Global Citizensfor sustainable development

VedikeEco Residential School'a green place for children inneed to learn and grow'

1: Vedike Eco School 1Project Context 3Project Partners 6Project Scope 8

2: Design Process 10Mallasandra CommunityEngagement 10Living Hope Children'sHome 12Design Workshop 13

3: Site Analysis: 144: Design Principles: 18

Site Functional Diagrams 195: Masterplan: 21

Architectural Principles 22Infrastructure 24Landscape Spaces 25

6: Get Involved! 28

The Vedike Eco Residential School aims to set a benchmark forthe creation of a sustainable community while providing opportunities forunderprivileged children to go to school.Bangalore, the capital of Karnataka, is one of India’s fastest growing cities and majoreconomic centers. Recent decades have seen a high demand for low skilled workersin Bangalore’s booming informal economy. This demand is primarily met by internalmigration, with workers and their families drawn to the city in search of opportunityand a better livelihood. Unfortunately employment in Bangalore’s informal sectoroften comes at the expense of stability. Families and children often have no optionbut to live in temporary, insecure housing without access to sanitation, education andat worst; protection from exploitation.The Vedike Eco-School project aims to address a critical social need for educationand stable housing in a setting of ecological responsibility. Global Citizens forSustainable Development (GCSD) are working in conjunction with project partners[co]design studio (Community Oriented Design, Australia) and Alas Para Todos (Wingsfor Everyone, Spain) to deliver the vision which includes;• A residence for up to 120 children• A school with an eventual capacity of 400 students• A central kitchen/dining/study facility• Cow sheds and bio-intensive mini farming activities• Active and passive play/recreation spaces• Global Living and Learning Centre including conference and

accommodation facilities for project volunteers, staff and workers.• An outdoor amphitheatre for community performances• Private residences for project staffCore principles underpinning the project include;• Ecologically Responsible Design Thinking; Principles of ecological sustainabilityinform the design, construction and ongoing operations of the community.• A Self Sustaining Precinct; Principles of permaculture and passive design maximizeenergy efficiency, while wherever possible energy requirements will be met byrenewable means. Solar and bio gas facilities will produce energy on site, while bio-intensive farming activities will further decrease reliance on external sources.• A Community Based Project; A collaborative approach to design an ongoingoperations will maintain an active involvement with the local community as theproject unfolds.

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•An International Cooperative; Through conference and accommodation facilities theGlobal Living and Learning Centre will provide a setting for alternativetourism/volunteering and the exchange of knowledge between cultures. Throughongoing dialogue between international project partners in India, Australia, Spain, USAand others, the project represents a platform for global citizenship.

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Project Context:Bangalore, the capital of Karnataka, is one of India’sfastest growing cities and major economic centers.Often referred to as India’s Silicon Valley, Bangalore’stechnology sector is booming across the city, witheach new development creating demand for lowskilled workers for construction, labor and otherancillary positions.Unfortunately employment in Bangalore’s informalsector often comes at the expense of stability. Familiesand children often have no option but to live intemporary, insecure housing without adequate accessto sanitation, education and at worst; protection fromexploitation.

Migratory pressures:In the drought prone regions of northeast Karnataka,internal migration for work has become a routinelivelihood strategy. Droughts, land degradation anddeclining agricultural productivity has created asurplus of labor in these once prosperous regions,forcing families to relocate away from their villagestowards urban areas in search of work.It is estimated that every day 200 rural workers andtheir families migrate to Bangalore in search ofemployment. Limitations of caste and pooreducation hamper opportunities, and migrantstypically find employment in low skilled roles in the informal economy.

Housing and shelter:The inconsistent and transient nature of informalwork presents some significant challenges formigrant families. Low incomes, seasonalemployment and lack of labor regulations andofficial protection make securing permanentaccommodation very difficult. For a family earningonly 50-150 rupee a day formal housing is often notan option. Unfortunately it is usually the childrenwho are impacted the most, with families residing in'shanty' settlements without adequate access tosanitation, health care, educational opportunitiesand protection from exploitation.

