a

DACHYATA: EMPOWERING POTENTIAL ENRICHING LIVES

EMPOWERMENT CENTER

NEED OF EMPOWERMENT CENTER

a

59,753 people fully literate in Birtamode Municipality who were able to both read and write, while 14 ,336
people were able to read but not write.
The youth people does not continue their education due to socio-economic condition and had to do unskilled
work due to no or very few informal education system.
a

Unemployment Rate in Nepal increased to 5.10 percent in 2021 from 4.70 percent in 2020

LITERATURE REVIEW

Empowerment is the interpersonal process of giving the necessary skills, resources, and environment to help
people create, develop, and improve their ability and effectiveness in setting and achieving individual goals.
It helps people to make self-reliance, self-power, influence of choice, potential, self-rule and the list goes on,
these as found out are entrenched in the belief system. Empowerment involves creating a suitable atmosphere
that supports and amplifies the voices of underprivileged, youth and women groups which help to eradicate
social barrier and inequalities and creates solidarity in the community. Empowerment helps to increase the
economic, social, political, and physical strength of any individual or entity. (Perkins, 2010).
The word "Empowerment" has been widely used by academics and aid workers in the English-speaking
world since the late 1970s, particularly in social services, social psychology, public health, adult literacy, and
community development. The term is considerably more popular now and is being used in business and
politics. The idea started to gradually gain popularity in the worldwide agenda for gender and development
in the 1990s. By the end of the decade, it had firmly established itself in the new international development
organizations' stance on eradicating poverty. It was used in different terms like “community,” “civil society,”
and “agency,” whose main concept was “participation of the poor” in development. (Calvès*, 2009)
There are different elements of empowerment. They are
i. Social empowerment
In social work, empowerment offers an approach that allows social workers to increase the capacity
for self-help of their clients. For example, this allows clients not to be passive, helpless 'victims' to be
rescued but instead as a self-empowered person fighting abuse/ oppression; a fight, in which the
social worker takes the position of a facilitator, instead of the position of a 'rescuer'. (BANK, 2016)

ii. Economic empowerment

a

In economic development, the empowerment approach focuses on mobilizing the self-help efforts of
the poor, rather than providing them with social welfare. Economic empowerment is also the
empowering of previously disadvantaged sections of the population. (BANK, 2016)

iii. Legal empowerment

Legal empowerment happens when marginalized people or groups use legal mobilization i.e., law,
legal systems, and justice mechanisms to improve or transform their social, political, or economic
situations. Legal empowerment approaches are interested in understanding how they can use the law
to advance the interests and priorities of the marginalized. (BANK, 2016)

iv. Gender empowerment

Gender empowerment conventionally refers to the empowerment of women, and has become a
significant topic of discussion in regard to development and economics. It can also point to
approaches regarding other marginalized genders in a particular political or social context. (BANK,
2016)

v. Sociological empowerment
Sociological empowerment often addresses members of groups that social discrimination processes
have excluded from decision-making processes through - for example - discrimination based on
disability, race, ethnicity, religion, or gender. Empowerment as methodology is also associated with
feminism (BANK, 2016)

The well-known five main themes during the process of empowerment are:
1. Powerlessness
2. Impetus to the Empowerment Process
3. Support from People
4. Access to Valued Resources
5. The Role of Participation in Community Life

Benefits of Vocational Training

Job-ready – This training makes a person job-ready and students can directly get a job after completing their
studies. In addition, it provides students the required set of skills and training for various jobs such as fashion
designers, computer networking, interior designing and many more. Also, it makes the person skilled and ready
for the job of their respective fields.

Low Education Cost – The fees of these courses are quite economic and anyone can easily afford to pay for
them. Moreover, they are an easy alternative for those students who do not want to opt for a 3-year degree
course. Many of these vocational courses are as good as degree courses and offer employment quickly. Besides,
they are best for those students who cannot afford the cost of the degree course.
a

Career advancement – They are also the best alternative for those people who have a job and want to acquire
new skills. Also, the duration of these courses is quite less compared to the degree courses but the set of skills
taught is quite useful and important.

Besides, it is quite effective for a professional to improve the prospect of their career. In addition, dropouts and
students who are less interested in academic studies can choose from a range of diverse courses in their field of
interest.

Economic Development – The demand for skilled professionals in the various sector is growing day by day in
the world. In addition, the existence of skilled manpower is beneficial to society as well as the economy of
developing nations. With this, the need for importing manpower from other nation is also reduced.

Empowering people to have control and ownership of their lives requires an array of opportunities to choose
and decide In order to eradicate poverty, it entails providing people with the information and skills necessary
to support themselves. It also entails addressing governance challenges by questioning the effectiveness of
current institutions' methods for setting policy and holding people accountable. Through education, health
care, and employment, empowered people may contribute to the achievement of sustained economic growth
and sustainable development.  They have the ability to combine social, cultural, and economic policies to
improve everyone's quality of life. (UNDESA-DSPD, March 2013)

Youth empowerment is the process of involving the youthful people in a community's decision-making and
the prosperity of the country. The goal of youth development is to enhance each young person's potential. In
order to achieve larger community change, youth empowerment focuses on developing leadership skills
among young people and encouraging a feeling of civic involvement and responsibility. It is defined by
initiatives that encourage participation, whether in community programs, support services, or educational
pursuits. Therefore, youth empowerment promotes sustainable socio-economic growth and contributes to the
development of self-sufficient communities. (Lucas, Dairaghi, Ravell, & Ledford)

