The document provides an analysis of the Jahan Nagar Government Primary School in Khulna, Bangladesh. It finds that while the school is located near key infrastructure, it suffers from a lack of space and facilities. It has only 3 classrooms and no playground. Student enrollment is increasing but the number of teachers is insufficient. You analyze the existing conditions and identify issues like inadequate drainage. The document recommends expanding and renovating the existing building, adding teachers, vegetation, and facilities like a library, toilets and playground. It proposes shifting the school to a larger plot if expansion is not possible in the current location.
The document discusses the infrastructure requirements for Pinegrove School located in Shimla Hills, Himachal Pradesh. It is a fully residential CBSE-affiliated school with 850 boarders aged between 6-18 years old. The school was established in 1991 and is situated on a 15-acre campus containing classrooms, dormitories, an auditorium, and play areas. Class sizes average 25-30 students with a teacher to student ratio of 1:12. Classrooms are equipped with computers and televisions to aid teaching.
This document outlines the facilities and requirements for a primary school. It discusses that a primary school provides elementary education for children and that language development is critical. It recommends that classrooms should be an adequate size with at least 1 square meter per student. Schools must have facilities for recreation, physical education, and drinking water. Guidelines are provided for toilet facilities, sanitation, library location and requirements.
The presentation gives a generalized idea of spaces that are included and can be included in a primary school building.
The information about the schools is sorted and put in pointers for readers' ease.
Nisha's Play School is located in Goa on an 800 sq mt plot. The main building of 400 sq mt was built in 1997 with a cost of 16 lakhs. Concerns about natural light, breeze, and space usage determined the form of the building. Key features include a circular staircase, classrooms tailored for different age groups, and building elements used as teaching aids. The school also has a library, music room, clinic, computer room, playground, and dining area.
This document provides details about Infant Jesus Pre-Primary School located in Ambernath East, Thane district. It includes information about the school's location, site surroundings, traffic patterns, building structures like the site plan, floor plan, classrooms and facilities. It also describes the school's daily activities, annual events, and strengths, weaknesses, opportunities and threats. The school caters to nursery, junior KG and senior KG classes with a total student intake of 40 per batch.
Selaqui International School, Dehradun
Nestled amidst the idyllic village of SelaQui in Uttarakhand, SelaQui International School is the best boarding school in Dehradun, with an expansive campus of 52-acres.
It is located in Doon valley (Dehradun), heavily forested on the foothills of middle Himalayas.
The school campus is located on Dehradun-Chakrata road about 20km from Dehradun.
Architect: Amandeep Singh.
Architectural case Study of Utpal Sanghvi pre primary school.Anupama Krishnan
Utpal Shanghvi School is a private school located in Mumbai that follows both the SSC state board and Cambridge IGCSE syllabi. The pre-school program at Utpal Shanghvi follows the IPC curriculum and is divided into four sections from Early Years 1 to 4. Classrooms for each section are located on the first floor and include dimensions for doors, writing boards, sinks, toilets, tables, and other furniture. The document outlines details about the school's location near a main road, landmarks, circulation paths for students, play areas, and bus monitoring system.
The document discusses building norms and requirements for schools issued by different educational boards in India such as CBSE, CISCE, NCERT, and state boards. It provides details on the minimum land area, infrastructure requirements for classrooms, laboratories, libraries, and other facilities. For example, it states that CBSE requires schools to have a minimum of 2000 sqm of land and specifies minimum sizes for classrooms, laboratories, and libraries. It also discusses general requirements around facilities like ramps, toilets, drinking water, and safety regulations.
The document discusses the infrastructure requirements for Pinegrove School located in Shimla Hills, Himachal Pradesh. It is a fully residential CBSE-affiliated school with 850 boarders aged between 6-18 years old. The school was established in 1991 and is situated on a 15-acre campus containing classrooms, dormitories, an auditorium, and play areas. Class sizes average 25-30 students with a teacher to student ratio of 1:12. Classrooms are equipped with computers and televisions to aid teaching.
