The case study focuses on a non-govt High School in Dhaka City.

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2. TITLE OF THE STUDY
A CASE STUDY ON NON-GOVERNMENT HIGH
SCHOOL IN DHAKA CITY
Adviser: Prof. Abul Ehsan, IER, DU.
Presenter: Md. Ziaul Islam
ID: 141500013
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3. Objectives of the Study
Research Methodology
Vision
Limitations of the Study
Table of Contents
School Profile
Constraints face by the school
Recommendations
Sources
Factors behind the success of the school
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4. Objectives of the Study
The study has three specific objectives. These are:
1.To observe infrastructure and environment of the school.
2.To examine some essential aspects for quality education like student-
teacher relation, teaching method, results of exam, school managing
committee (SMC) etc.
3.To ascertain the facilities provided by the government or authority.
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5. Research Methodology
This study is based on case basis. To conduct the study case study procedure
was adopted. For this purpose relevant documents of the school was
examined and opinions and views of the teachers, students were obtained.
Data was also collected through non-participatory and photographic
observation. Figures were analyzed and put in computer through MS Excel
database.
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6. School Profile
……..High School is one of the oldest Bengali medium schools in Dhanmondi which
located hub of the city away from all the crowd and noise. This school was
established in …. by ..... named after his father ……. and a non-govt. school. The
school building is fifth stored and consists of forty rooms in it. The total number of
students is 690 from nursery to ten; along with 33 high qualified and well trained
subject oriented male and female teachers,2 officials and, 10 office assistants.
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8. There is a small playground with a beautiful garden which enhances the beauty of the entire school complex.
School has a head teacher’s office, clerks’ office, waiting room, one computer lab, a science lab, one library,
one common reading room, one stationary shop, toilet, complaint or suggestion box, pure drinking water
and, a canteen outside the school campus. Schools has small in number ICT infrastructure too.
Apart from the regular classes, school also has annual excursion and other co-curricular activities like
swimming, scouting, N.C.C., singing, dancing, arts and craft, football, volley ball, cricket and many more where
almost all students participate and compete well to be the champions on annual day and sports day.
Teachers teach very politely and in very creative and attractive ways that bring 90% success in PSC, JSC
and SSC exam. Moral teaching is also given to the students. To ensure friendly environment school authority
shows zero tolerance against sexual abuses, discipline braking, delinquency and many forth. School timing
starts at 7.30 am in the morning and 1.30 pm. School Managing Committee (SMC) and Parent Teacher
Association (PTA) work here effectively.
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12. Vision
The school focusses on the faith of evolution to education, through effective
curriculum design and quality of education pointing ideological development
and information technology. Beside standard education, it emphasizes on
spiritual education by which learners refine and prepare themselves as
enlightened human beings. School’s approach is to prepare each learner as
potential human resource or active global citizen.
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13. Factors behind the success of the school
Followings are the characteristics of the school, which made it a good school:
1.The school, in general, has very good links with the communities they serve.
2. The leadership of the head teacher is enormous.
3.Influential people of the communities are involved in the SMC.
4.Teachers’ sincerity to teach the students in the classrooms.
5. Winning awards in different levels through co-curricular activities bring name and fame for the school.
6. The attendance rate of the students is higher compared to the national average.
7. School recruits well trained and knowledgeable teachers through allocating additional funds.
8. The AUEO and other high officials provide visit to the school.
9. Perseverance and hard working of the students and guardians.
10. Friendly environment of the school.
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14. Constraints face by the school
Talking with the head teacher, other teachers and guardians followings constrains school are facing:
1.The teacher student ratio is higher than the acceptable level of at most 1:40.
2. Socio-economic condition of the communities where the school is situated is poor.
3. School has inadequate number of teachers and insufficient infrastructure like shortage of classrooms, reading
corners.
4. School has lack of electricity back up system, well and up to date ICT facility in each class room.
5. School does not have separate toilet facility for girls and female teachers.
6. Annual subscription is inadequate to bear the day-to-day expenses of the school.
7. The teachers are dissatisfied with the remuneration they get. They are to engage in other income earning
activities to meet the needs of their families.
8. In general, there is no provision of incentives or rewards for the teachers or the students for their good
performance at school level.
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15. 9. Give priority to higher GPA neglecting other issues of quality education.
10. Autocratic power of the head teacher. Thus, in most cases, democratic values are not practiced in decision-
making.
11. The students, teachers’ and the parents’ involvement in unfair means in annual examination.
12. Tendency of nepotism and taking bribe while recruiting or promoting teachers’ or officials’
position.
13. Dependency on proxy teachers, guide books and coaching.
14. Unwillingness of the guardians to talk with the teachers about the progress of their children.
15. School is not sensitive to the special needs of the exceptional learners and ethnic minority students. No
special attention is given to them.
16. No awareness seminar or symposium about adolescence period, sexual harassment or juvenile
delinquency.
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16. 17. Library is not well furnished and up to dated.
18. Not sufficient reading corners.
19. No available opportunity for teachers to higher study or training.
20. No visible effort to stop drop out.
21. Teachers’ reluctance to make or follow lesson plan.
23. SBA does not followed properly.
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17. 24. PTA holds barely.
25. Insufficient teaching materials.
26. Less financial aids to the poor and meritorious learners.
27. The AUEO does not observe classroom activities of the teachers regularly.
28. The SMC does not run democratically.
29. Accounts of the school fund are not transparent.
30. Irregularity of the teachers.
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18. Recommendations
The following recommendations are made based on the findings mentioned above. However, some of these may already
exist in the school.
1.Attempt should be taken to reduce the number of students per teacher.
2.The number of skilled teachers should be increased in the school.
3.Provision of proxy teachers, guide books, coaching should be stopped.
4. Quality education for all students should be the concern of the school.
5. Adopting unfair means in the annual examination should be stopped.
6. The AUEO should be more active.
7. SMC should be democratic and visit school regularly.
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19. 8. Recruit subject based skilled teachers in a fair way including promotion.
9. Offer training and higher study facility and handsome remuneration.
10. Give special attention to the exceptional learners.
11. Create friendly environment for learning.
12. Install up dated furniture and ICT infrastructure.
13. Enhance co-curricular activities.
14. Increase learners’ attendance stopping drop out.
15. Offers more financial aids to the poor and meritorious learners.
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20. Limitations of the Study
The researcher faced the following limitations while conducting the study:
1.This study is based only on a single school, which might not aply justify the total situation of the High
Schools in Dhaka City.
2.Insufficient support for conducting the study.
3.Lack of cooperation from the school authority in providing requisite information.
4.The study was carried out a few days before examinations. It caused a bit inconvenience to collect
information.
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21. Sources
Secondary Education, Curriculum & Child Development, Rahman M. Mohammad, Provati Library,
Dhaka (2011)
CASE STUDIES OF QUALITY PRIMARY EDUCATION IN BANGLADESH, BRAC Research and Evaluation
Division, The Cambridge Consortium, UK (2004)
https://www.facebook.com/pages/........High-School/160988053951015?sk=photos_stream
(Accessed: 04/15/2015 BST: 2.55 PM)
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22. Conversation with the students
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