Reimagining ways
that we learn and
educate one

Lead Co designer

Abhishek Bakshi
Ishika Mukherjee

Innovation design
Social design

As the need for better education increases, this project focused on developing skills to educating the people and empower the community

Looking at the literacy rates of India and the numerous government schemes to educate the masses, it was clear that most areas in India have access to education, except very remote areas.

Koloriang in Arunachal Pradesh seemed like a great opportunity because not only is it situated in a remote area, but also in the district of India’s lowest literacy rates (65%). Digging in we discovered the Arunachal Pradesh (along with states like Assam, Manipal etc) are prone to frequent and devastating floods; and often landslides and earthquakes. They also face a lack of teachers.

Logically, if a village spends half a year surviving and rebuilding after floods and earthquakes, the times to learn becomes limited. Our intervention therefore not only deals with innovative learning but is also a safe space during earthquakes and floods, easy to rebuild in case of emergencies and spacious enough to host and take care of many people.



While literacy gradually increases throughout India, the rate of education still hasn’t seen much development. Children who do have access to schools are also mostly taught subjects that don’t appeal to them, often don’t contribute to their overall development and in rural cases, are therefore deemed useless and unimportant. Additionally, the children privileged enough to get proper educational facilities, often fall into the rabbit hole of unnecessary competition (the “rat race”) and incur habits such as memorising and studying for grades.

In order to break from that system, we devised our own form of learning. Learning that would lead to the overall development of the child. This kind of learning would need a balance of textbook/resource learning, application-based learning and behavioural development; as well as cultural learning that is immediately relevant to their context, as well as being up-to-date with the global scenario. The subjects and skills taught at the program would help the child contribute to their society, which in the 21st century is one of the biggest assets one can have.

Considering the age range of the children studying at ReSchool, below is the curriculum we devised:

Most of the methods devised are learning by doing/making, therefore developing the child’s capacity to think, as well as create. As most of the activities aren’t theoretical, the children would be subjected to communicating an analysis of what they have learnt – therefore each child will have their method of submission, no copying, no memorising, no cheating and complete freedom of individuality.

The school will also be completely run by the students. With access to vertical farms and a kitchen, the children will be taught to take care of their own dietary needs. The children will also be responsible for maintaining the school, i.e. keeping it clean, taking note of inventory, etc, with the help of the teachers.


The school, which during its off-hours turns into a community centre, will aim at developing the community and creating a bridge between all sections of the society. The food cooked by the children when excess, will be available for free distribution in the evenings. The woodworking and mechanical workshop would also turn to shops for carpenters and mechanics in the evening. The history class would convert to a museum displaying relics of Koloriang as well as the children’s work, after hours.

We’ve all seen elders wonder why the kids of today’s generation don’t learn the things they learnt as kids. We’ve also seen new content and means of teaching coming in, that renders old customs obsolete. To prevent this, every so often the elders would be invited to come, teach the kids anything they’d like while the kids would be able to teach them the new things they’ve been learning. Not only would this bridge the gap between the different age groups of the society, but it’ll also help with the current problem in Arunachal Pradesh – lack of teachers.


The spiral walkways also house the

vertical farms/garden where the children
learn to produce crops and support the
community locally.

The louvred windows can act as

partition walls when folded. These help
expand spaces as and when required
and transform the inner space into
smaller spaces when required.

All passages were designed keeping in mind

accessibility for all. These transition spaces are
enveloped with vertical gardens which diminishes
the boundary between the built and the natural
environment around the structure.

The central corridor acts like the central spine to

the entire school, repeating on all floors it is the core
for all services to be located in. It caters to all the needs
of the student and expands their learning environment
with fun interactive spaces.

The roof is designed in a way that it connects the school

at various levels As the roof of the structure as a gradual
slope, it is ideal for roof top farming as well holding
occasional community gathering.

The conceptual structure was designed keeping in mind

how it can transform in a natural desisted, The room created
by the roof supporting structures can be used to harbour
people in need and can act as temporary living units.