ELEMENT TO BE USED IN THE EMPOWERMENT SYSTEM

I. ADMINISTRATION
II. PARKING
III. LIBRARY AND RESOURCE CENTER
IV. RECREATION/ INTERACTIVE SPACE
1. CHAUTARI
2. OPEN SPACE
V. ACCOMODATION
VI. MULTIPURPOSE HALL
VII. WORKSHOP

WORKSHOP
a

MECHNICAL
I. Automobile
II. Welding

Construction
I. Electrical
II. Plumbing and Sanitary
III. Carpentry

ARTISAN
I. Tailoring
II. Beautician ( male and female)

Design of multi- field Workspace

Generally, a multi field workspace consists of three basic units of accomodation:
1) Workspace area: includes various workspace such as machine room, planning and designing,
2) Storage area for the raw material, finished work, storage space for the tools and small moveable
equipments’, worker’s belonging
3) Service and amenities: Such as staff room, locker room and wash room
 The flow of sequence should be uninterrupted and carefully arranged such as in and out of the raw material
from the store, to the workspace, to the finished store and out.
 The space provided should have comfortable working environment with thermal comfort, illumination,
scale of furniture and fittings
 The workspaces mainly dealing with the machineryitems, the construction of the building should be so as
to allow admission of any sorts of machinery. Workspace for the individual and group work a. General
considerations:
a. Peaceful environment
b. Outdoor setting
c. Space planning
d. Safety measures
e. Locating workspace with respect to activities
f. Buffer space between work spaces
g. Lighting

Generally, a workspace required to be designed is calculated as per place area. The calculation is based on
common combination of fields of study. Per place workspace calculation for any field of activity will have to
take an account on:
Individual workspace area plus circulation about the area
 The areas for common activities plus the associated circulation areas
 An area near one of the individual or other workspaces for tools and temporary work store and an area for
workspace.
 General practicing per place areas for work area in different countries are given below. It suggests
workspace per person.
a

Types of workshop Area per place in sq.m

Automobile workshop 9
Metal workshop 5.3

Electrical 3.3

Plumbing workshop 9
Carpentry workshop 9
Beautician workshop 9
Tailoring workshop 6

SPACE NATURAL LIGHT ARTIFICAL

LIGHT

Office Area Daylight without glare Up to 500 LUX

Mechanical Workshop Diffused light or North light Upto750 LUX

Artisan Workshop Diffused light or North light Up to 750 LUX

Construction Workshop Diffused light or North light Up to 750 LUX

Theory Workshop Daylight without glare 500 LUX

Mechanical and electrical workshop

Minimum Space: 9 Sq. M. Per Person Minimum
Clearance:From Equipment 0.5m
Min Circulation: 1 M Clear
Height: 3m – 4m Lighting:
Diffused Daylighting
Artificial Lighting: Up To 500 Lux

Equipment Neutral White (Fluorescent)

PLUMBING WORKSHOP
 Work benches and demonstration booths can be provided with different fixtures
 MIN CLEARANCE FROM EQUIPMENTS: 1.4 M
a

 MIN CIRCULATION: 1.25 M

2.1.1. Automobile workshop

Automobile workshops need enough clearance from vehicles. Usually automobile workshops require

larger space depending on the workshop for the type of vehicle is to be fixed.

 General workstation: 4M X 7M (car) and 5M X 10M ( Commercial sized vehicle)

 Clearance from vechile: 2M
 Area per person: 7.5-8.4 SQ.M
 Single span ,span without column are preferable
 Sound insulation should be done through different buffer space

2.1.2. Beautician

Minimum Space: 9-10 Sq. M. Per Person

Minimum Clearance From Equipment
0.5m Min Circulation: 4 M
Clear Height: 3m – 4m

A beauty salon layout project needs significant consideration to maximize work and provide a relaxing
and enjoyable experience for clients. These factors ensure efficiency, understanding of sanitation, and the
elegance that spaces can convey to clients. There should be 1.5 m (5′) of working space from the stylist’s
back and the unit.To fit more customers into a tight space, we suggest adding island styling components.
a

2.2. Learning Envionment

A learning environment is a diverse platform where users engage and interact to learn new skills. While
learners can learn in an array of settings, the term refers to the more preferred and accurate alternative to
the traditional classroom. The term does not pass on a traditional or limited connotation such as a room
full of desks and a chalkboard. This definition recognises that students learn in many different ways in
very different contexts. Since learners must do the learning, the aim is to create a total environment for
learning that optimises the ability of students to learn. There is of course no single optimum learning
environment. There is an infinite number of possible learning environments, which is what makes
teaching so interesting.

2.3. Factors That impact our Learning (green)

Following are the prime factors that contribute to establishing an effective and positive learning
environment. Let’s discuss some of the most important factors.

2.3.1. Physical factors

a

The term physical environment of a classroom refers to the way a classroom is set up, right from the
accessibility and visibility that it offers to the distractibility that it can avoid. It pertains to everything
from the way the materials in the room are arranged to how easily each student can see the board,
projection screen, teachers, and the likes. Taking care of all these aspects in a classroom ensures a
positive physical environment where students can concentrate on their studies, without falling for any
kind of distraction.

