1 | Page Chapter One: Introduction [1] “Education is the backbone of sustainable development. Education stimulates and empowers people to participate in their own development” (Chowdhury et al, 1). A plan for sustainable development must address the issue of education because it plays a critical role not only in expanding further educational opportunities, but also in fostering basic intellectual abilities such as literacy that are crucial to success in a world where power is closely linked with knowledge. Primary education must receive a great amount of attention in developing nations for this reason. In Bangladesh the expansion of primary education is crucial, just as it is in other developing nations within South Asia and beyond. Bangladesh’s low literacy rate of 39% (Chowdhury et al, 47) is one of the many low development indicators that remind us how far our nation has yet to go in its pursuit of sustainable development. Primary education has been a priority in Bangladeshi politics since independence from Pakistan in 1971: basic measures to implement universal primary education were taken from the outset. However up until recent times, enrollment, as well as government spending on the education sector, has remained very low; little progress was seen in the primary education sector throughout the 1970s and 80s. Additionally there have been problems of inequity and access. The 70s and the 80s saw a marked gender disparity in enrollment levels as well as attendance, completion, literacy rates and achievement levels. Marginalized and disadvantaged groups in general—particularly the rural and urban poor—have had significantly less access to education than other groups. The main purpose of this report is to gather maximum data and information about one of the government primary schools in Khulna City and make an analysis over it as its landscape is up or below the standard moreover the process of their education system and what the school require, how they are maintaining the processes.
Transcript
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Chapter One: Introduction
[1] “Education is the backbone of sustainable development. Education stimulates and empowers
people to participate in their own development” (Chowdhury et al, 1). A plan for sustainable
development must address the issue of education because it plays a critical role not only in expanding
further educational opportunities, but also in fostering basic intellectual abilities such as literacy that are
crucial to success in a world where power is closely linked with knowledge. Primary education must
receive a great amount of attention in developing nations for this reason.
In Bangladesh the expansion of primary education is crucial, just as it is in other developing
nations within South Asia and beyond. Bangladesh’s low literacy rate of 39% (Chowdhury et al, 47) is
one of the many low development indicators that remind us how far our nation has yet to go in its
pursuit of sustainable development. Primary education has been a priority in Bangladeshi politics since
independence from Pakistan in 1971: basic measures to implement universal primary education were
taken from the outset. However up until recent times, enrollment, as well as government spending on the
education sector, has remained very low; little progress was seen in the primary education sector
throughout the 1970s and 80s. Additionally there have been problems of inequity and access. The 70s
and the 80s saw a marked gender disparity in enrollment levels as well as attendance, completion,
literacy rates and achievement levels. Marginalized and disadvantaged groups in general—particularly
the rural and urban poor—have had significantly less access to education than other groups.
The main purpose of this report is to gather maximum data and information about one of the government
primary schools in Khulna City and make an analysis over it as its landscape is up or below the standard
moreover the process of their education system and what the school require, how they are maintaining
the processes.
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1.1 Study Area
The primary school “Jahan Nagar Government Primary School” is located at Azizur Rahman Road,
Daroga Para, Khulna Sadar, Khulna. It is situated at the Tootpara Mouza, ward no. 30 and plot no.126. It
is situated just opposite to the Collegiate Girls School. It is surrounded by boundary having an area of
3484.8 square feet. It is located with a secondary road (Azizur Rahman Road) and connected to the
primary road (Khan Jahan Ali Road).
Figure 1.1: Study area and location of the primary school
1.2 Objectives of the study
Main objectives of this report is to analyze the existing condition and compare with standards associated
with the other national primary schools. There are other objectives which are –
To measure the existing condition with the corresponding national standards belonging with
other national government primary schools.
To prepare a layout plan with existing service and facilities.
Analyze the data to figure out how much initiatives needed to be taken to make it standard.
To prepare a proposal on the basis of existing condition of the school.
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1.3 Site History
The site of the primary school was once a gathering place of the union members of the locality in 1966.
