Dachyata Empowerment Center

Priyanka Khadka
Department of Architecture, Pulchowk Campus, IOE, TU, Nepal
Email: Khadkapriyanka37@gmail.com

Abstract
Being a naturally beautiful country with a series of snowy mountains and numerous beauties from east to west, Nepal
has huge potential but the gap between the availability of resources and their usage is wide. In Nepal, people are poor
not only because of low income but also because of low access to opportunities for participation. The gap in
employment creation in the labor market has led youths to migrate for jobs, particularly people from rural areas.
According to the Central Bureau of Statistics, 25.8% of the population lives below the poverty line. Poverty is pervasive
and chronic, and this state of pervasiveness is reflected by Nepal’s global ranking in the 2021 HDI at 160 out of 187
countries.
The Nepalese government acknowledges the importance of integrating employment creation and equitable
development to ensure peace and prosperity. To address this, they have implemented diverse programs and activities
aimed at poverty alleviation. A paradigm shift is necessary for education and training to bring about rural
transformation, improve livelihoods, and tackle environmental degradation. The current approaches have fallen short
of meeting developmental goals, emphasizing the need for new paradigms. In addition to acquiring skills, it is crucial
to learn about cultures and traditions through socializing in open and public spaces.
This paper was the accumulation of knowledge about empowering youths through involvement in skill development
programs and participation in the community. For that there is a need for space where people can indulge and participate
in a variety of skill development and vocational training activities that would enlighten their minds where they can
learn and, in the process, finally end up being empowered. And this report also includes the various spaces which will
be able to create interactive and active but calm learning environments, where students can concentrate and have the
minimum levels of anxiety, remain calm, and learn new skills efficiently.

Keywords: Sensory architecture, Visually impaired, Inclusive design, Tactile cues, Soundscapes, User experience,
Wayfinding, Spatial orientation, Accessibility.

1. Introduction
Nepal is an underdeveloped country with its
population living below the poverty line. In 2021, the
Central Bureau of Statistics, 25.8 percent are below the
poverty line (mostly live in rural areas) (NPC, 2021).
Nepal remains one of the poorest and slowest-growing
economies in Asia, with its per capita income rapidly
falling behind its regional peers and unable to achieve
its long-standing ambition to graduate from low-
income status (Cosic,Damir Dahal,Sudyumna
Kitzmuller, Markus, 2017/06/20).
Poverty is experienced when individuals do not receive
sufficient resources to sustain the basic need of physical
health and functionality. In Nepal, low income is not
solely a result of inadequate income but also the
opportunity or participation in developmental work. Rural
communities facing poverty on a global scale frequently
confront difficulties such as delicate natural resources,
insufficient infrastructure, restricted educational
opportunities, constrained employment markets, and
political isolation.

