AN ARCHITECTURAL DESIGN THESIS REPORT

ON

COLLEGE OF ARCHITECTURE, KABUL, AFGHANISTAN

(CAKA)

Submitted to University of Pune in partial fulfillment of the

requirements for the award of the graduate degree of :

BACHELOR OF ARCHITECTURE (B. ARCH)

By
Najeebullah Rasuli
Project Guide
Ar. Vaishali Latkar

S.T.E.S. Sinhgad College of Architecture, Pune

University of Pune
April 2012
 ACKNOWLEDGEMENT

First of all I would like to thank almighty Allah who has blessed me and has given me the strength and guided me throughout all phases of my life.
I would like to dedicate this thesis to the people of Afghanistan who are giving value for education specially in the field of Architecture and who are taking part in the making of such
dream to come true. The people who suffer a lot for the lake of education in the field of Architecture and I hope in the future they will shine towards making a better development and
life for themselves and I hope this project would be the first step to achieve their goals in the future.

The Architectural Design Thesis project “College of Architecture, Kabul, Afghanistan (CAKA)” would not have been possible with out support from the Institute ―Sinhgad College
of Architecture, Pune‖. I am thankful to all the staff of our college for their support and guidance throughout the duration of this project.
I would like to convey my sincere regards and thanks to Ar. Vaishali Latkar , my thesis guide for her valuable guidance throughout the project. I would also like to thank Dr. M. V.
Telang and Ar. Banani Banerjee for their guidance and support at different phases of the project.
I would also like to thank Ar. Rajeev Kulkarni and Prof. Aniruddha Jogalekar for their guidance and debate towards my success in my thesis project.
I am very grateful towards C & M Architects, Auroville Pondicherry, Sheril Castellino and Pino Marchese for giving me the opportunity to train under them and also for
encouraging and guiding me in my thesis project.
I am very thankful to Administrative department of CEPT University, Ahmedabad and IPSA College of Architecture, Rajkot for giving me useful information about my thesis case
studies and my design thesis project.
I would also like to thank Shobha mam for helping me with all the books provided for my thesis project.

Last but not the least I would like to thank my parents, family and friends for their continuous support and guidance without whom this project would not have been completed.
 INTENT

A final year architectural project is supposed to be the culmination of the learning process of an architectural student. For every student it is the final milestone for the academic
journey and the same holds true for me with a slight difference. Unfortunately it is the zenith of our architectural senses when our mind is at its creative and sensitive best as
everything that we learn during this phase of our life helps us gain a practical perspective to the so called ―wild imagination‖ of an aspiring architect. Things that we might feel
were unrealistic start seeming possible and real as we start looking at striking that balance required between creativity and possibility. In other words, we become responsible and
start thinking responsibly.

The so called difference talked about earlier refers to the final milestone of the academic journey which from my point view is rather a starting point for the journey that the ending
point. We could rather say that standing at this junction we could analyze and learn from the mistakes in the past and rectify them in order to start off the journey called life for
which we have been preparing all these years.

I too would like to take this opportunity to judge myself in comparison to the years that have gone by and implement the knowledge gained from the teachers, seniors and friends as
this knowledge would in turn help me in channelizing my career the way I would want it to be and see what would it be that could contribute to the practical world from whatever I
have learnt.

A final year architectural project is a step by step process and even a never ending one as no matter whatever we do one‘s own self would always feel that there would be scope for
even more and even better this even so because we are the ones who get to choose our own topic and hence there is a sense of attachment towards the project because of which we
wish for it to be perfect. the extent of involvement in clearly reflected from the extent one goes in handling all the possible challenges one would meet during the actual execution
of the project and thus it brings out flair as aspiring architects as we end up trying to strike a balance between the real and virtual world.

I understand that the solution cannot be achieved in one go as with every stage. The work needs to be reviewed in order to check it for every possible discrepancies which needs to
be addressed then and there by surrounding it with appropriate details and solutions and frankly speaking all this just doesn‘t end here. It has a much stronger and deeper meaning
as every individual is highly responsible for shaping his own future but we as architect influence life of others also to a certain extent.
 CONTENTS

1. Introduction………………………………………………………………….…………..1
2. Architectural Education……………………………………………………………….2-4
3. Synopsis…………………………………………………………………….….…………4
4. Case studies
CEPT University, Ahmedabad………………………………………………..……...5-8
Mahindra United World College, Pune………………………………………..…....9-13
The Korean National University of Cultural Heritage……………………………14-18
School of Architecture Seoul National University……………………………..…..19-24
5. Comparative Analysis of Case Studies………………………………………......…25-27
6. Data Collection………………………………………………………………….…....28-33
7. Design Program…………………………………………………………….………...34-36
8. Site Analysis…………………………………………………………………….……37-39
9. Design Solution………………………………………………………………..……...40-48
10. Bibliography/ references………………………………………………….………….49-50
INTRODUCTION
Due to change in social life of people, need of the society
with regards to built environment is changing
significantly. As a result we require more houses, public
buildings, hospitals, institutions etc. This change
demanded more skilled personnel, particularly architects
to design optimally and help implementing the facilities.
PURPOSE OF EDUCATION
Education is about civilization and humanity. Through
education we pass on a ritual. It is a collective effort of
generations which make possible advances in arts and
science. It should be directed to the good of the society.
Education is about the dignity of an individual. Through
the process of education we impart enthusiasm as much as
we relate hard information. The genuine exhilaration of
learning forms the basis of the student teacher
relationship.
Education is about entry into a learned community. It is
this community which continues to inspire us and provide
us with a peer group.
Education is a process by which we can enhance our
capabilities through information. The freedom we gain
through knowledge is an inner freedom.
WHAT IS AN EDUCATIONAL INSTITUTE
An educational institution is an ensemble of buildings,
landscape, and infrastructure used for education.
It is traditionally the land on which a college or
university and related institutional buildings are situated.
It includes libraries, lecture halls, residence spaces and
park-like settings.
It is a physical expression of various functions such as
Academic, Administrative, and recreational.
An institution is defined as a self contained architecture
composition of separation university buildings in a park
setting with residential accommodation, library, class-
room, etc. for a community of student and teachers.
An educational institute indicates as area devoted to
academic business physically created by an environment
of building and landscape to accommodate efficiently and
functionally the needs of inhabitants related to that area.
ARCHITECTURE COLLEGE CAMPUS,
KABUL, AFGHANISTAN
OBJECTIVES OF EDUCATIONAL INSTITUTES
It should ideally be a quiet, comfortable oasis apart from the
normally busy, noisy congested world, more like a residential
suburb or park rather than a city.
Institution ought to be a closely knit, unified cluster of
buildings with intimate pedestrian open spaces providing a
unique environment for living and studying.
A good institutional building should provide area where
student may congregate informally for discussions and rest or
where they can gather in large number to watch or participate in
sports and other physical activities.
It encourages all kinds of interactions in student activity
centers. It furnishes place literary, artistic, musical and dramatic
occasions to culturally enrich the university community as a
whole.
SELF INTERPRETATION OF AN INSTITUTION
A campus should be a place where a student is confronted with
realities of living and working with other people in an
environment that provides a wide variety of conditions for the
best kind of relationships.
A campus should be a place where people can come from diff.
parts of city to join in a particular place for seeking education.
It should be a place where people can put their ideas,
suggestions, thoughts to make a better future.
A campus is a place where everyone learns how to behave with
each other and how to behave with surroundings.
In a campus one as a student and other as a teacher can make a
second family other than his actual family.
A campus should create a study environment for everyone who
comes for learning.
A campus should include all the facilities for studying and other
activities such as sports, cultural activities, any types of
functions, meetings and seminars.
A campus should have residence for guests and visitor who
temporarily want to stay for the purpose of works.
A campus should have a strong administrative staff to co-
operate with each other everyday and lead the students to a
certain hope.
A campus should be perfect from every aspects.
Najeebullah Rasuli Architectural Thesis
FACTORS OF A GOOD INSTITUTIONAL
BUILDING
An institutional building is a manifestation of value and
attitude. Hence there should be maximum opportunities
for communication and interaction.
The building should be regarded as a community asset
and an investment in the quality of community life.
The spaces in the school building should be flexible, so
that they can be adapted to different uses at different
times. It should be kept busy with a variety of activities by
different users which can happen at different times of the
day.
The building design itself should encourage the art of
looking, listening and responding spontaneously the
building should speak a new language, evolve a new
direction which a common man can understand.
In the school building the students should find an
example of competence, innovations, and inspirations.
The building design must reflect the policy of the
institution to foster flexibilities and awareness required to
adequately respond to the over changing life long process
of learning.
The building itself must be a workshop for students to
study design, construction and encourage them to develop
creative as well as technical abilities in a student.
The building should be one that can be easily maintained
and produces minimum maintenance costs.
The building must be designed for adaptability, where
informal teaching as well as relaxation outside the
classroom should be possible.
Besides teaching and learning areas, the building should
provide adequate socializing areas, exhibition
area, cafeterias, entrance halls etc. are great meeting
places and they need to be carefully designed for informal
exchanges.
SCOA INTRODUCTION 1
ESSENCE OF ARCHITECTURAL EMBEDDING CHANGE ACROSS SCHOOLS THE LEARNING CLIMATE IN
EDUCATION OF ARCHITECTURE ARCHITECTURE SCHOOLS
The changes, attention will have to be paid to the learning The knowledge, attitudes, skills and values that
climate in the schools. Research in higher education on the architectural students acquire during their undergraduate
social context of learning stresses that learning is situated in the years are formed as much by the social culture of the
Observation being the key generator of creative action, context of schools, departments and institutions, and that school and the manner of teaching and learning in that
architectural education must unfold the inherent beauty of students learn as much from the context as their interactions school, as by the specific formal content of their courses.
this phenomenon. To start with, it must help self with subject knowledge. What and how they learn is strongly There is currently a perceived gulf between the learning in
observation and discovery of the individual which when influenced by how they interpret the social context and in architectural schools and the realities of professional life.
extended must be able to understand the society in all its particular how they perceive and act out their relationships with In order to bridge that gulf and to meet the challenges
hues. their teachers and other students. posed by practice and lifelong learning, it may be
Architectural education must facilitate the understanding Studio tutors who plan to set up learning situations to encourage necessary to re examine not only the educational
of time and space of an individual. student reflection, independence and collaboration will processes but also the relationships that exits in the school
Architectural education must recognize the self as an undoubtedly have to refine or develop their own skills and between learners and learners and teachers. The learning
ultimate design expression- functionally, structurally and reflect on how they work out in teaching practice. This will climate may have to be realigned around different
formally amongst other innumerable design expressions require schools to create framework and opportunities to relationships- those more relevant to the future profession,
that exist in nature, all held together so very tenaciously in support the learning and development of architecture tutors. If and in particular those that emphasize the importance of
an intricate balance. tutors do introduce such changes to their teaching practices, communication, collaboration and self reliance.
Architectural education must equip individuals to see and they will need to devise ways to obtain feedback from students PRESENT STATUS OF ARCHITECTURAL
dissect the common energy sources and vocabularies of about these changes as they occur, and to evaluate them and
different, worked on manmade classical forms of make informed improvements.
EDUCATION IN INDIA
expression like poetry, music, dance and of course Indian present pattern of education was basically shaped
architecture. An understanding of integration of all human over 50 years ago in the early forties and only partially
expressions results from this. evolved with time but in a hesitant and half- heartened
Architectural education must take into account that it is a manner The public perception of an architect in the forties
human endeavor concerned with the physical, social, and and fifties was not clear and he was thought to be
mental well- being of students as well as their intellectual someone who was called in to dress up structures designed
growth. by engineers devoid of aesthetic values and imagination.
Six points that articulate a general plan for architectural This perception gradually changed to viewing architects as
education are:- ARCHITECTURAL EDUCATION GOALS creators of beautiful buildings. The need of an architect
Creative thoughts. was further strengthened with the emergence of varied
Clear thinking. The need for new educational approaches capable of dealing
building complexes set in a scheduled time frame and
Natural ability and learned Skills. with holistic problems in holistic context.
financial and space limits. The architectural education
The issues before society. The need for synthesizing knowledge and technology dealing
tended accordingly, to reflect a bias towards building
Data collection. with built environment.
needs The education has by and large failed to adequately
The careful establishment. The need to equip students with knowledge, skills and
respond to the fast changing needs of the country as a
experience in order that they may acquire
whole.
Materials Site Planning
Building confidence to design and build spaces that will last for several
Technologies
years.
The need for post graduate programs to prepare students to be
Construction Design able to succeed in the chosen
Client’s Needs
Methods Project tasks and to undertake line of study for acting as
specialists, consultants or researchers.
The need for comprehensive learning system embracing
Design Theory Sustainability Structure formal and non-formal education, sound practical training and
experience for working with maximum efficiency.