This document outlines the facilities and requirements for a primary school. It discusses that a primary school provides elementary education for children and that language development is critical. It recommends that classrooms should be an adequate size with at least 1 square meter per student. Schools must have facilities for recreation, physical education, and drinking water. Guidelines are provided for toilet facilities, sanitation, library location and requirements.
The presentation gives a generalized idea of spaces that are included and can be included in a primary school building.
The information about the schools is sorted and put in pointers for readers' ease.
Nisha's Play School is located in Goa on an 800 sq mt plot. The main building of 400 sq mt was built in 1997 with a cost of 16 lakhs. Concerns about natural light, breeze, and space usage determined the form of the building. Key features include a circular staircase, classrooms tailored for different age groups, and building elements used as teaching aids. The school also has a library, music room, clinic, computer room, playground, and dining area.
This document provides details about Infant Jesus Pre-Primary School located in Ambernath East, Thane district. It includes information about the school's location, site surroundings, traffic patterns, building structures like the site plan, floor plan, classrooms and facilities. It also describes the school's daily activities, annual events, and strengths, weaknesses, opportunities and threats. The school caters to nursery, junior KG and senior KG classes with a total student intake of 40 per batch.
Selaqui International School, Dehradun
Nestled amidst the idyllic village of SelaQui in Uttarakhand, SelaQui International School is the best boarding school in Dehradun, with an expansive campus of 52-acres.
It is located in Doon valley (Dehradun), heavily forested on the foothills of middle Himalayas.
The school campus is located on Dehradun-Chakrata road about 20km from Dehradun.
Architect: Amandeep Singh.
Architectural case Study of Utpal Sanghvi pre primary school.Anupama Krishnan
Utpal Shanghvi School is a private school located in Mumbai that follows both the SSC state board and Cambridge IGCSE syllabi. The pre-school program at Utpal Shanghvi follows the IPC curriculum and is divided into four sections from Early Years 1 to 4. Classrooms for each section are located on the first floor and include dimensions for doors, writing boards, sinks, toilets, tables, and other furniture. The document outlines details about the school's location near a main road, landmarks, circulation paths for students, play areas, and bus monitoring system.
The document discusses building norms and requirements for schools issued by different educational boards in India such as CBSE, CISCE, NCERT, and state boards. It provides details on the minimum land area, infrastructure requirements for classrooms, laboratories, libraries, and other facilities. For example, it states that CBSE requires schools to have a minimum of 2000 sqm of land and specifies minimum sizes for classrooms, laboratories, and libraries. It also discusses general requirements around facilities like ramps, toilets, drinking water, and safety regulations.
A primary school (in Ireland, the UK[1] & Australia[2]), junior school (in Australia[3][4]), elementary school or grade school (in the US & Canada) is a school for primary education of children who are four to eleven years of age (and sometimes up to thirteen years of age). It typically comes after preschool and before secondary school.
RESIDENTIAL SCHOOL sri dashmesh academy CASE STUDYMADHUKANT SINGH
The residential school located in Anandpur Sahib, Punjab was completed in 1982. It has a total site area of 200 acres and was designed by architect Satnam Namita. The climate is tropical, semi-arid, and hot. The site has a gradual slope of 5-6m. The master plan zones the site into administrative, academic, residential, recreational, and service areas. Buildings are arranged in a staggered manner according to levels. Extensive landscaping merges with the surrounding environment.
The document provides information on the area breakdown of a school in Tamil Nadu, India with a total area of 5000 sqm. It indicates that 19.1% of the total area is built up space, with the largest portions being dedicated to circulation spaces (72.06%), classrooms (36.37%), and toilets (7.03%). The remaining document provides floor plans for a kindergarten in China with a total area of 4172 sqm, showing the layout and functions of different rooms and outdoor spaces across its ground, first, second, and roof levels.
International primary schools case study Sumaiya Islam
The Atelier primary school in Bengaluru, India was designed to provide children with a sensory-rich learning environment protected from noise from surrounding construction, according to the Reggio Emilia educational approach. The single-story building encloses 985 square meters within a compact volume centered around an open piazza, with classrooms, a studio, and outdoor play areas. Its demountable and reusable design allows it to be reconstructed elsewhere to minimize waste.