An estimation of 2 million Nepalese people is found
residing abroad with 81.2 percent of men and 18.2
percent of women, remittances that make up 27.1
percent of GDP. (NPC, 2021). Poverty, lack of limited
employment opportunities, political-economic
situation, deteriorating agricultural productivity, and
its value in market areas are the major reason behind
the international labor migration.
This study is conducted in order to understand how
employment scheme can be created in order to increase
the employment rate. To exploring the intricate
interplay between architecture and human experience,
the study delves into the design elements that can
amplify the center's ability to inspire and foster positive
change. It integrates inclusive design principles to
ensure accessibility and inclusivity for
individual with diverse abilities.
 2. Research objectives
The main objective of this research is to study
and understand the design approach for the
learning environment in the technical skill
that enhances socio-economic capacity and
encourages self-reliant communities.
The specific objectives are as follows:
i. To explore the way to enhance the social and
economic capacity of people encouraging
their self-reliant communities through
empowerment schemes.
ii. To understand to create socializing and
flexible space for a better working and
learning environment.
iii. To explore the functional requirement and
spatial planning through architectural
expression.
3. Research questions
i. How can we enhance social and economic
capacity and encourage self-reliant
communities through effective empowerment
schemes?
ii. How can architectural design principles be
applied to optimize the physical layout and
spatial organization of skill development and
vocational training centers?
iii. What are the key considerations in designing
learning spaces within skill development and
vocational training centers to enhance
engagement and skill acquisition?
3.Methodology
Approach of the study
i. Literature review
ii. Case studies
Literature Review
A literature review provides an overview, analysis,
and synthesis of existing scholarly works to
contextualize research and highlight its place within
a field.
• Selecting a literature review topic involves exploring
textbooks, identifying interests, studying relevant
chapters, consulting experts, and using keywords to
locate pertinent journal articles.
• Utilize internet databases effectively and prioritize
primary sources, especially journal articles, for up-to-
date and accurate information.
• The literature review are analysis from chosen articles
through abstract review, comparative tables, and the
PQRS system, followed by synthesizing findings to
derive conclusions for the empowerment center.
Case Studies
• Relevant case studies that showcase
implementations of empowerment center
• The case study method is justified by its narrative
exploration of unique subjects, contextual
understanding, holistic approach, flexibility, and
ability to avoid broad generalizations, with
strengths like triangulation and manageable data
collection.
• Case study design includes study questions,
propositions, units of analysis, data links, suitable
for "how" and "why" inquiries.
• Choose single case for critical testing or
uniqueness, and multiple cases for replicating
outcomes with literal or theoretical comparisons.
• Valuable insights, lessons learned, and best
practices from the case studies to support the
study's findings are extracted.
• Prioritize data sources, methods, and time; employ
interviews as primary data source, focusing on
construct validity and reliability through multiple
sources.
• Analyze data, explain patterns using social theory,
employing methods like pattern matching,
explanation building, and time series; case study
uses multiple data sources for triangulation.
Conclusion
• The key findings and insights derived from the
study is summarized.
 4. Literature review
4.1 Empowerment center
Figure 1 Skill in basic education
(frontiersin.org)
Empowerment is the interpersonal process of
giving the necessary skills, resources, and
environment to help people create, develop, and
improve their ability and effectiveness in setting
and achieving individual goals. It helps people to
make self-reliance, self-power, influence of choice,
potential, self-rule and the list goes on, these as
found out are entrenched in the belief system.
Empowerment involves creating a suitable
atmosphere that supports and amplifies the voices
of underprivileged, youth and women groups
which help to eradicate social barrier and
inequalities and creates solidarity in the
community. Empowerment helps to increase the
economic, social, political, and physical strength of
any individual or entity. (Perkins, 2010).
The word "Empowerment" has been widely used by
academics and aid workers in the English-speaking
world since the late 1970s, particularly in social
services, social psychology, public health, adult