ARCHITECTURE COLLEGE CAMPUS, Architectural Education

Najeebullah Rasuli Architectural Thesis SCOA 2
KABUL, AFGHANISTAN
ROLE OF ARCHITECTURE COLLEGES
IN EDUCATIONAL INSTITUTIONS -
HISTORICAL BACKGROUND
The college of architecture started in Kabul, Afghanistan
after the Kabul University was established by Russians. In
Kabul university there are different departments for every
field of study right from department of Engineering till
department of Arts and Science and department of
Architecture which all lessons are taught in Persian with
Russian systems. Since architecture department doesn‘t
have a separate campus for itself but still it has reputation
in Afghanistan and all over the world. Before civil war
and independence the architecture was taught by Afghan,
and Russian faculties. Not only architecture but all the
fields were the same in learning and teaching.
After Kabul university, soon an other university was
designed and constructed by the help of Russians and
other countries for the development of education in Kabul.
Poly Technique University of Kabul is the second largest
and well known university of Afghanistan having all
departmental branches right from medical and engineering
till arts. Later on the department of architecture was also
established in various field of study.
ARCHITECTURE
COLLEGE
ARCHITECTURE
LANDSCAPE
ARCHITECTURE
INTERIOR
DESIGN
BUILDING
CONSTRUCTION
REGIONAL AND
CITY PLANNING
TOWNSHIP
PLANNING
ARCHITECTURAL EDUCATION GOALS
Following are the main goals set for the training of an
Architects:-
The need for the educational approaches capable of
dealing with holistic problems in holistic context.
The need for synthesizing knowledge and technology
dealing with built environment.
The need to equip students with knowledge, skills and
experience in order that they may acquire confidence to
design and build spaces that will last for several years.
The need for post graduate programs to prepare students
to be able to succeed in the chosen tasks and to undertake
line of study for acting as specialists, consultants or
researchers.
The need for comprehensive learning system embracing
formal and nor formal education, and sound training.
ARCHITECTURE COLLEGE CAMPUS,
KABUL, AFGHANISTAN
THE LEARNING CLIMATE IN SCHOOLS OF
ARCHITECTURE
The knowledge, attitude, skills and values that architectural
students acquire during their undergraduate years are formed as
much to the social culture of the school and the manner of
teaching and learning in that school, as by the specific formal
content of their courses. There is currently a perceived gulf
between the learning in architectural schools and the realities of
in order to bridge that gulf and to meet the challenges posed by
practice and lifelong learning, it may be necessary to re
examine not only the educational processes but also the
relationships that exits in the school between learners and
learners and teachers. The learning climate may have to be
realigned around different relationships those more relevant to
the future profession, and in particular those that emphasize the
importance of communication, collaboration and self reliance.
PRESENT STATUS OF ARCHITECTURAL
INSTITUTIONS
The past pattern of architectural education basically was shaped
by the Russians about 40 year ago. They brought knowledge of
architecture into our country by starting it from scratch like
designing and construction of their on embassy in Kabul. Soon
after they designed and constructed much more buildings like
telecommunication building in the heart of the city.
After a huge change in the field of architecture they built a
university called Kabul Education University which has still
many fields for study including architecture. And after years of
successful completion as the knowledge of architecture was
increasing and due to a massive progress in this field they
decided to have a second college of architecture which is called
Kabul Polytechnic University. This university is having
architecture in different field of study as mentioned bellow:
Department of Architecture
Department of Hydraulic
Department of Architectural Construction
Department of Dam Education
Department of Bridge Technology
Department of Plumbing, sanitation and Drainage
Department of Landscape Architecture
Department of Interior Design
Najeebullah Rasuli Architectural Thesis
NEED OF ARCHITECTURE COLLEGE IN
PRESENT SCENARIO
After war and total destruction of major cities such as
Kabul people and governmental bodies decided to
redevelop the entire cities thus the need for design and
construction came into existence by establishing
architecture and other colleges.
New colleges have to be established so as to impart the
education to the young architects of the upcoming
generation so that they can dedicate themselves to create a
better living environment for people of Afghanistan.
Schools of art and architecture are such institutions which
keep alive the evident idea of growth and development
and equips mankind in creating a better future for himself
and the coming generations. The education imparted in
such institutions not only contribute in the development of
an individual career but also helps in keeping them abreast
with their creative side.
To promote such an atmosphere of growth, not only of the
individual but of the whole nation , more number of self
sufficient institutions are required to be set up which are a
clear reflection of what they preach and an increased
participation can thus be expected from the citizens.
Now as European and American companies invest in
Afghanistan specially in Kabul for the development of
country.
Some countries like Japan, South Korea, India, Turkey
they take part in Educational fields and they play a very
important role in educational progress by constructing
colleges, institutes, and universities or from other side
they provide educational facilities such as fellowships or
scholarships for the recent graduates. And the people co-
operate with these external forces to develop as fast as
they can specially in the field of architecture and
engineering for fast growth and development.
Architectural Education
SCOA 3
CHALLENGES FOR ARCHITECTURAL
EDUCATION
Firstly, students should develop more effective
communication and interpersonal skills, so that they are
better able to appreciate, understand, engage with and
respond to the needs of clients and users. Secondly,
students should acquire a foundation in team working in
order to prepare them for cross disciplinary working
relationships that characterize professional life Thirdly,
there is the challenge of preparing students for changing
society where knowledge is growing at a rapid rate and
the needs of society and the construction industry are
continuously evolving. For this students will need to
acquire skills and attitudes that are transferrable across
context and enable continuous lifelong learning. They
need to learn how to learn in order to manage their
ongoing learning in relation to their future goals. Lastly,
learning environments in schools of architecture should be
realigned to encourage a more collaborative and
supportive culture so that students develop sensitivity to
others and a sense of commuting as well as independence
of thought.
AIM
To analyze and understand the essential architectural
design qualities of space in a college of architecture and to
design the college of architecture.
OBJECTIVES
To understand spaces through case studies and data
analysis.
To carefully design spaces so as to bring about
interaction among the students and teachers and make the
building an ideal place for education.
The school should produce students who will assume
leadership roles in shaping the built environment They
should be able to answer the challenges posed by the
contemporary society.
It should ensure an environment suitable for moulding
young designers of good quality.
The design should have enough freedom so that it can
keep itself away from external pressure.
The design should be potential to explore the art of
architecture as a cultural experience and as a critical
medium and ultimately as a form of knowledge.
ARCHITECTURE COLLEGE CAMPUS,
KABUL, AFGHANISTAN
The design should have no feeling of restriction for the SCOPE OF DESIGN
exchange of ideas and the faculty and the students should have
freedom to teach and learn anywhere apart from classrooms. School of planning and architecture is a big institute and
It should provide diverse and comprehensive educational developing a 34000 sq.m campus in itself is a big task.
opportunities for aspirants to serve the society as responsible The scope of my design would basically concentrate on
and creative professionals the overall master planning of the campus of architecture
To establish an attitude of fife long learning, to prepare institute.
professionals with ethical standards based on genuine concern Therefore few areas would not be detailed and will just be
for improving the quality of fife for individual and society. marked for future development
Areas which will be detailed out are:-
REASON FOR SELECTION OF PARTICULAR Undergraduate degree course for Architecture (B.Arch)
TOPIC Postgraduate degree course for Architecture (M.Arch)
Hostel blocks
As an architecture student I feel that the school where an Staff residence
architecture student spends 5 most valuable years of his life
Sport Facilities
studying has a direct influence on his career. Workshops
Intelligence, creativity, sensitivity, and a thorough knowledge of
Auditorium
the arts and science are essential for achieving distinguished Canteen
architecture and the school plays a major role in providing the
Cafeteria
right kind of ambience to achieve the above qualities. Playgrounds
Thus after being an architecture student for 4 years I felt that
there is a need to prepare professionals with ethical standards METHODOLOGY
based on genuine concern for improving the quality of life of
Live Case studies:
individuals and society.
CEPT University, Ahmedabad, Gujarat
Thus there arises a need for a school where the students can
Mahindra United World College, Pune
discover, integrate, articulate and apply knowledge. My aim is
Book Case Studies:
to what they exactly want and help them mould themselves in
School of Architecture, Seoul National university, S Korea
that particular field.
The Korean National University of Cultural
On the other hand there isn‘t any such architecture college in
Heritage, Buyeo, South Korea
Kabul to have modern system for teaching or a modern
environment for study thus the aim is to have an architecture
college with full equipped from facilities to educational system
and to be equal with an architecture college‘s standards.
SCOPE OF STUDY
The scope to study college of architecture would be limited to
the study of various departments of architecture and planning
department at undergraduate as well as post graduate level.
It would include the curriculum of architecture studies for the
degree of B. Arch.
It would include the curriculum of planning for the degree of B.
Plan.
It would include the curriculum for masters in architecture for a
degree of M. Arch in various departments. With the reference of above mentioned case
It would also include the curriculum for masters in planning studies, derivation of the design requirements based on
department. analysis of spaces and facilities provided in each of the
establishments
Architectural Education
Najeebullah Rasuli Architectural Thesis SCOA 4
 CASE
STUDIES
CEPT University, Ahmedabad
Mahindra United World College, Pune
The Korean National University of Cultural Heritage, Buyeo, South Korea
School of Architectural Seoul National University, Seoul, South Korea