Sri Dasmesh Academy is a higher secondary school located in Anandpur Sahib, Punjab. It was established in 1980 to provide quality educational facilities to students from various backgrounds, with an emphasis on rural and military populations. The campus features academic blocks, hostels, faculty housing, dining facilities, sports fields, and open green spaces. Buildings are arranged informally with courtyards and landscaping to encourage learning. Local materials like stone and terrazzo are used to reduce costs while imparting character. The extensive landscaping and integration of buildings with the natural site create a serene environment conducive to living and studying.
architectural case study of schools in auroville,puducherry, south indiaStudent
The document provides details about several schools located within the Auroville School Complex in India. Unlike other states, all schools in Auroville were situated together at a large School Complex and had unique structures and functions. Several schools are described, including The Pyramids built in a pyramid shape using ferrocement, New Era Secondary School shaped like a mushroom also using ferrocement, and The Last School which has a curved hollow structure made of ferrocement intended to keep the interior cool.
Barrier free architecture- Case study(Amar jyoti school Delhi)Bimenpreet Kaur
The Amar Jyoti School in Delhi educates equal numbers of children with and without disabilities from nursery to 8th grade. The campus is fully accessible with features like ramps, tactile paths, and a disabled-friendly bus. Ramps have handrails and 3-degree slopes. Tactile tiles guide students with low vision. Washrooms and other facilities are designed to be accessible.
The document describes the design of the Adani Vidya Mandir secondary school in Ahmedabad, Gujarat. The school is envisioned to provide free education to underprivileged students. It is a one-story building with 120,000 square feet of space located near a historical site. The design zones different functions with administrative areas near the entrance and classrooms towards the back. Special features include courtyards, water bodies, and large openings to provide cross ventilation and light while reducing sunlight exposure. Materials include exposed concrete, brickwork, and stone flooring.
This document outlines norms and space requirements for educational buildings in India. Some key points include:
- Minimum widths for stairways range from 0.9 meters for residential buildings to 2 meters for assembly buildings. Tread widths should be over 25 cm for residential buildings and 30 cm for others.
- Classroom sizes are a minimum of 66 square meters. Tutorial rooms should be 33 square meters. Laboratory sizes depend on student batch size.
- Office and administrative spaces are also specified, including sizes for principal's office, conference rooms, and departmental library.
- Toilet blocks and hostel requirements provide norms based on student enrollment. Hostel room sizes are given as 9 square meters for a single room
This document provides details on the design of the Sangam Elementary School in Bhilwara, India. The three-story primary school was designed to connect students with nature through its sloped green roof that includes gardens, slides, and a jungle gym. Classrooms are arranged around two interior courtyards and have small windows providing views and cross ventilation. The organic, perforated building form allows daylight to enter while keeping interiors cool. The angled green roof replaces a conventional flat roof, transforming the building into an interactive outdoor space for learning and play.
The document describes a primary school building project in Kigali, Rwanda. It discusses the climate context, design of the school which includes seven building houses and nine classrooms arranged on platforms to adapt to the sloping site. Classrooms are simply rectangular with flexible furniture arrangements. An administration/library building is also included. Construction materials used stabilized earth bricks, thatched doors and reed ceilings. Natural lighting penetrates through brick hollows and ceilings. Ventilation was challenging due to site topography.
Casestudy on Primary Health Center Dharmapuri.pdfOmkar Tattu
This project summary provides information on a primary healthcare center located in Dharmapuri, Tamil Nadu, India designed by Flying Elephant Studio. With a low budget, the compact building distinguishes between a medical core and surrounding layer. Construction completed in September 2011. It utilizes local and sustainable materials like recycled tetrapak containers for the roof and vetiver grass screens for cooling. The objective was to create an innovative prototype building serving as a benchmark for local construction using hybrid local and skilled craftsmen teams.
This document summarizes the rehabilitation of an existing Gurukul site in Chyasal, Lalitpur, Nepal. The site zoning concept divides the site into public, semi-public, and private zones. The massing concept uses a central courtyard and surrounding blocks to create a hierarchy of spaces within the site. The master plan and floor plans were designed based on activity intensity and space usage over time to maximize site responsiveness.