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Currently there are over 700 slums in Bangalore,with most of their inhabitants working in theinformal economy. Migrant families working inthe construction industry typically reside on theconstruction site, building temporaryaccommodation which serves as their home forthe duration of the construction project. As aconsequence it is not uncommon to see migrantworker communities with up to 500 familiesresiding on large construction sites such as thenew technology parks in outer Bangalore. Oncethe construction is complete, the familiesrelocate to the next construction site and onceagain begin the process of establishingtemporary housing.Child labor and exploitationIn the absence of stable housing, formal education or thesupervision and security provided by social networks in a village,migrant children are vulnerable to exploitation. It is not uncommonto see children working in construction or quarry sites. From asyoung as six some children are coerced into working 12 hour daysin unsafe settings. Children are also at risk of being removed fromtheir families and sold to work in the city as domestic servants,beggars or in the City’s brothels.The exploitation of young employees in the formof bonded labor, whereby workers are prohibited from leaving thework site or communicating with their family is becomingincreasingly common. Young workers are cut off from their familiesto prevent them from communicating their living conditions or theextent of their exploitation. Reports have also surfaced of sexualabuse against young female child laborers.

With the opportunities in Bangalore attracting new migrants everyday, these issues of child safety are likely to become morewidespread and significant.EducationFor many migrant families, educating their children is often considered a luxury whichthey cannot afford: “We barely make enough to eat. There’s no way we can send ourkids to school” says Sita, a migrant worker and mother of four who has lived in a‘shanty’ house along side one of Bangalore’s motorways for over five years.

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The location of most informal work on the outer urban fringe presents a further barrierto migrant children’s education. In Bangalore, most construction sites are located onthe periphery, away from local schools and transport services, where parents aren’table to leave and pick up their children during work hours. The transient nature ofinformal employment prevents children from completing full years or semesters at asingle school as families move frequently. On some of Bangalore’s larger constructionsites ‘tent schools’ have been introduced to help these children continue theirschooling. Whilst tents schools do make a positive contribution, the diverse levels ofeducation and lack of proficiency in Kannada can make it difficult for migrantchildren to participate.“In early 2009, people passing by Mayo Hall Junction on MG Road, would haveobserved a little girl - eight or nine years old - waiting for the signal to turn red. Shewould then bring out her hoops and do a set of acrobatics, contorting her slim smallframe. As the signal turned green she would skip back into the footpath. Cars andbuses zipped past, frightfully close to the frail little child. I stopped to chat with her.Lakshmi is eight; she is from Bilaspur in Madhya Pradesh and speaks only Hindi. Herparents are migrant construction labourers and have been in Bangalore for a coupleof months. They leave for work early morning and return to their tin shack home late inthe evening. Lakshmi walks 6 miles everyday to pass time at the Mayo Hall Crossing.She has not been to school since coming to Bangalore. She did not go to school inthe previous city either"

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Project Partners:Global Citizens for Sustainable Development (GCSD, India)

GSCD is a registered not-for-profit and non-governmental-organization based inBangalore, India and its mission is to engage and empower children, youth, men andwomen to sustain communities, cultures and societies while promoting improvement intheir social, economic and environmental conditions through the notion of humanresponsibilities. GCSD creates platform for children, youth, men and women motivatedto bring a positive change at a personal, social and ecological level in their individualenvironment and their respective society for the progress of humanity. GCSD creates aplatform for youth, children and adults for creativity, innovation and compassion totransform their society. GCSD believes that every individual has a capacity to changehis/her attitude and behavior. Everyone has the possibility to contribute in theirindividual capacity for creating a responsible, sustainable and united world. GCSDthrough all its activities will foster moral and spiritual values regardless of caste, color,religion or gender and promote secular human values.Global Citizens for Sustainable Development's work focuses on the following areas ofsocial intervention:Youth Leadership and Youth Empowerment: Capacity building for children and youthfrom around the world, credit and volunteer programs for students from PekingUniversity (China), J.F. Oberlin University in Japan, University at Albany (US), St. Joseph’sCollege (India) and many others.Peace and Culture: Building civil society capacities towards inter-community harmony.For example, working with peace committees in communally sensitive areas;promoting interreligious understanding and harmony; organizing cultural festivalsaround the theme of peaceful coexistence with society and nature; providingplatform for people from around the world to meet and learn from each other and soon.Ecology: Advocacy on environmental issues in the country and the region, dealingparticularly with Climate Change. Some examples include the looming global watercrisis, restoration of water-bodies, roof top rain water harvesting, and waterconservation. Organic farming and vermi-composting are part of this advocacy, aswell as promoting organic farming among local farmers.Development: Working with farmers, women and youth on issues of ecologicalagriculture, health, hygiene, economic and food security; responding to the crisis ofHIV-AIDS; and so on.