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA CASE STUDIES
KABUL, AFGHANISTAN
 CENTRE FOR
ENVIRONMENTAL
PLANNING AND
TECHNOLOGY
UNIVERSITY
(CEPT UNIVERSITY)
AHMEDABAD
INTRODUCTION
 School of Architecture was established in 1962 for
teaching undergraduate programs by professor B.V. Doshi.
 Thoughts came to develop a campus for offering
programs related to planning, building and construction
technology, interior design, landscape architecture, and
environmental issues.
 School of Planning was established in 1972 and
offering programs related to urban, regional planning &
environmental planning.
 School of Building Science and Technology was
developed in 1982.
 School of Interior Design in 1991.
 Programs such as Urban Design, Landscape
Architecture, Construction, Project Management, and
Structural Design according to the need were added to the
schedule.
 CEPT ( center for environmental planning and
technology ) was established by Ahmedabad Education
and it was registered in 1994 as a separate public
charitable trust.
HISTORY
The Ahmedabad Education Society (AES), a premier
educational body started in 1962 with the starting of
School of Architecture. The School of Planning was
established in 1972 with financial support from the
governments of India (MHRD) and Gujarat and Ford
Foundation. The School of Building Science and
Technology and School of Interior Design were
established in 1982 and 1991 respectively with grant-in-
aid from the government of Gujarat. The state government
also supports the School of Architecture through grant-in-
aid.
ARCHITECTURE COLLEGE CAMPUS,
KABUL, AFGHANISTAN
Initially CEPT was established and run by Ahmedabad INTERACTIVE STUDIES
Education Society. In 1994, a separate trust and a society —
CEPT Society — was formed. CEPT is registered as a Society
CEPT University has a fortunate variety of offerings
concerning human habitation and its environment. This
and Public Charitable Trust.
has led to a great variety of human resources, with
Since inception CEPT operated as an autonomous academic
different areas of specialization, and equally committed
institution free to develop its academic programmes and award
students desirous of pursuing professional disciplines.
its own diplomas at the end of programmes of study recognized
Search for a methodology that will address the issues of
by the state of Gujarat and the All India Council of Technical
compartmentalized knowledge, values orientation and
Education (AICTE). From 2002 to 2005, CEPT had been
social relevance led the school to a unique experiment
affiliated to the Hemachandracharya North Gujarat University
recently in which students from different streams and
at Patan. Consequently, the students completing programmes at
stages of their learning come together for a three-week
CEPT were awarded bachelor‘s and master‘s degree. CEPT
Interactive Studio in their course of study.
became a university by the Gujarat State Legislature Act of
The approach for the workshop is as under:
2005 with effect from April 12, 2005. It has been recognized by
 A common theme of societal importance is chosen.
the University Grants Commission under Section 2(f) of the
 Lead faculty from every faculty proposes a studio
UGC Act, 1956 in February 2007. The university is recognized
based on such a theme, preferably having common or
as Scientific and Industrial Research Organization by the
related sites of study.
Department of Scientific and Industrial Research
 Multidisciplinary faculty teams are formed to conduct
each of the Studios.
MISSION  While the studios are conducted by CEPT faculty
members, invited guest faculty make special contributions.
 To become a Resource Centre in the service of the state,  A programme of relevant lectures is evolved.
industry and society.  A shared final presentation is arranged at the end.
 To synergize and facilitate work/study environment for  Documentation and publication of the work comes out
students and the faculty. as a CEPT publication.
 To encourage inter-institutional collaborations in India and
abroad. DESIGN FEATURES
 To create an environment for creativity and innovations.
CENTERS OF STUDIES
 Centre for Sustainable Environment & Energy
 Centre for Excellence in Urban Transport
 Centre for Industrial Area Planning & Management
 Centre for Urban Equity
 Centre for Communication & Holistic Development
 Centre for Training & Development
 Climate Change Adaptation & Resource Centre
 Centre for Conservation Studies
 Design Innovation and Craft Resource Centre (DICRC)
 Centre for Research, Development and Consultancy
SCHOOLS IN CEPT
AHMEDABAD CLIMATE
Najeebullah Rasuli Architectural Thesis SCOA CEPT, AHMEDABAD 5
LOCATION North Entrance

Ent. Walkway

North Lawns

India Map Central Courtyard

School of Architecture and
School of Planning
Wood Workshop and
Students’ Council Room
Library and Reading room
Administration offices and
Faculty Rooms
Campus Development office

Stationary Store

Copy Shop and Telecom

South Lawn
School of Building Science
and Technology
Material Testing Lab

South Entrance

Hussain Doshi Gufa

Herwitz Gallery

School of Interior Design

Textile Workshop

Community Science Center

DIS Plaza

Visual Art Center

Kanoria-Center for Art
Painting &Print Making
Architect's Philosophy: K.C.A. Administrative Office
1. Elimination of classroom feeling
Sculpture Studio
2. Architecture without barriers
3. Integration of open spaces Built Up Area: 8000 Sq.m
Canteen Site Area: 36421.70 Sq.m
4. Ease of interaction between various departments

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA CEPT, AHMEDABAD 6
KABUL, AFGHANISTAN
VARIOUS FUNCTIONAL
DEPARTMENTS AT CEPT
faculty of architecture
faculty of technology
faculty of technology management
faculty of design
faculty of arts and humanities
faculty of planning and public policy
faculty of geometrics and space applications
faculty of applied management
faculty of infrastructure systems
faculty of sustainable environment
faculty of doctoral studies
faculty of landscape studies

DESIGN FEATURES
• All buildings are oriented in the north-south
direction.
• Open spaces on the north & south side
respectively allow fresh air to ventilate the
built structure.
• The open spaces and the shaded once merge
with the undulating landscape.
• The open spaces is linked to the office and
library area , workshop and canteen.
• These areas are very lively and dynamic.

Entrance

Table tennis court between classes

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA CEPT, AHMEDABAD 7
KABUL, AFGHANISTAN
 LONGITUDINAL SECTION

Design of the openings to gain

the max. sun shine and
ventilation

North Light inside of classroom

Operable windows for classrooms
Full Height window openings
Table Tennis Court

Open Spaces for interaction

and gathering

CLASS ROOMS ELEVATION

Openings for Natural Light and
Ventilation

Central Courtyard for Playing Cricket Interested open spaces as Landscape for Amphitheatre for seminar and
and other sports campus Double heighted classrooms presentations

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA CEPT, AHMEDABAD 8
KABUL, AFGHANISTAN
 MAHINDRA UNITED WORLD COLLEGE
PUNE
INTRODUCTION
UWC Mahindra College is truly an international
community: our students come from around 50 different
countries and from widely diverse backgrounds. Our
campus is a living and learning experience, with the
classroom being only the starting point. Our goal is to
enable students to learn a positive but critical approach to
problem solving, and to think globally while acting
locally. We are a community built on trust and respect, and
we believe that the best way to learn personal
responsibility is by learning to handle freedom. Students
in UWC Mahindra College represent many different
nationalities. Austria, Bangladesh, Belarus, Belgium, Bahr
ain, Bhutan, Botswana, Brazil, Cameroon, Canada, China,
Colombia, Costa Rica, Czech
Republic, Denmark, Ecuador, Finland, France, Germany,
Guatemala, Hong Kong
SAR, Hungary, India, Indonesia, Israel, Japan, Kenya, Les
otho, Malaysia, Maldives, Mauritius, Mexico, Mongolia,
Nepal, Netherlands, Nigeria, Norway, Poland, Portugal, Sa
udi Arabia, South Africa, South
Korea, Slovakia, Spain, Swaziland, Sweden, Switzerland,
Tibet, Turkey, UAE, UK, USA, Venezuela, Vietnam, Zam
bia, Zimbabwe. And must of them are scholars which take
scholarship from their country and come to India for study
HISTORY
Permission to build and open a UWC in India was granted
by the Government in 1993 and construction began just
two years later. With the first phase of buildings
completed, the College welcomed the pioneer group of 87
students and 11 faculty in September 1997. The early days
saw the College at work with the second phase of
construction in progress with the Multi-Purpose Hall
completed just two weeks before the pioneers sat for their
IB examinations in May 1999. The years that have passed
since these early days have seen some key developments
of both the infrastructure and the educational programme.
ARCHITECTURE COLLEGE CAMPUS,
KABUL, AFGHANISTAN
The internet tower on the hill overlooking the College provided DESIGN FEATURES
broad-band access for the first time in early 2000; the
swimming pool opened in 2002; a new student house opened in The college's 170-acre campus is nestled in the
2005 and work commenced on developing the college grounds Sahayadri Hills, between two river valleys: the Mula
as a bio-diversity reserve in 2006. The range of subjects offered and the Pauna. And college educational part is totally
has been increased with the introduction of Philosophy in separated from the residential and hostels thus,
1999, Music in 2001, Film Studies in 2003 and both Human there is also separate guest houses for the visiting
Rights and Theatre Arts in 2006. faculties and parents and the design of the campus
After 1967, under the presidency of Lord Mountbatten, new is as such that it gives diversity and increases its
colleges were founded to give more people access to the UWC aesthetic with the surrounded fauna and flora . The
interconnectivity of each block is well maintained by
approach to global education. In 1971 the United World College
the architect.
of South East Asia was established in Singapore, followed by
the UWC of the Pacific in Canada in 1974. Under the
presidency of Prince Charles, four more UWCs were
inaugurated: 1981 in Swaziland, 1982 in Italy and in the United
States and 1988 in Venezuela. The pace accelerated with the
foundation of three colleges within five years: Hong Kong I
1992, Norway in 1995, and India in 1997, thus raising the
number of colleges to ten. The eleventh and twelfth colleges, in
Costa Rica and Bosnia & Herzegovina, were opened in 2006.
The thirteenth opened in September 2009 in
Maastricht, Netherlands. A fourteenth college, UWC Spain has
received preliminary approval for opening in September 2013
in Cantabria, Spain.
MISSION
UWC makes education a force to unite people, nations
and cultures for peace and a sustainable future. UWC
believes that to achieve peace and a sustainable future, Light towers receive light along with the movement of
the values it promotes are crucial: International and the sun
intercultural understanding, Celebration of difference,
Personal responsibility and integrity, Mutual responsibility
and respect, Compassion and service, Respect for the
environment, A sense of idealism, Personal challenge,
and Action and personal example.
PUNE CLIMATE
Pune‘s climate is hot and humid and with heavy rainfall during
monsoon and a moderate coldness in winter but summers are
hot. The heavy rainfall starts after June and July because during
these months in Pune the hotness has the maximum temperature
The Amphitheatre uses steps to link
the multipurpose hall to the academic quadrangle
Mahindra
Najeebullah Rasuli Architectural Thesis SCOA 9
United world college
 Mahadwara Academic Quadrangle
Security