The Sri Dashmesh Academy is located in Anandpur Sahib, India. It has a 200 acre campus designed in the 1980s. The site planning incorporates irregular building geometries with each block having its own form and dignity. Zones are arranged informally with academic, residential, recreational, and service facilities clustered separately. Internal courtyards provide light and ventilation. The campus promotes a pedestrian-friendly environment through its circulation and landscaping design.
case study of chandigarh college of architectureAbhishek Tiwari
1) The Chandigarh College of Architecture (CCA) was established in 1961 in Chandigarh, India by Le Corbusier as part of the Chandigarh Experiment.
2) CCA is located on a 20,000 square meter campus in Sector 12 of Chandigarh and has an enrollment of 200 undergraduate students.
3) The building utilizes north light and ventilation and includes facilities such as studios, workshops, a library and computer lab to support the education of architecture students.
This document provides a case study of the design of Selaqui School in Dehradun, India. The key points are:
1) Selaqui School is a co-educational and residential school located on a 52-acre forested site near Dehradun.
2) The master plan incorporates clusters of buildings organized around courtyards with ample open spaces. Academic, hostel, dining, sports and other facilities are separated into distinct zones connected by walkways.
3) Traditional Indian architectural elements like courtyards, verandahs, terraces and local materials are used. The design aims to create a quiet, pollution-free learning environment integrated with the landscape.
This document provides information about a proposed Greenwood International School project in Kolkata, India. It discusses the location, projected student capacity, architects, and existing Greenwood schools. It also covers the design concept focusing on integration with nature, green practices, and blending old and new approaches. Site analyses are presented, along with case studies of other schools. Program area requirements are listed and the final design includes segregation of junior and senior blocks around a central courtyard with north-south oriented blocks for daylighting. Landscaping plans to reflect the culture and contours of West Bengal are also mentioned.
The document discusses strategies for helping a 5th grade student named Mike who struggles with classroom engagement, completing assignments, and expressing emotions. It describes implementing a timer to help Mike complete tasks, allowing breaks to prevent zoning out, and having Mike write in a journal to express feelings. These approaches helped Mike improve focus, work completion, and social interactions. The document also notes technologies like online math games that engaged Mike and strengthened his skills. Overall, the strategies showed success but will require continued support as Mike transitions to middle school.
A primary school (in Ireland, the UK[1] & Australia[2]), junior school (in Australia[3][4]), elementary school or grade school (in the US & Canada) is a school for primary education of children who are four to eleven years of age (and sometimes up to thirteen years of age). It typically comes after preschool and before secondary school.
RESIDENTIAL SCHOOL sri dashmesh academy CASE STUDYMADHUKANT SINGH
The residential school located in Anandpur Sahib, Punjab was completed in 1982. It has a total site area of 200 acres and was designed by architect Satnam Namita. The climate is tropical, semi-arid, and hot. The site has a gradual slope of 5-6m. The master plan zones the site into administrative, academic, residential, recreational, and service areas. Buildings are arranged in a staggered manner according to levels. Extensive landscaping merges with the surrounding environment.
The document provides information on the area breakdown of a school in Tamil Nadu, India with a total area of 5000 sqm. It indicates that 19.1% of the total area is built up space, with the largest portions being dedicated to circulation spaces (72.06%), classrooms (36.37%), and toilets (7.03%). The remaining document provides floor plans for a kindergarten in China with a total area of 4172 sqm, showing the layout and functions of different rooms and outdoor spaces across its ground, first, second, and roof levels.
International primary schools case study Sumaiya Islam
The Atelier primary school in Bengaluru, India was designed to provide children with a sensory-rich learning environment protected from noise from surrounding construction, according to the Reggio Emilia educational approach. The single-story building encloses 985 square meters within a compact volume centered around an open piazza, with classrooms, a studio, and outdoor play areas. Its demountable and reusable design allows it to be reconstructed elsewhere to minimize waste.