The physical environment of a classroom is not something that can be undermined or ignored, given the
fact that a classroom is not all about books, lessons, and class works. Things like the color of walls, the
arrangement of furniture, the decorations on the walls, and more alike, come together to send an
impression to the students that affects the way they learn. It adds to the ambiance in a way that makes the
children more inclined to concentrate and focus on the tasks at hand. To explore more about the idea
here’s taking a closer look at how the physical environment of classrooms plays a crucial role in ensuring
immersive learning. (green)

2.15.1.1. Arrangement of Furnishings and Floor Coverings

Tables/Work Surfaces Typical work surfaces found in most teaching classrooms are inadequate for
today's university student. The tablet‐arm chairs used do not allow students to take notes while
referencing textbooks or others materials. Also, without specially configured chairs, a left‐handed student
must contort themselves to utilize the tablet. Therefore, a much larger surface area must be provided to
comfortably accommodate basic needs of left or right‐handed students. Tables and work surfaces should
be ergonomically functional and comfortable according to the application (e.g., standard versus
technology
a

classrooms). Adjustability and variety, particularly in height, should be provided to accommodate the
broadest range of users.
 Tables can be for 1, 2, or 3 students allowing a minimum of 30” per student. The number of
students per table is flexible and is determined by the type of classroom and the configuration of
the classroom.
 To allow for note taking and reference materials the minimum work surface area should be 3.75
square feet per occupant.
 Depths of table vary from 18” ‐24” based on room layout, 18” wide tables are preferred with 3’
space in front.
 Modesty panels are allowed for tiered rooms
 Fixed tables with cantilevered pivot arm seats are not allowed. If fixed tables are installed, provide
loose seating with casters.
 Tablet arms should be considered only related with theatre seating.
 Provided tablet size should be equal to or larger than 12-inch x 15 inch (1.25 square feet).
 ‐ 10% ‐ 15% of the tablet work surfaces should have a left‐handed orientation.
 Tables shall be selected that facilitate cleaning of the floor surface, and require minimum
maintenance of the seat covering (if applicable).
 Provide written warranty for all proposed furniture. UConn requires a minimum of 5-year
warranty and prefers a 10 year or longer warranty on all furniture items.
 When casters are specified on seating, insure that the casters are the correct type of the floor finish
(carpet, VCT, etc.)
 Furniture must be able to interface with technology (i.e. pathway for power/data)

Figure 2-49 Different sizes and arangement for classrooms

A well-designed physical environment has different activity areas with clear, physical, and visual
a

boundaries, defined by the furnishings and floor coverings. These furnishings and floor coverings should
a

create spaces that are comfortable and that lend themselves to their intended purpose. For example,
ablock area might have bookshelves to set it off as a block center, and carpeting or foam flooring to
muffle the sound when blocks fall on the floor. Also, the library area should have a soft, comfortable
floor covering for young children and adults to sit on while they look at the books.
 Celling should have an average height of not less than 9’ (although 10 feet is preferred) and allow
for one or more wall mounted projection screens or smart boards and placed high enough off the
floor to provide unobstructed sight lines.
 Distance between the marker board and the first row of seats must be between 7’-10’.
 The principal/ primary entry should be at the rear or side of the room.
 Window should be provided along the sides of the classrooms, not in the front of back
 Seating Arrangement should not be crowded and a minimum distance between center to center of
two desks should be 3’-6’’.
 In a room measuring 26' X 30' (Fig. 1), with separate tablet armchairs for 35students, the seven
seats in a row might have a spacing of 3'6" between seat centerl laterally and 4'6" between the end
seat centers and side walls (6 X 3'6"+9' = 30').Spacing from front to back in a column might be 3
feet between seat centers with 4 feet behind the back-seat center and 10 feet between the front-seat
center and the front chalkboard (4 X 3' + 14' = 26'). (standards, 2015)

2.15.1.2. Selection and Placement of Materials

Another aspect of the physical environment includes the selection and placement of materials. The
selection of materials includes choosing toys and other physical objects that are age- and developmentally
appropriate, as well as linguistically and culturally relevant, for the student in the classroom. For example,
the block area should include a variety of blocks to allow children with varying motor skills to manipulate
them, and these materials should be placed so that they are easily accessed. Teachers should also take care
when it comes to:

2.15.1.3. Design and Display of Visual Materials

An item that is an integral part of any institute, school, or classroom is a display board. Students, teachers,
parents, guests to the institute all read the display board. The content that is displayed on the display
board gives the first impression of the school. The display board is a melting pot of knowledge on
different subjects, news, events, schedules, activities, etc – it’s where people go to first to get any
information about what is happening or what’s going to happen in the school or institute.The advantages
of using classroom display boards are many. In the classroom, teachers use the display board to teach
children different topics in a creative way. The main advantage of teaching with display boards is that it
helps in visual learning, which helps the children remember what they have learnt for a longer period of
time.
a

Also, display boards make students proud to display their works. By displaying some of the best students
works on the classroom display board, other students tend to be motivated and set a goal. On the flip side,
it can also be a reason for frustration – especially in younger kids) when their work doesn’t go on the
display board,