Library Art Center

Science Center
Toilet Block
Administration

Catering Center

Multipurpose Hall
Academic Quadrangle

Multipurpose Hall
ARCHITECTURE COLLEGE CAMPUS, Mahindra
Najeebullah Rasuli Architectural Thesis SCOA 10
KABUL, AFGHANISTAN United world college
 ADMINISTRATION

North facing studio

windows provide
Light and views in the art
center
ACADEMIC QUADRANGLE

View of the Mahadwara from the

ART CENTER LIBRARY
administrative building
ARCHITECTURE COLLEGE CAMPUS, Mahindra
Najeebullah Rasuli Architectural Thesis SCOA 11
KABUL, AFGHANISTAN United world college
 AERIAL VIEW OF THE ACADEMIC AREA

RESIDENTIAL ZONE

STEPS AT THE COMMON ROOM AT THE RESIDENTIAL CLUSTER

ARCHITECTURE COLLEGE CAMPUS, Mahindra

Najeebullah Rasuli Architectural Thesis SCOA 12
KABUL, AFGHANISTAN United world college
 The library twists a light atrium into the The administrative building reflects the
center of the structure architectural language of the campus Academic quadrangle reflecting the
Gigantic mountains at the backdrop

Interior view of the administrative

Building enveloping the outdoor garden Primordial beings swallow other beings Three wings of the Art Center
In the student center ceiling murals

Coffered triangles span the six Pathways creating hierarchy in the building The Academic quadrangle is penetrated at
Thousand square feet multi purpose hall structure in the academic area its four cardinal quadrants by portals
ARCHITECTURE COLLEGE CAMPUS, Mahindra
Najeebullah Rasuli Architectural Thesis SCOA 13
KABUL, AFGHANISTAN United world college
 KOREAN NATIONAL UNIVERSITY OF CORE DEPARTMENTS MISSION
CULTURAL HERITAGE BUYEO,
As a higher educational institution committed to providing
SOUTH KOREA systematic educational programs on the preservation,
management and utilization of the nation‘s cultural
heritage, NUCH aims to contribute to the preservation and
development of the cultural heritage by producing world-
class specialists armed with supreme competitiveness and
on-site experience in the various areas concerned.

VISION
The Korean National University of Cultural Heritage
promotes its student in the field of Archeology, art and
craft traditionally, conservation science and traditional
architecture to preserve the cultural heritage of nation and
to extend it to the world by enriching and maintaining the
INTRODUCTION style and method of preservation.
HISTORY Though the city itself has a rich cultural heritage the need
It took about 5 years to complete the Korean National NUCH was established as a national four-year institution of arises for NUCH to teach its student about this.
University of Cultural Heritage. Given the size of the higher education in 2000 by the Cultural Heritage
school, despite the number of buildings and divers Administration. The University was conceived to nurture a
functions, five years is a relatively long period. This was workforce equipped with specialist skills, knowledge and
to meet the requirements for a new university such as expertise that would contribute to the national effort to preserve
buildings and external spaces that were needed in stages. and develop the rich, invaluable tradition and culture
Thus, the difference between the first constructed bequeathed to Korea by its long history.
buildings and finally completed buildings is around 4
years. The campus had to cope with several difficulties. BUYEO CLIMATE
In case of the student union building, its purpose has to be
converted to accommodate minimum administrative and
dining functions like a library and a cafeteria temporarily
but its function was recovered when all the construction
work in the campus was done. The dormitory continued to
be added by a certain unit. The massive layer-shaped
plaza was developing like a tree stem according to the
addition of buildings and finalized to be open at the end as
if it implied the growth process.
The development and transformation of each building was
underway without a hitch under the prepared plan on the
whole and parts. During the lengthy construction
period, places and spaces that were not intended were
constructed. Case in point: the route pattern. This was also
a result of a change and addition to the initial program.
Encountering this situation, I feel once again that
architecture is as organism. In this regard, the campus is
still under construction and such a growth and change will
take place forever.

ARCHITECTURE COLLEGE CAMPUS, NUCH,

Najeebullah Rasuli Architectural Thesis SCOA Buyeo, South Korea 14
KABUL, AFGHANISTAN
 South Entrance

Northeast Entrance

Circulation

Lecture Facilities

Library

Administration Facilities

Student’s Center

Student’s refreshment rooms

Dormitory

Teaching Staff’s House

President Official Residence

NORTH ELEVATION-1

SOUTH ELEVATION-1

NORTH ELEVATION-2

SOUTH ELEVATION-2

ARCHITECTURE COLLEGE CAMPUS, NUCH,

Najeebullah Rasuli Architectural Thesis SCOA Buyeo, South Korea 15
KABUL, AFGHANISTAN
 Circulation
1 Class Rooms
6
2 Studio
2 2 7
3 Resting Room

4 Gallery
2
5 Work Field 2 2 2 2
5 2
5
6 Training Field
4 4
1 1 3 1
7 Storage
8 Office
17
9 Microfilm Room
14
10 PC Room 8 9 10 11 12 8
15 3
11 Stack & Reading Room 13 16
8
12 Computational Room
GROUND FLOOR PLAN
13 Courtyard

14 Post Office

15 Bank

16 Deck

17 Pond

External View of Classrooms External View of Resting Room

ARCHITECTURE COLLEGE CAMPUS, NUCH,

Najeebullah Rasuli Architectural Thesis SCOA Buyeo, South Korea 16
KABUL, AFGHANISTAN
 Circulation
1 Class Rooms

2 Studio

3 Resting Room

4 Gallery

5 Work Field

6 Training Field

7 Storage
8 Office
9 Microfilm Room
10 PC Room
FIRST FLOOR PLAN

1 3 2 3 1 2 1 2 3

8
5 6 8 10
4 9

SECOND FLOOR PLAN 5 7 External View

ARCHITECTURE COLLEGE CAMPUS, NUCH,

Najeebullah Rasuli Architectural Thesis SCOA Buyeo, South Korea 17
KABUL, AFGHANISTAN
 SECTION-1 SECTION-2

SECTION-3 SECTION-5

ARCHITECTURE COLLEGE CAMPUS, NUCH,

Najeebullah Rasuli Architectural Thesis SCOA Buyeo, South Korea 18
KABUL, AFGHANISTAN
 SCHOOL OF ARCHITECTURE,
SEOUL NATIONAL UNIVERSITY
SEOUL, SOUTH KOREA
INTRODUCTION
As part of a project to create various structures and spaces
for the School of Architecture at Seoul National
University, the frame of '-scape' is applied. The
establishment of '-scape' means a combina-tion of several
programs that were extended from the land itself. In
addition, '-scape' can be varied by merging with a so-called
Research-Scape. Spaces as '-scape variations act as whole
frames to meet the purposes of diverse programs, sites and
spatial character, not just to be recognized as a code.
Under the basic Floating + Landscaping structure,
concepts such as Landscape Podium, Transformational
Linear Structure, Environmental Linear Event Court and
Multi-purpose Media Corridor were applied.
The idea of Landscape Podium was introduced to achieve
wholeness of the site. The concept, Nature Connection, is
realized, in which access and connection is possible in all
directions of the site. This is to reproduce the original
nature of Mt. GwanAkSan. Moreover, this is an
environmental code penetrating between laboratories in
the lower part, the parking lot and the mass for research in
the upper part. This space, comprised of natural codes, is
linked to public places neces-sary for the college such as
the gym, rest place, concession stand and lobby and
constitutes an open site. The Landscape Podium cre-ates a
three-dimensional nature by taking a podium shape along
the slope rather than a single level. On this Landscape
Podium, four lin-ear masses are constructed for research
purposes. A Transformational Linear Structure is proposed
to produce an external space of a combination of a
courtyard and a Linear Exterior Space and ultimately to
maximize environmental efficiency. The optimal exterior
skin (glass) dimension and interior one-sided corridor
system offer natural lighting, ventilation and visual
landscaping. The linear research space provides a
systematic environment for research, based on flexibility
and variability.
MISION HISTORY
As a higher educational institution committed to providing 1946 "Seoul National University Seolchiryeong "in
systematic educational programs on the Architectural Engineering, Seoul National University was
preservation, management and utilization of the nation‘s established by
cultural heritage, NUCH aims to contribute to the preservation 1948 Nine hard industrial vocational school teachers to
and development of the cultural heritage by producing world- teach Science and Engineering at the University of rigid
class specialists armed with supreme competitiveness and on- nine older (Gongreungdong)
site experience in the various areas concerned. 1952 Away from the United Nations University, Busan
Exhibition in Dongreungdong four independent cross-
CORE DEPARTMENTS training
1953 Master new (first Masters: Yunjeongseop)
1954 After the war, an armistice Korea to return to
campus Gongreungdong.
1973 Doctoral new (first Dr. Junamcheol)
1975 'Architectural Engineering' and 'Architecture"
name to the reorganization.
1978 Department of Education and the construction
industry absorbed major consolidation / Civil Engineering
majors participate in new
1979 Gwanak campus to campus automatically before
Gongreungdong 35 (1980 completion).
1998 New urban design collaborative process
(Department of Architecture, Global Environmental
Systems Engineering, Landscape Architecture, and
Graduate School of Environmental Studies)
2002 Architecture (5 years) and Construction
SEOUL CLIMATE Engineering (4 years) separated by major
2006 Gwanak campus automatically before 39
2007 Architecture Training Certification (KAAB),
Construction Engineering Education Certification (ABEEK)
obtained

