecture is not just one thing,it is not just an art….. it has to deal with the real situation; it has
to do something beneficial for the society. Architecture can provide a better life for people”
(Vinnitskaya, 2011). This design proposal will serve as a space for farmers and future generations to
come together, develop their knowledge and experiences through workshops and education, and
develop a strategic plan to improve agricultural practices which will indirectly result in upliftment of
the region. At the end this institute flourish in the area in agriculture sector. Which is the strong
potential background of this region. The objective was to achieve a goal of agriculture in the rural
environment of Palghar region. The design proposal will provide possibilities for those in the Palghar
as well as its nearby districts who rely on farming as their primary source of income, as well as expand
knowledge and practice of urban farming and organic farming throughout the region. This institute
incorporate the undergraduate and postgraduate studies about horticulture, organic farming and urban
farming. Now coming to the research part of institute it will include the graduation and R&D studies
of above mentioned topics, which will help to local farmers to take advantage of research material to
do practice in their own land.

1.5 Aim:
To design an Agricultural Institute and Training Centre which will help people to educate about
organic farming, horticulture and urban farming while also serving as a socio-active space for
development of the region.
1.6 Objective:
 To design a center which will provide agriculture knowledge, agricultural research, as well as
practical and management skills.
 To provide training in agriculture and related fields as well as to assist farmers in the region with
farm advice services.
 To create a sociocultural space which relates to both society and culture, an informal space where
citizens can connect, watch, or participate in culture in their local neighborhood, leading in
regional development and information sharing. Exhibition and workshop areas that will not only
provide a platform for the promotion of culture but also raise knowledge about agriculture.
 To propose a research centre which will work and function towards developing new technologies
and parameters through which agriculture stream can develop globally despite of the global and
climatic challenges we are dealing with, which will be applicable worldwide.
 To create a space which will act as a connecting bridge between the students, farmers, researchers
and the localities.
1.7 Scope of study:
 The institute would flourish in this region because of the agricultural past of the Palghar region
also the soil and climatic conditions are favorable for horticultural crops & Agro forestry.
 The institute will create some opportunities for the people in the nearby regions like Thane district,
Raigad district who are dependent on farming as their main occupation. To spread the knowledge
and practice of organic farming, horticulture and urban farming in the region.
 Palghar as a rural region it’s beneficial to institute for having the large practicing land for
experimentation and research purpose.
 The agricultural institute and research center is about various technologies and development
researches where the scientist are teamed up with farmers to find new ways to produced more food,

improve the quality of their farmland and earn more money through organic farming.
 The emergence of roof top gardens, vertical gardens, street gardens etc are the techniques of Urban
farming it is making significant contribution towards sustainability locally as well as globally.
1.8 Limitations of study:
 Agriculture education has grown globally but in India it is still restricted to traditional methods,
there is a need to create awareness and invent new methodologies in the feild. Agriculture
education is very vast in knowledge and research. So this institute will be focusing on courses like
organic farming, horticulture and urban farming providing Bachelor and Master Degree, where
space for future expansion would be kept for the add on of other programs related to the feild.
 The Global and climate changes as well as the natural calamities will affect the program running
in the institute as this institute will be dealing with both theoretical as well as practical knowledge.
Weather conditions or soil conditions will affect some of the program which will not be performed
in this region.
 Architecturally create an institute which will relate to urban population but will cater to rural need.
To have urban population and urban youth to be a part of peri-urban context as the institute will
be located in peri-urban region for the availability of farmlands.
 The proposed site for the design program will only include some portion of farm lands for practice
and experimentations, whereas nearby agricultural land will be strategically utilized in the future
for the same.

Chapter 02
METHODOLOGY

Aim
Objective
Scope and Limitations
Background Study Literature review Case Studies Data Collection
Agriculture practices College of Site selection Minimum

Agriculture education agriculture-Pune criteria requirement for
Challenges in front of Horticulture Regional agriculture
agriculture and training centre- Parameters institute
education Talegaon Comparitive (ICAR)
Government Policies Jordan analysis Architectural
Journals and articles Agricultural Justification design standards
research Centre- Site analysis
California Context study
Krishi Bhawan -
Odisha
History and Statistical Data Site context Standard

development Understanding Functionality dimensions of
Current scenario regional context Programs spaces
Need of design Overview of Area statement Design programs
intervention policies and laws Circulation and functions
Purpose of Design
intervention
Discussion and Finding
Design brief

Chapter 03
LITERATURE REVIEW

3.1 Agriculture
Agriculture is the science of cultivating crops and livestock using the natural resources of the land.
Man has relied on hunting, fishing, and gathering food for his survival from the dawn of time,
snatching fruit from trees and scattering seeds in the cave's seams. Rainwater and a healthy,
productive soil have yielded positive effects. Seeing this primitive man, instead of the women, started
farming.
Agriculture has allowed people to grow surplus food. They may use this extra food when crops have
failed or exchange it for other products. Food surpluses allowed people to focus on other non-farm-
related activities.
From time to time changes rather improvements took place in the field of agriculture, from the
instruments to the method of irrigation. This improvement laid to more yield produce. Thus for the
development of country it is necessary that country is self-sufficient. In all respects basically
foodproduction so for this new technologies should be introduced.
"Agriculture...is our wisest pursuit, because it will in the end contribute most to real wealth, good
morals, and happiness." - President Thomas Jefferson
Figure 4Terms related to Agriculture

Source -https://www.shutterstock.com/image-illustration/agriculture-word-cloud-177137393
3.1.1 History of agriculture in the India
The history of agriculture in India dates back to the Indus Valley civilization era and even before that
in some parts of southern India. The earliest cultivation of crops in Indian agriculture began in 9000
BC, with domestication of crops and animals.(“History of Agriculture System in India,” 2017) Sooner

the technologies were implemented as the settlement of life started settling near the agricultural farms.
Sooner the two harvests started to being reaped in a year due to double monsoon (the seasonal wind
of the Indian Ocean and southern Asia, blowing from the southwest in summer and from the northeast
in winter. (in India and nearby lands) the season during which the southwest monsoon blows,
commonly marked by heavy rains; rainy season). Sooner the Indian agricultural products started to
various parts of world via existing trading networks.
With the advancement of agricultural technology in India, Indian crops began to have an impact on
the economies of other countries. A variety of irrigation techniques were used to help the crops grow
faster.
Evolution of Agriculture
2000 onwards
1990-2000
1950s
1960-80
1950s
Figure 5 Evolution In Agriculture

Source -https://www.analyticsvidhya.com/ -intelligence-in-agriculture-using-modern-traditional-farming-problems/

3.1.2 Agriculture in India

The agricultural sector of India involves two third of its workforce. The employees overall
performance is dependent on agricultural sector. This sector shares one third of GDP. The Indian
Council of Agricultural Research (ICAR) has developed an innovation-driven plan to boost the
agricultural sector's efficiency and effectiveness. It is considered as the most important organisation
in the country for increasing production and diversifying Indian agriculture.
In India, it is the primary source of income for the vast majority of the population. Agriculture, on
the other hand, appears to have declined in recent decades. Yes, this is true, because people will not
be exposed to such a situation until there is a food crisis. Food is one of a person's most fundamental
needs, and it is critical for the youth to be aware of the issues and their implications.
3.1.3 Current scenario of Agriculture in India

In India, the agricultural sector plays a vital role in the development of the economy. In the Indian
economy agriculture contributes one-third of the national income. Sixty percent of the export directly
or indirectly originates from agriculture sector. It provides employment to 67 percent of the work
forces. It plays a decisive role in economic development and planning and provides numerous to the
industrial and service sector.As of now, in terms of agricultural output, India is ranked second in the
world. India is also the largest producer in the world for milk, cashew nuts, coconuts, tea, ginger,
turmeric and black pepper. India also boosts of the largest cattle population (193 million) in the whole
world. Our country is also the second largest producer of wheat, rice, sugar, groundnut and inland
fish. India is the third largest producer of tobacco.(Agriculture in Maharashtra, n.d.)
The Indian agricultural sector is widely recognized for its complex climate trends, patterns of
cultivation and various policy recommendations. It cannot be said confidently that, due to the
nature of poverty, malnutrition and hunger, we have achieved total self-sufficiency in food grain
production. Political change is not enough to improve agricultural development. Policy reforms must
be followed by effective and productive expenditure in public goods, such as rural infrastructure,
irrigation, agricultural research and the expansion of rural education and health.1
Kekane Maruti Arjun (2013), in his article entitled “Indian Agriculture- Status, Importance and Role
in Indian Economy,” observed that Agribusiness assumes a fundamental job in the Indian economy.
More than 70 percent of the rustic family units rely upon agribusiness.
1
https://www.worldbank.org/en/news/feature/2012/05/17/india-agriculture-issues-priorities

Figure 6 State wise output of agricultural produced in India

Source - Background_Paper_Agri_Startups.pdf edited by Author
India is a tropical country and blessed with the four seasons, various agro-climatic regional zones
take place in the country, there’s a range of varied farming ( fig no. 02) in India where the farming
dwell according to the different regions. Also India with respect to topography differs a lot having
desserts, rivers, valleys, rainforests , snow ranges as the part.
Agriculture as a sector will never have a stop, it will always keep flourishing as the country has
different climatic as well as topographic zones where still the cultivation of varied food grains
take place. But the sector will be effected by the global and climatic changes happening for
example, the melting of glaciers, global warming etc.
Hano, Ajonok. (2011), in his paper entitled “Introduction to Agriculture” observed that Many of the
innovations introduced to agriculture by the scientific and Industrial revolutions paved the way for a
qualitative change in the nature of agricultural production, particularly in advanced capitalist
countries. This qualitative change became known as industrial agriculture. It is characterized by heavy
use of synthetic fertilizers and pesticides; extensive irrigation; large-scale animal husbandry involving
animal confinement and the use of hormones and antibiotics; reliance on heavy machinery; the growth
of agribusiness and the commensurate decline of family farming; and the transport of food over vast
distances. Industrial agriculture has been credited with lowering the cost of food production and hence
food prices, while creating profitable businesses and many jobs in the agricultural chemistry and
biotechnology industries.
In spite of the fact that industry has been assuming a significant job in Indian economy, still the
commitment of farming in the improvement of Indian economy can’t be denied.
3.2 Effects of urbanization on agriculture
Urbanization results in a constant loss of agricultural land, both directly and indirectly through the
use of agricultural land for non-productive rural activities. Farmers are under pressure as a result of
urbanisation processes, which include diminished agricultural land, negative externalities, and land
competition.Changes in urban populations, as well as their nutritional preferences and food
consumption, are affecting agricultural demand. More and more people are heading into the urban
area because of their desired lifestyle and the farmers remaining in the rural area or for farming in
different regions are far less likely to increase the demand for food in the urban area. There has been
a challenge in serving the growth of mega cities due to the limited number of agricultural producers.
(Urbanization and Agricultural Growth in India, S.S. Kalamkar, 2009)
Figure 7 Impact of urbanization on agriculture

Source - https://icar.org.in/content/agricultural_education_division
3.2.1Urbanization and the loss of agricultural land
The rapid growth of urbanisation and

cities has resulted in the takeover of some
agricultural land for city development
while changing land prices and the land
market around the cities, leaving the land
empty and not carrying out any
agricultural operations on the land in
preparation for selling the land as non-
agricultural land and profiting from the
Figure 8 Illustration - loss of agricultural land due to Urbanisation
land rather than using it.Urbanization also Source - https://www.financialexpress.com/opinion/cities-at-crossroads-
why-they-matter/212241/
tends to take over the land in developing it for adjoining cities and use for the benefit of the city.
Decreasing the availability of agricultural farming land. About 25% of world’s terrestrial surface is
occupied by farm land. Majorly in developing countries there are likely to be changes on the two ends
of the chain at the same time the requirement and the production. This also show the effect in the
economy of the nation as at first 22% of total GDP was only the part of agriculture (in India ).
Article - Urban Agriculture: The Saviour of Rapid Urbanization. BY Chaitra Bhat and Amit
Paschapur ( Division of Nematology, ICAR-Indian Agricultural Research Institute, New Delhi )
On Indian markets, rapid population expansion, excessive migration to cities, and increased
demand for fruits and vegetables have resulted in regular food shortages, food price inflation, and, in
some cases, food crises. The phrase "agriculture is a climate risk" refers to the fact that output and
productivity in rural regions change. Understanding these variations would lead to the concept of
"urban farming" as a major solution. The knowledge of how food grows, what grows regionally and
seasonally, how it is treated after harvest and how it moves from one place to other in a food route
before final consumption are all important lessons of urban agriculture. Urban agriculture also
provides fresh food, generates employment, recycles urban wastes, creates greenbelts and strengthens
cities resilience to climate change. According to this article Urban agriculture is the only way left to
solve the crisis. The limited land available in a highly populated town or so-called concrete jungle is
used for the cultivation of crops. High-value vegetables and nutritious green leafy vegetables are often
grown to meet the daily needs of a family or a small group, and the crop is sold to local markets.