 Lighting

It is no secret that natural light plays a crucial role in affecting the way humans behave and feel. More
than 80% of our time is spent indoors, and therefore incorporating natural light in our designs and spaces
is a factor to be not only taken into consideration but prioritized. On the physical side of things, various
research and studies have shown that natural light plays an important role in balancing and regulating
blood flow and circulation. Moreover, it enhances the production of melatonin, the hormone responsible
for controlling digestion and sleep. On the emotional side, natural light releases the serotonin hormone
that helps fight depression and promote feelings of well-being and happiness. Bright light, preferably
natural, is much needed to stimulate the brain and keep the users focused in workspaces such as schools,
universities, and offices. Natural light is also proven to increase productivity and speed of work as well.
Controversially, a less-lit space with warm-toned lights brings on relaxation and is mostly used in
bedrooms or libraries, and finally, dark, poorly lit spaces give an unsettling feeling of claustrophobia.
Lighting is a fundamental element which has a considerable influence on the educational experience. The
quality and quantity of light (illumination) undoubtedly influences the perception of comfort in a
particular space. Classrooms with a supply of natural light, andcomplemented by adequate artificial light,
provide dynamic lighting, which can adapt to the students’ biological and emotional rhythm. As a result,
there is an improved educational experience, which influences both the emotional and cognitive behavior
of students, in turn increasing their levels of concentration and motivation (The importance of good
lighting in educational centers, 2021) Students in dark classrooms may struggle to see what is written in
textbooks or on the board.However, classrooms that are too bright may cause strain to the eyes as well.
Another issue for consideration is the way the light hits the board, which may cause a reflection that
makes it difficult for students to see. Natural light is one type of light found in schools. One study found
natural light has a tremendous influence on our bodies and minds. Natural light also affects learning
positively. (Johnson, 2011; Samani, 2012).

Studies carried out by researchers, at the Child and Youth Psychology Clinic in a Hamburg Hospital, have
shown that correct lighting in the classroom, in terms of intensity, color temperature, and dynamism,
helps to increase reading speed by 35%, while, at the same time,reducing comprehension errors by 45%.
Thus, Light affects the ability of student to read, write and even cognitive function and spatial features of
architecture regulates the intensity, color and mood of light in learning environment. In the same way, it
was also shown that warm lighting reduced hyperactivity in the classroom by up to 76%. (The importance
a

of good lighting in educational centers, 2021).

Therefore,Lighting also affects how students behaves in learning environment. Good lighting classrooms
can motivate students for better learning. In good lighting classroom students are more relax,do not
sleepy, and they have a kind of motivation in that place to learn better. Also, according to (Samani,
2012)“the quality of light in classrooms consider how students concentrate to what they should done or
working on.” The learning environments that include the appropriate lighting quality will be a kind
of intangible motivation and encouragement for students to learn better. It can lead them to focus on their
tasks and working better on subjects. The importance of good lighting in classrooms and other
educational centers and spaces hinges on the fact that light doesn’t only affect us visually, but also has an
impact on different physical and emotional attributes, based on the characteristics of the light itself, thus
influencing learning environment and pupils' school performance as well.

 Daylighting
Daylighting strategies and architectural design strategies are inseparable. Daylight not only replaces
artificial lighting, reducing lighting energy use, but also influences both heating and cooling loads.
Planning for daylight therefore involves integrating the perspectives and requirements of various
specialties and professionals. Daylighting design starts with the selection of a building site and continues
if the building is occupied. All daylighting strategies make use of the luminance distribution from the sun,
sky, buildings, and ground. Daylight strategies depend on the availability of natural light, which is
determined by the latitude of the building site and the conditions immediately surrounding the building,
e.g., the presence of obstructions. Daylighting strategies are also affected by climate; thus, the
identification of seasonal, prevailing climate conditions, particularly ambient temperatures, and sunshine
probability, is a basic step in daylight design. Studying both climate and daylight availability at a
construction site is key to understanding the operating conditions of the building’s facade. The
daylighting design solution for the building should address all these operating conditions. Some of the
major solutions are:

 Building Orientation

A good and well-lit learning environment starts with proper orientation. To maximize opportunity for day
lighting layout the school on the east-west axis with most of the spaces facing either south or north if the
major source of daylighting is going to be side windows in design. While orienting toward the south, it is
essential to provide sun shading devices to prevent overheating and direct daylight which might have a
negative effect on the learning environment. By employing south-facing apertures, it is easy to control
daylighting using external window treatment strategies. South facing windows also maximize the solar
heat gain that can be used for thermal comfort as well. Deviation from due south should not exceed 15°in
a

either direction for best solar access or ease of control.

 Artificial lighting

Artificial lighting methods are also important. Modern teaching methods are diverse and
varied, making flexible artificial lighting more important. When using electronic media
for
learning, artificial lighting s important to enhance and control the learning environment. Thus, we must be
provided to cater to the modern media as well as students in absence of daylight and to optimize daylight
as well. Lighting fixtures for board, for ambient lighting and for multimedia should be provided
respectively. (XAL, 2020)

Figure 2-54 Media Lighting

Source - https://www.xal.com/en/smart-lighting-educational-institutions/

Consider indirect lighting fixture that closely represent the effect of daylight. Since light is reflected off
several surfaces and from various sources, the fixtures will provide high quality light than is more
uniform. The direct light increases the modeling, but at the same time, it creates cast shadows that may
disturb the work. A more diffuse light reduces the unwanted shadow from the pupil’s arm when writing.
The minimum illuminance level in the classroom is 300 lux (galmox.com, 2021).