Sri Dasmesh Academy is a higher secondary school located in Anandpur Sahib, Punjab. It was established in 1980 to provide quality educational facilities to students from various backgrounds, with an emphasis on rural and military populations. The campus features academic blocks, hostels, faculty housing, dining facilities, sports fields, and open green spaces. Buildings are arranged informally with courtyards and landscaping to encourage learning. Local materials like stone and terrazzo are used to reduce costs while imparting character. The extensive landscaping and integration of buildings with the natural site create a serene environment conducive to living and studying.
architectural case study of schools in auroville,puducherry, south indiaStudent
The document provides details about several schools located within the Auroville School Complex in India. Unlike other states, all schools in Auroville were situated together at a large School Complex and had unique structures and functions. Several schools are described, including The Pyramids built in a pyramid shape using ferrocement, New Era Secondary School shaped like a mushroom also using ferrocement, and The Last School which has a curved hollow structure made of ferrocement intended to keep the interior cool.
Barrier free architecture- Case study(Amar jyoti school Delhi)Bimenpreet Kaur
The Amar Jyoti School in Delhi educates equal numbers of children with and without disabilities from nursery to 8th grade. The campus is fully accessible with features like ramps, tactile paths, and a disabled-friendly bus. Ramps have handrails and 3-degree slopes. Tactile tiles guide students with low vision. Washrooms and other facilities are designed to be accessible.
The document describes the design of the Adani Vidya Mandir secondary school in Ahmedabad, Gujarat. The school is envisioned to provide free education to underprivileged students. It is a one-story building with 120,000 square feet of space located near a historical site. The design zones different functions with administrative areas near the entrance and classrooms towards the back. Special features include courtyards, water bodies, and large openings to provide cross ventilation and light while reducing sunlight exposure. Materials include exposed concrete, brickwork, and stone flooring.
This document outlines norms and space requirements for educational buildings in India. Some key points include:
- Minimum widths for stairways range from 0.9 meters for residential buildings to 2 meters for assembly buildings. Tread widths should be over 25 cm for residential buildings and 30 cm for others.
- Classroom sizes are a minimum of 66 square meters. Tutorial rooms should be 33 square meters. Laboratory sizes depend on student batch size.
- Office and administrative spaces are also specified, including sizes for principal's office, conference rooms, and departmental library.
- Toilet blocks and hostel requirements provide norms based on student enrollment. Hostel room sizes are given as 9 square meters for a single room
This document provides details on the design of the Sangam Elementary School in Bhilwara, India. The three-story primary school was designed to connect students with nature through its sloped green roof that includes gardens, slides, and a jungle gym. Classrooms are arranged around two interior courtyards and have small windows providing views and cross ventilation. The organic, perforated building form allows daylight to enter while keeping interiors cool. The angled green roof replaces a conventional flat roof, transforming the building into an interactive outdoor space for learning and play.
The document describes a primary school building project in Kigali, Rwanda. It discusses the climate context, design of the school which includes seven building houses and nine classrooms arranged on platforms to adapt to the sloping site. Classrooms are simply rectangular with flexible furniture arrangements. An administration/library building is also included. Construction materials used stabilized earth bricks, thatched doors and reed ceilings. Natural lighting penetrates through brick hollows and ceilings. Ventilation was challenging due to site topography.
Casestudy on Primary Health Center Dharmapuri.pdfOmkar Tattu
This project summary provides information on a primary healthcare center located in Dharmapuri, Tamil Nadu, India designed by Flying Elephant Studio. With a low budget, the compact building distinguishes between a medical core and surrounding layer. Construction completed in September 2011. It utilizes local and sustainable materials like recycled tetrapak containers for the roof and vetiver grass screens for cooling. The objective was to create an innovative prototype building serving as a benchmark for local construction using hybrid local and skilled craftsmen teams.
This document summarizes the rehabilitation of an existing Gurukul site in Chyasal, Lalitpur, Nepal. The site zoning concept divides the site into public, semi-public, and private zones. The massing concept uses a central courtyard and surrounding blocks to create a hierarchy of spaces within the site. The master plan and floor plans were designed based on activity intensity and space usage over time to maximize site responsiveness.