3.3 Government Policies and Schemes
Agriculture is not just to ensures food security and thus keeps food inflation under control, but also generates
livelihoods for millions of rural poor. Agricultural policy of a country is mostly designed by the
Government for raising agricultural production and productivity and also for raising the level of
income and standard of living of farmers within a definite time frame. This policy is formulated for all
round and comprehensive development of the agricultural sector.Governments have made substantial
investments to increase the productive capacity of agriculture by building the necessary infrastructure.
Most of these investments attracted the development of irrigation, research and development (R&D)
and rural infrastructure. The aim is to form 10,000 clusters over the next three years and bring about five lakh
acresof agricultural area under organic farming. The government also intends to cover the certification costs and
promote organic farming through the use of traditional resources. 2
National Mission For Sustainable

Agriculture (NMSA)
Ithas been formulated for enhancing
agricultural productivity especially in
rainfed areas focusing on integrated
farming, water use efficiency, soil health
management and synergizing resource
conservation.
Pradhan Mantri Krishi Sinchai Yojana Paramparagat Krishi Vikas Yojana

(PMKSY) (PKVY)
It was an initiative to promote organic It has been formulated with the vision of
farming in the country, was launched by the extending the coverage of irrigation 'Har
NDA government in 2015. Khet ko pani' and improving water use
According to the scheme, farmers will be efficiency 'More crop per drop' in a focused
encouraged to form groups or clusters and manner with end to end solution on source
take to organic farming methods over large creation, distribution, management, field
areas in the country. application and extension activities.
Pradhan Mantri Fasal Bima Yojana Gramin Bhandaran Yojna

(PMFBY) This policy stands to create scientific
It is the government sponsored crop storage capacity with allied facilities in rural
insurance scheme that integrates multiple areas.To meet the requirements of farmers
stakeholders on a single platform.It provide for storing farm produce, processed farm
insurance coverage and financial support to produce and agricultural inputs.Promotion
the farmers in the event of failure of any of of grading, standardization and quality
the notified crop as a result of natural control of agricultural produce to improve
calamities, pests & diseases. their marketability.
2
https://www.indiatoday.in

In India, the main objectives of agricultural policy are to remove the major problems of
agricultural sector related to improper and inefficient uses of natural resources, predominance
of low-value agriculture, poor cost-benefit ratio of the sectoral activities and insignificant
progress of cooperative farming and other self-help institutions.
3.4 Challenges faced by agriculture
During the 1970s, India's agriculture had a tremendous technological breakthrough with the Green
Revolution. However, since then the demand has increased in many ways, which has not been met
proportionately with the increase in productivity, the lack of investment in research and development,
infrastructure development, and technology application is one of the primary hurdles to India's
agricultural prosperity.
Farmers' incomes are low and fluctuate over time, which is one of the key causes of agrarian suffering.
The situation is significant and worsening with time, affecting huge portions of the society that rely
on agriculture for a living. Stagnant or declining income levels may have a negative impact on India's
agriculture economy.
Nidhi Dwivedy , in the article entitled “Challenges faced by the Agriculture Sector in Developing
Countries with special reference to India” mentioned some of the developmental challenges faced
by the Indian agriculture sector in particular and developing nations in general are illiteracy, poor
socioeconomic conditions, lack of technical knowledge and awareness, small land holdings,
modernization leading to barren land and disasters leading to rural poverty, weather-dependent
farming systems, low per capita income, underdeveloped physical infrastructures and inefficient
bureaucratic procedures associated with the comparatively high cost of agricultural production.
Natural disasters and human-induced environmental degradation are closely associated with
improved farming systems. There are also challenges faced because of less inputs of funds in field of
agriculture development and research Centre with respect to the government policies. India has no
coherent agriculture policy in place which addresses the issues of productivity growth in Indian
agriculture. There are no proper financial policies carried out where the interest rate is high and he
return is very low.
No proper infrastructure policies have been carried which have resulted in the decline of the sector.
The declining productivity and low capital formation in the agricultural sector can be largely
attributed to the declining public investment in the sector.

Policies and Loans
Market Prices
Climatic Conditions 10%

12%
Low capital
Soil and 46%

Topography
32%
Transportation
Land Fargmentation
Labour
Land Holdings and Ownership
Economic environmental
Social political
Figure 9 Factors affecting Agriculture Source - author
Until and unless the root cause are not solved, the agriculture as a sector will not be flourished,
there’s a need to create awareness regarding the same . There is a need to apply existing
knowledge of effective interventions targeting agricultural production and farm level economic
factors. Appropriate policy measures are required to stimulate the slow pace of private
investment in agriculture. There is an urgent need for governments and private donors to
increase funding for agricultural research.

3.5 What is Agricultural Education?
Agricultural education teaches students about agriculture, food and natural resources.
Through these subjects, agricultural educators teach students a wide variety of skills, including science,
math, communications, leadership, management and technology.Agricultural education is delivered
through three interconnected components:
1. Contextual-inquiry based instruction and learning

2. Learning experiences that usually take place outside of the classroom, supervised by the agriculture
instructor.
3. Delivered through student organizations such as the National Organization, the National Young Farmer
Education Association, National Postsecondary Agricultural Student Organization and others.
Figure 10 The three component model

Source - https://sierraffa.weebly.com/ag-program.html
Agricultural education provides opportunities to learn basic agricultural skills and knowledge,
occupation training and retraining, and professional growth and development. Formal programs in
agricultural education are conducted at secondary schools, community colleges, and universities.
Agriculture education programs not only teach students how to be farmers, but also train tomorrow's
scientists, nutritionists, teachers and so much more. A combination of classroom instruction and
applied agriculture experiences outside of the classroom build the foundation for educated consumers
and agriculturists.

3.5.1 Agricultural education in the country
The first agricultural institute was established in 1905 at PUSA, BIHAR, as an agricultural research
institute (ARI), The name PUSA Institute is derived from the fact that the institute was originally
located in PUSA Bihar as the Imperial Institute of Agricultural Research in 1911. It was then renamed
as the Imperial Agricultural Research Institute in 1919 and following a major earthquake in PUSA, it
was relocated to Delhi in 1936. The current institute in Delhi is financed and administered by the
Indian Council of Agricultural Research (ICAR). The IARI was responsible for the research leading
to the "Green Revolution in India" of the 1970s. Agricultural Universities (AUs) are mostly public
universities in India that are engaged in teaching, research and extension in agriculture and related
disciplines. In India, agricultural education has evolved into a large and distinct domain, often
separately from other areas of higher education. Indian Council of Agricultural Research is the main
regulatory authority of agricultural education in India.
1905
PUSA,Bihar
Agricultural
research institute 1936
(ARI) Relocated to Delhi
1911 1970
Renamed as Administered by
Imperial Institute Indiam Council of
of Agricultural agricultural
Research(IAR) research(ICAR)
Figure 11 Timeline of ICAR

Source - author
3.5.2 Agricultural Institute in India
The Indian Council of Agricultural Research (ICAR) is an autonomous organization under the
Department of Agricultural Research and Education (DARE), Ministry of Agriculture and Farmers
Welfare, Government of India. Formerly known as Imperial Council of Agricultural Research, it was
established on 16 July 1929 as a registered society under the Societies Registration Act, 1860 in
pursuance of the report of the Royal Commission on Agriculture.

The ICAR has its headquartersat New Delhi. The Council is the apex body for coordinating, guiding
and managing research and education in agriculture including horticulture, fisheries and animal
sciences in the entire country. With 101 ICAR institutes and 71 agricultural universities spread across
the country this is one of the largest national agricultural systems in the world.
The Council is the apex body for coordinating, guiding and managing research and education in
agriculture including horticulture, fisheries and animal sciences in the entire country. With 97 ICAR
institutes and 45 agricultural universities spread across the country this is one of the largest national
agricultural systems in the world.3
Figure 12 Agricultural Education In India

3
D:\sem 09\DD\word file\1 https:\www.worldbank.org\en\news\feature\2012\05\17\india-
agriculture-issues-prioritieshttps://icar.org.in/content/agricultural_education_division
Agricultural institute all over India
Figure 13 Map showcasing agricultural universities in India
There are 64 Research Institute, 6 Bureax, 15 National research Centre, 15 Project directorates in
India working under ICAR

3.5.3 Education criteria
In the field of agricultural science, India offers a wide range of undergraduate courses.
On the one hand, someone with an engineering inclination can enrol in a B. Tech degree in
agricultural sciences; on the other hand, anyone can enrol in any B.Sc. programme in the field.
Depending on one's interests, one can choose from a number of subjects.Undergraduate programmes
of this type usually last four years (8 semesters). This is done in order to give candidates with a firm
foundation in diverse agricultural topics.
Minimum eligibility requirement for admission:
To be eligible, a candidate must have passed 10+2 science examination with

PCB/PCBM/PCM/10+2
Agriculture having scored not less than 50% marks in aggregate.
With condition that candidates coming from different streams must take remedial courses as
prescribed.
Mode of Admission Weightage
Mode of admission & weightage:

10%
Entrance –cum-academic performance
1. Entrance-60% 30%
th
2. 12 standard-30% 60%
3. 10th standard-10%
10th Standard 12th Standard Entrance
Figure 14 Mode of Admission Weightage
Master’s Program in Agriculture in India Source -author
Various agricultural universities in India provide dozens of postgraduate programmes in agricultural

science. These programmes are designed to develop experts with specialised expertise in any area of
agricultural sciences.The universities offer M.Sc. Agri Science and Doctoral degree programmes in
a wide-ranging stream of agriculture. Many of the universities also offer Inter-faculty programmes
like Masters in Agricultural Business Management, M.Sc. Agricultural Biotechnology, M.Sc. food
Science and Technology or M.Sc. Environmental Science and technology.
Normally one can learn the skills in more than a dozen branches of agriculture in these agricultural
universities.
Usually, these 2-year degree programs are aimed at providing useful and specific inputs on a range
of important topics such as:
 Soil geography
 agricultural land use pattern
 Soil Erosion and its Conservation
 Concepts in plant pathology and entomology
 Latest Agricultural tools, machines and Technical know-how.
 Water management in agriculture and irrigation technologies etc.
And also about latest breakthroughs in the field of agriculture such as use of GIS (Geographic
Information System) for increased and better agricultural output.
Qualifications for admission to Masters Programmes:

Candidates seeking admission into any of the courses must have passed the relevant Bachelor’s
Degree examination from an institution accredited by ICAR.
Mode of Admission weightage: Mode of Admission Weightage
Entrance –cum-Academic performance
10%
1. Entrance – 60% 10%
2. Undergraduate – 20%
3. 12th standard – 10% 20% 60%
4. 10th standard – 10%
Entrance Undergraduate 12th Standard 10th Standard
Figure 15 Mode of Admission Weightage

Source -author
Fellowship & Research Programs in Agriculture in India
Doctoral degree programmes and fellowship are also offered by many agricultural universities of
India. These are aimed at generating first-class research in the field of agricultural sciences. There is
no dearth of subjects for carrying out research under the broad field of agricultural science. If on one
end of the spectrum, one finds Soil geography, Soil Erosion and its Conservation then on the other,
latest topics such as ‘use of GIS in agriculture’ can also be taken up for further exploration.

Duration of the program:

Generally, these programmes are supposed to be completed in 3-6 years.
Eligibility for admission:
Master’s degree in respective or related subjects is essential to pursue PhD.
Mode of admission:
NET/GATE qualification or as decided by the respective university for admission.(Programs in
Agriculture | Master’s Course in Agriculture | Bachelor’s Program, n.d.)
3.6 Challenges Faced by Agricultural Education In India
Ashish.K.Makwana, in the research paper entitled “AGRICULTURAL EDUCATION IN INDIA:

CHALLENGES AND PROSPECTS” stated that agricultural universities have done a commendable
job, but they face certain challenges in the current liberalised and globalised era of the World Trade
Organization and the General Agreement on Trade in Services, such as financial constraints, lack of
autonomy, inbreeding, and faculty competence in newer areas of agricultural sciences, among
others.Agricultural education being a professional education, it is necessary to take remedial
measures so as to ensure food sufficiency for our growing population.
The educational expansion, universalization of elementary education, higher and professional
education and overall quality of education are major challenges before the country. It must adhere to
specific principles and adapt to diverse conditions such as population expansion, political, social, and
economic growth, and so on. As a result, educational philosophy and practise must be reviewed,
reconsidered, and rearranged. In the changing context of globalization, liberalization and advances in
teachers and teacher educators need to become conversant with International trends.
‘Innovative approach should be adopted to strengthen agricultural research and education in India.
State agricultural Universities can play an important role in this direction by providing research based
projects with the help of industry’, said Dr. Montek Singh Ahluwalia, Deputy Chairman, Planning
Commission, Government of India.
‘Four percent agricultural growth will be needed for growing economy like India. It would require
more investment in knowledge management, institutional support and diversification in agriculture,
government is also willing to fund such projects’, also “some institutes can be converted into the
center of excellence. ‘Institutional support, better infrastructure and faculty development can help
them to emerge at next level’, said Dr. S. Ayyappan, Secretary, DARE and Director General, ICAR.4

According to the Census 2011, every day 2,000 farmers give up farming. The young among the
farming communities are hardly interested in agriculture. Even after graduating from agricultural
universities, the vast majority of students seek employment in other fields, a phenomenon known as
the "great Indian agro brain drain." Agriculture, appears to be dependable: despite its declining
contribution to the country's gross domestic product, agriculture employs 55 percent of the workforce.
Mr.Jitendra,( 31 January 2017) in his paper “how to inspire India’s youth to take up farming” had
spoken to students of agriculture to understand what can attract the youth to farming and had
concluded some points –
This agro brain drain must be stopped. The government should devise programmes
that allow students to sell and provide fertilisers and pesticides, allowing farmers to
receive accurate advise on the amount to use for a certain crop. It is common
knowledge that agriculture students rarely apply their knowledge in real farming, but
this must change.
The youth should also be taught about profitable farming techniques and systems so
that less land and resources are used.
The current conditions—soil health, rainfall patterns, and farming cultures—must be

made known to the youth. They must be educated on the most recent agricultural
technical developments. Precision agriculture and organic farming are the solution.
Young farmers must be taught about post-harvest management and value
enhancements by agricultural institutions.
Higher-level agricultural universities must become more relevant by encouraging

students to become entrepreneurs by teaching them new agro-innovations and skills,
as well as raising understanding of existing banking and market systems.
A distinct Indian Agriculture Service, similar to the Indian Administrative Service

and the Indian Forest Service, is required. This would not only strengthen the agro-
regulatory system, but it will also create jobs for agriculture students. Agriculture as
a subject should be taught beginning in elementary school. It's time to cheer up the
rural community a little
4
agriculture-issues-prioritieshttps://icar.org.in/node/3307
3.7 Career Opportunities in Agriculture
Agricultural science is concerned with the production, processing, and productivity of crops, as well
as the final products for customers. Improving the quality and quantity of farming, increasing
agricultural output, reducing labour, conserving soil and water, and pest management are all major
efforts. Agriculture sector is not only about scientific research and development. It provides roles for
students with business backgrounds as well. The traditional career opportunities are there in
Government departments, research and education, nationalized banks, agri-inputs industry and
Government and Policy making Agencies. The emerging sectors include
 Agribusiness
 Food processing
 Financial sector
 Retailing
 Rural marketing
 International trade
 Rural credit and insurance
 Warehousing & commodities
 NGOs and KPOs
The key areas of MBA in Agri-Business are
 Agricultural Pricing
 Agricultural Law
 Agricultural Trading & Merchandising
 Agricultural Economics
 Agricultural Data Analysis and Farm Management.
The non-scientific roles include marketing, technical sales, merchandising, economists, accountants,
finance managers, commodity traders, communication & education (social services).
Several startups and entrepreneurs are coming up within the agricultural sector. The four Major Areas
of AgriTech Startup are disease and pest control, timely irrigation and soil health, aerial survey to
detect anomalies, and packaging and transportation. 5
Hence, persons from science and/or business background, want to do something good for the
society, and have got the entrepreneurial creature, then agricultural sector is for them.
5
http://www.hillagric.ac.in/aboutus/vc/vc_addresses/pdf/2017/08.12.2017-Agri.Edu.Day-03.12.2017.pdf