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International Workshops and Networking on Civil Society Issues: GCSD has organizedworkshops, conferences, forums, film festivals in different parts of the world on themessuch as, Cross-Cultural dialogue for Peace, Sustainable Development, Education,Housing, Climate Change, Water, Youth and World Governance, etc. GCSD also helpsto network organizations through the World Youth Water Alliance, Asian Youth ClimateNetwork, and Asian Citizens Alliance.

Alas Paras Todos (Wings for Everyone, Spain)

Alas Paras Todos is a non-profit organization, founded in March 2007 in Barcelona,Spain. The founding purpose is to promote all kinds of socially responsible activitiesrelated to the assistance, promotion and and inclusion of children. Specificallychildren living in poverty, with disabilities, special needs, or who are otherwise at risk.Mission:APT’s mission is to contribute to the sustainable development in the communities mostin need, with a specific focus on promoting access to education.APT believes that one of the best ways to help children in need is to provide supportand access to education, giving them wings to fly. Children in countries in need arethe focus, as they will be the leaders of tomorrow. APT wants to fight for equalopportunities, because everyone is entitled to fly, to grow in a happy, stimulatingenvironment where everyone’s rights are fully recognized.Values:To achieve our goal, APT commits to work and act with full transparency,accountability, consistency and wisdom, always seeking social justice and defendingequality.APT are a financial partner of the project’s first phase.Community Oriented Design Studio ([co]design studio, Australia)

[co]design studio is an Australian non-profit design practice offering whole projectsolutions for community development projects. 7

[co]design studio are a multi-disciplinary studio of architects, landscape architects,planners, engineers, designers, and associated professionals specializing in projects thatpromote sustainable livelihoods and improve spaces.[co]design creates a platform for community organizations to access to designthinking, and for designers to engage in community development projects throughworkshops, design competitions and on the ground projects.[co]design studio are assisting GSCD with the design and construction of the project.

Project Scope:The site owned by GCSD has two parts, separated by a narrow unpaved road. TheEastern portion (Site 1) is the focus of this report, and will consist of the Vedike EcoSchool. The Western portion (Site 2) will be developed by GCSD at a later stage tohouse a Global Living and Learning Centre.Project Staging Schedule:The masterplan considers the first three stages of the project, accommodation for 120children and the construction of a school, initially for Standards 1-4 followed byStandards 1-5. The final stage of the project will see the development of the GlobalLiving and Learning Centre on the western side of the site.Phase 1- construction mid 2011• A children’s home able to accommodate up to 120 students• Kitchen/Dining/Study Area• Water infrastructure including septic tanks, water treatment ponds• Cow shed and agricultural spaces• Kitchen gardenPhase 2- construction late 2011• Stage 1 of the School, catering for children from first to fourth standard• School administration building, library, computer labs• School courtyard, amphitheatre and play spaces• Private residences for project staffPhase 3- construction early 2012• Stage 2 of the School, catering for children from fifth to tenth standardPhase 4- construction post 2012• Global Living and Learning Centre• Conference Facilities• Amphitheatre/performance space• Agricultural spaces

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Beneficiaries:sThe first group of residential students will be 5-6 year olds; theschool will grow with them as they get older. Initially children will liveon site and attend the local public school. GCSD’s first priority ismigrant workers’ children, second priority is under privilegedchildren and children of single parents within a 5km radius.GCSD will evaluate thesuccess of the program andmay change the intake ofstudents in the future. Therewill be 40 children in each grade and the schoolwill eventually run from kindergarten to 10thstandard. School stages are standard 1-4, 5-7, 8-10, 11-12. GCSD plan to have a corpus fund tosupport students to go to year 11-12 anduniversity afterwards, or students may choose dovocational training when they finish 10thstandard. The curriculum will be the Kannadastate education board standard, which isnecessary for certification.

The education system offers flexibility for private schools to run extra activities; GCSDwill focus on environmental education. Although children will be used to sleeping onthe floor, GCSD prefer students to sleep in bunk beds away from snakes and rats.Children spend a lot of time together, and would most likely prefer to study in groupsoutdoors. If children become seriously ill, they will be sent to stay with their parents. Itwould be unusual to have a dedicated sick room.Parents will be able to visittheir children on Sundays butwill not stay overnight. GCSDalso plan to run skillsworkshops with parents. Theywill use public transport to thevillage bus stop and mayhave to walk 3 km from themain road. Experience at theLiving Hope Children’s Homein Gauribidanur suggests thatmost parents visit their childrenregularly. It may be possiblefor GCSD to sponsor parentsto visit if they cannot affordthe bus fare, but there areconcerns of parentsbecoming dependent onGCSD.