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Data Collection 19
KABUL, AFGHANISTAN
 School of Architecture,
Seoul National University

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Data Collection 20
KABUL, AFGHANISTAN
 School of Architecture Seoul National University Campus

School of Architecture- View Seoul Map South Korea Map

ARCHITECTURE COLLEGE CAMPUS, School of Architecture,

Najeebullah Rasuli Architectural Thesis SCOA Seoul National University 21
KABUL, AFGHANISTAN
 Circulation
1 Fitness Room

2 Snack Bar

3 Lobby

4 Lounge 6

5 Laboratory
5
2 4 8
6 Conference Room 7
1

7 Study 3

8 Office

9 Sunken
6

7
9

5
5
7 6

GROUND FLOOR PLAN

ARCHITECTURE COLLEGE CAMPUS, School of Architecture,

Najeebullah Rasuli Architectural Thesis SCOA Seoul National University 22
KABUL, AFGHANISTAN
LEGEND

Circulation 2 2
1 Study Rooms 1 4
1
2 Laboratory
5
3 Seminar
4 office
5 Hall
6 Equipment Room 2
1 1
7 Recess Room 6
8 Conference Room
9 HVAC 3 3
2 2

TYPICAL FLOOR PLAN

8 8

2 2 2
9 1 4
1 1

5 5

7
2
1 1
1
6 2

2 3 2 2 3
6

FIFTH FLOOR PLAN SECOND FLOOR PLAN

ARCHITECTURE COLLEGE CAMPUS, School of Architecture,

Najeebullah Rasuli Architectural Thesis SCOA Seoul National University 23
KABUL, AFGHANISTAN
 SOUTH ELEVATION
SECTION

NORTH ELEVATION

SECTION

EAST ELEVATION

SECOND FLOOR PLAN

ARCHITECTURE COLLEGE CAMPUS, School of Architecture,

Najeebullah Rasuli Architectural Thesis SCOA Seoul National University 24
KABUL, AFGHANISTAN
 COMPARATIVE
ANALYSIS
CEPT University, Ahmedabad
IPSA College of Architecture, Rajkot
The Korean National University of Cultural Heritage, Buyeo, South Korea
School of Architectural Seoul National University, Seoul, South Korea

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Comparative Analysis
KABUL, AFGHANISTAN

TOPIC CEPT, AHMEDABAD
The premier institute
imparting education in the
field of art and architecture
Relevance to Topic with the appropriate work
atmosphere created through
architectural spaces.
Ahmedabad, Gujarat, India
Location
Site Planning Semi formal planning
Buildings evolved around a
Site Zoning central open space with
smaller courtyards.
Vehicular segregation at the
Parking main entrances in North and
South. pedestrian campus.
Paved pathways shaded by
trees with lawns on both
Entrance sides. No direct entry.
Secured entrance.
Open spaces Planned Formal courts
Evolved
Allocation
ARCHITECTURE COLLEGE CAMPUS,
KABUL, AFGHANISTAN
MAHINDRA
COLLEGE
Creating open spaces for
gathering, sharing ideas and
suggestion related to social
life and academic talks.
Pune, Maharashtra, India
Semi Formal Planning
Sport field and open spaces
are created in between with
canteen for serving.
Parking for 2 wheeler and 4
wheeler are together with
one entrance way
Paved walkways and
pathways with landscaped
on both sides. Secured
entrance from the front.
Planned informal open
spaces with central court.
Evolved
Najeebullah Rasuli
SCHOOL OF
NUCH, BUYEO, ARCHITECTURE,
CONCLUTION
SOUTH KOREA SEOUL, SOUTH
KOREA
The school provides
Providing skills such as
education in Architecture
architecture, landscape
and Engineering
architecture, fine arts,
Architecture which co-
dance, music and other
relates with construction and
facilities.
knowledge about civil.
Buyeo, South Korea Seoul, South Korea
Planning can be formal,
Formal Planning Formal Planning
semi-formal or informal.
Open spaces away from the No such open spaces but Buildings evolved around a
building blocks and only small landscaped areas are central open space with
water pond is provided. made in building block. smaller courtyards.
Vehicular parking inside and Parking is provide totally Vehicular parking can be
outside campus is provided outside of the school due to either outside or inside of
for two and four wheelers. lake of space for parking. the campus premises.
Formal entrance with
Paved pathways for No such pathways leading to
landscaping to merge with
circulation in campus and main entrance but building
less landscape for the entrance from front and rare
the surrounding. Secured
entrance.
pathways due to growth. to reach to school.
No such open spaces but Open spaces could bring
Informal open spaces for
gathering and sit-out.
entrance lobbies are created pleasure for gathering and
as a small open spaces. study in campus premises.
Evolved Evolved
Planning to be done in a
way to allow possibility for
future expansion.
Architectural Thesis SCOA Comparative Analysis 25
 SCHOOL OF
MAHINDRA NUCH, BUYEO, ARCHITECTURE,
TOPIC CEPT, AHMEDABAD CONCLUTION
COLLEGE SOUTH KOREA SEOUL, SOUTH
KOREA
Different buildings for Academic block is
Different departments are Different buildings for
different streams not connected with
connected with open different streams helps in
Connectivity connected directly but by multipurpose hall and
courtyard and pathways for
Single building block.
defining the circulation
courtyards and administrative block. Single
connectivity. pattern easily.
amphitheatre. building block.
Should be in proximity with
Located separately but The canteen is connected Located separately but It has a snack bar room in the learning zone and have
Canteen visually connected from the with other blocks through visually connected from the
the ground floor only. interesting open areas
open spaces. pathways. open spaces.
surrounding it.
Free flowing workspaces Free flowing workspaces
Circulation is maintained
with visual contact Workspaces have a properly Workspaces have a properly providing possibility for
through pathways and
maintained in the open areas circulation within each other circulation within each other interaction amongst
Circulation as well as within two
connections between each
but visual contact is not seen but visual contact is not seen students.
blocks such as admin and
classrooms. Limited use of between classrooms. between classrooms. Clarity of circulation pattern
academic area.
doors. necessary.

Spatial Planning
Hierarchy of spaces
maintained keeping the
intact the concept of free
flowing spaces.
Exposed brick construction
helps in countering the hot
and dry climatic conditions.
Climate Compatibility Open areas shaded using the
height of the building or by
natural means. North-South
orientation of buildings.
Load bearing brick walls
with R.C.C framework and
Structural System coffered R.C.C slab. G+2
Structure.
Connectivity of spaces
within building blocks are
maintained by the concept
of free flowing.
Due to hot and humid
climate in Pune wide open
areas are created with proper
landscape for free
circulation of air and the
whole building blocks are
created with stone load
bearing walls
Load bearing structure out
of stone and the building are
G+1. multi purpose hall has
a coffered RCC slab.
Buildings to be designed in
accordance with the open
Connectivity is maintained spaces and interactive areas
Concept of free flowing can through landscape areas as it to create a productive work
be seen in all over the creates interaction and atmosphere.
campus within building gathering among all the
blocks. students.
Due to cold and dry climate
narrow pathways have
Due to cold and dry climate Use of construction
building‘s shade for
small landscaped areas are technique based on climatic
pedestrian in the summer
created for gathering and response to create habitable
and open spaces are facing
interaction building blocks. spaces.
to sunshine is created for
winter purposes.
Building height to be
restricted to G+2 max. to
RCC framework structure
Load bearing brick walls prevent the built structures
with exposed concrete
with exposed concrete from overshadowing the
finishing has a RCC frame
finishing for exterior walls
open areas and as it is
and use of wooden louvers
work. G+2 structure. favorable for an educational
for windows.
institute.

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Comparative Analysis 26
KABUL, AFGHANISTAN

TOPIC CEPT, AHMEDABAD
Light & Ventilation North-South orientation of
building with large openings
permitting ample of sunlight
inside.
Located inadequately on the
passages as leakage is taking
Building Services place in the areas below.
Separate administrative
Administrative Areas block.
Lobby is interpreted in the
Lobby form of double heighted
amphitheatres or courtyards
Central library building but
Library lack of natural light.
Open classrooms with visual
Classrooms contact between two
classrooms.
Staff Room & Ladies Provided in the central
Room administrative building.
Articulate cantilevered open
Staircase &
staircase but inadequate
Circulation Core
sunlight.
ARCHITECTURE COLLEGE CAMPUS,
KABUL, AFGHANISTAN
MAHINDRA
COLLEGE
Light and ventilation comes
through full heighted
windows to classrooms.
plumbing runs through ducts
and they are concealed and a
good concealed wiring.
Office and admin. Areas
come immediately after the
main entrance and then
reaches to academic block.
In every building block the
lobby is designed.
Library with ample Natural
light coming inside.
Classrooms are side by side
with end facing to courts
and a central court yard and
a water body
Staff rooms are provide in
the academic quadrangle to
easily reach to the
classrooms
staircase are provided with
ample natural light.
Najeebullah Rasuli
NUCH, BUYEO,
SOUTH KOREA
Openable louvers are
created for light and
ventilation to come inside of
classrooms.
Building services are
maintained properly in all
over the building blocks
Office and administration
areas are connected with and
within the academic blocks.
Double height is not
maintained for the lobbies
due to climatic reason.
Library with ample Natural
light coming inside.
Classrooms don‘t have
visual contact and they are
beside each others.
Provide beside the office
room and conference room.
Staircases are provided
indoor and outdoor with
ample natural light.
Architectural Thesis
SCHOOL OF
ARCHITECTURE,
SEOUL, SOUTH
KOREA
Openable louvers for light
and ventilation are provided.
Building services are
maintained properly in all
over the building blocks
Office and administration
areas are connected with and
within the academic part.
Entrance lobby has a double
height feature and it has
been seen from above floors
Library with less Natural
light coming inside.
Classrooms don‘t have
visual contact and they are
beside each others.
Provide beside the office
room and conference room.
Staircases are only provided
inside of the building blocks
with inadequate sunlight.
SCOA Comparative Analysis
CONCLUTION
Bigger openings along the
North- South axis are
functional in allowing
natural light in the interior
spaces and for cross
ventilation as well.
Service core to be
positioned strategically in
proximity to the users and
care of proper ventilation to
be taken into account
Separate administrative
block proves functional in
undisturbed functioning of
the administration
Provision of lobby as a
separate space is not
necessary. It can be in the
form of open courts.
Library to be designed
efficiently to encourage self-
Learning.
Classrooms to be designed
in accordance with the open
spaces to allow visual as
well as physical interaction.
Staff rooms to be provided
in the administrative
building. However a
separate room can be
provided near the
classrooms
Staircase to be made
interesting and well lit to
make circulation lively in
the building.
27
 DATA
COLLECTION

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Data Collection
KABUL, AFGHANISTAN
BASIC HUMAN DIMENTIONS BUILDING FOR DISABLE PEOPLE
Dimensions And Space Requirements In Accordance With Normal Measurements And An environment for disable people needs to be designed to accommodate wheelchairs and
Energy Consumption. allow sufficient space for moving around in safely.