3.8 Socio-active space-The role of agriculture as a development tool for the region
What is the relationship between the idea of the Institution and that of the everyday life? While one is
steeped in creating value systems that transcend the everyday, the other is steeped in the rhythms of
eating sleeping and working. The moment when body, time and space collapse, is the Event. These
events can be important or inconsequential. They can be celebrations. meetings or other affairs.
Architecture is within these.
The intervention also aimed at providing platform where people can come together as a community
and produce organically made fertilizers that can be sold at local markets in cities, thereby generating
collective income for the community. It also aimed at providing a centre where the local farmers can
procure information on technological advancements in agriculture and farming techniques.
An interactive space where community involvement takes place for a variety of reasons, allowing
people to meet their neighbours, exchange their thoughts and opinions, and become more involved in
their community.
A space where agricultural practises can be promoted, spread, and the current state of agriculture, as
well as new agricultural technology and methodology, can be discussed.
In such a socio-active space, a variety of workshops, awareness programmes, lectures, and festivals
can be held. Such areas are frequently associated with people's basic necessities, and the agriculture
and food sectors stand out in the current economic crisis.
Figure 16 Community Interaction space

Source - https://www.pngwing.com/en/free-png-ijuka

The local community will learn by non-formal education and have the scope to work at situ. This way
a number of farmers will get an income for their work while benefiting the institution as well.
The program will be structured in courses of 7 days to 6 months duration. After that they will have the
scope to work in existing project to acquire more skill or they can apply their learning in own farm
lands producing better output. Some of locally grown crops will be sold at the adjacent farmer's market
while the rest will be delivered to urban retailers. So that the local community gets the benefit of fresh
organic crops at an affordable price.
Developing educational exhibits for public events such as fairs, festivals and store promotions. With
today’s technology, videos and pictures can be used to take the public on a virtual tour of a farm or
through the phases of safe food production. The more visual and/or interactive an exhibit can be the
better. Workshop on the identification and assessment of agricultural practices and technologies to
enhance productivity in a sustainable manner, food security and resilience or workshop on the current
state of scientific knowledge on how to enhance the adaptation of agriculture to climate change impacts
while promoting rural development, sustainable development and productivity of agricultural
systems.6
Guidance
Program
Workshops
Exhibition and Display

area
Seminar
Market cum selling Awareness

centre Programs
Activities held in Socio-Active Space
Figure 17Activities taking Place in Socio-active space

Objectives of the centre-

 To organize on and off campus training programmes for farmers, rural women and youth to make
them aware about the latest technologies in agriculture.
 To organize short and long term vocational training courses On-farm testing to identify the
location specificity of agricultural technologies under various farming systems; Front-line
demonstrations to establish production potentials of technologies on the farmers' fields
 Training of farmers to update their knowledge and skills in modern agricultural technologies.
 Work as resource and knowledge centre of agricultural technology for supporting initiatives of
public, private and voluntary sector for improving the agricultural economy of the district.
Figure 18 Informal Learning Methodology

Source - https://contextbd.com/wp-content/uploads/2018/02/Inst-for-marginal-farmer_methodology.jpg
6
https://www.canr.msu.edu/news/promoting_agriculture_every_day

3.9 Types of agricultural Practices

3.9.1 Horticulture
Horticulture is the branch of Agricultural Science that deals with the cultivation of plants,vegetables,
flowers, fruits, herbs, shrubs, bushes, ornamental trees and landscaping for gardens, maintaining
nurseries, green houses, gardens, and plantations and also floriculture or cultivation offlowers.The
branch now has also direct or indirect application in food technology industries as Production,
harvesting and storing of vegetables all are highly mechanized and merges into food technology.
Plants are grown under strictly controlled conditions using sophisticated sensors, computers.
Biological control of pests and diseases is common.
In India, about 55–60 per cent of the total population

depends on agriculture and allied activities.
Horticultural crops constitute a significant portion of
the total agricultural produce in India. They cover a
wide cultivation area and contribute about 28 per cent
of the Gross Domestic Product (GDP). These crops
account for 37 per cent of the total exports of
agricultural commodities from India.
Figure 19 HORTICULTURE
Source -https://www.gograph.com/stock-illustration/horticulture-word.html
3.9.1.1 Department Of Floriculture and Landscape Architecture
The Department of Floriculture & Landscaping was founded with the primary objective of carrying
out multi-functional activities such as teaching, study and extension in floriculture & landscaping. It
works on teaching and research in the floriculture and horticulture sector for students and farmers.
Objectives
1. To provide under graduate education in floriculture & landscaping discipline.
2. To introduce post graduate programme for floriculture & landscaping in future.
3. To strengthen the research farm and nursery activity for under graduate students for
practical teaching works in floriculture & landscaping.
4. To initiate the teaching-research in basic and advanced concepts of landscaping and crop
improvement on various flower crops.7
7
http://www.jau.in/coh/index.php/departmets/department-of-floriculture-and-landscape-architecture

Education:
Degree - Bachelor of Science (BSc Floriculture & Landscape Gardening)
Course Duration: 3 years
The Bachelor of Science in Floriculture and Landscaping (B.Sc.Floriculture and Landscaping) is a
Graduate Course in Science and Technology in Agriculture. The floral industry is divided into two
categories: first, floriculture, or flower farming, which is a specialty of horticulture concerned with
the cultivation of flowering and ornamental plants for gardens and floristry, and second, landscaping,
which is a specialty of horticulture concerned with the cultivation of flowering and ornamental plants
for gardens and floristry.8
Employment opportunities:
The Floriculture and landscape architecture industry offers a variety of jobs, both directly and
indirectly. Many jobs require knowledge and research in horticulture.. The nature of work may be
indoor or outdoor. The following are the identified categories of jobs that require degrees of
familiarity with Floriculture and landscape architecture:
 Nursery operation
 Turf grass operation
 Landscape technician (establishes and maintains landscape)
 Floral designer (creatively arranges flowers)
 Teacher/trainer (teaches horticulture in formal or informal system)
 Researcher (conducts research to develop new products and varieties)
The study of plants for their ecological significance and as food sources has grown in popularity over
time. People in today's post-industrial world are increasingly worried about the safety and nutritional
worth of their food supply, and they are increasingly opting to meet their nutritional demands directly
from plants. Subsequently, the degree programs for both horticulture and agriculture teach important
concepts that affect the wellbeing of people groups around the world.9
8
https://www.indcareer.com/course/b-sc-floriculture-landscape-gardening
9https://www.bestchoiceschools.com/faq/what-is-the-difference-between-a-horticulture-degree-and-an-
agriculture-degree/
3.9.2 Organic Farming
Organic farming is not a new concept in India; it has been practised since ancient times. It is a farming
strategy that focuses on cultivating the land and developing crops in such a way that organic wastes
are used to maintain the soil alive and healthy (crop, animal and farm wastes, aquatic wastes) and
other biological materials along with beneficial microbes (biofertilizers) to release nutrients to crops
for increased sustainable production in an eco friendly pollution free environment.
As per the definition of the United States Department of Agriculture (USDA) study team on organic
farming “organic farming is a system which avoids or largely excludes the use of synthetic inputs
(such as fertilizers, pesticides, hormones, feed additives etc) and to the maximum extent feasible rely
upon crop rotations, crop residues, animal manures, off-farm organic waste, mineral grade rock
additives and biological system of nutrient mobilization and plant protection”.
FAO suggested that “Organic agriculture is a unique production management system which promotes
and enhances agro-ecosystem health, including biodiversity, biological cycles and soil biological
activity, and this is accomplished by using on-farm agronomic, biological and mechanical methods
in exclusion of all synthetic off-farm inputs”.
3.9.2.1 Need of organic farming
Figure 20 Key features of Organic Farming

Source - https://www.sciencedirect.com/topics/earth-and-planetary-sciences/organic-farming

With the increase in population our compulsion would be not only to stabilize agricultural production
but to increase it further in sustainable manner. The scientists have realized that the ‘Green
Revolution’ with high input use has reached a plateau and is now sustained with diminishing return
of falling dividends. Thus, a natural balance needs to be maintained at all cost for existence of life
and property. The obvious choice for that would be more relevant in the present era, when these
agrochemicals which are produced from fossil fuel and are not renewable and are diminishing in
availability. It may also cost heavily on our foreign exchange in future.10
Figure 21 Principles Of Organic Farming

Source - https://agritech.tnau.ac.in/org_farm/orgfarm_introduction.html
10
agriculture-issues-priorities https://agritech.tnau.ac.in/org_farm/orgfarm_introduction.html
3.9.2.2 Status of Organic Farming In India
Organic food and farming have continued to grow across the world. Since 1985, the total area of
farmland under organic production has been increased steadily over the last three decades (Willer and
Lernoud, 2019). By 2017, there was a total of 69.8 million hectares of organically managed land
recorded globally which represents a 20% growth or 11.7 million hectares of land in comparison to
the year 2016. This is the largest growth ever recorded in organic farming (Willer and Lernoud, 2019).
The countries with the largest areas of organic agricultural land recorded in the year 2017. Australia
has the largest organic lands with an area of 35.65 million hectares .
Organic farming has been discovered to be an ancient Indian method that has been practised in
innumerable rural and farming communities for years. The introduction of modern techniques,
combined with a growth in population, resulted in a demand for conventional farming, which includes
the use of synthetic fertilisers, chemical pesticides, and genetic modification techniques, among other
things.Organic cultivation has an immense prospect of income generation too (Bhardwaj and Dhiman,
2019).
The progress in organic agriculture is quite commendable. Currently, India has become the largest
organic producer in the globe (Willer and Lernoud, 2017, 2019) and ranked eighth having 1.78
million ha of organic agriculture land in the world in 2017 (Sharma and Goyal, 2000; Adolph and
Butterworth, 2002; Willer and Lernoud, 2019).
Education :
In a first of its kind initiative, the Indira Gandhi national Open University (IGNOU) in collaboration
with the agricultural and processed food products export development authority (APEDA) of the
ministry of commerce, govt. of India, has developed a 6-months duration certificate in organic
farming programme. As it would be imparted in IGNOU’s open and distance learning mode, persons
with secondary school qualification (10+2 pass) in any part of the country could Enroll in it.11
Minimum duration: 6 months
Maximum duration: 2 years
11http://www.ignou.ac.in/ignou/aboutignou/school/soa/programmes/detail/29/2

3.9.3 Urban Farming
Urban agriculture, urban farming, or urban gardening is the practice of cultivating, processing, and
distributing food in or around urban areas like cities and metropolitan cities for food, other humans
needs or economical purpose including processing marketing and distribution of products.. Urban
agriculture can also involve animal
husbandry, aquaculture, agroforestry, urban
beekeeping, and horticulture. These activities occur
in peri-urban areas as well, and peri-urban
agriculture may have different characteristics.
Urban farming includes food processing, which
takes place within the city and within the municipal
borders themselves. Instead of relying on rural or
remote farming to produce, harvest, process and
transport food to cities, all this is done in a much
closer proximity to the customer. Urban agriculture
solutions can take a range of commercial and non- Figure 22 Illustration of urban Farming
Source - https://www.istockphoto.com/vector/urban-
commercial types. farming-and-gardening-collage-gm899
There is also a cultivation practice in peri-urban area called peri-urban agriculture, which has entirely
different characteristics. According to the reports of FAO, by 2030, 60 per cent of the people in
developing countries will likely live in cities. This rapid growth of city population in the developing
world is placing demands on urban food supply systems leading to food shortages during the time of
crisis. Urban agriculture is the only solution left to overcome this crisis. The minimal land available
in heavily populated town or so called concrete jungles are utilized for cultivation of crops. 12
The reasons why should we opt for urban farming in growing and developed cities as the growing of
crops, processing and marketing can easily be combined with other household tasks, thus promoting
efficient use of time. Urban farming can be practiced to produce fresh and safe food for family
consumption, with the surpluses to be marketed. In particular, leafy vegetables can be grown even in
pots, in vacant.There are many such benefits of urban farming which includes conservation of the city
environment by making the urban areas greener and also restoration of the climate.
12krishi.icar.gov.in

3.9.3.1 Types of Urban Agriculture
a) Backyard Gardens
This is cultivating food in the homeland. Its produce
is mostly shared between friends, family, and
neighbors as it typically leads to a harvest surplus.
The food can be preserved and conserved as well.
Backyard gardens benefit communities as neighbors
can share each other’s backyard and use different
farming methods leading to better yields.
Figure 23 Backyard Gardening
b) Street landscaping
That is the landscaping of streets for various purposes,
such as community gardens, that the local residents
prefer to use for. Not only do they make the streets
look beautiful but they also purify the air and creates
a clean atmosphere. Because they are located
primarily along the street, their added advantage is
their ability to reduce urban runoff from
Figure 24 Street Landscaping
stormwater.
c) Kitchen gardening: Plantations of vegetables and
fruits in and around the household for everyday
kitchen use. It is a very small-scale cultivation in
which the goods are used for domestic purposes and
there is no surplus output for sale. This is to meet the
everyday needs of a small family and to become less
dependent on the availability of the business. Figure 25 Kitchen Gardening
d) Rooftop gardening: Growing vegetables and

herbs onthe roof of a house or building by a single
family or group of families to meet the daily needs of
a family ora community. The goal here is to use the
empty space available on the roof and reduce market
dependency.
Figure 26 Rooftop Gardening

e) Vertical farming: Crop cultivation in vertically

stacked layers. The key benefit of vertical farming
technology is the improvement in yield per unit area
used. Vertical farming can be followed in large
houses,abandoned old buildings and even on walls.
The goal here is to multiply the minimum area
available for thedevelopment of vegetables. Figure 27 Vertical Farming
f) Green house gardening: The broad empty areas

in and around the locality can be filled by a
greenhouse for the production of high-value crops.
They may be operated by individual or group or
commercial owners. Greenhouses are known for
cultivating high value crops under managed
environmental conditions and yielding a higher
quantity of produce than open field cultivation. Figure 28 Green House Gardeninig
g) Container gardening: Usage of recyclable
materials available inurban areas for the processing of
crops. The main focus here is toreduce, recycle and
reuse scrap material that cause pollution in cities.
Waste products can include plastic bottles, torn
shoes, broken containers such as barrels, buckets,
mugs and other municipal waste. Figure 29 Container Gardening
h) Peri-urban farming: Cultivation of crops in the

periphery of urban areas is peri-urban cultivation.
Farmers may pursue large-scale production systems
by setting up polyhouses, animal husbandry,
horticulture etc. This production method is primarily
followed in India. Transport expenses, middlemen's
fees are drastically reduced or almost nil in this
system. Fresh produce leafy herbs and seasonal and Figure 30 Peri-urban Farming
regionally available vegetables and fruit are
13https://agriculturegoods.com/urban-farming/
cultivated and sold. 13
Chapter 04
CASE STUDIES