literacy, and community development. The term is
considerably more popular now and is being used
in business and politics. The idea started to
gradually gain popularity in the worldwide agenda
for gender and development in the 1990s. By the
end of the decade, it had firmly established itself in
the new international development organizations'
stance on eradicating poverty. It was used in
different terms like “community,” “civil society,”
and “agency,” whose main concept was
“participation of the poor” in development.
(Calvès*, 2009)
Elements of empowerment:
i. Social empowerment
ii. Economic empowerment
iii. Legal empowerment
iv. Gender empowerment
The main goal is to provide training possibilities and
career advancements for students who do not choose to
continue their general education, as well as to help
minimize dropouts and out-of-school children. It allows
youths to receive academic knowledge as well as
practical experience. Empowerment center enable youths
to enter the workforce, enhancing their living conditions,
and improving their social status. It can encourage self-
employment and entrepreneurship, benefiting the
community and the socio-economic population while
enhancing the wellness of people. The availability of
enough resources, an inclusive environment, and job
placement are the primary concerns. The main focus is on
providing employment rather than self-employment.
(Bagale, 2015)
4.1.1 Youth empowerment
Youth empowerment is the process of involving the
youthful people in a community's decision-making and
the prosperity of the country. The goal of youth
development is to enhance each young person's potential.
In order to achieve larger community change, youth
empowerment focuses on developing leadership skills
among young people and encouraging a feeling of civic
involvement and responsibility. It is defined by initiatives
that encourage participation, whether in community
programs, support services, or educational pursuits.
Therefore, youth empowerment promotes sustainable
socio-economic growth and contributes to the
development of self-sufficient communities. (Lucas,
Dairaghi, Ravell, & Ledford)
4.1.2 Underprivileged group empowerment
These facilities provide a variety of services and
programs, such as workshops for developing skills, job
training, counseling, mentorship, and community
outreach projects. These facilities seek to improve the
capacities, develop resilience, and promote a sense of
power and responsibility in poor people by focusing on
the specific requirements and difficulties they confront.
Such facilities encourage education, improved
livelihoods, financial literacy, overall health and well-
being, and social inclusion through complete
empowerment techniques. Empowerment centers for
underprivileged groups work to end the cycle of poverty
and pave the way for a better future for everyone in the
neighborhood by tackling systemic disparities and
offering specialized help. (Jacob, 2018)
 4. Literature review
4.1.3 Women empowerment
Women empowerment entails giving women the
instruments, assets, and support networks they need to
realize their potential and take responsibility for their
life. These programs focus on developing women's
leadership, communication, and entrepreneurial
abilities in addition to providing them with the
knowledge and technical know-how to pursue a
variety of career options. We can dismantle obstacles,
challenge gender conventions, and build a more
inclusive and fair society by investing in the skill
development of women. It promotes gender equality,
strengthens women's decision-making abilities, and
brings about positive social and cultural changes,
fostering a more equitable and prosperous society.
(Ahamad, Sinha, & Shastri, 2016)
4.2 Spaces just for vocational/technical schools
The use of spaces in skills acquisition centers and
other centers where pedagogical and didactic activities
are carried out are usually functions specific based on
the equipment that are used for the training. It becomes
a difficulty when the need to accommodate varying
changes in utility arises and the safer option usually
taken is the construction of a new building to
accommodate such utility. The need for flexibility as
a new principle of architecture has been on the
increase due to rapidly changing social demands of the
end users of buildings. Flexibility, variability,
openness and transparency are basic requirements that
should be placed on skills acquisition centers of the
future. (Cave & Blyth , 2008 )
It further argued that skills acquisition centers should
no longer consist of successive rows of classrooms and
interconnecting corridors, but a central and open-
learning flexible hall that can accommodate various
pedagogical and didactic activities. Spaces in skills
acquisition centers are to be constructed with light
partitions that are movable instead of load-bearing
walls that hinder variability and flexibility. It implies,
these types of materials are adopted for use in these