In the rented residential sector, access via

corridor is the most common layout. This
enables large numbers of angles and corners
to be avoided; a straight main corridor is
preferable. The entrance area should be of
an appropriate size. The minimum area of
entrances halls is 1.50x1.50m & 1.70x1.60m
for a porch with a single leaf door.
single disabled people need more space than
Space Requirements Of Various Body Postures
those in shared households. In apartments,
recommended minimum areas for living
rooms with dinning area are: 22 sq.m for
one person and 24 sq.m for two to four
people; 26 sq.m for five and 28 sq.m for six.
The minimum room width is 3.75m for one
or two person and for 4.75m for four or 5
person who are disabled.

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Data Collection 28
KABUL, AFGHANISTAN
BRIEF ON TECHNICAL COLLEGES TYPICAL ZONING FOR TECHNICAL
The type of college depends on regional and local factors, COLLEGE
so that it is not really possible to give absolute sizes for Total area of 25 sq.m per full time student.
systems. The figures cover both part time and full time Total area of 10sq.m per part time student.
students; as an approximate guidelines, depending on the College buildings as per rules 2-3 storey high in
area served. at least 10sq.m of site per part time student exceptional cases.
and 25sq.m per full time student should be provided. Workshop building are only single story.
Ensure a good shaped site and the possibility of extension.
Arrangement on the site, type of construction and building
design depends on the sizes of the spaces that can be
accommodated on several levels( classrooms for general
subjects, specialist subjects, administration) and those
which cannot- areas of non- academic work like
workshops or sports areas. College buildings are as a rule ,
2-3 storey, higher only in exceptional cases. Workshop
buildings with heavy machines or frequent deliveries are
single storey.
Access:- Entrance area and foyer with central facilities
used as circulation space connecting horizontal and
vertical movement as in general school centers or
comprehensive schools. Teaching areas are divided
according to the type of teaching and their space
requirements. General purpose teaching areas occupy 10-
20% of the space.
General classrooms – 50 to 60 sq.m
Small classrooms – 45 to 50 sq.m
Oversize classrooms - 85 sq.m
Building requirements, furnishings and fittings basically
the same for general school centers and comprehensive
schools.
BRIEF ON LAYOUT OF COLLEGES
THE LECTURE HALLS Main lecture theatre, ceremonial hall, administration,
Major factors to be considered in designing a lecture room dean's office, students' union building. Also libraries,
are the following: refectories, sports facilities, halls of residence, parking.
Seating and writing surfaces Technical facilities for central services supply.
Space and furnishings for the lecturer Boiler room, services supply.
The use of wall space, including chalkboards, screens, Subject-specific teaching and research facilities.
size and location of windows, etc. Basic facilities for all subjects:
Facilities for projection and television Lecture theatres for basic and special lectures, seminar and
Coat racks, storage, and other conveniences SPACE REQUIREMENT group rooms (some with PC workstations) for in-depth
Acoustics and lighting As we have different subjects for teaching their spaces and work. Departmental libraries, study rooms for academic
Heating and air conditioning requirements for that is also different. Such as theoretical and staff, meeting rooms, exam rooms, etc.
Aesthetic considerations practical subject with their workshops are may be separate or Subject-specific room requirements:
Space for keeping drafting materials. joined or they are bigger than the actual size of classrooms for Technical/artistic subjects, e.g. architecture, art, music,
Space for Keeping Bags. theoretical subjects and the reason is due to need of space for etc.: rooms for drawing, studios, workshops, rehearsal and
Space for Circulation. work and circulation in practical time. assembly rooms of all kinds.

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Data Collection 29
KABUL, AFGHANISTAN
SEATING ARRANGEMENTS
Seating in lecture theatres can be combined units of tip-up
or swing seats, backrest and writing ledge (with shelf or
hook for folders), usually fixed. (1) & (3)
Seating arrangement depending on subject, number of
students and teaching method:
slide lectures, electro- acoustic systems on a gentle rake;
surgery, internal medicine, physics on a steep rake. View
curve calculated using graphic or analytic methods.(4)-(5).
ARCHITECTURE COLLEGE CAMPUS,
KABUL, AFGHANISTAN
LECTURE HALL’S OBJECTIVES
Lecture halls are places of social and personal interaction,
where learning takes place and where creative thinking is
encouraged. The primary objective of the design team is to
achieve the best possible arrangement of architectural elements
and teaching facilities so that both teaching and learning is
maximized. Design of lecture theatres and teaching spaces
requires a balanced relationship bet. architectural/Construction
skills and teaching/AV disciplines. The objective of the design
team should be to optimize the 'function' of space, by clearly
identifying all performance requirements and allowing for these
needs in the design stage. Ancillary support spaces (i.e. lobbies,
lecture halls) should be serviced by the primary
telecommunication distribution system/infrastructure in the
building. Lecture halls require the greatest design input and in
which is usually found the greatest complement of audiovisual
facilities. Lecture halls are generally single function spaces with
fixed seating and writing furniture on a tiered or sloping floor
surface. Each seat should have a clear unobstructed view to the
lecturer and all boards and screens located on the presentation
wall. Natural lighting is not desirable in lecture halls.
Najeebullah Rasuli Architectural Thesis SCOA Data Collection 30
DRAWING STUDIO
Various space requirements for technical subjects
including Architecture and Art Academics.
Basic Requirements:
Drawing table of dimensions suitable for A0 size(92cm x
127cm) fixed or adjustable board. Drawing cabinet for
storing drawings flat of the same height as drawing table,
surface can also be used to put things on. A small
cupboard on castors for drawing materials, possibly with
filling cabinet is desirable. Adjustable height swivel chair
on castors, drawing tables, upright board, adjustable
height or usable as flat boards when folded down. Each
workplace should have a locker.
Drawing Studio:
Each space requires 3.5-4.5 sq.m, depending on the size of
drawing table.
Natural light is preferable and so a north tight facing
studio is best to receive even daylight. For right handed
people it is best if illumination comes from the left.
Artificial light should be at 500lx , with 1000lx(from
mounted drawing lamps hung in variable positions above
the long axis of the table) at the drawing surface.
Rooms for life drawing , painting and modeling:
accommodated if possible in the attic facing north with
large windows and, additional top lights. DIMENSIONS FOR COMPUTER LAB.
Rooms for Sculptors and potters:
Sizes for the desk and chairs in computer lab. The eye
Large space for technical equipment such as potters‘
wheels, kilns and pieces of work, also storeroom, plaster distance from computer to human eye and other necessary
precautions during drafting and designing.
room, damp room, etc.

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Data Collection 31
KABUL, AFGHANISTAN
OFFICE SPACES
Thumb Rules for Planning the Office Spaces:
width of the primary Circulation path within the space
must not be less than 2M, the secondary and tertiary paths
must not be less than 1.5M and 0.75M respectively.
The planning and the layout must satisfy a particular
functional need, such as screening, divisions (partitions)
stacking or storage etc. . Furniture arrangement must be
such that the people at their work station must have clear
visibility and adequate space around their desk.
ARCHITECTURE COLLEGE CAMPUS,
KABUL, AFGHANISTAN
SPACES FOR FURNITURES IN OFFICE SPACES FOR FURNITURES IN OFFICE
Many furniture systems in contemporary offices are still
designed according to standards in use since 1980. in addition
furniture units such as simple work tables and desks that
incorporate filing systems are still used. Because of the
increasing use of VDUs and keyboards, European standards for
workstations specify a surface height of 72cm high.
Najeebullah Rasuli Architectural Thesis SCOA Data Collection 32
LIBRARY
Libraries perform a range of functions in society.
Academic libraries, for example, obtain, collect and store
literature for education and research purposes, and are
usually open to the general public. Public libraries provide
communities with a wide choice of more general literature
and other information media, with as much as possible
displayed on open shelves. The functions of academic and
public libraries are often combined in a single library in
larger towns.

LIBRARY SHELVES
The shelves for elders and children are different due to the
height of the person who uses the shelves and also shelves
units are less for small children.