4.1 Case Study 1. College of Agriculture, Pune
Intent of the study

 To understand the functionality of institutional building.
 To study the Interpretation of landscape design in surrounding of main structure which plays a vital
role in outdoor circulation.
 The structure is following symmetry in planning as well as in elevation, so the balance movement
we can see in visuals while roaming around the site.
 College of Agriculture, Pune is an institute that specializes in all agricultural studies and research.
The college is equipped with traditional as well as modern technologies for agriculture. This case
study helped to understand how agriculture is taught to the students. The college has almost 10-15
farms in the premises that is based purely on research. The campus also included houses residential
spaces- hostels, staff quarters, director’s house etc. It also has many sports facilities provided for
their students.
4.1.1 Project Specification
• Narveer Tanhaji Wadi,Shivaji Nagar, Pune,
Location
Maharashtra
Climatic condition • Hot semi-arid climate, Temp-28° C
Plot area • 308 Acre
Ground coverage • 30 %
Year of completion • 1969

•By road - Mumbai-pune Highway, Hinjawadi Road-
Accessibility Vidyapeeth Road
•By Railway - Sinhagad Express Pune Jn, Pune Station
Location
Maharashtra
Agriculture university campus

Pune
India Figure 31 Location of college of agriculture,Pune

4.1.2About the project
Today, all research colleges are governed by this Institute and dialogue with other countries in the field
of Agriculture takes place through it. The University also conducts leading research in the fields of
Pathology. Microbiology. Biotechnology, Diary farming . Fisheries, Tribal Agriculture etc. The
campus is a significant historic and architectural landmark in the area. The large tree-lined avenues
and hand-crafted stone buildings are not only considered heritage by many, but represent “pride of
place” for peoples in Pune , and are considered suitable locations for shooting films .
Figure 32Front Side Of College Of Agriculture
Aim: To educate people in the latest technologies and advanced research in the field of agriculture,
that takes place at national level.
Zoning
Zoning of the campus is according to the accessibility of the external road where as the zoning of the
site inside is done according to the functionality of the site from the entrance to the farmfields.
Connectivity between spaces: the connectivity is maintain by the Corridors that run throughout and
also through the courtyard.
4.1.3 The Programme & Planning Principles
Main building
The c-shaped building is a fine example of British neoclassical architecture. A central core of
classrooms and offices is wrapped by an open arcaded verandah adorned by elements such as bull's
eye, arches and carved jallis. A double-height entrance foyer, surmounted by a semicircular dome
provides entry to the structure.Only ground floor level is used for administration work and officials of
the college where as the upper floors are the offices for the facilities for agriculture from government.
The work area of these people are administration area, which work on clerical work of the institute and
work of the council of agriculture, etc. These is the oldest agricultural institute in India.14
14
https://www.behance.net/gallery/4001123/Conservation-of-College-of-Agriculture-Pune

No.of Classrooms: 4
Entrance Foyer
Lecture Halls
Administration
block
Corridor
Figure 33 Ground Floor Plan
Figure 34 Central Lobby
Figure 35 south Elevation (Front side)
Figure 36 North elevation (Back Side)

Figure 37 Corridor
N.C.C. block
Originally designed as a students hostel, this
block houses the N. C. C. Block in one half,
while the central part is occupied by a couple
of co operative banks. Only one third is
occupied as a hostel by post graduate of the
management program.
Figure 38 N.C.C Block Figure 39 Chemistry Block
Chemistry block
Originally designed as a chemistry laboratory and classroom area.. It still Serves the same purpose.
Hostels
Boys-1400 Students Girls-600 Students

Other Facilities
 Library
 Laborataries
 Medical Facility
 Auditorium
 Convenience store
 Canteen
 Toilet block
 Farm activities
 Sports Complex
 Staff Residence
 Glass house
 Polyhouse College Buildings Hostel
Staff Residence Playground
 Floriculture
Figure 41 Entry Walkway Figure 40 Centenary Building
Figure 42 Peripheral Corridor around structure Figure 43 Store Rooms For Fertilizers

Figure 44 Green house Figure 45 Polyhouse Figure 46 Instructions Farms
Other Observations
 Form of structure: Rectangular building having ground +3 storey.
 Elevation:Ground+3 storey, no special treatment given to the new structure and old structure is
under heritage building having architectural features such as arches, dome, stone masonry etc.
 Ventilation in structure: mechanical (only for higher officials) and natural means are used lighting
(natural and artificial): majorly natural light means are used.
 Corridor: used as the exhibit area, displaying the panels for organic farming used by tribes.
 Courtyards: use for day light ventilation in the corridors
 Provision of extinguisher for fire fighting, no other measures provided.
 Parking available for two-wheeler and four-wheeler.
 Provision of STP and rain water harvesting system.
4.1.4 Inferences
"Education is our greatest opportunity to give an irrevocable gift to the next generation"
-Ernie Fletcher
 In this case, education is in the form of agriculture. The college is equipped with all the facilities
for students to work their full potential into achieving greater heights in the field of agriculture. The
College of Agriculture was built at a time India was at its prime in the field of agriculture. Even
today, it has not lost its glory in mesmerizing the students in the traditional as well as modern ways
of cultivating food.
 College of agriculture consists of all the facilities or a college and also residential facilities for both
students and teachers of the Institute.
 The farm activities and spaces are carried out without any disturbance to any other facilities in the
university.

 The Heritage monument i.e. the main college building has been restored and is still in good
condition.
 The different fields in Agriculture are being utilized by students and scientists. Thus, this institution
caters to Research as a very important aspect in agriculture.
 Mixed used of the landscape and architecture (use of stone and concrete construction) provides
aesthetical texture to whole institute. The combination of the green spaces and the stone masonry
gives a whole character to the building, thus the whole campus has a good ambience. Combination
of the mass and void spaces is worked quite well which are reflected through photographs.

4.2 Case Study 2 - Horticulture Training Center, Talegaon, Pune
Intent of study
 So the structure selected will help to understand how the horticulture program will work in design
dissertation .
 Landscape design is a major factor we see throughout the site for connecting the various building
structure.
 Vehicular circulation is control and bifurcate with help of landscape which also improves the
collective experienced while approaching towards the site.
Location •Talegaon Dabhade, Pune,Maharashtra, India
Climatic condition •Hot and semi-arid climate/ avg. 28 °c
Plot area • 50 acre
•By road-mumbai-pune Expressway since located away

Accessibility main pune city
•By Railway - Sinhagad Express Pune Jn
Location
Maharashtra
Horticulture Training Centre

Pune
India
Figure 47 Location of horticulture training center

4.2.2 About the project
The Maharashtra State Agricultural Marketing Board, Pune, established a full-fledged Post Harvest
Technology Institute in 1993. To fix post-harvest problems facing the farming community. Since its
start, the Institute has been actively engaged in practical and applied training, research and technology
development work. Under the NIPHT, a specialized training center for horticulture (HTC) was
established.
Figure 48 Horticulture Training Centre

Aim
The aim of the institute is to escort relevant post-harvest technology from lab to land for value addition.
The main object of the institute is to develop a core competence for lab to land activities relating to
agriculture in general and agricultural marketing in particular.
Zoning
Zoning of the campus is according to the accessibility of the external road and the zoning of the site is
worked according to the functionality of the site from the entrance to the farm fields.
Connectivity between spaces: the connectivity is maintain by the corridors that run throughout the
courtyard and also to the various departments on the site. Ground floor level is used for administration
work and officials of the college with all the activity of the students.
1. Administrative Building
Administrative building area is about 679.77 SQ.M. It consists of offices of the Director, Principal and
Faculty Members with the Administration & Accounting Department and the Reception Office.
2. Classrooms and Demonstration Halls
Provision of unique design facilitating active interaction between the ‘trainer’ and the ‘trainee’.
Well equipped with modern Audio- Visual Aids, Operative Study Models, display boards and
educational equipments including PPT facility.

3. Laboratory Complex
The laboratory complex comprises of soil and water testing laboratory, plant tissue analysis lab., tissue
culture laboratory with practical rooms.
4. Greenhouses
There are following 9 different types of polyhouses having total area about 15500 Sq. m.
 Fully automated, computer controlled Dutch type greenhouses ( 4000 sqmt)
 Naturally ventilated type greenhouses ( 9000 sq mt ) crops – rose/gerbera/carnation,
chrysanthemum.
 Glasshouse- Fan and Pad Type ( 500 sq mt)- aeroponic cultivation
 Poly-tunnel ( 300 sq mt) – vegetables
 Shade net house( 2000 sq mt)- vegetables/nursery
 Nursery shadenet house ( 480 sq mt)- ornamental nursery
5. Library
The state of art library with digital library containing a number of computers with internet facilities.
The library consists of the most recent issues of national and international books, journals, magazines,
etc. There are different enclosures for independent research.
6. Meteorological Station
Provides climatological data to the climate control computer required for greenhouse automation. It is
housed in utility building.
7. Utility Building
This building has the weather station & climate control computer. The building also has irrigation and
crop protection classrooms with operative and cut models and exhibition hall cum vase life testing
center.
8. Soil and Water Testing Laboratory
The laboratory is equipped with latest digital equipments for quick and reliable soil and water analysis
9. Tissue Culture Lab
The state of art tissue culture lab having the capacity of 12 lakh plants per annum has been set up.
10. Hostels and Dinning
Total capacity of the hostel is around 260 participants. Computers and internet facility is in process.
11. Plantations
The entire varieties of flowers and vegetables, which can be grown under protected cultivation.15
15
http://nhb.gov.in/Training/Brochure/FLW_NIPHT.pdf
Figure 49 Entrance Porch Figure 50 Entrance Porch
Figure 51 Connecting Passageways

Figure 52 Front View Of the Structure
Figure 54 Amphitheatre
Figure 53 Connecting Pathways
Figure 55 Educational Bldg.

Figure 58 Polyhouse
Figure 57 Laboratory Figure 59 Greenhouse Figure 56 Classroom

Other Observations
 Form of structure - A rectangular building having various departments on ground floor which are
segregated through out the site and connected by the shaded corridors to prevent direct sunlight.
Ground spread structure, no special treatment given to the structure ( only hostel structure goes to
G +2 )
 Use of landscape elements throughout the site enhancing the visuals of structure and for connecting
spaces between various buildings. Large spread of green lawns in front of structure to restrict and
control the behavioral pattern in the site. Circulation plays an vital role which appreciates the
structure.
 Lighting (natural and artificial): majorly natural means of light are incorporated.
 Materials : The whole structure is made by R.C.C whereas polyhouse are made by specialized
polythene sheets for controlling the inner climate.
4.2.4 Inferences
 The planning of this center includes segregation of different blocks with its respective function for
easement.
 Amalgamation of landscape with the structure.
 Provision of guest house , for those who stay for training.
 The campus has research space for the beginners, labs for experiment, working spaces for students,
seminars for guidance-in campus and residence hostel for stay.

4.3 Case Study 3 - Kokan Krishi Vidyapith, Dapoli, Ratnagiri
Intent of study
 To understand the scale as the above case study is university campus having various factors to study
which would be helpful to decide what could be taken into consideration while making area
statement .
 The site is situated in Kokan region Dapoli, the whole region is having strong rural background, its
beneficial to understand how the site evolve within a rural context where the locality is still
following the rural aspects.
 To study typology of building having various functionality while observing the exterior façade
treatment for each of them.
Location •Dapoli, Ratnagiri,Maharashtra, India
Climatic condition •Hot and semi-arid climate/ avg. 28 °c
Plot area • 450 acre
Accessibility •By Railway - Khed Railway station
Location
Konkan Krishi Vidyapeeth,Dapoli
India Maharashtra
Figure 60 Location of Konkan Krishi Vidyapeeth

The Konkan region is distinguished from the rest of Maharashtra State by virtue of its distinct agro
climatic conditions, soil types, topography, its location between the Sahyadri ranges and the Arabian
sea, crops and cropping pattern, land holdings, and socio-economic conditions of the farmers.
As such, the problems in agriculture and allied sectors are also entirely different from the other parts
of Maharashtra. Due to this uniqueness, the Government of Maharashtra established the Konkan Krishi
Vidyapeeth on the 18th May 1972 to impart education, conduct research on locationspecific problems
and disseminate the improved crop production technologies amongst the farming community.
Figure 61 Kokan Krishi Vidyapith

Aim
To meet the needs of the Kokan region with regard to education, study and extension of agricultural
education.
Ensure comprehensive and sustainable physical, economic and environmental access to food and
livelihood protection through generation, evaluation, refining and adoption of appropriate
technologies.
Objectives
Meeting the needs of konkan region with respect to agriculture education, research and extension.
To integrate training, research and extension in agriculture and related fields on one campus.
The goal of researching the results of scientific research is to encourage farmers to implement new
methods and techniques to increase national food production and to raise the standard of living.
The agricultural institute implants degree education in: 1) Bsc Agriculture - 4years 2) BSc Horticulture
- 4 Years 3) Bsc Forestry - 4 Years 4) MSc Agriculture - 2 Years 5) PH.D Research - 4 Years 6) Mali
training - 1 year
Total campus has an area of 450 acres. The college land is basically divided into many zones by
informal pattern of road network
The campus land has gradual slope towards the northeast. As one enters the college land, on the west
is seen the farmers Hostel on the hillock. On the night is the staff residence zone.
Behind the residential zone, to the northeast is the students gymkhana to the extreme south are the
bungalows of Vice-chairman and Associate Dean.
The main entrance road is 12m wide and goes on straight gradually nosing upwards and comes to a
dead end before the library placed on the hillock, which is a very interesting structure.
The two faculty buildings are placed parallel to this road with roads on all four sides.
The field is more or less imagine by wells. Fields are in close proximity of the buildings.16
Important Buildings in the Campus are
 Extension Education Wing  Guest house
 Agriculture Institute  Staff Housing
 Forestry College  Hotels
 University Library
Figure 62 Campus Planning

16
http://www.dbskkv.org/about%20us.html
Other observations
Each Academic block is designed as a module of G+2 floors, which are connected by passages. This
makes construction in phases easier.
The Central Corridor planning with rooms on either sides creating passages. Staircases are well
distributed in the buildings with proper lighting and ventilation.
Figure 68 main entrance gate Figure 67 administrative building
Figure 66 entrance porch Figure 65 agricultural institute
Figure 63 university liabrary entrance Figure 64 playground
Figure 70 Circulation Pathway Figure 69 Playground Arial view

4.3.4 Inferences
 The planning of the campus according to the zones(administration,academics,accommodation etc)

present in the programs.
 Amalgamation of landscape with the structure.
 The different fields in Agriculture are being utilised by students and scientist. Thus, this institution
caters to Research as a very important aspect in agriculture.
 Provision of various programs and spaces related to them.
 The site context makes an impact on project by enhancing the connectivity towards it.