The Sri Dashmesh Academy is located in Anandpur Sahib, India. It has a 200 acre campus designed in the 1980s. The site planning incorporates irregular building geometries with each block having its own form and dignity. Zones are arranged informally with academic, residential, recreational, and service facilities clustered separately. Internal courtyards provide light and ventilation. The campus promotes a pedestrian-friendly environment through its circulation and landscaping design.
case study of chandigarh college of architectureAbhishek Tiwari
1) The Chandigarh College of Architecture (CCA) was established in 1961 in Chandigarh, India by Le Corbusier as part of the Chandigarh Experiment.
2) CCA is located on a 20,000 square meter campus in Sector 12 of Chandigarh and has an enrollment of 200 undergraduate students.
3) The building utilizes north light and ventilation and includes facilities such as studios, workshops, a library and computer lab to support the education of architecture students.
This document provides a case study of the design of Selaqui School in Dehradun, India. The key points are:
1) Selaqui School is a co-educational and residential school located on a 52-acre forested site near Dehradun.
2) The master plan incorporates clusters of buildings organized around courtyards with ample open spaces. Academic, hostel, dining, sports and other facilities are separated into distinct zones connected by walkways.
3) Traditional Indian architectural elements like courtyards, verandahs, terraces and local materials are used. The design aims to create a quiet, pollution-free learning environment integrated with the landscape.
This document provides information about a proposed Greenwood International School project in Kolkata, India. It discusses the location, projected student capacity, architects, and existing Greenwood schools. It also covers the design concept focusing on integration with nature, green practices, and blending old and new approaches. Site analyses are presented, along with case studies of other schools. Program area requirements are listed and the final design includes segregation of junior and senior blocks around a central courtyard with north-south oriented blocks for daylighting. Landscaping plans to reflect the culture and contours of West Bengal are also mentioned.
The document discusses strategies for helping a 5th grade student named Mike who struggles with classroom engagement, completing assignments, and expressing emotions. It describes implementing a timer to help Mike complete tasks, allowing breaks to prevent zoning out, and having Mike write in a journal to express feelings. These approaches helped Mike improve focus, work completion, and social interactions. The document also notes technologies like online math games that engaged Mike and strengthened his skills. Overall, the strategies showed success but will require continued support as Mike transitions to middle school.
A presentation about school design that I made in hopes of sparking some discussion in the Milton-Freewater School District. The presentation usually has music and slide-timing.
The pictures are from DesignShare.com I posted about this video on my blog at esltechnology.com
Albert Einstein High School opened in 1962 and serves students from several communities in Maryland. It has a diverse student population, with over 40 nationalities represented. Around 36.8% of students are Hispanic. The school offers various academic programs and clubs to celebrate diversity and student interests. Maintaining a supportive community environment while addressing challenges like at-risk factors and gang violence is a priority for educators.
This document provides requirements and design considerations for spaces in an architecture college, including administration, academic, and support areas. It details specific spaces like the reception, waiting area, conference hall, exhibition hall, medical room, HOD's room, director's room, staff room, studios, and lecture hall. Requirements covered include area, lighting, furniture, finishes, and orientation. The document aims to guide the design of an architecture college library study by outlining the needs for various spaces.
This document lists various rooms and areas found in a typical school including classrooms, specialty rooms like art and music, facilities like the library, gym, and cafeteria, as well as exterior areas such as the playground, baseball field, and parking lot. It provides a comprehensive overview of the different learning, recreational, and administrative spaces that make up the grounds of a school.
Acoustical considerations in designing musical auditoriums are complex with many interrelated factors. An ideal reverberation time (RT) must balance fullness of tone with loudness, definition, and diffusion. However, RT alone does not guarantee acoustic excellence - it is one contributing factor. Definition is satisfactory if the initial time delay gap is under 20 milliseconds, direct sound is loud relative to reverberant sound, and there is no echo. Providing adequate bass over large audiences is difficult since many instruments are weak in fundamentals.
A small case study on a urban primary school "ORCHARDS" designed by Architect Sinduja.