After that the people of the locality thought that they were in need of having a primary school as they
wanted to see their children educated to remove illiteracy from the community. Then, the union
community gathered and raised fund for the establishment of the school. Then, the construction work
started and after that at June, 1963 they built a tin shaded single room to serve the purpose to be
enlightened. In 1973, after liberation it had been governmentalized and developed to semi-pucca room.
Now, with the help of the government is has been established as one storied building with other service
facilities and serving as much to the locality of the area. It is the only government public school at ward
no.30. At initial stage, there were almost 400 – 500 students who came to receive the light of education
and there were 7 teachers who served them.
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Chapter Two: Methodology
A methodology is the set of methods or steps of a process by which the study will be done. This study is
done by a well arranged methodology by which the goals can be achieved. The study was done in a
certain order.
2.1 School Selection:
The school was selected by our course teachers at random. This site is selected as it was one of the
significant schools around Khulna. The school is only used as educational and institutional purposes.
2.2 Preparation of Questionnaire:
A questionnaire was made to collect the data. For this at first a primary survey was done in which
information were gathered from few number of local people belonging with the locality. Based upon the
assumption of the situation the questionnaire was made.
2.3 Questionnaire Survey
A questionnaire survey was carried out in order to investigate the current condition of the
primary school.
The headmaster was asked the questions about all the measures –the site history, the preliminary
condition, educational courses, teacher’s availability and their qualification, the general
information about the students, the rules and regulations, monitoring and management systems,
funding associated with the academic, educational progress, results within few years etc.
The answers are used to analyze the current problems and their solutions.
2.4 Analysis
From the gathered data an analysis is carried out. From this analysis the problems were marked and their
demands and the required amount of service facilities were identified to make government concerned
about the progressive primary education system.
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2.5 Alternatives
On basis of the analysis and findings some alternatives are developed and according to their needs and
demands the landscape features what they should be provided with are identified and being proposed.
The methodology at a glance-
Figure 2.1: Flow Diagram of the Methodology
Proposals
Develop Probable Solution
Problem Analysis
Finding Out Problems
Data Collection
Questionnaire Survey
Site Selection
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Chapter Three: Data Analysis and findings
Through questionnaire survey, various data were gathered on the basis of different purposes which leads
whether if it fulfills the standard or not. The school has got various service facilities as it is situated just
best of the primary road and get access with different commercial and residential facilities. Electricity,
secondary to primary road access, available water supply etc. have made it a significant location where
people of the locality get facilities as desired. But it is a matter of sorrow that, the school has not been
yet extended after it has been governmentalized. Though maximum amount of service and facilities it is
getting, the capacity of this school is very low as it is only one storied building with 3 classrooms with
serving 6 primary classes.
3.1 Availability of teachers:
Main purpose of every primary school is to serve the best and proper education including behavior
and norms to their students. To attain this, every primary school is in need of well-educated and trained
teachers who lead the way to make them ahead to the right path of their life. In Jahan Nagar Government
Primary School, there are 4 teachers including headmaster who serving their utmost to provide the
students with proper care and proper education system. At present, among these 4 teachers 3 teachers 3
are female and other is male.
Figure 3.1: Teachers associated with the school
1
3
Teachers Available
Male Female
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3.2 Teachers education and training:
There are 4 teachers including headmaster who are running the school system and providing the
educational services. All teachers received training before they started their services. They are taking
their subjects on which they understand better.
Teacher category Education and training
Headmaster MA,PTI, B.Ed, M.Ed
Assistant teacher-1 MA,PTI
Assistant teacher-2 MA,PTI
Assistant teacher-3 MA,PTI
Table 3.1: Teachers education and training
Figure 3.2: Teacher’s training received
3.3 Availability of students:
Students who are getting the primary education are the most important part of the school as they will
lead the nation in future. The more they read, experience, gather knowledge though mental and physical
action the more they prove their capability of being right person who serve the nation. In this school, at
present there are total 178 students including 98 male and 80 female. The rate of getting admitted in this
school is gradually increasing as more people of the locality feel the light of education has become a
crying need to get paced with recent and upcoming condition of the world. At 2014, there were 160
students including 93 male and 67 female.