Figure 2-55: Difference between direct lightinga and indirect lighting

Source: https://www.xal.com/en/smart-lighting-educational-institutions/
a

Table 2-15 Foot candle guidelines

Source : https://updc.uconn.edu/wp-content/uploads/sites/1525/2016/10/Appendix-VI-
Classroom_Design_Guide-September-2016.pdf

2.15.1.4. Sound/ Acoustics

sound is well known to have an impact on human performance. Noise undermines reading, writing and
comprehension skills, as well as overall academic performance, as noise makes it hard to focus on the
task being performed ( (Neil J. DiSarno, 2002). Noise not just affects students’ performance but also
affects physical condition of student and teacher in the learning environment. From a plethora of
demonstrable effects, the following negative outcomes were reported specifically in the context of a noisy
room: getting tired easily, leading to lower efficiency; increased heart rate; dyspepsia; poor appetite;
insomnia; headache; tinnitus; and facial pallor. (Lewinski, 2015). This study shows that noisy
uncomfortable classrooms cause discomfort and mood swings, contributing to increased stress and
tiredness in students as well as decreased cognitive skills. Due to acoustic interference from outside
environments in the classroom, the need to speak louder causes vocal and auditory exhaustion for
teachers and students.Sound waves, when intercepted by a receiver such as the human ear, are collected
and transmitted as information to the brain: that is, they are 'heard'. While acoustic intensity is given in
decibels (dB), the tone of the sound is expressed as "frequency" through the Hertz unit (Hz). The healthy
human ear is sensitive to a very wide range of frequencies, from about 20Hz to20,000Hz. Below and
above this range are infrasound and ultrasound, respectively. (Souza 2019). It is understood that in a
building or classrooms specifically, four types of sounds are present:

 Outside noises (from vehicles, from the yard, from sports courts),
 Internal noises (the teacher's speech, parallel conversations),
a

 Impact noise (footsteps, leaps),

 Equipment noise (from air conditioning systems, fans, computers)

It is possible that noise producing workspace can affect the other. So, buffers can be created by
additions of walls or vegetation.

 Acoustic Design In Classrooms

In classroom it is very important to ensure good speech. Classrooms are the most significant learning
environment in educational facilities. The acoustics on the learning environment of classrooms as
discussed above, affects the cognitive function of students. The following strategies can be used to ensure
acoustic comfort in classrooms
 Room dimension should be lesser than 1:2. Greater the length to breadth ratio, harder to
understand the speech from the source.
a

 Walls and Ceiling of classrooms should be acoustically treated. Use of acoustic tiles in the celling
and absorptive material on floors reduces the noise in classrooms
 The Doors to classrooms should be away from one another to reduce noise from neighboring
class.
 Thermal Comfort

The term thermal comfort describes a state of mind, in terms of whether you feel too hot or too cold.
Environmental factors (such as humidity and sources of heat) combine with personal factors (such as your
clothing) and physical factors (such as activity levels) to influence your thermal comfort. (Health and
Safety Executive, 2021). Thermal comfort affects the learning environment, as feeling comfortable is a
basic human instinct. In a setting with extreme thermal differences, the body, and the brain consciously
and sub- consciously seeks to attain comfort than to focus on the learning. Keeping an eye on the ideal
temperature and humidity levels in a classroom is essential. Sudden changes in the weather can impact the
health of both the students and teachers.
Studies have also found that classroom temperatures have an impact on how human memory works.
(Earthman, 2002). Students find it difficult to concentrate when the temperatures are extreme. The human
body tends to trigger the body to react to a rise in temperature. That keeps both the brain and body away
from learning as they try to find comfort. It also contributes to a high level of tiredness. Students and
teachers feel tired when the temperatures are high. Overall, body fatigue is another thing that can distract
learners from the classroom. It means the ability to grasp content is affected, and the learning process
becomes difficult. Low temperatures combined with high humidity can also lead to poor school
performance. Other than causing mold growth, high humidity brings about the dust that leads to sneezing.
It can escalate to other diseases or even have an impact on how students concentrate in class.
In a literature review of thermal quality and students’ learning environment, (Earthman, 2002)
highlighted the existence of prime temperature ranges for optimal learning outcomes. Generally, research
shows that
a

temperatures between 68 and 74°F—20 and 24°C—are most conducive to comfort and, by extension,
learning. In addition, 50% relative humidity was found to be an acceptable value for classrooms
(Earthman, 2002). At this humidity and temperature, the learning environment was favorable for learning
and student’s performance also increased. Thermal comfort affects the learning environment and student.
Therefore, it is important for us to understand the advantages of maintaining/controlling an ideal
temperature to make a suitable environment for learning.

 Design Strategies For Thermal Comfort

Thermal comfort can be achieved with the strategy of building a natural design and mechanical design
strategy. The following can be used to improve the thermal comfort in learning environment.

 Building Orientation
Building Orientation is an important factor in providing a building with passive thermal comfort; to take
advantage of solar gains to reduce heat loads or to protect against unwanted solar gains. Optimizing
classroom configurations in buildings to allow access to daylight conditions in all classrooms and
occupied spaces will have a large impact on the overall wellbeing, stimulation, and productivity of
students (Peters & D’Penna, 2020). South orientation is ideal for heat gain whereas north orientation can
be done in tropical climates to reduce heat gain in schools. Similarly, south orientation with proper
thermal massing can be done for winter to provide heat. Spaces that are occupied throughout the year
should consider both winter and summer conditions and orient learning spaces according. The angle of

the solar ration varies throughout he year thus, it should be considered in design.