buildings the issues of flexibility and space demand
would be catered. Skills acquisition centers serve as
avenues where students acquire vocational training for
economic viability. (Cave & Blyth , 2008 )
4.2.1 Flexibility and adaptability
Flexibility and adaptability of classroom spaces to
meet multiple purposes, accommodate different
sized groups, cope up with pedagogic approaches
and changes in labor market demand is an
important issue to be considered by designers.
Versatile spaces that impart or define the least
amount of specific function to a space is also
important while designing for vet facilities.
Flexible spaces also help in integrating technology
into the facility as technology is rapidly evolving.
Spatial considerations for VET schools are not the
same as conventional schools. In technical school,
instructional rooms and space design tends to be
driven by the highly –specialized equipment,
furnishing, machinery and tools to be needed to
properly instruct students. For the learning
environment to be effective, the design of the space
must be coordinated with the user needs and related
activities, while maintaining physical, technologies
and spatial flexibility. (Cave & Blyth , 2008 )
It is broadly divided into 3 types:
i. Specialized
ii. Generic
iii. Informal
4.2.2 Integration of technology for training
Vocational training integrating technology enhances
skills and resource access; trainers must adapt to
digital and mechanical learning tech trends, requiring
flexible space planning for cost-effective and
enduring use, while addressing computer literacy
demand through architectural integration and
collaborations with local firms or educational
institutions. (Cave & Blyth, 2008)
4.2.3 Maintenance and Accommodation
Effective design of technical facilities impacts student
engagement and perception of quality education;
visually appealing and purposeful environments foster
pride, collaboration, creativity, dedication, and
workplace readiness through well-equipped practical
training spaces, maintaining an engaging learning
atmosphere. (Cave & Blyth, 2008)
4.3 Physical Factors impact for learning
The term "physical environment of a classroom"
encompasses its organization, accessibility, visibility,
and potential distractions, including material
arrangement and visual aspects. Teachers can establish a
conducive environment by addressing these elements,
allowing students to focus on tasks. The classroom's
setup, furniture, wall color, and artwork collectively
shape students' learning experience, fostering
concentration and engagement. The physical
environment's impact goes beyond academics,
influencing students' overall atmosphere and immersive
learning. (Amirul, Ahmad, & Yahya, 2013)
Arrangement of Furnishings and Floor Coverings
Modern classrooms face inadequacy in work surfaces,
 4. Literature review
hindering students' note-taking and resource
consultation, especially with tablet-arm chairs;
accommodating left-handed students necessitates
more spacious surfaces. Ergonomically comfortable
tables with flexibility and variation, including height,
are vital for constructing effective learning spaces.
Guidelines suggest minimum 30” per student for 1, 2,
or 3-person tables, with 3.75 sq. ft. per occupant for
note-taking, 18”-24” table depths, and 12” x 15” tablet
size. Left-handed orientation accounts for 10%-15%
of tablet surfaces, while practicality, cleaning ease,
and technology integration are essential
considerations. Warranty, technology compatibility,
and maintenance also factor into furniture selection.
(Committee, 2016)
Selection and Placement of Materials
The selection and arrangement of materials have an
integral part in determining how the physical world is
shaped. It is essential to consider the materials'
suitability for the student’s age and developmental
stage, as well as their language and cultural
significance, when choosing them. For instance, a
variety of blocks should be available in the block area
to accommodate students with various motor skills,
and the materials should be easily accessible to the
students. (Committee, 2016)
Adaptable artificial lighting is crucial for modern
instruction, enhancing the learning environment and
media use. Indirect lighting systems mimicking
daylight improve uniformity and reduce shadows,
while maintaining a minimum illuminance of 300 lux
enhances learning spaces. Prioritizing such lighting
sources fosters focus and a welcoming atmosphere
for education. (Samani, 2012; Galmox, 2022)
Sound/ Acoustics
Noise negatively affects academic performance,
causing difficulty in focus, cognitive impairments,
discomfort, stress, and physical symptoms for both
students and teachers. Loud environments lead to
vocal strain, auditory exhaustion, and decline in
intellectual skills, impacting learning. Buildings and
classrooms host various sounds, and the human ear's
sensitivity exacerbates these effects. (Laurìa, Secchi,
& Vessell, 2020)