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Data Collection 33
KABUL, AFGHANISTAN
 DESIGN
PROGRAMME

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Design Program
KABUL, AFGHANISTAN
BACHELOR OF ARCHITECTURE BACHELOR OF ARCHITECTURE
ADMINISTRATION
Room Type Area Derivation(sq.m) No. of Rooms Total(sq.m)
Room Type Area Derivation(sq.m) No. of Rooms Total(sq.m)
Area per student=2.5sq.m
No. of Students= 40
5 Studios
Design Studio Circulation area=1sq.m per st. 750
5x150
Area=2.5x40+40=140sq.m
Director‘s office. Min. 30sq.m as per Neufert 1 30
Round off= 150sq.m
Area per student= 1.5sq.m
No. of students=40
5 Lecture Halls
Lecture Room Circulation area=1sq.m per st. 500
5x100
Area=1.5x40+40=100sq.m
Round off=100sq.m Director‘s Asst. Min. 30sq.m as per Neufert 1 30
Exhibition Area 200sq.m as per Norms 1 200
Computer Center 1.5x40 tables=60sq.m 1 60
Clerk‘s Office Min 30sq.m as per Neufert 1 30
Assuming 20 students using
Common workshop at a time 100sq.m Conference
300+50 350 Min. 60sq.m as per Neufert 1 60
Workshops as per Norms+50sq.m storage Room
50 sq.m for storage
Common Library As per design/Requirement 1 300
As per design(for min 460
Auditorium 1 1040 Record Room Min. 30sq.m as per Neufert 1 30
person)
Total 3200sq.m

BACHELOR OF ARCHITECTURE (diploma in Interior Design)

Reception As per design/Requirement
Room Type Area Derivation(sq.m) No. of Rooms Total(sq.m)
Waiting Lounge As per Requirement 1 30

Area per student=2.5sq.m Toilets As per Requirement 3 85

No. of Students= 40
2 studios
Design Studio Circulation area=1sq.m per st. 300 Admin. office 150sq.m(as per case studies) 1 150
2x150
Area=2.5x40+40=136sq.m
Round off= 150sq.m Maintenance
50sq.m(as per case studies) 1 50
office
Area per student= 1.5sq.m
No. of students=40 Store 20sq.m 1 20
2 Lecture Halls
Lecture Room Circulation area=1sq.m per st. 200
2x100
Area=1.5x40+40=100sq.m Total 515sq.m
Round off=100sq.m

Total 500sq.m

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Design Program 34
KABUL, AFGHANISTAN
OFFICE FOR ACADEMIC AREA HOSTELS
Room Type Area Derivation(sq.m) No. of Total(sq.m) Room Type Area Derivation(sq.m) No. of Rooms Total(sq.m)
Rooms
Principal Min. 30sq.m as per Neufert 1 30
Professors Min. 15 sq.m as per Neufert 10 150
Lecturers Min. 15 sq.m as per Neufert 10 150 Each room min. 28sq.m as per
Assistants Min. 15 sq.m as per Neufert 4 60 Norms. Toilet+Bath+Kitchen
48
Boys Hostel 8sq.m=36sq.m per unit 1728
Academic 48x36
Min. 25 sq.m as per Neufert 1 25 No. of Students in one room=3
Coordinator No. of units=60
Printing/ Xerox Min. 25 sq.m as per Neufert 1 25
Toilets As per Requirement 2 75

Total 515sq.m Each room min. 28sq.m as per

Norms. Toilet+Bath+Kitchen
32
MASTER OF ARCHITECTURE Girl‘s Hostel 8sq.m=36sq.m per unit 1152
32x36
No. of Students in one room=3
Master of Architecture in Urban Design
No. of units=
Master of Architecture in Building Design

Room Type Area Derivation(sq.m) No. of Rooms Total(sq.m)

Area per student=2.5sq.m Kitchen/Dinning As per design min. 600sq.m 1 600
No. of Students= 25
4 Studios
Design Studio Circulation area=1sq.m per st. 400
4x100
Area=2.5x25+25=87.5sq.m Guest Room 20 sq.m 6 120
Round off= 100sq.m
Area per student= 1.5sq.m
No. of students=25 Warden office 20 sq.m 2 40
4 Lecture Halls
Lecture Room Circulation area=1sq.m per st. 280
4x70
Area=1.5x25+25=62.5sq.m
Round off=70sq.m Total 3640sq.m

Adequate Toilets As per design - -

STAFF RESIDENCE
Total for all three majors 680sq.m
Room Type Area Derivation(sq.m) No. of Rooms Total(sq.m)
PARKING
2 Wheeler‘s 1.2 100 120 Faculty units As per design min. 30sq.m 12 780

4 Wheeler‘s 13.2 60 792 Staff units As per design min. 30sq.m 12 780

Total 912sq.m Total 1560sq.m

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Design Program 35
KABUL, AFGHANISTAN
STUDENT ACTIVITIES ZONE MAINTENANCE

Room Type Area No. of Rooms Total(sq.m) Room Type Area No. of Rooms Total(sq.m)
Derivation(sq.m) Derivation(sq.m)

Students Activity 1 100 300

Electrical Transformer 25sq.m 1 25

Lounge - 1 20

Consoling Room - 1 25
Generator Room 10sq.m 1 10

First Aid Room - 1 20

Stationary Shop 20sq.m 1 20

Table Tennis - 1 100

Gym - 1 100 Laundry 20sq.m 1 20

Swimming pool - 1 350

Store 25sq.m 1 25
Tennis Court - - -

Volleyball Court - - - Common Clinic 20sq.m 1 20

Indoor Football - 1 350

Adequate Toilets 5sq.m 1 5

Open Air
- - -
Amphitheater

Total 125Sq.m
Adequate Toilets - - -

Total 1265 Sq.m

Grand Built up Area= 12000 Sq.m

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Design Program 36
1
KABUL, AFGHANISTAN
 SITE ANALYSIS

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Site Analysis
KABUL, AFGHANISTAN
AFGHANISTAN AT A GLANCE
Afghanistan is a landlocked state in the
mountains of south-central Asia, sharing
borders with Pakistan to the southeast and
Iran to the west.
Turkmenistan, Uzbekistan, and Tajikistan lie across the
northern frontier, and China lies to the northeast at the end
of the narrow eastern panhandle called the Wakhan
corridor. Afghanistan is at the heart of southern Asia's great
mountain belt. The Hindu Kush and neighboring ranges
cover eastern and central Afghanistan.
AFGHANISTAN LAND
The great mass of the country is steep-sloped with
mountains, the ranges fanning out from the towering
Hindu Kush (reaching a height of more than 24,000
ft/7,315 m) across the center of the country. There are,
however, within the mountain ranges and on their edges,
many fertile valleys and plains. In the south, and
particularly in the southwest, are great stretches of desert.
Although most of the land is dry.
AFGHANISTAN CLIMATE
Afghanistan has a Cold and Dry Climate as below:-
Average minimum temperatures in Afghanistan: -10 deg.
Average maximum temperature in Afghanistan: +31 deg.
Average rainfall/ precipitation (mm): 84 mm
Relative humidity (%): 67%
Average wind speed in Afghanistan: 2
AFGHANISTAN’S OTHER ISSUES
Capital: The capital ‗Kabul‘ is named after a river in the
southeast.
People: 29,897,000. 40% Pashtun, 25% Tajik, 25%
Hazara, and 10% Uzbek and Turkman.
Language: Pashtu and Dari are the official languages.
Religion: 75% Sunni Muslim and 25% Shiite Muslim.
Government: Afghanistan has a permanent government
since the defeat of the Taliban in 1992.
Economy: The main industrial activity is the manufacture
of woolen and cotton textiles. Afghanistan is the largest
producer of the opium poppy used in the production of
heroin.
ARCHITECTURE COLLEGE CAMPUS,
KABUL, AFGHANISTAN
KABUL AT A GLANCE
Capital Kabul spelt Caubul in some
classic literatures, is the capital and
largest city of Afghanistan. It is also
the capital of the Kabul Province,
located in the eastern section
of Afghanistan. It is an economic and
cultural centre, situated 5,900 ft above
sea level in a narrow valley, wedged
between the Hindu Kush mountains
along the Kabul River. Kabul's main
products include fresh and dried
fruit, nuts, Afghan rugs, Leather and
sheep skin products, domestic clothes
and furniture, and antique replicas.
Kabul is over 3,500 years old.
KABUL DEMOGRAPHY
The population of Kabul has fluctuated since the early 1980s to
the present period. It was believed to be around 500,000 in
2001 but since then many Afghan expats began returning
from Pakistan and Iran where they had taken refuge from the
wars. The Kabul metropolitan area has a population of about
3.9 million inhabitants these days. The wider Kabul province,
which also includes rural areas, has a population of around 4.9
million people, while the Kabul city's population makes almost
80 percent of the total provincial population.
KABUL CLIMATE
Kabul has a semi-arid climate with precipitation concentrated in
the winter (sometimes falling as snow) and spring months.
Temperatures are relatively cool compared to much of
Southwest Asia, mainly due to the high altitude of the city.
Summer has very low humidity, providing relief from the heat.
Autumn features warm afternoons and sharply cooler evenings.
Winters are cold, with a January daily average of −2.3 C.
Spring is the wettest time of the year, though temperatures are
generally amiable. Sunny conditions dominate year-round. The
annual mean temperature is 12.1 C.
Najeebullah Rasuli Architectural Thesis
DEVELOPMENT IN KABUL
New Kabul Master Plan.
City of Light.
EDUCATION IN KABUL
Public and private schools in the city have reopened since
2002 after they were shut down or destroyed during
fighting in the 1980s to the late 1990s. Boys and girls are
strongly encouraged to attend school under the Karzai
administration but many more schools are needed not only
in Kabul but throughout the country. The Afghan Ministry
of Education has plans to build more schools in the
coming years so that education is provided to all citizens
of the country.
Universities in Kabul:
American University of Afghanistan
Kabul University
Kabul Medical University
Polytechnic University of Kabul (Kabul Polytechnic)
Higher Education Institute of Karwan
Kaboora Institute of Higher Education
Rana Institute of Higher Education
Bakhtar Institute of Higher Education
Kardan University
Dawat University
National Military Academy of Afghanistan
SCOA Site Analysis 37
KABUL PROVINCE TRANSPORT SYSTEM IN KABUL NATURAL FEATURES OF THE SITE
Kabul province is made up Kabul has Local Bus Routes which are leading to everywhere The proposed site has several features such as the slope of
of 14 districts. Bagrami, in the city. Private cars and Bikes are predominant for transport the site isn‘t that much steep from south to north it has a
Chahar Asyab, Deh Sabs, in Kabul but you can find taxis for transport too. slope of 5m overall thus, this slope can help in the system
Guldara, Istalif, Kabul, of water piping and water flow. The existing trees are only
Kalakan, Khaki Jabbar, Mir on edges of the site and different kind of shrubs can be
BachaKot, Mussahi, seen within site footprint. Some existing temporary
Paghman, Qarabagh, structures be brushed aside for reasonable campus
Shakardara, Surobi. planning. The site itself is longitudinal towards north-
MALE FEMALE RATIO IN KABUL CITY south so ample of sunlight's can be used for Planning
KABUL DIVISION during winter season. The site has a four lane road infront
0–14 years: 44.5% (male 7,064,670; female 7,300,446)
Kabul is one of the thirty-four provinces of Afghanistan. and two secondary road each at both side of the proposed
15–64 years: 53% (male 9,147,846; female 8,679,800)
The capital of the province is Kabul City, which is site. And the whole site is bounded by a boundary wall for
65 years and over: 2.4% (male 394,572; female 422,603)
also Afghanistan's capital. The population of Kabul protection.
province is 3.5 million people as of 2009. almost 80 MALE FEMALE RATIO IN KABUL
percent of people live in the urban areas and the rest, 20 SITE IMMEDIATE SURROUNDINGS
percent live in rural areas. Kabul City has a population of No. of Males
1,925,548 which 25% is Pashtun, 25% is Hazara, 45% is
No. of females
Tajiks, 2% is Uzbek, 1% is Balochi, 1% is Turkmen and
1% is other tribes.
KABUL CITY POPULATION
CITY OUTSKIRT AND THE PROPOSED SITE
PASHTUNS
TAJIKS
HAZARAS
UZBEKS
BALOCHIS
TURKMENS
Police Polytechnic
OTHERS South Korean Academy University
Red-cross
vocational
Building Political & Social Science Silo
training center
KABUL DIVISION University of Kabul Buildings
Defense Ministry of Education Khoshal Khan
Building Afshar Branch High School