Class 2014 2015
Male Female Total Male Female Total
Pre one 20 10 30 10 10 20
I 22 8 30 16 16 32
II 18 17 35 22 18 40
III 20 15 35 20 15 35
IV 10 10 20 18 14 32
00.5
11.5
22.5
33.5
PTI, B.Ed, M.Ed PTI PTI PTI
Headmaster Assistant teacher-1
Assistant teacher-2
Assistant teacher-3
Teacher Training
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V 3 7 10 12 7 19
Total 93 67 160 98 80 178
Table 3.2: Students in 2014 and 2015
Analyzing the 2014 student statistics, in pre one there were 20 male and 10 female students, in class I 22
male and 8 female students, in class II 18 male and 17 female students, in class III 20 male and 10
female students, in class IV 10 male and 10 female students and in class V 3 male and 7 female students.
So, total 93 male and 67 female students were in 2014 and the ratio of male is 58.125% and female is
41.875%.
Figure 3.3: Students at 2014
Analyzing the 2015 student statistics, in pre one there were 10 male and 10 female students, in class I 16
male and 16 female students, in class II 22 male and 18 female students, in class III 20 male and 15
female students, in class IV 18 male and 14 female students and in class V 12 male and 7 female
students. So, total 98 male and 80 female students were in 2014 and the ratio of male is 55.056% and
female is 44.9438%.
Figure 3.4: Students at 2015
So, it is clear from the analysis that female students rate has increased in 2015 3.07% which is a very
good sign.
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3.4 Trees and vegetation:
The school area is not so spacious that’s why the existing trees and vegetation are not planned.
Moreover, there is no clerk or stuff to maintain the activities associated with the school. So, lack of
maintenance and planting trees are found in this school. But there are some existing trees and vegetation
were found which paves the landscape features to bring some shadow.
Side/strip of
land
Name and number of trees
Name No. Name No. Name No. Name No. Total
North Coconut 1 Betelnut 1 Guava 1 Mango 2 5
South - - - - - - - - -
East - - - - - - - - -
West Coconut 3 Mehegoni 2 Koroi 1 Mango 1 7
Other (specify) Shrub 2
Total 14
Table 3.3: Existing trees and vegetation
From this chart we get 12 canopy trees, 2 shrub trees and 5% of ground cover in this school.
Figure 3.5: Existing trees and vegetation
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3.5 Hardscape and softscape:
The existing school area is covered with a one storied building and some trees and vegetation. Form the
analysis above and according to the headmaster the school building is surrounded with an area of 3484.8
square feet and trees and vegetation surrounded with an area of 871.2 square feet.
Figure 3.6: Existing hardscape and softscape
3.6 Existing plan:
Existing plan of the primary school is not pretty suitable both for students and teachers as the school
area is not well spacious. It is recommended to widen the existing area as there is no existing playground
which is a must in a primary school. But it is a matter of sorrow that there is no space to enlarge the
existing area of the school. So, it is better to shift the school and placed it in a suitable place.
Figure 3.7: Existing plan of the primary school
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Chapter Four: Recommendation
There are two shifts in the school as there are insufficient rooms. Moreover, there is no section of
any class. So, it is urgent to provide sufficient number of rooms and adequate facilities to meet the
minimum requirements.
Teachers are insufficient to serve the students at large. There are only 3 assistant teachers who are
working with and that is quite very low to serve as much the students need. So, 5 to 6 more teachers
are required with training are needed to solve the problems.
The building is only one storied and room capacity is only 25. It is very less as the demand of the
locality to achieve educational progress is high. Moreover, it is the only primary school in the
locality. So, multi storied building is needed.
As percentage of hardscape, there is lack of softscape and organized plants in the school.
Most importantly, there is no stuff and clerk working at the school. So, teachers and students have
to do the cleanliness and others works to school activities going on. At least, two or three clerks
are urgently needed.
Should arrange outdoor games facilities and buy outdoor games instrument.
Id card should be provided to the students.
A community park should be established near the school area.