Design and Display of Visual Materials

Display boards play a vital role in education by
facilitating communication, visual learning, memory Figure 2 Sources of noise in school
retention, and student engagement, fostering pride and
inspiring excellence through showcased work, while Source - https://resonics.co.uk
their absence may lead to dissatisfaction. Overall,
display boards contribute to an environment Excessive classroom noise hampers learning, with 35
promoting creativity, goal-setting, and active dB as the recommended noise level. Each 10 dB
classroom participation. (Committee, 2016) increase reduces test scores by 5.5 points. Noise over
35 dB impairs comprehension, while reverberation
Lighting times above 0.6 seconds hinder learning. Optimal
Effective lighting in educational settings, combining noise levels and reduced reverberation are crucial for
natural and artificial sources, enhances comfort, effective learning. (Pro, 2020)
concentration, and emotional engagement, influencing
students' intellectual and emotional development.
(Samani, 2012)
i. Daylighting
ii. Artificial lighting

i. Daylighting
Effective daylighting design involves
Figure 3 Acoustics in the classroom with distance
interdisciplinary collaboration, considering
building location, climate, and seasonal variations Source: th econ stru cto r.o rg
for optimized natural light utilization in building
facades, aligned with operational needs. (Marenne
Thermal Comfort
& Semidor, 2010)
Thermal comfort affects students' concentration and
learning environment. Extreme temperatures can lead to
ii. Artificial lighting
 4. Literature review
fatigue, pain, and health issues, impairing cognitive • Public Space
function. Maintaining optimal temperature and Building layout and city structure impact behavior and
humidity is crucial for students' focus and well-being. emotions; experiments reveal design influence on
Extremes affect cognitive function. Ideal temperature psychological states. Smoked glass fronts induce anxiety,
and humidity (68-74°F, ≤50% humidity) enhance well-lit areas evoke ease. Urban design shapes human
comfort, energy, and engagement, fostering academic psychology, emphasizing connectivity, community, and
success. (Puteha et al., 2012) ecology. Interactive design fosters connection to nature,
sustainability, and enjoyment in parks. (Franchen ,2023)
Natural ventilation systems rely on pressure
differences driven by wind, temperature, or humidity.
Building openings' size and location impact
ventilation. Supply and exhaust create an airflow
circuit, with openings like windows, louvers, and grills
ensuring airflow. Ventilation aids comfort in learning
environments. (Balaras)

Figure 4 Vegetation strategies

Source: (Puteha et al., 2012)

Green spaces Figure 5 Green spaces in the building

• Landscape
Source: (Ali et al., 2020)
Landscape design influences thermal comfort through
shading, cooling, and energy efficiency. Trees and
green spaces lower air temperature and enhance visual Colors
appeal. Effective design addresses both summer heat Color choices in learning environments impact emotions
and winter conditions. Soft landscapes contribute to and learning; each color stimulates different reactions,
air quality, cooling, and noise reduction. (Ali et al., with blue for classrooms, green for libraries, red for
2020) gyms, and violet for authoritative spaces being effective.
( Chang , Xu , & Watt, 2018)
• Incorporating nature
Post-industrial revolution, efficient building
techniques emerged but led to monotonous structures
affecting well-being. Integrating nature into design
arose to counter this. Nature historically provided
comfort and safety, urging modern architecture to fuse
with daily life
traditional materials. (Franchen ,2023)
4.3 Framework for Case
Study 5.Case Study
Project Overview Project
Name: Sanothimi
MAIN SPECIFIC VARIABLES DATA Technical School
OBJECTIVE OBJECTIVE OF SOURCE
RESEARCH
Project Type:
QUESTION Training Center
Location: Sanothimi,
Bhaktapur. Fig7: Sanothimi technical school
To study and To explore Type of Literature
Topography: Flat
understand the way to empowerment review Selection Criteria:
the design enhance the schemes Interview A contextual case study to understand the present
approach for social and Access to context of training institute in Nepal.
the learning economic resources
environment capacity of Demographic
in the people factors Introduction
technical encouraging Duration of Sano Thimi Technical School (STTS), founded in
skill that their self- implementation 1983, is a pioneering Nepalese technical school
enhances reliant Social offering market-driven courses with practical training,
socio- communities interaction
economic through
strong industry ties, and confidence-building
capacity and empowerment activities. Over 500 students graduate annually,
encourages schemes. making STTS a vital resource in Nepal's vocational
self-reliant education. It serves regular fee-paying students and
communities. collaborates with NGOs to aid economically
disadvantaged individuals.

Planning
-Separate blocks for heavy workshops and multistory
To Physical layout Literature blocks for general spaces.
understand to and design review
create Technology Interview
socializing integration Observation
-Landscaping creates division between administration
and flexible Social Design and workshop areas.
space for a interaction standards
better Building codes (Neufert -Strategic placement of workshops like welding,
working and and regulations book) plumbing, and electrical for synergy.
learning Architectural
environment. expression
-Independent positioning of vehicle workshop to
accommodate specific needs.

-Trees provide privacy, and open areas facilitate

planting and practical training.
To explore Space Literature
the functional utilization for review
requirement the workshop Interview -Design incorporates theory classes, necessary
and spatial and class. Observation amenities, and demonstration areas.
planning Circulation and Measurement
through flow
architectural Functional
expression performance
Building size
and scale

Figure 8 masterplan of the Sanothimi technical school

 i. Automobile workshop lights even at daytime.
• Partition of space for different workshop
Outdoor spaces
• Proper lighting and ventilation from windows and
door.