4.4 Case Study 4 - Jordan Agricultural Research Center, California
Intent of study:
 To understand how the agriculture institute and research centre is working in design aspects at
global level like in different climatic conditions as well as geographical conditions.
 To study the allocation of spaces inside the structure also observed different architectural elements,
façade treatment, materials, services and landscape.
 To analyzed the services part of infrastructure which provide according to programs they inculcate
in this research center.
Location • Fresno, California, United States
Climatic condition • Cold and semi arid / avg. 12 °c
Plot area • 71 Acre
Architect • ZGF Architects
Location
United States
Jordan Agriculture research centre,
Fresco
California
Figure 71 Location Of Jordan Agricultural Research Centre

The research center is a one of the part of whole California state university which is situated in Fresno
state. the research center having the reserve green cover for research and experimentation.
Fresno State is located in more than 300 acres of California, between the Sierra Nevada Mountains and
the San Joaquin Valley, a stunning setting for outdoor recreation. Usually, the number of enrollments
reaches 20,000 per year.
The University Courtyard is the only student residence in Fresno State and offers centralised living
and recreation for on-campus students, as well as academic support and safety. The University's
Student Union offers food, meeting and research rooms, as well as the Recreation Center.
Fresno State provides world-class education to a diverse area in central California. First ranked in the
nation for agricultural research, Fresno encourages an array of research opportunities for agricultural
students, both in and out of the classroom. Built with this discovery and versatility in mind, the new
2787.09 SQ.M Jordan Agricultural Research Center is home to the Jordan College of Agricultural
Sciences.
Figure 74 Front View Of the structure
Figure 73 Location Of the structure Figure 72 Site Context


The building’s flex and community lounge space is flanked by labs with large windows, allowing
students to mingle and view experiments being performed in the labs. This design allows for
complete transparency and interdisciplinary interaction, creating a truly unique and collaborative
space.
Figure 77 Zoning of Spaces in the Building
Figure 75 First Floor Plan

 Environmental Air and Water Quality-Provides a basis for testing and developing data in support
of various projects on water and airquality.
 Interaction –Faculty, students and industry interaction and collaboration.
 Supports a variety of research on important microorganisms in food processing and wine production.
Shading strategies were also used throughout the project to reduce the solar load and assist in energy
savings. Among these are recessed windows and a large portico shade over the glazed main entrance
lobby.
Figure 78 Second Floor Plan
Figure 79 Laboratory Design

Design Implications:
ZGF Architects and RFD lab planners to construct a high-performance, integrated structure. PAEused detailed
regional climate analysis and passive building design to save 47% more energy compared to the code laboratory
building. The concept used to achieve this energy reduction wasa creative absorption approach with a single
exhaust system for all areas of the house.
Due to the nature of the construction programmes, the envelope was designed to allow the building
to pass heat through the building skin that would otherwise have to be mechanicallycooled. The
building envelope, as designed, offers the best possible energy savings.
Other energy saving measures include: complete elimination of reheat energy, laboratory exhaustheat
recovery, high performance refrigerator and boiler, and automatic LED lighting controls.16
Figure 83 Side Elevation Figure 82 Large windows on Facade
Figure 80 Entrance Lobby Figure 81 glazing window panel at the entrance lobby
4.4.4 Inferences :
 The case study is about sustainability and technological advancement.

 The planning is simple yet beautiful, the circulation space is well worked in the vertically spread
structure.
 Crisp and staright elements to enhance the exterior.
 Center caters as a research centre to the Jordan college of agriculture having different laboratories
and research spaces.
17
http://fresnostate.edu/jcast/jarc/index.html

4.5 Case Study 5 – Krushi Bhawan, Bhuvaneshwar,Odisha
Intent of study
 The building architecture represents Odisha tradition and also has formal understanding of local
context, craftsmanship and sustainability.
 This building exceeds most green building rating parameters which a good practice indeed.
 The building uses regionally sourced material and is designed as a passive cooled structure with a
unique ventilation system the keeps the building cool and reduced energy consumption and cost.
Location •Bhubaneswar, Odisha, India
Climatic condition •Tropical climate/ avg. 27.4 °c
Plot area • 8340 sq.m
Ground coverage • 35-40 %
Architect • Studio Lotus
Location
Odisha
India Krishi Bhawan, Bhuwaneshwar

Figure 84 Location of Krishi Bhawan

4.5.2 About the Project
A Government Facility that Re-imagines the Relationship Between the State and its People. Krushi
Bhawan is a facility developed for Government of Odisha’s Department of Agriculture & Farmers’
Empowerment; the 130,000 sq.ft administrative centre has been designed as an office for a team of
nearly 600 people, in addition to accommodating spaces for community engagement and learning.
Krushi Bhawan is located in Bhubaneshwar, the state capital of Odisha; home to multiple agrarian
communities, the state is the third largest contributor to India’s grain supply. The new campus sits
adjacent to the old ministry office with several ancillary structures of power in the vicinity, such as the
Police Commissionerate Building and the State Guest House.
Figure 87 project site in urban ontext
Figure 85 Krishi bhawan Figure 86 Front facade Of the Building


Krushi Bhawan was originally planned as a purely administrative space; Studio Lotus took a cue from
Königsberger‘s original vision for Bhubaneswar where he saw the Capitol Complex with a host of
government offices becoming “a lively point of public life”. Thus, the architects’ suggestion to include
public functions and community spaces to create a building that would add to the city’s social
infrastructure was willingly embraced by the Clients.
The attempt to include the building into the public domain has been achieved by designing the Ground
floor as a free-flowing public space that opens out into a Plaza, which is an extension of the street.
The plaza has an Amphitheatre, and a garden with a pond to naturally cool the space.Entrance is via a
pathway lined with trees and stone colonnades, which doubles as a shady place for employees to eat
their lunches.
Congruent to the project objective, the ground floor comprises of a learning centre, a gallery, an
auditorium, a library, and training rooms.

The ground floor, thus, functions as a public node that turns the traditionally austere image of
government facilities into one that is welcoming, inclusive and collectively owned.
Figure 90 Gathering space on ground floor Figure 89 Corridor

The offices for the State department and Directorates – which require restricted access – have been
placed on the first, second and third floors. This allows the offices to be secured off, making it possible
to keep most of the other facilities open to public even on holidays.
Through exhibitions, workshops, haats (weekly markets), lectures and school visits, these public
spaces become a hub for imparting skills and sharing knowledge that engage diverse sections of the
city’s population.
On the rooftop, there are urban farms that can be used to demonstrate the best agricultural practices.
Figure 91 Terrace Floor Plan

Figure 92 Passive cooling Strategy
Figure 93 Section X-X
Figure 94 Section Y-Y
Figure 97 Exploded Isometric view
4.4.4
Figure 96 North Elevation
Figure 95 South Elevation

Skillsets Integrated and Materiality

The distinct visual identity of Krushi Bhawan has
been derived from regional materials and vernacular
narratives, expressed in a manner that is responsive
to the local climate. For instance, the tribal craft
of dhokra has been adapted to make light fixtures
that wrap around the ground floor columns, as well
as metal screens that line the building
corridors.Agricultural motifs have been displayed
Figure 98 Traditional jali work
across the building through a variety of craft
techniques.
Sustainability Measures - Indigenous passive design strategies contribute to the sustainability
parameters of the building. The courtyard morphology and the inclusion of a stilt level aid optimal air
circulation through the building, whereas the low window-to-wall ratio and deeply recessed windows
and balconies help lower heat gain. The building profile along the Central Court is characterized by
staggered masses which enables self-shading and blocks direct glare. The use of locally-sourced
materials has also lowered the carbon footprint of the construction process. The façade has been
designed to ensure 100% daylit internal spaces. Further, a double-skin facade strategy has been put in
place at the complex, which consists of DGU on all external fenestration with louvers and sill
projections that act as shading devices – a system that reduces heat gain to 40% by regulating ingress
of sunlight.18
Figure 100 Night purge system Figure 99 Igress of Light

18
https://www.archdaily.com/941738/krushi-bhawan-studio-lotus
Figure 101 Isometric exploded view of the structure

4.5.4 Inferences
 The project ast as a gathering as well as connecting space for the local citizens and the government.
The center is empowering and giving platform to a lot of people related .
 The space is so designed that it also conducts regular exhibitions, workshops, weekly markets, even
school visits.
 The structure is a good example for sustainability which has a passive-cooled system. The facade
consists of a brick-louvered screen that acts as a solar shading device and expresses itself in the
pattern of local weaves, its colors representing the geographical diversity of the region.
 It has been observed that the project promotes sensitisation to local materials and looks at new way
of integrating craft in a contemporary environment.
 The material palette uses a combination of exposed brick and local stones like laterite
and khondolite; adapting local motifs to an unprecedented architectural scale.
 Study aims to understanding the vertical spread planning by understanding the context of the site and
using local material which makes the design vernacular.

4.6 Comparative Analysis
Criteria College of Horticulture Jordan Krishi Bhawan Inferences

Agriculture, Training Agricultural
Pune Centre Research
Centre
Function Agriculture Training center Institute and Agricultural Agriculture
Institute Research research and Institute,
Centre training centre Research and
Training Centre
Purpose of How the old To study site What are the How functionality The institute
Study structures are circulation and new technique and connectivity should be
being timeless main programs used in is worked within designed in proper
to till date in within building. agriculture also the structure. way of circulation
the sense of to study the Design and with help of
programs and various kind of Planning of landscape design.
educational design and structure with Public intervention
facilities.Plann planning respect to the is main factor to
ing and approach region’s context be considered.
circulation towards and the Design approach
approach agriculture sustainability should be towards
within the institute. factors worked future of urban
building. within it. agriculture.
Area 1,246,432 sq.m 202343 sq.m 287327 sq.m 8340 sq.m Minimum area -
15000 sq.m to
25000 sq.m and
maximum upto
the scope they are
following on there
curriculum.
Site and The site is The site is The selected The site is located For this particular
Location of located in located in pune site is located in in institute site
the project outskirts of city with a land Fresno State Bhuwaneshwar, should be having
Pune city with for practicing California, Odisha. green covers in
a Contoured farm fields and Beside Science reserve manner.
land for also for planning and Enrich with soil
practicing farm of Infrastructure. Engineering conditions for
fields and a buildings, experimenting
plain gradual where the main and research.
slope for the campus Accessibility and
Infrastructure. transitions to site feasibility it
the fertile fields. plays major role.
Climatic Hot snd humid Hot and humid Cold and semi- Hot and semi-arid Agriculture
condition arid depends on
climatic
conditions so as
the institute. The
programs should
be supportive to
climate .

Access to Site can be Site can be The site has a Site can be Connectivity is
the site access throughaccess through two entries for accessed by the major concern
pune Station Mumbai-pune flexibility of nearest railway for the users so the
since located at
Expressway vehicular staion which is 24 site should have
20 min away. since located movement mins away. well road and rail
Main road
away main pune connectivity
connects thesecity. Main road
shivaji nagar connects these
Road 5 mins pimpri
away. Chinchwad road
45 mins away
Surrounding Residential and Residential and Residential It has several The site context
neighbor - institutional building are buildings and ancillary structures makes a major
hood of the building are majorly seen in farmlands. of power in the impact on project
campus majorly seen in surrounding. vicinity, such as to enhance the
surrounding. Hence the hostel the Police connectivity
provided in the Commissionerate towards it.
campus is not Building and the
fully functional State Guest House
and residential
spaces.
Areas of The realization HTC has the Designed with Designed with According to this
proximity that research state of the art such keeping the case studies and
and and education facilities with exploration and regional context requirement of
Requirement are spread in well-equipped flexibility in in mind and the infrastructure the
93206 SQ.M. classrooms, mind, the new sustainability institute should
The demonstration 287,326 SQ.M factors the have
foundations for hall, Library, Jordan structure has -Parking
the Hostels, Agricultural spaces as follows- -Administrative
development Restaurant, Research Public plaza -Office
of agriculture Various Glass / Center houses Auditorium -Library
departments: Poly Houses, the Jordan Office -Central
Main old Metrological College of Training rooms laboratory -
building, Station, Agricultural Meeting rooms Auditorium
biotechnology Laboratories Sciences, Multi-purpose -Classrooms
lab, chemistry (Soil, Water and Departments: rooms -Faculty rooms
department, Tissue Culture), biology lab, Café -Computer lab
climatography Utility and chemistry lab , Other agricultural -Canteen
department, technical computer lab, departments -Hostel
Auditorium, Building, earth and Animal -Farm stores
Library, Educational environmental husbandry -Polyhouses
gymkhana, Equipments, science, exhibits -Medical facility
hostels, sport Recreation mathematics. Veterinary -Guest house
complex, Center, Medical Physics, exhibits -Farm lands
student And Internet psychology. Crop planters -Training rooms
conference Facilities. The HVAC planters -Meeting rooms
hall, whole site Vegetable -Multi-purpose
dimension is planters rooms
197,259 SQ.M -exhibit spaces
-workshops