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Design Process:In August 2010, a multi-disciplinary team from [co]design studio including architects,landscape architects, planners, designers and a social geographer traveled toBangalore to work in conjunction with GCSD and APT to develop a masterplan of theVedike Eco School.The team had the opportunity to engage with Bangalore Based design professionalsand environmental specialists, not for profit organizations, staff and students of localschools and the residents of a rural village. Research was collated and four masterplanoptions produced. Following feedback from project partners and reflections on thestrengths and shortcomings of each option, designs were refined into a singlemasterplan vision.

As part of the intention for Vedike to be a platform for cross cultural dialogue, theinternational project partners will have ongoing inputs as the vision becomes a reality.Major elements in the design process are as follows;Mallasandra Village Community EngagementA focus of the team was a design relevant and responsive to the needs of theintended beneficiaries. Engaging with children and with the local community is thus ofongoing importance throughout the life of the project.During the design phase, residents of a local village were engaged in informalconversations. Respondents were asked to give their opinions on;• The role of their dwelling;• The role of their village;• Their perceptions of security;• Aspirations for themselves and their community; and what affect the place they livemight have on these aspirations.Major themes arising in the discussions were;• Weather; a common concern among respondents was their dwelling’s ability towithstand weather events. Several who lived in thatch or mud brick dwellings hadexperienced structural failure of their homes during severe weather. 10

• Space; in some cases respondents had up to 5 people and 2 cows living in acovered space of 15m2 or less. Occupants of adwelling often included several generations andextended family members. Some respondents expresseda desire for more housing and less crowded dwellings;however a significant portion did not see crowding asan issue. Some whose dwellings had failed wereconcerned that their presence placed an undueburden on friends and relatives.• Security; Respondents had mixed perceptions of theirsecurity. Some expressed concern over strangersentering the village and the destruction of property, some reported they wereunconcerned. When presented with the concept of living in a walled village feelingswere mixed. Some were supportive as they felt it would keep out unwanted strangersand increase their safety. The majority were not supportive as they felt it would restricttheir freedom of movement and the movement of their livestock. One respondentreported they had no preference either way.• Recreation; when asked how they spend theirleisure time, men, women and children were found tohave different spatial needs. Shop fronts functionedas informal meeting places for adult men, whilstsocializing was centered around the (Banyan) tree atthe entry to the village. Adult women reported mainlysocializing within private dwellings. Older childrenexpressed a preference for more open public spacesfor games such as cricket and kapati. A commontheme among all respondents was the importance ofthe People Tree as the location for festivals andformal village gatherings.

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Living Hope Children’s SchoolLiving Hope Children’s School in the area of Gauribidanur, Bangalore, cares forchildren from families that are unable to afford an education for their children, suchas migrant workers and widows. [co]design’s project team visited the centre to playgames, sing songs and undertake a drawing exercise. Barriers that usually exist,because of a lack of a common language, were easily overcome as the children letdown their guard, allowing their natural curiosity to emerge. The children were invitedto draw their homes, their families and their villages. Results were mixed however itwas interesting to note that the concept of a home to many girls was a singledetached dwelling. Other housing types were rarely shown.

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Design workshop:At the conclusion of the design period, research was collated and a schedule ofspaces for the project was developed in collaboration with local architect LesterRozario (refer Chapter 2 Project Scope). Four master plan options were produced andpresented to project partners.

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Site Analysis:Site context:The site is located approximately 50km northof Bangalore in a rural area dotted withvillages and rural-industrial developments.Geography and topography:The south east state of Karnataka on theMysore Plateau has average elevation of920m. The Mysore Plateau is a region in thelarger Deccan Plateau.