Figure 2-60 : Solar Azimuth Angle

 Fenestration Design
a

The fenestration design and glazing choices have a large impact on thermal comfort as radiation from the
sun passes through glazing to heat the internal fabric of the building, accumulating inside. The choice of
the shading device that is used is determined by the orientation, and common ‘shading’ strategies include
overhangs, external louvers, external shading, and internal blinds, however, limitations may exist in the
external context (for example, restrictions in a conservation area), and there are pros and cons for each
shading device type such as level of occupant control, glare, and implications for views and daylight.
South-facing windows need to be protected from high-level sun and this can be done by
overhangs/balconies or horizontal awnings. Windows facing east or west experience the sun much lower
in the sky, so the most effective shading devices such as external louvers may result in daylight

implications, so careful consideration is required to ensure shading without completely blocking

views.

Figure 2-61: shading Device Mechanism

 Natural Ventilation
Natural ventilation systems rely on pressure differences to m Figure 87: Shading Device Mechanism ove
fresh air through buildings. Pressure differences can be caused by wind, or the buoyancy effect created by
temperature differences or differences in humidity. In either case, the amount of ventilation will depend
critically on the size and placement of openings in the building. It is useful to think of a natural
ventilation system as a circuit, with equal consideration given to supply and exhaust. Openings between
rooms such as transom windows, louvers, grills, or open plans are techniques to complete the airflow
circuit through a building. Ventilation can be used to regulate comfort in learning environment. Design
strategies for ventilation is further explained under ‘Air quality and Ventilation’.
a

 Landscaping
Landscape is often an overlooked part for thermal comfort. The landscape design not only enhances the
environment but also works as an effective tool to conserve the conventional energy in several ways.
The attitude of limiting landscape design only to the sphere of decoration and aesthetics should also be
shifted towards the comfort point of view as well. Trees & green areas around a building or town improve
the physical comfort along with the visual pleasure. The soft landscape can contribute to healthy
environment in the following areas:
 Air-cooling
 Increase in the relative humidity
 Fresh air supply
 Air filtration
 Noise absorption
 Oxygen production
Thermal conditions of the environment with respect to cooling & air filtering depend upon the quantity of
foliage. Vegetation helps in lowering down the air temperature of surroundings by evaporative cooling
because of its transpiration. Tree leaves/foliage obstruct the passage of sunrays and through the process of
photosynthesis by consuming radiant energy, thereby providing the desired cooling effect to the
surrounding thermal environment. To achieve maximum efficiency the trees, must be placed/located
scientifically because shape, size and foliage of trees have direct impact/effect on their shadows and the
sun ray’s penetration. The energy efficient landscape design should permit winter penetration at the same
time giving provision for blocking summer heat penetration.

Figure 2-62 : Vegetation strategies

Source: (mourad, hamza, & ooakwara, 2015)
a

Sphere shaped trees like mango, neem, banyan etc. having the spread and height almost same with the
height 30’-50’ are useful for the roof shading and these can be located on southeast, south, and southwest
sides in northern latitudes. A study of parker shows that the ambient air under the tree adjacent to the wall
is about 2- 2.5oC cooler than the un-shaded area. Several scientists emphasized the importance of
landscape to bring changes in microclimate (Ramesh, 2016).
 Roof Gardens
Roof gardens not only contribute in reducing the heat transmittance through roof but also provide micro
climatic thermal conditions. A green roof, or rooftop garden, is a vegetative layer grown on a rooftop.
While conduction is the primary heat exchange process through a conventional roof, terrace gardens
demonstrate convection, scattered radiation, evapo-transpiration and thermal mass property to modify the
building microclimate. The inside ceiling surface temperature below the garden during the months of
February-March was between 2 and 4 °C lower than at a point below the RCC roof without the garden. In
the hot summer months of May-June, the ceiling below the garden was cooler by nearly 5–7 °C. The
garden also stabilized and significantly reduced the variation in inside surface temperatures throughout
the day. In the winter months, the terrace garden with planted vegetation cooled the surface 2–3 °C
and 5– 6 °C with natural wild vegetation due to enhanced evapo-transpiration

Figure 2-63 : Terrace garden as a Thermal system

Source: (ChitraChidambarama, 2020)

 Ground Surface And Paving

The property of ground surfaces around the building, influences the air temperature of surroundings.
Hard and polished surfaces like, bare earth, asphalt, sand and concrete become excessively hot due to the
solar radiation during the day and increase the air temperature in- and-around the structure and produce
a

discomfort due to glare and re-radiation. gives the reflected light percentage of different materials. The
reflective coefficient can be a guiding tool for specifications of the surfacing/toping materials in hard
landscape. The table below shows the percentage of reflected light as per material. The materials with
high reflectivity should be avoided in front of learning environment to avoid unwanted heat gain and
glare. The ground surface and paving also acts as thermal mass.