Figure 9: Automobile workshop

Fig13: Outdoor Green Spaces as Buffer Zone
ii. Welding workshop
• Outdoor green buffer space between each
workshop buildings
• Paved pathways leading to each block
• Direction boards and sign boards for
convenience

Inferences

• Clearance from equipment is 1.5m

Figure 11 welding workshop
• Ducts for the smoke to flow outside to maintain
• Separate space for theory classes for heavy
good air quality inside
workshop and attached practical classes for
• Partition of spaces area- individual trainer
soft workshop.
• Proper lighting by use of tube lights at certain
intervals on the interior.
• Proper day lighting in learning spaces.

iii. Tailoring workshop • Accommodation space is segregated from

the noise of workshop.

• Connection between built and open space.

• Large window on the south side where

theory classes are placed.

Figure 12 tailoring workshop 6. Conclusion

• Two classes with a capacity of 28 students • Providing education, resources, and fostering
• Proper lighting and ventilation (south light) community engagement to enhance the social and
• Effective planning with ample circulation of economic capacity of people, encouraging self-
space. reliant communities.

• By designing and incorporating adaptable and

iv. Beautician workshop inviting communal areas that facilitate interaction
and collaboration, we can create a socializing and
flexible space for a better working and learning
environment.

• Involve designing spaces that meet specific

needs, while spatial planning ensures efficient
Figure 12 beautician workshop
organization and optimization of the building's
• Lack of proper circulation space
layout for a better working and learning
• Unmanaged space planning
environment.
• Insufficient natural lighting, use of artificial

7. Recommendations
Based on the findings and insights from the literature
review and case study, several recommendations can
be made for the interaction between the students in
empowerment center.
i. Set up employment counseling units in training
centers for job placement and entrepreneurship
support.
Daylighting Strategy for Sustainable Schools:
Case Study of Prototype Classrooms in
Libya. Journal of Sustainable Development,
60-67.
x. Ramdhani, A., Ramdhani, M. A., & Amin, A.
S. ( 2014). Writing a Literature Review
Research Paper:. International Journal Of
Basic and Applied Science, 47-56.

ii. Consider lighting, sound to create a healthy learning

environment.

iii. Consider green spaces as a learning environment.

iv. Provide advanced training options for skill mastery

and improved future prospects

7. References

i. Ali, S. M., Othman, N., Latif, F. A.,

Awang, A. H., & Rostam, K. ((2020), ).
THE FUNCTIONS OF LANDSCAPE IN
SCHOOL LEARNING. Journal of the
Malaysian Institute of Planners, 191 – 202.
ii. Chang , B., Xu , R., & Watt, T. (2018). The
Impact of Colors on Learning . ADULT
EDUCATION RESEARCH
CONFERENCE, (pp. 1-6). canada.
iii. Cronin, P., Ryan, F., & Coughlan, M.
(2008). Undertaking a literature review:.
British Journal of Nursing, 38-43.
iv. Kittisarn, A., Phondej, W., & Neck, P. A.
(March 2011 ). The Seven Steps of Case
Study Development: A strategic Qualitative
Research Methodology in Female
leadership Field. Review of International
Comparative Management , 124-134.
v. Laurìa, A., Secchi , S., & Vessell, L.
(2020). Acoustic Comfort as a Salutogenic
Resource in. Sustainability 2020, 1-25.
vi. Marenne, C., & Semidor, C. (2010).
Daylighting Strategy for Sustainable
Schools: Case Study of Prototype
Classrooms in Libya. Journal of
Sustainable Development, 60-67.
vii. Ramdhani, A., Ramdhani, M. A., & Amin,
A. S. ( 2014). Writing a Literature Review
Research Paper:. International Journal Of
Basic and Applied Science, 47-56.
viii. Laurìa, A., Secchi , S., & Vessell, L.
(2020). Acoustic Comfort as a Salutogenic
Resource in. Sustainability 2020, 1-25.
ix. Marenne, C., & Semidor, C. (2010).