Geology:Bangalore has two unique topological terrains; North Bangalore taluk and SouthBangalore taluk. The North Bangalore taluk is a relatively level plateau and liesbetween an average of 839 to 962 meters above sea level. The middle of the talukhas a prominent ridge running NNE-SSW. The highest point in the region,Doddabettahalli, (962m) is on this ridge. There are gentle slopes and valleys on eitherside of this ridge. The low-lying area is marked by a series of water tanks varying in sizefrom a small pond to those of considerable extent, but all fairly shallow. The rock typesprevalent in the district belong to the Saugar, Charnokite and Peninsular GneissicComplex (PGC) groups. The PGC covers two-thirds of the area and includes granites,gneissis and migmatites. The soils in Bangalore vary from red laterite to clayey soils.Ground Water:Ground water in the district occurs under water table conditions in the weatheredmantle of the granitic gneisses & in the joints, crevices and cracks of the basementrock. Ground water is developed largely by means of open wells. Open wells as wellas bore wells can both yield between 70 to 90 meters of water per day.

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Climate:The site has a seasonally dry tropical savannah climate with four seasons:DRY SEASON - December-February-clear bright weatherSUMMER - March to May-high temperaturesSOUTHWEST MONSOON - June to SeptemberRETREATING MONSOON/NORTHEAST MONSOONS - October and NovemberApril is the hottest month with mean maximum temperatures of 33’C. January is thecoolest month with mean minimum temperatures of 14’C.Rainfall:Bangalore receives about 1300mm of rain annually, whilst the site is relatively dry withapproximately 200mm of rain a year. The wettest months are August, September andOctober, in that order. Most of the rainfall occurs during the late afternoon/evening ornight and rain before noon is infrequent. The southwest monsoon (June to September)receives 54% of the total average rainfall.Wind:July: south westerly windsApril and October: north easterly windsSite features:The site is framed in the west by low rise mountains running north-south. Another set offoothills rise south of the site then gradually increase in height in the distance to theeast. The main highway is located along this axis and is approximately 500m from thesite. There are two villages close to the site; the larger one is located on this highway. Asmaller village is further north of the site, accessed on the minor road that runs through

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The site is divided into similarly sized land parcels by a narrow, unmade road that runsnorth south through the site. Each parcel is approximately 1.1 hectares. Thesurrounding land use is mainly open unfarmed land, used for cattle grazing, with theexception of the neighboring seed research facility, which is surrounded byvegetated crops including corn. Both sites have unremarkable vegetation, with theexception of a scattering of existing trees appearing to be Coconut Palms and someCassia species. The site is generally flat. The road is elevated approximately 0.5mabove the site grade. There are a number of existing power poles located within thesite that have cables leading from the Pioneer property south of the site. An existingbore well is located at the eastern end of the road that runs between the easternparcel of land and the Pioneer property. The bore well is approximately two metersfrom the road and is clearly visible from the road. Soil on site appears to be a reddishbrown sandy loam that is common to the region.

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Design Principles:Overarching Design Principles:• To create a school as a focal point of a sustainable precinct for living and learning.• To create a nurturing and healthy environment that children can feel secure in.• To create a site with linkages to the wider community with opportunities for residentsof the surrounding villages to have an involvement in activities on site.• To commit to self sustaining management and systems on site in the immediate andlong term.• To create a relevant design conscious of the site’s context of the surroundinglandscape and existing natural processes.Architectural principles:• Cross ventilation to catch prevailing breezes from south-west and north-east.• Shading from low-level east and west sun, high-level south sun.• Thermal mass mediates diurnal (day/night) temperature variation, keeping thebuilding cooler during the day and warmer at night. Thermal mass works in conjunctionwith appropriate shading.• Material selection should consider environmental impact factors such as embodiedenergy, renewable resources, durability, recyclability, and transportation.• Construction methods and materials should be selected to build capacity and skillsin local people, and/or continue traditional techniques.• Rainwater collection. Gutters should be designed to complement the buildingaesthetic.Landscape Design Principles:• Use of ecological infrastructure such as bio-swales and uv-treatment ponds for thetreatment of greywater and blackwater to allow for re-use as irrigation. Bio-swale andUV-treatment ponds are integrated within the agricultural landscape in order to keepthem separate from areas easily accessible by children.• Tree planting provides shelter to occupied external spaces as well as providingatmospheric cooling in areas that intersect prevailing breezes and facilitate thedistribution of cool clean air across the rest of the site.• Footpaths, both formal and informal, provide clear and safe circulation throughoutthe site as well as spatial hierarchy. Formalised pavement is located in significant areassuch as the main pedestrian access into the school.