Chapter 05
SITE STUDY AND ANALYSIS

5.1 Site selection parameters

 Site’s climatic condition should be favourable for agriculture.
 Natural resources such as soil, water should be favourable for Agriculture.
 Site should fall under region having agricultural past and scope of future agricultural interventions.
 The site location must have a proper connectivity with the required transportation networks. Being
well connected with proper transport networks enables scope for increased accessibility.
 The site and the surrounding context should have the sufficient user flow to support the design
program.
 The area should be good enough to allow for accommodation and functioning of multiple scaled
programs. It should also have proper open areas to host cultural activities and various events.
 The surrounding zones should have a supportive land zones which will help this project to flourish.
 The site should be located on a proper public and semi-public zone to justify the topic.
 Socio-demography - factors that are used to define the characteristics of a population which
includes variables such as race, age, income, marital status, and educational achievement, among
others .
 Security and safety – site location that is not segregated from the city centre.
 Noise level – should be far enough from air terminals and high speed vehicular traffic and noisy
zones.
 Infrastructure -The availability of utilities on this site such as a storm sewer, sewer system, water,
gas, electric, light, etc. are important.
Favourable soil Condition
Connectivity
Favourable Climatic Condition Site

Parameters
Water resources
Agricultural land
Neighbourhood

5.2 Implementation of site parameters
Site is located in Palghar.Palghar is newly carved distict and emerging in infrastructure .Palghar
District is a district in northern part of Maharashtra State in western India. On 1 August 2014, the
Maharashtra State government announced the formation of the 36th district of Maharashtra, when a
new Palghar District was carved out of the old Thane district; it comprised the talukas of Palghar,
Wada, Vikramgad, Jawhar,Mokhada, Dahanu, Talasari and Vasai-Virar. Palghar has an urban
population of 14,35,210, that is 48% of total population is living in Urbanized Area. Palghar District
comprises 8 talukas. Palghar District is near to Mumbai and navi mumbai, where the agricultural
production can be transported over the night from all corners of the Palghar district .
As the main city of Palghar is growing rapidly the requirement of such institute in creating an
awareness about farming and also amongst the farmers is useful as they not only focus on the
urbanisation in main city and also take care of the green zone nearby. The young generation growing
in the region can also opt for the degree of farming and can help in farming all over the nation and also
increase the percentage of literate farmers around the region.
Surrounding areas are now growing towards the urbanization so this institute will have opportunity to
proposed the ideas of urban farming for better future, also agriculture Institute or Research Centres,
will help in disseminating, improved Agriculture Technology for farmers and improve crop
production.
Asava Fort
Palghar
Shirgoan
Haranwali
Kamare
Figure 102 Palghar District Source- Google Map

5.2.1 About Palghar District

Location
Palghar lies between 720 45 & 730 48 East Longitude and 180 42 and 200 20
North Latitude. It is situated Sahyadri Hills & Nasik District to the East .
Arabian sea toward West while, Gujarat State towards north. Thane &
Mumbai district are towards South side of the district.
Climate
The district is characterized by warm & humid climate. The district receives
assured rainfall of about 2537 m.m. form south west Monsoon during the
month of June to September. Generally, the highest rainfall is recorded in
the month of July and later on there is gradual decline in the rainfall .On
an average temperature ranges from 16° c to 32.3° c The humidity of
district ranges from 61 to 86 percent through out the year .
Geography
The total geographical area of the district is 517634 ha. Which is 3.87 % of total
area of the state. The Eastern part of the district has Sahyadri ranges, which
comprises of mainly forest area Administration Setup : The district is divided in
to 08 tahasils with 06 Revenue sub divisions and 2 Agriculture sub division.
Topographically
It has much diverse condition.ie. hilly zone, saline zone, platu zone and
characterised by high iritic rainfall. 55% of the area of the district is covered
by forest. 6 talukas of the district are tribal.
Agro Climatic Information
The district situated between Sahydri hills and Arebian see. The major portion of
district lies in the basin of Vaitarna river .The rivers Lohari and Tansa are the
tributaries of the river Vaitarna.
Soil
The Major portion of earth crust of the district is synthesised from the Besultic
rocks. The Soils of Palghar district divided into two categories first one is
Vertisol i.e. black soil containing sand which present Palghar Tahasils. Second
one is Brownish black soil mostly observed in the plains of wada Tahasil.

Land Use Pattern

The total geographic area of Palghar district 517634 ha. According to 2011Census
the Land use pattern indicate that 42.00 % is under cultivation while 37.00%. is
under forest.. The 4.00 % is cultivable waste land. While 1.00 % is current
fallow land of the total geographical area. Area sown more than once is 1.90 %
and the cropping .intensity of the district is 101.90%.
Transport and communication

In the district lines of western railway & central railway are spread
over on 286.4 km. long. Railway lines runs from Palghar –Vasai-
Palghar and Dahanu tahasils of the district. The information regarding
road in the district, reveals that the total length of road is 10470 km.
Marketing & Storage Facility

There are 3 agriculture produce market committees in the district
situated at Palghar, Dahanu and Vasai tahasils & 3 sub market yard
with 5 rural godowns , having a storage capacity approximately 2700
M. Ton. Paddy is the major agriculture produce which is marketed in
these yards.
Water resources and management

Out of total cultivable area 13.00% area is under irrigation. The district is
having two major project i.e. Surya project having command area of 2317 Ha.
In addition wells, bore wells, farm ponds etc are used for irrigation.
Literacy
The literacy percentage of Palghar district is 59.25. The male literacy is 70.22 %
while female literacy percentage is 48.28%.

5.2.2 S.W.O.T analysis of Palghar Region
Strength Weakness
 Proximity to Mumbai and other  Less awareness about available natural
Corporation area for Agril Marketing. resources
 Soil suitable for horticultural crops &  Insufficient infrastructure facilities for
Agro forestry. storage and marketing
 Assured rainfall Area.  Poor roads and Rail transport facilities in
 National highways, Railways, Coastal the tribal areas.
Transports and International Aero drum.  Poor post harvest management at farmer’s
 Existence of fruit processing plants. field level.
 Accessibility to Krishi Vigyan Kendra.  No cooperative marketing approach
 Active participation of woman’s in farm amongst farmer.
and allied activities.  Farmers are not ready to bear risk in
 37 % Forest Area. marketing of their produce.
 Availability of good Quality of Natural  Lack of farmer’s cooperation in
grass and Crop residues. developmental process.
 Scope for waste land development.  Technological gap, leads to decrease in
 Principal held crop of Palghar district is agricultural production.
paddy, Nagli & it is mostly cultivated with  More illiterate tribal population.
traditional approach greater scope for  Migration of farmers to cities in large area.
organic farming.  Large no. of small and marginal farmer.
 Large area available for soil conservation  Degradation of sort fertility due to mono
production. cropping.
Opportunities Threats
 Scope for organic farming sericulture,  Fast urbanization, industrialization.
Agriculture  Use of huge Quality of Fertile Soil for
 Scope for public Private partnership. Brick Industries.
 Scope for Agro processing value &  Migration of labour to urban area.
export.
 Frequent occurrence of floods.
 Scope for agro-Eco tourism.

5.3 Regional Comparison
Jawhar Mokhada Palghar Vasai-Virar

INTRODUCTION AND LOCATION
. Palghar lies on the Western
Jawhar is a city and a municipal
Line of the Mumbai Suburban Vasai-Virar is a city and tehsil
council in Palghar district in the
Railway on the busy Mumbai- (subdistrict) in Maharashtra state
Indian state of Maharashtra. One
Ahmadabad rail corridor.The in western India, comprising the
of the oldest municipal council of
town is located around 35 most populated part of Palghar
maharashtra state was formed in
kilometers north of Virar and district. It is a suburb of Mumbai.
1918. It is about 145 km from
about 20 kilometers west of the It is located in Palghar district, 50
Mumbai and 80 km from the city
Mumbai-Ahmadabad National km north of Mumbai.
of Nashik.
Highway (NH 8) exit at Manor.
CONNECTIVITY
Connected via roadways and
Well connected via roadways, Well connected via roadways,
highways
railways and highways railways and highways
Lacks connection via railway
CLIMATIC CONDITION
Climate favorable for Climate favorable for Climate favorable for
agriculture agriculture agriculture
AGRICULTURAL LANDS
Availability of Agriculture Farming as an primary business Availability of agricultural
lands/green lands as farming is and occupation, this region also lands at the outskirts area but
the main occupation and this have huge no.of agricultural also has Haphazard industrial
falls into rural area.
ands /farmlands. development if not controlled
may lead to deterioration living
conditions in newly areas due
to noise and air pollution
INFRASTRUCTURE
Poor in Infrastructure Developing Infrastructure Developing Infrastructure

5.3.1 Region Justification
Considering Palghar as a centre to

develop this proposed topic as it is the
administrative capital of the newly
formed Palghar district. It is
Maharashtra’s 36th district. Palghar
remains a popular weekend getaway
town for Mumbaikars. It is also an
emerging town with high growth
prospects located within the periphery of
the Mumbai Metropolitan Region. Well
connected via railways and roadways.
Also Palghar district’s verall condition is
Figure 103 Palghar District
favourable for agriculture.
The talukas, Located nearly 40 kilometers away from Virar, Palghar acts as an important residential,
industrial and educational hub for villages surrounding the town.
Various age groups of people travel from the surrounding villages for different job opportunities,
education, business, shopping and health care facilities.
Many villages are connected to Palghar via road & rail. The government provides State Transport Bus
facility to access these villages. Various villages surrounding Palghar include Tarapur, Umroli, Kelva,
Satpati, Shirgaon, Saphale and Sartodi.
The Palghar-Mumbai track is getting converted into a major urban centre of the state where the demand
for Agricultural Produce, Milk and Milk Products, Processed Foods, Fishery Produce etc. is constantly
increasing.
The district has a diversified agro-climatic condition which is suitable for a wide range of agricultural
as well as horticultural crops. Natural resources such as soil, water are favourable for Agriculture as
well as Horticulture.
The site locality in region, where the soil is rich in nutrients and having the great farming background
the surrounding lands are still used for practicing of farming by locals.
Various other institutes are located in Palghar (st.john college of engineering, pharmacy) ,chances of
agriculture institute to take place.It has a natural study environment , and large farmlands in use.

5.3.2 Agricultural Colleges in Palghar Region
Figure 104 Agriculture Colleges in Palghar Region Source – Google Earth
There are about 25 agriculture colleges in Maharashtra that has taken up the responsibility to spread
the strength and techniques of agriculture with the professionals of agriculture. These colleges focus
on disseminating agricultural technology to its students in an easy and effective way.
Above which there are only three agricultural colleges located in Palghar Region, where they provide
theoretical knowledge and lack in providing practical knowledge.
1.Sri Sathya Sai Institute Agriculture And Biotechnology

Research and Training Center for Rural Development based on Agriculture and Biotechnology located
at Aksa, Malad (W), Mumbai.

2.S. P College Of B. Design & V. M. Patil Agriculture Polytechnic
Location-Gurukul Shikshan Sankul (Krushi college), Aasangaon, Vangaon (west), Tal Dahanu, Dist
Palghar, Vangaon, Maharashtra

3.College of Agricultural, Saralgaon

Location- At-Post-Sarlgaon, Tal. Murbad, Dist. Thane
All the above three colleges are locatetd at a very far distance from each other, hence Palghar can be
considered as a centre for proposing new agricultural institute.
But to flourish this institute in Palghar region, inclusion of a socio-cultural space can also held
responsible for development of the region.This space can be beneficial for the students,farmers
as well as the citizens.The learning and training institute can also flourish in this region as the
agriculture is considered as the main occupation and primary business.
Palghar is a tribal district and have various tribal farming communities-

1. Warli
The ‘warlies’ in the north-east of Palghar district are originally Warlies or up-lenders. They live in
‘padas’. Their main profession is agriculture but many of them work as labours in a nearly forest and
with the local conditions.
2. Thakur
The tribe lives in or nearby forest but always choose a leveled plot for their hamlet or pada. They grow
Nagli crops and Vari crops on hill slopes.
3. Malhar Koli
This Tribe is so called because its members worship God ‘Malhar’. They live in small settlements in
the forest and their hereditary occupation is agriculture.
4. Kokana
This is primitive tribe and resembles the ‘ Warlis’. Their name indicates that they are native of Kokan
region and most of them are cultivators and labours.
5. Katkari
This is a nomadic schedule tribe and also known as ‘kathodi’. are very small and their lands are situated
on the hill slopes and hence, rocky and infertile.
These tribes are still practicing agriculture but are lacking because of insufficient knowledge,
training and unaware of the developing conventional methods used in farming, this centre would
help them to socialize and cope up with the new agricultural practices.

5.4 Site Selection

Site option – 01
Site location - Tembhode , Palghar , Maharashtra (West)

Site area – 21484.04 mt - Proposed site
Distance – 2.35 kms from Palghar railway station station
Landmark – SDSM college, Palghar
DP Reservation – Public-semi-public zone
Site Option 02
Site location -Navali , Palghar , Maharashtra (East)

Site area – 18082.25 sq.mt - Proposed site
Distance – 2.15 kms from Palghar railway station station
Landmark – Magnus residency, Palghar
DP Reservation – Public-semi-public zone
5.4.1 Comparative analysis
PARAMETERS OPTION 01 OPTION 02

Location Tembhode, Palghar (West) Navali, Palghar (East)
Site Area 21484.04 sq.m 18082.25 sq.m
Connectivity Accessible from nearest railway Accessible from nearest
station railway station
Travel Distance 2.35 km from Palghar railway 2.12 km from Palghar Railway
station station
Mode Of Transport (From By auto-rickshaws, Buses and Private vehicles
railway station to site) Private vehicles
Land use Public and semi-public zone Public and semi-public zone
Landmarks Sonopant Dandekar college Vevoor/Navali naka
RH Save Library Magnus Apartment
Usha resort
Haware Nakshatra residency
Hrudaya nursey
Surrounding land use Agricultural landuse,Residential, Residential, Non development
educational, Recreational open zone, Recreational open space
space, public utility zone
Adjacent road 24 mt. (two roads adjoining the 18 mt. (only one road adjoining
site) the site)
Scope of Project The project has a better scope The project will help the
towards connectivity and surrounding area to flourish.
transportation because of the
nearby College as a landmark,
The site has better opportunity
because of availability of
farmlands around it .