In the school vegetation is very poor. So, should increase vegetation.
Proper drainage system should be provided.
Sculpture or Shahid Miner should be established.
2 more toilets are to be established for male and female teachers
An expert on science subjects is needed to serve them maximum knowledge and practical with
instruments.
Should provide an ornamented gate.
Necessary amount of fan should be increased.
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A library should be established.
Trees, flower garden, shrubs should be provided in the school as softscape is very low.
Poor student should provide scholarship from govt.
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Chapter Five: SWOT analysis and proposals
4.1 SWOT analysis:
The school was placed in a suitable position nearby a primary road, but it is a matter of fact that the
school boundary has not been increased yet. So, from the data, as the students are increasing at a good
rate it will become impossible to accommodate to serve the light of education to the locality.
4.1.1 Strength:
The main strength of the school is it is situated just beside of a secondary road and alongside of a
primary road.
There is adequate supply of water from a deep tube well and shallow tube well.
The school is well secured with a well-furnished main gate.
4.1.2 Weakness:
Main weakness of the school is there is no stuff or clerk to serve additional and maintenance of
the administrative outworks.
The school is not spacious and it is not widened after its establishment.
There is a lack of teachers to serve the students enlightened with required practical knowledge.
4.1.3 Opportunity:
There is a lack of opportunities in the primary school as the main obstacle is the area is not much
spacious.
As it is situated just beside the secondary road and nearby primary road, a piece of land can be
acquired from the government to serve the locality at best.
If the trees and vegetation will organized and settled in a planned order, it will become fulfill the
standard.
4.1.4 Threat:
The school will face a natural threat from disaster or heavy rainfall as there is no adequate
measure for proper drainage.
If the vegetation and trees are not become planned and is not maintained regularly it will create
nuisance in future.
4.2 Proposal:
It is already mentioned that the area locating with the primary school is not well spacious to become a
standard. As widening of the space is not possible, it is the best choice to shift the school to a better
position with adequate service facilities with a large playground and where people of the locality get an
easy access to reach. But if it is not possible, the construction of the existing building has to be
organized and reconstructed. The existing vegetation pattern should be changed.
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When it will become a multistoried building the vegetation process should be implemented both
inside and outside of the school building.
The toilets should be placed inside the school building.
As the space is very little the veranda should be reduced and make the frontier space larger for
children play.
Stuffs for school maintenance and cleaning purposes have to be introduced as early as possible.
Drinking water source should be reconstructed and make the line inside the school building to
get an easy access to drink and use water.
Shrub trees can be introduced inside the classrooms, administrative room and guardian’s waiting
room.
Figure 4.1: Proposed plan for the primary school
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Chapter Six: Conclusion
This report set out to demonstrate how Bangladesh’s primary education landscape comes
together to provide education for all, and to illustrate particular dimensions of access and quality in a
poor rural area. Bangladesh’s more than 16.5 million primary school-aged children have a right to
education and the country’s future will be shaped by education policies and practices today. With more
than three-quarters of the country’s population living in rural areas and 40% of the country’s
population living below the poverty line (World Bank 2011a), Bangladesh’s successful commitment to
enroll children in primary school must be followed by an earnest dedication to quality improvements
among all primary education providers. From the report on the basis of this primary school, it is quite
significant that more schools like this are providing primary education though they are below the
standard. It will affect their future attitude and make obstacle to brighten their future. Some changes
are in need to be provided if government want to digitalize the nation before 2021 as their target is to
attain “Vision 2021”.
Such changes will require a greater expenditure on education by the Bangladesh government. An
increase from approximately 2% of the GDP to 5% would allow the education system to implement
numerous reforms. However, the government should look into ways of making its education programs
less expensive without sacrificing effectiveness. Overall, the goal should be the improvement of quality,
not necessarily quantity. The number of children receiving education right now is a big success, even if
it isn’t universal. It’s our belief that a stronger education program will have better results in the long run
compared to a larger program providing poorer quality education.
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Chapter Seven: References
1. Report on Primary Education in Bangladesh: Challenges and Success