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They identify major destinations, whereas informal paths of stepping stones, stabilisedgravel, or stabilised site soil delineate access to and from smaller scale common andprivate gathering places.• Vehicular access is restricted to a single paved road leading into the site betweenthe active play area and the agricultural fields. Avenue planting along the road isrestricted to canopy and palm tree species in order to retain clear and accessiblesight lines to and from the road. The tree plantings help to define the road andreinforce the vista from the street into the site.• Connections to the Global Living and Learning Centre (GLLC) are facilitated by anextension of the avenue canopy and palm tree plantings across the public road andinto the GLLC site.• Site security is provided by a combination of solid and transparent fencing structures.Solid fencing made from granite or brick should be restricted to sensitive areas such asaround shower and toilet facilities. Transparent fencing made from wire infill panels andstone or brick columns allow for wind flow and views through the site. Plant speciessuch as Bougainvillea combined with the wire panels act as a further deterrent forpotential trespassers. A manned gate provides a secure entry point for vehiclesentering the site. To prevent general visitors from entering the entire site car parking islocated close to the site boundary and adjacent to the manned security house.

Site Functional Diagram:• Major axes are structured toconnect the school andagricultural zone to the futureGlobal Learning and Living Centre.

• A secondary axis connects theschool through a series of externalspaces to the surroundingagricultural landscape.• The dining/function space actsas the orientation node formovement throughout the site.• Design orientation and formaddresses climatic characteristicsof the region.

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Landscape Connectivity Diagram• The major pedestrian movementaxis is shaped as a series ofcourtyard spaces that move fromthe public interface to the private.• The secondary axes connectinga series of landscape spaces,changes from a formal schoolspace, to informal gathering andplay spaces to agricultural fieldsthat connect with the surroundinglandscape.• Buffer zones are set up to protectthe school edge from the roadand give privacy to the managerand visitors residence.• Various external spaces connectinteriors of buildings to createoutdoor learning and gathering spaces.

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Masterplan:

1: School entrance2: Classroom3: Courtyard4: Outdoor Learning/meeting place5: Library6: Administration7: Computer Room8: Security9: Kitchen Garden10: Sensory Garden11: Active Play Area12: Nature-based Play Area13: Children's home

14: Kitchen15: Dining Hall16: Orchard17: Residence18: Private Parking19: Agriculture20: Cow Shed21: Blackwater/UV treatment pond22: Bio Swale23: Warden's Residence24: Water Tanks25: Parking

Legend

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1. The School is arranged around a circulation spine connected to the street. Generalclassrooms surround a courtyard to the north of the circulation spine. There is room tobuild extra classrooms in future. Administration and specialized use areas line the southof the spine with administration close to the street entrance. The library has outlook tothe courtyard and oval. The art room is associated with an experiential / sculpturegarden.2. The Dining and Common Room terminates the circulation spine. The Kitchenlocation relates to the greywater system.3. The Children’s Home is arranged around a sunken courtyard with a circulationverandah. The verandah roof overhangs to provide sheltered sitting space at edge ofcourtyard, and the circulation space is wide enough to accommodate informal studyand play spaces. Two dorms for older male children have direct access to abathroom. Two dorms for older female children have direct access to a bathroom.Younger children are in a separate wing close to the laundry, where they may wash. Awing for wardens and storage is positioned close to the younger children who requirecloser supervision. Location of bathrooms are related to the blackwater system, andthe location of laundry is associated with the greywater system.4. Single residences for the GCSD director and Eco-school sponsors are located in anorchard grove, orientated to catch prevailing breezes.5. Ancillary structures: the guard’s hut and dog enclosure is located by the mainvehicular entrance. Car parking is located close to the entrance to minimize vehicle

Architectural Principles

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movement through the site. The biogas plant is located close tothe kitchen.6. Circulation / access7. Cross ventilation8. Vegetation buffer9. Indoor teaching space

ClassroomsClassrooms are arranged back toback, each with it’s own outdoorspace, separated from the inside by afull-width security screen that is openduring school hours. Bangalore’sweather is generally suitable foroutdoor learning, and as the childrenwill come from rural areas, a flexibleindoor/outdoor space is likely to be acomfortable space for them to learn.There is good cross ventilation, andvegetation is placed to act as anacoustic buffer. To the back of eachclassroom is a secure storagecupboard, which helps acousticallyseparate the classrooms.Dining and Function HallThis space has low height walls,allowing views out in many directions.Fly-screens with louvers may be usedto provide security and keep outinsects. The circular, domed space hasa sense of looking inwards, reinforcinga focus on community and gathering,and a sense of looking outwards, acentral point in the scheme fromwhich to view out.