Figure 2-64 : Example of a passive school Design

Source :https://www.lanser.com.au/2019/02/05/how-to-use-passive-design-to-save- viewed on
July 10,2022

 Window Systems

A window system must address the range of a building’s exterior conditions to fulfil the range of interior
requirements. The placement and sizing of windows are among the most powerful features of
architectural design for daylight. Because the design of windows has a decisive effect on the potential
daylight and thermal performance of adjacent spaces, it needs to be checked very carefully (Ruck, 2000).
Windows are almost always exposed to the sky;daylighting systems can adapt windows to changing sky
conditions and transmit or reflect daylight as a function of incident angle.The amount of daylight
decreases with the distance to the window. Further reducing factors could be natural or artificial
disturbances like:
a

 environmental (trees, neighbor buildings,)

 architectural (lintel, fixed lamellas, overhangs...)
 materials (sun-protection glasses)
The higher the window, the deeper the daylighting zone. The practical depth of a daylighted zone is
typically 1.5 to 2 times the window head height, as shown in Figure 4. With a reflective light shelf, this
zone may be extended further. If a corridor is beyond this zone and separated with a partially glazed wall,
it may be adequately lit with the spill light from the room. With standard window and ceiling heights
(between 9 and 10 ft; 2.7 to 3 m), plan on adequate daylight within 20 feet (6.1 m) from the window.

Figure 2-52 Effect of Distance to the window on daylighting

a

International case study

Heringsholm vocational school

• Architects: C.F. Møller Architects

• Project: Herningsholm Vocational School
• Location: Herning, Denmark
• Size: 4700 m2
• Year: 2014

Selection criteria: To study the spaces that favor learning and training and to understand spatial and
organization of functions in training centers.

Herningsholm vocational school was a result of a design competition. CF. Moller won the competition for
the Herningsholm vocational school. The concept is to support the physical environment principles of
learning, a variety of flexible and contemporary. The vocational school is an independent building from
an existing school building campus. The vocational school is designed inside-out with an emphasis on
creating optimal learning and study environments as well as inside-out, in relation to surrounding
contexts where urban spaces offer opportunities for working outside with a pleasant teaching air.The
school building’s design takes into consideration that people’s behavior and thinking patterns are shaped
according to the surrounding physical environment which people are in. The learning environment-
Architecture- has a significant impact on student’s learning process and affects their overall physical and
cognitive aspects and is therefore designed for modern and democratic principles. The design focus
a

creating a balanced design form optimum learning experience for student through improved learning
environment.

Site And Surroundings

The project is in Herning, Denmark.The site is signed among many educational buildings that are
designed to have plenty of public spaces and parks to promote creative learning process. Plazas,
gardens are used to connect the building with the surrounding context. The plaza is the main element put
into account in designing process and has a high priority than any other element to emphasize
interaction and social needs.The map shows the buildings layout linked to the masterplan also it shows
the site relates to other surroundings occupancy and how it has affected the density of building spaces
and void spaces. The Plaza and the landscaping is done in a way that it blends with the surrrounding,
therefore making the building a part to the surrrounding campus buildings, as seen in figure-29. The area
around the site is rich natural green environment. And Different zones surround the site. First the site is in
Herningsholm Campus zone. From figure-30, we caan see that commerical area lies on the north,
residential area in the south and parks on either side of the main campus zone. Thus, the project Is
centrally located and easily accessible people form every zone and vice-versa.

Site and surrounding

a

Accesibility

The site is connected to an internal campus road. The site is approximately 400m from the main road,
making it easily accessible for foot for students. The campus bus stands are very close to the stand, so
the school is easily accessible to student through campus bus. Likewise, the parking is provided in the
adjacent campus building from which is at 200m form the school

Accessibility Map
a

Design Concept, Diagrams And Form Development

The new Herningsholm Vocational School asserts itself as an independent building in an existing
campus cluster of educational buildings. The school is designed inside-out – with a focus on the creation
of optimal learning and study environments – as well as outside-in, in relation to the surrounding
context where welcoming urban spaces provide possibilities for outdoor work and teaching. The
building takes into account that our behavior and thinking is shaped by the physical environment we are
in. The form of the learning environment – the architecture – has a significant impact on the student’s
daily learning processes, and is therefore designed for modern and democratic principles.

Zoning in Heringsholm vocational school

The form of the learning environment – the architecture – has a significant impact on the student’s daily
learning processes and is therefore designed for modern and democratic principles. The project
integrates different physical aspect and spatial features to create a balanced learning environment.The
programs are planned according tothe character of their function. As seen the idea of the project is to
achieve, coordination, communication, movement, enlightenment, and exhibition. And the zoning is
done as per
a

these characters.

Passive energy Design

Ground floor plan

a

First floor plan

Roof Plan

The building is an angular layout that brings together three building volumes under a sloping roof, which
in scale responds to the surroundings by dropping from three floors furthest south to two floors in the far
north. The angular building creates three new outdoor urban and learning spaces in conjunction with the
neighboring buildings: The Plaza, the study garden and a front garden. The Plaza becomes an important
destination that brings together the surrounding institutions and users. The Plaza incorporates greenery
in the form of two large cracks in the poured concrete; merging the urban scale with the human scale. In
dry weather, the triangulated depressions offer seating in the green. During rainfall, the recesses act as
natural infiltration and retention basins to relieve the sewers. To the west, around existing trees, a quiet
green garden space called study garden is formed, for learning, reflection and contemplation; while to the
south a more semi-public space front garden is established with direct access from the classrooms on
the ground floor.
An incision into the building volume towards the Plaza produces a dramatic architectural idiom for the
school. The roof overhang forms a covered outdoor space, which mediates the transition to the lower
buildings to the north, and clearly highlights the school’s main entrance and “shop fronts” on the ground
floor where the various educations and their work is made visible.
The learning spaces that are the building’s backbone are organized around a unifying common space
that also serves as a flexible learning environment. The learning spaces are grouped 2 and 2 so as to
create direct access to the common space from all learning spaces in the school.
The building is designed for general use, and the learning spaces are designed so that the physical
environment supports and matches varied, flexible and contemporary learning principles. Built-in seating
/ study niches in the facade brings quality to the spaces, and inspires alternative, more unconventional
uses. Mobile furnishings can quickly transform the learning space for various teaching situations.