ORCHARD is a well designed school in Trichy which is known for its simple yet innovating designs.
Did this as a part of my curriculum, Architectural :)
This document discusses key aspects of qualitative case study research. It outlines that case studies allow for an in-depth exploration of a phenomenon within its real-life context. The document discusses different approaches to case studies by researchers like Yin, Stake and Creswell. It also addresses important considerations for case study research like purposefully defining the case, collecting multiple sources of data, ensuring validity and ethics, and producing engaging written reports for academic audiences.
This document outlines architectural standards for a senior secondary school. It provides requirements for various teaching spaces including standard classrooms, science labs, a library, auditorium, play areas, and gymnasium. It also includes standards for administrative spaces, sanitation facilities, and other support spaces. Requirements include the size, shape, floor area, and special provisions for different types of rooms. Ventilation, electrical services, and accessibility are also addressed according to their functions.
Auditorium Literature Study & Design ConsiderationsVartika Sharma
The presentation includes basic fundamentals to keep in mind while designing an Auditorium.
Source:
• National Building Code (NBC),
• Time Saver Standards-Building Types (TSS),
• Neufert
• IS Code - is.2526.1963
Even if you already know what a SWOT analysis is and what it’s used for, it can be tough to translate that information into something you can action.
It can also be hard to examine your own business with a critical eye if you’re not entirely sure what you should be examining.
Reading an example SWOT analysis for a business that is either in your industry or based on a comparable business model can help get you started.
All of our SWOT analysis examples are based on real businesses that we’ve featured in our gallery of free sample business plans on bplans.com
The following 6 examples are
broken into three parts:
1. A quick introduction to the company.
2. The company’s SWOT analysis.
3. Some potential growth strategies for the company based on what’s revealed by the SWOT analysis.
The document discusses enhancing the quality of primary education in India. It outlines several challenges facing primary education such as quality of education, language issues, lack of trained teachers, literacy levels, economic conditions, and poor implementation of government programs. It then proposes solutions like improving teacher quality through testing and assessments, innovating teaching methods using technology, improving school infrastructure, and increasing enrollment through awareness campaigns. Overall the document calls for better planning and implementation of initiatives to uplift India's primary education system.
The document discusses challenges in India's primary education system and proposes solutions to improve quality. It notes that 58% of children do not complete primary education due to poor quality. Major challenges include teacher quality and training, lack of infrastructure, and high dropout rates. It proposes implementing regular summative assessment tests twice a year to evaluate student and teacher performance, with results publicly available to increase accountability. Other solutions discussed include improving teacher training methods, addressing issues like childcare responsibilities that prevent school attendance, and more frequent inspections to address problems like teacher absenteeism and flawed teaching methodology.
This document discusses educational reforms needed in primary education in India. It covers topics such as teaching methods, teacher training programs, textbooks/syllabus, mid-day meals, and infrastructure issues. Key points include reducing class hours and homework loads for young students, providing practical and engaging teaching, improving teacher training programs, developing better textbooks and a standardized syllabus, ensuring quality and oversight of mid-day meal programs, and addressing infrastructure shortages in schools. The document advocates for reforms to improve the overall quality of primary education in India.
Empowerement To Teacher By Participatory And Motivating Methodsinventionjournals
This document summarizes a study that aimed to increase the motivation and competence of teachers in implementing thematic learning methods through participatory and motivating approaches. The study involved empowering 10 teachers through various training activities while collecting data on teacher motivation and competence before and after the activities. The results showed that teacher motivation and competence increased slightly as a result of the empowerment program but the increases were not significant. Motivation had a greater influence on competence than the empowerment program. The study concluded that both teacher motivation and competence in implementing thematic learning are important to address, as motivation is easier to increase than competence.
The document proposes a project to enhance the quality of primary education in India by providing free, quality education to children and women through a joint effort between the government, volunteers, students, retired teachers, and NGOs to address issues like declining learning rates, poor infrastructure in government schools, and increasing private school enrollment. The project aims to enroll 3 million children and 2 million women in primary education programs staffed by managers, coordinators, teachers, and retired teachers providing instruction and infrastructure support funded through government support, private donations, and partnerships with NGOs.