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InfrastructureSetting out the site infrastructure and planning for future development is an essentialcomponent of the construction.

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Landscape Spaces:Entry/Arrival:Design Function: To create a formal pedestrian entry that is opens the site to thestreet. The entry should be marked by a feature. A Banyan tree is suggested as thefocal point for the entry, this is a common feature in the vernacular of the region usedto mark significant spaces within communities.Space Type: The entry should be paved with stone, concrete pavers or featurepaving. The tree should be planted in the center to create a formal entry. TheBanyan tree should be established in a 500mm high raised planter, to create a formalentry and to allow the edge of the planter to be used as a seating wall.

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Design Function: Create a series of informalmeeting places throughout the site toencourage informal gathering of peopleand to create small focal points in thelandscape.Space Type: Informal and human scale.Meeting places may be clustered undertrees, or in open spaces and made usingrocks, logs, stones and benches.Active Open Space:Design Function: To create an open area inproximity to the school and children’s homesuitable for playing cricket, sports andactive recreation. The open space alsocreates contrast to the more formalenclosed courtyards created by thebuildings, and allows for views andventilation through the site.Space Type: Open grassed area withscattered trees to the edges. The extent ofthe grassed area should be bounded by athreshold such as a row of trees, moundingor a path. Adjacent to the road sightlinesshould be retained to allow for clear viewsto and from vehicles to prevent conflictbetween pedestrians and vehicles.Amphitheater:Design Function: To create a shadedoutdoor assembly and play area that alsoacts as a feature to connect the formalschool courtyard with informal landscapeand play areas.Space Type: The amphitheater shouldconsist of a series of even, shallow terraces,bounded with a step or hard edge at eachlevel change. The level changes should beof a height that allows for comfortableseating. The surface of the amphitheatershould be permeable such as grass orgravel. Trees should be installed in formalrows up the amphitheater terraces tocreate a shade canopy, whilst maintainingviews out.

Meeting Spaces:

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Nature Based Play:Design Function: To create informal play spaces that encourage imagination and play,and to allow children to explore natural space and form.Space Type: A series of small scale play spaces constructed from mounding, logs, sand,recycled car tyres. The spaces should be multi-level and varied with different textures,smells and colours. The surface treatment may include sand, gravel, grass or featureplanting such as a sensory garden.

Orchard:Design Function: To create a dense treed canopy of fruit trees to create visual andacoustic separation of the private residences from the children’s home. The trees alsoallow for food production and control of microclimate.Space Type: Trees should be planted in even rows of the same type to create aconsistent canopy. A low understorey with some grassed areas should be establishedto allow for pedestrian movement through the trees.Utility/Agriculture:Design Function: The design allows for cows and agricultural spaces to work towardsa self-sustaining site. The aim of the design is to integrate the functional areas of thelandscape into the overall scheme, so as to merge the site with surrounds. Agriculturalareas are placed on the southern and eastern boundaries to allow a green bufferbetween the road and buildings. Cow sheds are located with easy access to thekitchen areas so that a biogas digester can be installed for sustainable energy.Space Type: Agricultural areas should be installed using principles of permaculture,and planting of food plants that are commonly grown in the region. The agriculturalareas ‘borrows’ the landscape of adjoining areas, so that the feel of the landscape isof an integrated and continuous agricultural space.

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Conclusion:The word 'Vedike' means 'Platform' in Kannada. Vedike Eco Residential School willfunction as a platform in several ways; the nurturing environment will be a platform forchildren to learn, grow and realize their potential. The GLLC will be a platform for crosscultural dialogue, and for international cooperation for positive change in global issuesof social exclusion and environmental degradation. Vedike will also be a platform forcapacity building of the local community of the wider Thondebavi area. GCSD arecurrently undertaking a participatory rural appraisal in the region surrounding the site,and will facilitate the active involvement of the community as the project unfolds.

Get involved!We invite you to partner with GCSD in the growth and development of this vision. Bybecoming a project partner with GCSD you will be helping us break a cycle of povertyand exclusion and provide some of Bangalore's neediest children with the chance for abrighter future! Please contact us for more information;Website: www.globalcitizens.org.inGCSD Director: Anugraha John; ajohn316@globalcitizens.org.in, +91 9591542915Vedike Project Leader: Marcus Tudehope; marcus@globalcitizens.org.in, +91 8971998503Find Us On:

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