College Site SITE POLYTECHNIC KABUL KABUL CITY SITE REQUIREMENTS

UNIVERSITY UNIVERSITY CENTER
City Center People who want to come to proposed site from City Center
would be reaching within 25 minute by car or by two wheeler
from adjoining road to Afshar. It will take 15 minutes to reach
from Kabul University to the proposed site via University road.
As it clear polytechnic university is very near to and people can
City Outskirt reach to it by walking within 5 to 7 minutes. Two main
roads, one which comes from City Center will reach to the
Connections between proposed site directly and another one is called Sillo Street
City and Outskirt which is leading to the side and several secondary roads are
reaching and ending to Afshar Main Road from Khoshalkhan.
Due to lack of trees in the proposed site we have to use the
existing trees in a proper design manner or to plant new
trees, shrubs and other necessary plants for the site
landscaping. On the other hand the site doesn‘t have much
contour for design purpose so that while designing, for
elevation treatment we need to give certain height by
creating raised platform for each block of buildings.
The site should have a proper circulation road network
inside to reach to every point of the design and should
have service road separately.

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Site Analysis 38
KABUL, AFGHANISTAN
ROAD NETWORKS TO THE SITE WIND DIRECTION OF THE SITE SITE TOPOGRAPHY
The Red, Green, and Black lines are the roads which are Summer: Typology Enclosure description
coming from City Center to the proposed site the only The wind blows from
difference is that the black line crosses from Kabul North-east to the South- The site doesn‘t
University on the way and then reaches to the site longer west during summer have any Canyon
than two other roads. The Blue line road comes from therefore it is a great Canyon feature thus, there
Khoshalkhan residential blocks and the Brown line road is feature of the site that it is isn‘t any need for
the only road which comes from Dashte Barchi and crosses stretched from North to cutting & filling
on the way from Kote Sangi Chowk. Finally the Gray line South and max. winds can
road comes from Qhargha. be caught through the East The site doesn‘t
facade of the site. Grassy
Polytechnic have this feature for
Bowl
University Winter: landscaping.
Site
During winter the wind
blows from West to East Flat land with This feature is very
during Moring and Night Grass or useful for campus
but in the afternoon and exposed soil design and planning.
evening the direction
The site isn‘t
changes from South-west Undulating
Kabul undulating with less
University to the North-east. But it is land with mix
vegetations at
totally opposite in summer vegetations
boundaries
NORTH LIGHT OF THE PROPOSED SITE
The site is only
SUN PATH DIAGRAM FOR THE SITE As we can see the north is up so the Densely
densely flat
maximum north light comes from N vegetated flat
vegetated on the
During Summer the sun is in 83 degree angle to the site above and we can catch north light by area or bowl
boundaries
and sun rises from east to west but during winter the angle providing windows or openings which
of sun changes to 32 degree angle thus, if we want to catch are facing to and let the north light
the sunlight we have to design the openings facing to 32 Dry flat land Dry flat land with
comes in especially for the classrooms
degree angle in winter. Due to cold climate in Kabul with less less vegetation is
which the need is necessary. Position
during winter the effect of sunrays is very less so that if vegetation another feature.
of buildings should be in such a way to
openings are bigger in size we can catch more light and catch maximum north light not
warmness. no trees should be planted infront of sunlight opposite or in a direction to get less. The site slope is
Uneven land
which are preventing the sunlight to come inside the very less and site
SITE DIMENSIONS with steep
buildings. As we can see we can have north light through doesn‘t have any
ditches or slop
openings which allow to come inside. The site is 530 m steep ditches.

N long from south to

north and 248 m SITE TOPOGRAPHY
long from east to The contour lines
N
west. The site indicate 1M rise from
parts vary but it south to north thus the
has a four lane whole slope of the site
road in front is negligible because
which is 30 m it is a total 7M slope
wide and two in 530M long distance
adjacent road thus, the site is flat
which are 12 m. and no steep slope.

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Site Analysis 39
KABUL, AFGHANISTAN
 DESIGN
SOLUTION

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Site Analysis
KABUL, AFGHANISTAN
DESIGN CONCEPT As the altitude rises from southern part of Afghanistan to The parking is
northern part the temperature is rising from hot to cold and thus situated at both
The concept of the design is about the 5 major tribes in the land topography is increasing even from south to north side of the main
Afghanistan and their population distribution over the same is the case for the site which has 7 m high slop from south pedestrian
land. It starts from Pushtoons side of the site to the north part of it access and the
Who are the majority which vehicular access
Can be the academic block had been
And other smaller tribes are changed from
Dedicated to the admin. the main road to
Block in front of the site Schematic site section showing
the slop which rises from lower the secondary
Which are imposing the side road due to
Whole college status. part which is south and increases
towards the upper part which is rush hour of
Here according to the distribution traffic on the
The Uzbeks are the block for north. And same due to site slope
As map describes the four lane road.
Master studies and Hazaras can be the open interactive the height of the buildings are
entire land is And the service
areas for the whole campus planning and the other two left also increasing which gives a
mountainous and Kabul entry is also
can be the residence blocks such as boys and girls hostels arising elevation to the entire
city is situated between design. provided from
and staff residence. the mountains. side road near to
SITE ZONING On the right the diagram shows the the canteen for
distribution of building blocks and materials supply.
The entire site after the
their connectivity with each other
main road from South to
and open landscaped areas for
North has been separated
interaction.
by three basic and
The schematic diagram starts from
essential zones. The first
vehicular parking then it connects
one is the public zone
to the admin having a landscaped
which the whole
area for itself. The connectivity of
academic blocks are to
The red color indicates the B. Arch. M. Arch with the
be placed over this zone.
public zone, the blue indicates workshop block is obvious. Then it
The second and
the semi private zone, and the reaches to open plaza in front of
immediate zone after
green color is the private zone student activity zone and the
public zone is Semi
private area such as hostels and
private zone which in As the academic blocks such as B. Arch and M. Arch are
staff quarter has their on separate
this zone the student connected together by a connecting bridge and in between
landscape part for themselves.
activity such as sports the computer lab and common library is situated to be
block, canteen and open used by both the departments.
amphitheater is situated Play grounds are designed for interaction and girls hostel
over this land. The final is totally separated by staff quarter due to security given to
and the last is private both the hostels.
zone which the staff The auditorium is kept near to open plaza and near to
quarter, boys and girls academic block for approaching and it has been given a
hostels are in this zone separate way from the vehicular way for extra functions to
for their privacy which Consider the height be held in auditorium.
has to be given for them of the building The workshop is design in such way that it is reaching to
during the academic time Altitude blocks from south to service road and it is near to academic block but the noise
and during living. Map
north according to problem is solved by planting trees as buffer for the
Hindu kush mountain
site slope. classrooms.

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Concept 40
KABUL, AFGHANISTAN
Red Cross building Kabul
Campus view Main road
The south Korean vocational
training institute.
Site plan with surroundings, aerial view Site plan with surroundings

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Site plan 41
KABUL, AFGHANISTAN
ARCHITECTURE COLLEGE CAMPUS,
Najeebullah Rasuli Architectural Thesis SCOA Ground floor Plan 42
KABUL, AFGHANISTAN
ARCHITECTURE COLLEGE CAMPUS,
Najeebullah Rasuli Architectural Thesis SCOA First floor Plan 43
KABUL, AFGHANISTAN
 Terrace View

Connecting Bridge between academic

blocks

Amphitheater view

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Sections and views 44
KABUL, AFGHANISTAN
 Section AA

Section EE

Auditorium Cut section

Section BB

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Sections and Elevations 45
KABUL, AFGHANISTAN
 Main entrance to Entrance to
Underground water tank Entrance Play Ground Academic Block Admin. And offices

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Detailed Plans 46
KABUL, AFGHANISTAN
 Canteen and Cafeteria

Auditorium and Sport facility Block

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA Detailed Plans 47
KABUL, AFGHANISTAN
 Hostel view

View of canteen
cafeteria, boys Workshop block at ground floor
and girls
hostel, sport
facilities, staff
residence and
Auditorium
from top with
the play
grounds and
site landscape
M. Arch Block with the and
Library and Computer surroundings.
Lab at 1st floor Staff Residence View

ARCHITECTURE COLLEGE CAMPUS, Detailed Plans and views

Najeebullah Rasuli Architectural Thesis SCOA 48
KABUL, AFGHANISTAN
The following resources were referred for completion of this architectural thesis project :-

Books from Sinhgad College of Architecture Library : -

Building Services - S.M. Patil.

Theatres and Halls (New Concepts in Architecture & Design) - Meisei Publications.
Architecture - Form , Space & Order - Francis D.K.Ching
Educational Facilities - The Images Publishing Group Pvt. Ltd.
The Architect's Handbook - Quentin Pickard, Blackwell Publishing.
University Builders — Martin Pearce.
Neufert Architect's Data - Bousmaha Baiche& Nicholas Walliman, Blackwell Publishing.
Time Saver Standard for Building Types - Joseph De Chiara & John Hancock Callender, McGraw Hill Publishing.
Campus Architecture
Campus and Community

Books from C.E.P.T Library :-

National Institute of Design - Acc.No. D 4/5.
Reflections on Design - Acc. No. A 745.4.
Understanding C.E.P.T Campus - Shrikrishnan Iyer.

Websites:-

www.google.com
www.cept.ac.in
www.nid.edu
www.wikipedia.com

ARCHITECTURE COLLEGE CAMPUS,

Najeebullah Rasuli Architectural Thesis SCOA References 49
KABUL, AFGHANISTAN