Sectional Details

interior of the school

The common study spaces also offers varied physical environments to work in, from the
double-height rooms facing the garden, suitable for workshop-like uses, to a student café
space for informal gatherings of students, to dedicated study corners of quieter and more
intimate character – and each individual learning space in itself is designed for numerous
setups and spatial uses.

Materials and textures

The facades are differentiated by orientation, showcasing how the constructions, sustainable
initiatives and installation principles are fully adapted and integrated with the architectural
concept: The glazed facades feature integrated niches and deep reveals that provide
shading for the facade architecture, which plays on gravity and ease using massive pre-
fabricated fibre cement facade panels in combination with tall, bronze-anodized perforated

aluminum shutters which add warmth and variation to the composition.

Vertical fins in exterior

 Gennevilliers Training Center

Location: Gennevilliers, France

Area: 7800 Sq. m.

Project type: Recreation and training

Selection criteria: To study the spaces that

favor learning and training and to understand
spatial and organization of functions in training
centers.

Introduction

Like any training facility, this one offer both more general education and vocational instruction
focusing on carpentry, woodworking, and elevator maintenance. Because this is also the
institution's metaphorical foundation, vocational training is located at the base of the structure. In
order to build comfortable, well-lit, useful, and welcoming work spaces, we sought to keep in
mind the wellness of its users—administrative staff, instructors, and students. We may present a
positive image of the institution and of vocational training as a whole by using the spacious
lobby as an official reception and exhibition area.

Through a sizable pane of glass, this foyer is visible from the exterior concourse and offers a view
of its vibrant double-height interior. The eastern block has been carved out to create a porch that
directs guests to the entrance and caretaker's office. Students moving up or down from the
cloakrooms, classrooms, and workshops are orchestrated by the enormous grandeur of the foyer
and the large central staircase.
The cloakrooms, which open onto a mezzanine with a view of the double-height workshops, are
located on an intermediate level that is reached by a first flight of stairs. The resource center and
library are also accessible from this landing, which is situated at a key intersection. The
administrative offices, the recreation area, the sports hall, and several regular rooms are all
accessible from the second landing. The institution's symbolic center, the workshop where
elevator repair is taught, is situated at the "western block's" northernmost point.
It is entirely made of glass and is accessible from the front, allowing visitors to observe both the
students at work and the moving elevator cabs. This functional architectural layout makes sure
that the professionalism of the center is demonstrated in this area of the building. Both the first-
floor entrance and the central gangway leading to the classrooms go to the recreation area.
Along the railroad lines, a soundproof wall shields the center from outside sounds. The center
may eventually be expanded using this unoccupied space.
Sanothimi Training Institute

Location: Sanothimi, Bhaktapur

Project type: Training Center

Selection criteria: A contextual case study to understand the present context of training institutes in
Nepal.

An independent subsidiary organization of UCEP Nepal, Sano Thimi Technical School (STTS)
was founded in 1983 and is the first technical school of its sort in Nepal. In ten various trades, it
has been offering short- and long-term courses that are specifically tailored to the market. It is
closely related to the corresponding industries and workshops. In each program, the school has
been emphasizing a competency-based curriculum that is more than 80% practical. Activities that
boost confidence include life skill and soft skill sessions, motivational workshops, exposure trips,
basic computer literacy classes, sports, and training-related activities. More than 500 young
people leave the institution with diplomas each year. In Nepal's technical education and
vocational training sector, it is growing in importance.

The unemployed youths of the nation are the school's target demographic; by giving them good
practical skill training, they will have a higher chance of finding jobs. The ordinary youth are the
sano thimi technical school's fee-paying students. However, it also arranges training programs
for the underprivileged residents of various communities in collaboration with various NGOs.
Figure 65 Masterplan of STTS

Source: Thesis-Civic Empowerment Center-Prabin Basnet

 3.8.1 Space allocation
Table 6 Space Allocation

Block Spaces Size

A Admin/boys hostel/ café 95’*55’
B 4Mechanical/ heavy equipment 115’*55’
C Electronics/ printing press 60’*140’
D Welding/ plumbing/ hose wiring-A BLOCK 115*55’
E Automobile/ motorcycle trade 115’*75’
F Girls hostel/ tailoring 45’*75’

Plumbing and sanitation trade

Components 40 Area m2 Occupancy
trainees at once
Storage 30
Working desk 55 16
Pipe walls 27 4
Office 32 2
Theory class 45 18
 Electrical
Components 40 Area m2 Occupancy
trainees at once
Storage 40
Working desk 110 36
Instructors’ office 20 4
Wall display and
boards

weilding
Components 22 Area Occupancy
trainees at once m2
10 screened 44 10
welding area
Metal work desks 56 12
Special fume 6
exhaust
Screened cubicles
Exhaust pipes
Intake pipes
Components 45 Area m2 Occupancy
trainees at once
Instructors’ office 27 2
Theory class 29 15
Storage 50 0
Machinery parts 100 14
fixing area
Working desk 30 16
Vehicle mounting 30 2 four
area wheelers
Garage 95 6 four
wheelers
Wall display
Safety partition