5.4.2 Site Justification
Site located in Tembhode is selected on the basis of its context, also for development of the project it
is located at tip of rural and urban connect with in a fringe locality just under Palghar jurisdiction.
Palghar as the site shows a node that is continuously emerging as an urban hub with agriculture still
being a major occupation on the outskirts.
The farming facility also aims to provide for storage need through an onsite go down and a small
market along with a commercial avenue.A.P.M.C market is located at a distance of 3.2 KM from the
site, where as other infrastructure facilities are also available. The other educational institutes such as
colleges and schools are in a proximity of 2 km.The site is well connected with the roadways, railways
and highways. The zone around site consists of green lands, agricultural and residential zone. The
agriculture center is proposed to be located in Palghar, the context for learning can be better because
of the close relationship between the local farmer and his farm. Various farming communities in this
region as well as other region can access this site .The farmer will be able to learn by taking action and
applying their learnings. The farming communities of Palghar region will have easy access to the site.
Also as the requirement of the college agricultural land is available within in the distance of 5km
around the site. The location also makes it perfect to include a distribution center that will help farmers
to distribute their produce to different towns nearby and hopefully expand to other Region. The
Agriculture Center will serve as a space for agriculturists and the community to come together.
Agricultural land
SITE U/R
Figure 106 Farmlands in Tembhode, Palghar Figure 105 Availability of agricultural land around the site
source- author source- Draft regional plan of Thane-Raigad-Palghar

5.4.2.1 Site Anaysis
Hrudaya Nursery
Haware Nakshatra Resedency Anand Asharam
English High school
Sonopant Dandekar
College
Usha Resort
Patil Agro-
farm
Yashwantrao College
Accessibility
Ismaili Jamatkhana
Landmarks & surrounding structures
Electrical Line
Nodes
Site information
Location- Tembhode ,Palghar Maharashtra
Average annual rainfall 2456 mm
Average annual temperature 22° Celsius
Wind direction - South west
Prevailing wind direction - South west
Climatic zone - Hot and Humid
NTS
Selected site

5.4.2.2 Climatic Analysis
Figure 107 Sunpath Diagram Sourcec - Gaisma
The warmest month of the year is May, with an average temperature of 29.9 °C. At 22.9 °C on average,
January is the coldest month of the year.
Figure 108 Windrose Diagram source - Meteoblue

The above diagrams shows the wind direction which is from south-west direction for Palghar region.

5.4.2.3 S. W. O. T analysis
Strength Weakness
 Well connected to main road.  Industrial Area located at the north-east

 Provision of infrastructure facilities amd direction of the wind which will make the land
other amenities. in a threat of pollution
 Two adjacent 24 m wide road.
 Presence of huge green area and agricultural
land surrounding the site.
 Presence of farming communities.
 Soil suitable for agriculture use, as agriculture
is practiced in the neighborhood areas.
 Presence of A.P.M.C market.
Opportunities Threats
 No nearby agriculture college.  Land is huge to be built at once.

 Potential to connect urban and peri-urban
population in rural area.
 New employment will enhance ruler
economy

Chapter 06
DATA COLLECTION

6.1 Data Collection – Minimum standards of ICAR
The programme of the project is mainly categorized in Four zones Learn, Work, Live, Interact which
covers the spaces identified for the need of the users. The centre require spaces where the users can
collaborate by interacting with other local farmers or citizens which help in nurturing the ideas.
Space for experimenting to enhance the ideas through practical learning, workshops for learning new
skills with all of such spaces there is a need to learn through seminars.
The Council formed committees for the development of minimum standards for higher Agricultural
education in the fields of agriculture, agriculture engineering, biotechnology, home sciences,
horticulture, dairy technology, food technology, fisheries, forestry, and Sericulture.
So this are the minimum standards take into consideration for design dissertation in which horticulture
is one aspect of study
1. Degree Nomenclature: B.Sc. (Hons.) Horticulture
2. Eligibility Criteria: Intermediate /10+2 with PCB/PCMB/PCM/PC Forestry/Inter (Agriculture) (P-
Physics, C-Chemistry, M-Mathematics, B-Biology) from a recognized Board/ University.
3. Medium of Instruction: English
4. Minimum Intake: 60 students per year 5. Departments / Section



Sports and welfare

1. Courts
1. Volley ball – 02
2. Basket ball – 02
3. Kabbadi – 01

4. Kho-Kho – 01
5. Tennis – 01
2. Indoor games facilities
Table tennis - 02 (each for boys and girls hostel)
Shuttle badminton - 02 (each for boys and girls hostel)
Gymnasium - 02 (each for boys and girls hostel)
3. Canteen - 02 (Staff + student)
4. Dispensary (10 beds) - 01
5. Stationery & Xerox point -01
6. Bank & ATM - 01
7. Other utilities unit - 04 to 06
8. Research-cum-Instructional Farm
1. Crop Museum - Tech Demo Plot unit
2. Botanical Garden – 0.4 ha
3. Nursery - Polyhouses (6)
Campus shall be properly laid out depending on the location with proper Master plan.
1. With proper approach roads to various structures with street light (solar) facility for important
roads.
2. All round the campus there shall be a proper fence or compound with tall growing trees to serve as
wind break or shelter belts besides compound wall to ladies hostel.
3. Around main building and hostel building proper landscape gardening shall be established.
4. All along important roads, selected ornamental trees/useful trees shall be planted.
5. Each major department should have Research block of 4 hectare - Germplasm unit, evaluation/trial
block, Field laboratory, farm store etc.
6. Intercom network
7. Solar lighting
8. Solar water heating system
9. Underground electricity supply system (24 hrs line)
10. General security system/ office
11. All buildings with fire / electricity alarm and safety systems.
12. Proper storage systems and use of harmful chemicals insecticides and pesticides, etc. (Minimum
Requirements for Establishment of New College in Agriculture and Allied Disciplines)

6.2 User Analysis
Direct users
Primary Users Secondary Users Tertiary Users
Manager/Director 1 Management dept. heads 5 Watchmen 1

Dean 1 Receptionist 3 Peon 8
Assistant Officer 1 Technician 3 Clerk 5
Academic officer 1 Assistant controller 5 Canteen head 6
Accountant officer 1 Lab assistants 20 Store keeper 2
Adm. Officer 1 Librarian 1 Warden 2
Faculty 28 Library asst/ 1 shelf assistant 1
Researchers 11
Total 45 Total 38 Total 25
Total no.of users = 108
Indirect Users
Primary Users Secondary Users Tertiary Users
UG Students 240 Localities 40 School/Other Visitors 30

PG Students 60 Guest Lectures 8
Farmers
50
Total 350 Total 48 Total 40

6.3 DCR requirements
Thus, current land use of the site is public and semi-public zone in non-congested area, a part of land
can be considered for the development of Experience centre with F.S.I of 1.10 (As per DCR) having
road width 24 meters.
Hence, the parking area is calculated according to the occupancy for the proposed design including
administration, academic, accommodation and assembly block (As per DCR)

6.4 Space standards
The structure is designed on the terms of designing a well incorporated structure aims for learning,working,
living, research, and socializing centre.
General Classroom Area Circulation And Escape Route
Minimum dimensions for table layouts in Routes to escape must have a clear width of at
practical rooms, in 8 Minimum dimensions least 1,00 m/150 people, but the minimum
for table layouts width of corridors in classroom areas is 2,00
Source- Neuferts 4th Edition m or 1,25 m for up to 180 people.
Source- neuferts 4th edition
Computer Rooms Offices for scientific personnel
Professor 20-24 m2
The size of the computer room is related to Scientific assistant 15 m2
the number and size of the computer desks, Assistant 20 m2
which depends on the size of the displays. Secretary 15 m2 (double occupation 20 m2)
Source- Neuferts 4th Edition Source- neuferts 4th edition

Book storage spaces Reading Space
Bookcases with 6-7 shelves, 2 m high Width 0.9-1.0 m/depth 0.8 m Space required
(reaching height) 2.4-2.5 m2 per place Entrance control, with
Distance between bookcases 1.50-1.60 m storage for cases/bags; catalogue, copier room
Space required 1.0-1.2 m2/200 vols Source- Neuferts 4th Edition
Source- Neuferts 4th Edition
Laboratory workstation
Standard dimensions for the

normal working bench: 120 cm
width in practical laboratories,
several times that in research
laboratories, 80 cm depth work
surface including socket strip

Greenhouse
The ventilation of a greenhouse should be designed so that, when it is opened, the temperature is
almost the same as outside. To achieve this, it is necessary that about 20% of the roof area opens as
a ventilation band or a single casement.
Sports
Volleyball Court – 12 X 20 Basketball Court – 15 X 28

Source- Neuferts 4th Edition Source- Neuferts 4th Edition
Table Tennis– 6 X 12 Badminton Court

Source- Neuferts 4th Edition Source- Neuferts 4th Edition
Gymnasium Source- Neuferts 4th Edition

Chapter 07
DISCUSSION AND FINDINGS

7.1 Discussion and Findings
From the process undergone through the Design Dissertation program it was observed that agriculture
sector is one of the main sector contributing to India’s economy but in the last past years there had
been demand-supply gap In this field, the farming methods followed are still the traditional ones, we
should now improve technologically where there is also scope to fulfill this gap by increasing human
resources in the field.
The there is a lot of opportunity in the district of Palghar when it comes to the Agriculture aspect.
This region has still remain unexplored as it is on the outskirts of the Mumbai region. An agricultural
institute and training centre will contribute to the environment by educating farmers about new
agricultural skills and practises that they may be unaware of, thereby increasing the agricultural product
from this region as well as the contribution to the farmer community and city dwellers. Agricultural
institute and research centres are places that help to educate farmers and the upcoming youth in the
region by reducing the use of chemical fertilisers in food production and serving as a prototype for the
neighbouring city as part of urban farming in the city. It provides several facilities that enhance user
accessibility in order to understand the agricultural use of the land and to educate the student as well
as the farmer in the field.
There is a need to integrate different types of spaces, such as auditoriums, amphitheatre,
workshop areas, accommodation facilities and in particular, the field of practising for students, was
studied and a necessity of the same was observed. People from various cultures, locations, ages and
genders had to use this area, meaning that many social interaction spaces were very vital, so that people
could communicate and have a leisure time in the premises. And therefore it is necessary and essential
to strike a balance in the public and private spaces when one designs such centres.
From the case studies it was observed that the layout was dispersed throughout the premises
of the institutes segregating the different departments in the campus, the agricultural fields and the
practical fields were divided from the institute. Also the landscape plays a vital role to connect the
whole site with pathways or either restrict some areas with bushes and curbs, it can also act as an
gathering space or public plaza. Also, the regional context was taken into consideration for designing
of the of materials. Sustainability factor also played a very important role in the building was observed
from some of the case studies. Now coming towards the surrounding locality of institute, its make an
impact on every aspect regarding agriculture or growth income from it. Local farmers played a very
important role in providing the student with knowledge of the environment.

The purpose of the agricultural institute is not only to educate people about agriculture, but also
to help people in the surrounding area to do agriculture as their primary occupation and not as chemical
farming or any other job other than agriculture. It creates many job opportunities for local peoples in
surrounding the region acting as a occupational source for them. This institute will uplift the
economical status within a locality. As per the virtual data I gathered it helps me to understand the
local villagers and to know their agricultural status and their relation to local markets in the city. Thus
by different means like virtual data, case studies and news material, different pro’s and con’s for
agricultural institute and research centre was studied and how they can be incorporated in the design
was understood. Various areas and area statement for the institute was obtained from the neufert’s data
fourth edition and from the minimum design required standards for institute which will be helpful
while designing.

Chapter 08
DESIGN BRIEF
AND
AREA STATEMENT

8. Design Brief and Area Statement
8.1 Design Brief
Agriculture is the main occupation in India. Two-third of population is dependent on agriculture

directly or indirectly. It is the basic foundation of economic development. This is the only sector that
contributed to the growth of not only itself but also of the other sector of the country. Besides,
agriculture is not just a mean of livelihood but a way of living life in India. It is not limited to cultivation
and farming but also involves business.
India is blessed with large arable land with 15 agro-climatic zones, having almost all types of weather
conditions, soil types and capable of growing a variety of crops.
In spite of all these facts, the average productivity of many crops in India is quite low. The country’s
population in the next decade is expected to become the largest in the world and providing food for
them will be a very prime issue. Increasing population, increasing average income and globalization
effects and climatic trends in India will increase demand for quantity, quality and nutritious food, and
variety of food. Therefore, pressure on decreasing available cultivable land to produce more quantity,
variety and quality of food will keep on increasing.
For thousands of years, we are practicing agriculture but still, it remained underdeveloped for a long
time. There are still some small farmers that use the old traditional methods of agriculture because they
lack the resources to use modern methods and knowledge. On the other hand, while the world is
becoming more technologically advanced, the way agriculture is practiced in our country remains
same; we must focus on improving agriculture technologically. There is a demand-supply gap and to
fulfill it we need more human resources to work in this industry.
To achieve a high standard of agriculture production, a country has to have strong research and
extension systems. The infrastructure for research and extension are being strengthened and
reorganized in many countries so that more relevant and appropriate research can be conducted to solve
farmers' problems and increase agricultural production. Farmers require ongoing education to stay
aware of fast-moving developments in technology and the upcoming youth should be aware about it.
Hence, there a need to create a design intervention which not only promotes agriculture
knowledge but also seeks out innovative procedures and practices in the field of agriculture.
Furthermore, the relationship between youth, residents, and farmers has deteriorated, and we must
restore it by creating a socio-cultural space which will lead to the upliftment of the region.

According to data collection and user analysis the facility would cater to maximum 550-600 users
including the learners, administrative staff, teaching staff, residents and visitors. There would be land
which would be designated for the future expansion of the institute
8.2 Site Selection

The agriculture center is proposed to be located in Palghar, the context for learning can be better
because of the close relationship between the local farmer and his farm. Site located in Tembhode,
Palghar on the basis of its context, also for development of the project it is located at tip of rural and
urban connect with in a fringe locality just under Palghar jurisdiction. Palghar as a node that is
continuously emerging as an urban hub with agriculture still being a major occupation on the
outskirts.Various farming communities in this region as well as other region can access this site .The
farmer will be able to learn by taking action and applying their learnings.
The location also makes it perfect to include a distribution center that will help farmers to distribute
their produce to different towns nearby and hopefully expand to other Region. The Agriculture Center
will serve as a space for agriculturists and the community to come together. The site locality in region,
where the soil is rich in nutrients and having the great farming background the surrounding lands are
still used for practicing of farming by locals.
Site Specification
Figure 109 Plot Area Diagram Source:Author

8.3 Area Statement
Sr. Requirements Purpose Area as No.of Qua Proposed Source

no per occu- n- Area
standa- (SQ.M)
rds
pants tity
(SQ.M)
ADMINISTRATION BLOCK (A)
1 Waiting area A lounge area where 60 60 2 120 Case study
people may wait till,
they get to their
further activities
2 Dean office Person/director who 60 20 1 60 ICAR
looks after the smooth visitors/ Min. Req.
running of the day
academics.
3 P.A. room Personal Assistant for 15 2 2 30 ICAR
Director. Min. Req.
4 Admin office To work in ordinance 15 5 1 15 ICAR
with Director. Min. Req.
5 Accountant dept. To Look after the 15 5 3 45 ICAR
revenue generation Min. Req.
and accounts
6 Superintendent Manager responsible 15 1 1 15 ICAR
office for repair and Min. Req.
maintenance
7 Extension Space provided by 40 20 2 80 ICAR
department colleges and visitors Min. Req.
universities to people /day
who are not enrolled
as regular students.
8 Meeting/conference To be used by office 50 20 2 100 Case study
room teams for internal
meetings and project
discussions and
working.
9 Technician room A person employed to 30 5 1 30 ICAR
look after technical Min. Req.
equipment or do
practical work in a
laboratory.
10 Housekeeping/Pantry A room adjacent to the 15 1 15 ICAR
kitchen Min. Req.
11 Scholarship cell Space to collect 50 1 50 ICAR
scholarship Min. Req.

12 Assistance Registrar To look after the non- 15 1 15 ICAR

cell academic Min. Req.
administrative
functions
13 Parking area 300 1 300 DCR
ACADEMIC BLOCK (B)
14 Lecture room A room for lectures 120 420 6 720 ICAR
Min. Req./
Neuferts
4th
Edition
15 Examination Cum A room to conduct 500 200 1 500 ICAR
seminar hall exams and seminars at a Min. Req.
time
16 Common room A room where people 35 2 70 ICAR
can sit, talk, and relax. Min. Req.
17 Staff room for 60 7 1 60 ICAR
extension dept. Min. Req.
18 Staff room for For teaching staff to 30 7 2 60 ICAR
organic farming relax, re-energise and Min. Req.
training socialise with their
19 Staff room for colleagues in between 30 7 2 60 ICAR
horticulture lessons Min. Req.
department
20 Staff room for urban 30 7 2 60 ICAR
farming training Min. Req.
21 Library Contains a collection 250 150 1 250 ICAR
of books, a space for at a Min. Req./
reading and gathering time Neuferts
information 4th
Edition
22 Auditorium A Public Gathering 500 1 500 ICAR
Space for Speech and Min. Req./
Performance to Neuferts
promote 4th
Edition
23 Sports facility 1000 1 1000 Neuferts
(including table Provides physical 4th
tennis, badminton activities Edition
court, volleyball &
basketball )
24 Toilets 25 50 10 250 ICAR
Min. Req.
26 Parking 150 1 150 DCR

RESEARCH AND DEVELOPMENT BLOCK(C)

27 Soil and Instructional 120 60 1 120 ICAR
conservation Lab component of a course Min. Req.
28 Irrigation and where you can apply 120 60 1 120 ICAR
drainage lab learning from lectures Min. Req.
29 Tractor and power Facility that provides 120 60 1 120 ICAR
lab controlled conditions Min. Req.
30 Floriculture lab in which scientific or 80 60 3 240 ICAR
technological Min. Req.
research, experiments,
31 Organinc farming 80 60 3 240 ICAR
and measurement may
lab Min. Req.
be performed.
32 Urban farming lab 80 60 3 240 ICAR
Min. Req.
33 Green house / A space where crops 2000 60 1 2000 Case
polyhouse. can be grown in per study/
partially or fully batch Neuferts
controlled climatic 4th Edition
conditions.
34 Computer Lab A space which 150 60 1 150 Neuferts
provides computer 4th
services Edition
35 Electronic lab Modern lab used for 80 60 1 80 ICAR
teaching and research Min. Req.
purposes
ACCOMODATION BLOCK (D)
36 Reception cum Common entry area 25 1 25 Neuferts
waiting area for dwellers 4th
Edition
37 UG Students units Dwellings for UG 1000 300 2 2000 ICAR
(boys & Girls) students Min. Req.
38 PG Students units Dwellings for PG 600 60 2 1200 ICAR
(boys & Girls) students Min. Req.
39 Staff quarters(male Dwellings for staff 120 10 1 120 Neuferts
& female) 4th
Edition
40 gym Physical acitivity 200 1 200 Neuferts
space 4th
Edition
41 Guest house Space for visitors to 25 3 3 75 ICAR
stay Min. Req.
42 Dispensary A room where 25 5 1 25 ICAR
medicines are Min. Req.
prepared and provided

43 Canteen To be used by people 400 250 1 400 ICAR

working in the facility Min. Req.
44 Electrical room Electrical services
15 1 15 Case study
45 Server room 15 1 15 Case study
46 Parking area 150 1 150 DCR
SOCIO-CULTURAL ACTIVITY BLOCK (D)
47 Reception cum Reception desk for 50 1 50 Case
waiting area visitors to do their Study
necessary inquiry.
48 Admin cum inquiry To look after the 20 2 40 Case study
room running of centre
49 Cafeteria + Kitchen A hospitality element 300 40-50 1 300 Case study
and is to be open to all
visitors as well as staff
members.
50 Training room A space used to 90 20-25 3 270 Case study
educate, demonstrate
& train farmers
51 Multi-purpose hall To be used for visitor 150 50-80 1 150 Case study
interaction
52 Exhibition area To be used to display 400 100- 1 400 Case study
items 150
53 Workshop area To be used to hold 40 6 240 Case study
different programs
which helps the
participates and visitor
understand practically.
54 Toilet 30 30 User
analysis
55 Parking 200 200 DCR
1 Total Area (A+B+C+D) 13720 SQ.M

2 Total Carpet area (Deducting parking and outdoor sports area) 10490 SQ.M
Total B.U.A (including circulation area, staircase, walls, columns etc.)
3 14162 SQ.M
35% of (2)
FSI 1.1 Note: Small activity spaces (Fire-fighting

Total B.U.A 14162 SQ.M spaces, loading & unloading spaces and other
Plot Area 21484.04 SQ.M services) are excluded from this total area.
Instruction cum farmland (30% of The unbuilt area in site can be proposed or
6445.21 SQ.M
plot area)
kept for future expansion related to the
Recreational Area (10% of plot
2148.40 SQ.M project.
area)

Chapter 09
BIBLIOGRAPHY

9. Bibliography
4.pdf. (n.d.). Retrieved June 27, 2021, from https://www.arcjournals.org/pdfs/ijhsse/v4-i7/4.pdf
08.12.2017-Agri.Edu.Day-03.12.2017.pdf. (n.d.). Retrieved June 29, 2021, from
http://www.hillagric.ac.in/aboutus/vc/vc_addresses/pdf/2017/08.12.2017-Agri.Edu.Day-
03.12.2017.pdf
About district_palghar_cdap.pdf. (n.d.).
Agri_A-Review-on-Agriculture-Sector-in.pdf. (n.d.).
Agriculture. (n.d.). Retrieved June 27, 2021, from
http://www.doingbusinessinmaharashtra.org/Agriculture.aspx
Agriculture in India | Indian Agriculture History | Agricultural Scenario India. (n.d.). Retrieved June
27, 2021, from https://www.indiaeducation.net/agriculture/indian-scenario.aspx
Agriculture in Maharashtra. (n.d.). Retrieved June 27, 2021, from
https://www.mapsofindia.com/maps/maharashtra/maharashtraagriculture.htm
AGRICULTUREININDIAINFORMATIONABOUTINDIANAGRICULTURE.pdf. (n.d.).
Arjun, K. M. (2013). Indian agriculture-status, importance and role in Indian economy. International
Journal of Agriculture and Food Science Technology, 4(4), 343–346.
Career opp08.12.2017-Agri.Edu.Day-03.12.2017.pdf. (n.d.).
CHAPTER 11—AGRICULTURAL INSTITUTIONS. (n.d.). Retrieved June 27, 2021, from
http://www.ndsguyana.org/Frames/chapter11.htm
Das, S., Chatterjee, A., & Pal, T. K. (2020). Organic farming in India: A vision towards a healthy
nation. Food Quality and Safety, 4(2), 69–76. https://doi.org/10.1093/fqsafe/fyaa018
Dwivedy, N. (2011). Challenges faced by the Agriculture Sector in Developing Countries with
special reference to India. International Journal of Rural Studies, 18(2).
Golait, R. (2007). Current issues in agriculture credit in India: An assessment. Reserve Bank of
India.
History of agriculture in the Indian subcontinent. (2021). In Wikipedia.

Icar.pdf. (n.d.).
Imp of archi in agriP515031.pdf. (n.d.).
India: Issues and Priorities for Agriculture. (n.d.). Retrieved June 27, 2021, from
https://www.worldbank.org/en/news/feature/2012/05/17/india-agriculture-issues-priorities
Kalamkar, S. S. (2003). Agricultural growth and rural non-farm sector in Maharashtra. Agricultural
Economics Research Review, 16(conf), 31–47.
Mathur, A. S., Das, S., & Sircar, S. (2006). Status of agriculture in India: Trends and prospects.
Economic and Political Weekly, 5327–5336.
MinimumRequirements_Final.pdf. (n.d.).
ICAR-Central Institute for Research on Cotton Technology,. (n.d.). Retrieved from
https://circot.res.in: https://circot.res.in/en/message-from-director/
Programs in Agriculture | Master’s course in Agriculture | Bachelor’s Program. (n.d.). Retrieved
June 29, 2021, from https://www.indiaeducation.net/Agriculture/Programmes-in-
Agriculture.aspx
VERTICAL FARMING ACADEMY. (2018, APRIL 19). Retrieved from
https://academy.verticalfarming.net/intro-to-agritecture
Sagar, A., Kademani, B. S., & Bhanumurthy, K. (2014). Agriculture research in India: A
scientometric mapping of publications. DESIDOC Journal of Library & Information
Technology, 34(3).
Salunkhe, H. A., & Deshmush, B. B. (2012). The overview of government subsidies to agriculture
sector in India. IOSR Journal of Agriculture and Veterinary Science, 1(5), 43–47.
Shinde, H. R., Pagire, B. V., & Yadav, D. B. (2010). Performance of agriculture sector in
Maharashtra: A critical analysis. Agricultural Situation in India, 66(11), 655–661.
Tripathi, S., & Rani, C. (2018). The impact of agricultural activities on urbanization: Evidence and
implications for India. International Journal of Urban Sciences,
Neufert, E., Neufert, P., & Kister, J. (2012). Architects’ data (4th ed). Wiley-Blackwell.

Chapter 10
PLAGIARISM REPORT

10. Plagiarism Report

Mansi T - DD 1 Jury

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mansi T - DD 1 Jury

Uploaded by

Copyright:

Available Formats

UNIVERSITY OF MUMBAI

AGRICULTURE INSTITUTE AND TRAINING CENTRE

MANSI DATTATREY THAKUR

VIVA SCHOOL OF ARCHITECTURE

ACADEMIC YEAR 2021-2022

Prof. Chakor A. Mehta

Ext,Examiner #01 Ext,Examiner #02

Mansi Dattatrey Thakur | Semester IX

Mansi Dattatrey Thakur | Semester IX

Figure 31 Location of college of agriculture,Pune .............................................................................. 43

Figure 63 University library entrance .................................................................................................. 57

Figure 95 South Elevation ................................................................................................................... 68

ICAR – Indian Council of Agricultural Research

GDP – Gross Domestic Product

ARI – Agricultural Research Institute

IARI – Imperial Agricultural Research Institute

SAU – State Agricultural Universities

DARE – Department of Agricultural Research and Education

APEDA – Agricultural and Processed Food Products Export Development Authority

NMSA – National Mission For Sustainable Agriculture

PKVY – Paramparagat Krishi Vikas Yojana

PMKSY – Pradhan Mantri Krishi Sinchai Yojana

PMFBY – Pradhan Mantri Fasal Bima Yojana

Mansi Dattatrey Thakur | Semester IX

Chapter 01 - Introduction ............................................................................................. 1

1.2 Background study: ....................................................................................................................... 3

1.3 New Developments in field of Agriculture Education ................................................................ 4

1.4 Need of the design intervention : ................................................................................................. 6

1.5 Aim: ............................................................................................................................................. 8

1.6 Objective: .................................................................................................................................... 8

1.7 Scope of study: ............................................................................................................................ 8

1.8 Limitations of study: .................................................................................................................... 9

Chapter 03 - Literature Review ................................................................................. 12

3.1 Agriculture ................................................................................................................................. 13

3.1.1 History of agriculture in the India .......................................................................................... 13

3.1.2 Agriculture in India ................................................................................................................ 15

3.1.3 Current scenario of Agriculture in India................................................................................. 15

3.2 Effects of urbanization on agriculture ....................................................................................... 17

3.2.1 Urbanization and the loss of agricultural land ........................................................................ 18

3.3 Government Policies and Schemes ............................................................................................ 19

3.4 Challenges faced by agriculture ................................................................................................. 20

3.5 What is Agricultural Education? ............................................................................................... 22

3.5.1 Agricultural education in the country ..................................................................................... 23

Mansi Dattatrey Thakur | Semester IX

3.5.2 Agricultural Institute in India ................................................................................................. 23

3.5.3 Education criteria .................................................................................................................... 26

3.6 Challenges Faced by Agricultural Education In India............................................................... 28

3.7 Career Opportunities in Agriculture .......................................................................................... 30

3.9 Types of agricultural Practices .................................................................................................. 34

3.9.1.1 Department Of Floriculture and Landscape Architecture ................................................... 34

3.9.2 Organic Farming ..................................................................................................................... 36

3.9.2.2 Status of Organic Farming In India ..................................................................................... 38

3.9.3 Urban Farming........................................................................................................................ 39

3.9.3.1 Types of Urban Agriculture ................................................................................................. 40

Chapter 04 - Case Studies .......................................................................................... 42

4.1 Case Study 1. College of Agriculture, Pune .............................................................................. 43

4.1.1 Project Specification ............................................................................................................... 43

4.1.2 About the project .................................................................................................................... 44

4.1.3 The Programme & Planning Principles .................................................................................. 44

4.2 Case Study 2 - Horticulture Training Center, Talegaon, Pune .................................................. 49

4.2.1 Project Specification ............................................................................................................... 49

4.2.2 About the project .................................................................................................................... 50

4.2.3 The Programme & Planning Principles .................................................................................. 50