The Implementation of Curriculum Innovation and Islamic Religious Education L...inventionjournals
This study aims to explore curriculum innovation and PAI teaching at Al Azhar integrated SMA in Medan. This research used qualitative approach with four research questions: How does the curriculum innovation, strategy, media and evaluation of PAI learning in integrated Senior high school Al Azhar Medan? Data collection was done through interviews, observation and documentation. The findings of the study are: Curriculum. The Learning used 2013 curriculum with a scientific-based approach, and KTSP curriculum. The method/strategy. The learning model is a goal-oriented, but the majority has shifted towards the process and achievement of competence, although not total. Applied learning methods have also undergone innovation in order to support a smooth learning. Media, media was used quite well, but in order to support a smooth and achievement of learning in line with the principles embodied in the curriculum applied, this fact needs to be improved towards better, both in terms of accuracy, presentation and materials used. Evaluation, applying the evaluation, including: an oral question in class, quizzes, daily tests, individual assignments, group assignments, repeat semester examination, reports practical work or lab reports, response or practice exams, and a final exam.
This document discusses the role of Panchayati Raj Institution (PRI) members in universalizing elementary education in India according to the Right to Education Act of 2009. It finds that while PRI members are involved in school management activities like monitoring teacher attendance and the mid-day meal program, their role in infrastructure development and curriculum monitoring is limited. Most PRI members desire more training to better fulfill their responsibilities. The study was conducted among 27 PRI members and 8 school heads in Patna district of Bihar.
The document proposes solutions to improve the quality of primary education in India. It finds that while enrollment has increased, quality remains low. It identifies issues such as inadequate teacher training, low motivation, and poor infrastructure. The solution categorizes schools into three tiers based on location. It proposes customized approaches for each tier, focusing on improving teacher quality, infrastructure, student motivation, and teaching methods. Suggestions include better teacher training, incentive structures, private partnerships, and leveraging technology. The goal is to develop an education system that provides equality of access and learning for all students across India.
Prajayatna is a development and training organization working for more than 15 years in bringing about a systemic change in the functioning of the education system and thereby ensuring quality education to all children. It has been working in 465 Anganwadis of bokaro district for quality ECCE since April 2018 and directly impacting lives of thousands of young children. It's work includes implementing an integrated and holistic preschool curriculum for children of age 3-6 years, providing training and hand-holding support to the Anganwadi teachers as well as ensuring community participation in the functioning of the anganwadi centres.
To know more, do visit : https://https://www.prajayatna.org
Write to us at : prajayatna@prajayatna.in
Issue related to teacher motivation, working conditions in urban and rural areasJagrati Mehra
This ppt contains definition of teacher motivation, types of teacher motivation, issues related to teacher motivation, teacher absenteeism, working condition in both urban and rural areas and Maslow's Hierarchy of needs.
M.Ed Teacher Education's Topic-Explain concept of teacher education and discu...fatima roshan
The document discusses the objectives of teacher education in India as outlined by the National Curriculum Framework (NCF) 2009. It begins with an introduction to the current state of teacher education and challenges in India. The 11 key objectives outlined by the NCF 2009 are: 1) enable inclusive education, 2) develop perspectives for equitable development, 3) understand the role of community knowledge, 4) integrate ICT, 5) professionalize teacher education, 6) prepare teacher educators, 7) facilitate research and innovation, 8) support open/distance learning, 9) promote health/physical education, 10) promote vocational education, and 11) develop a comprehensive vision of teachers and teacher education. The objectives aim to address issues like teacher
The Implementation of Curriculum Development at Public Madrasah Aliyah in Ace...inventionjournals
This study aims to determine the implementation of total quality management policy section Mapenda in curriculum development, the behavior of the principal in implementing the Integrated Quality Management in curriculum development at the school, superintendents' roles in implementing TQM, and teachers' toles in curriculum development at the school. Data collection techniques used were observation, interviews and study documentation. The management of data consists of data reduction, data display/presentation, data analysis and other techniques to ensure the validity of the research findings. The results showed that: First, the policy of the Ministry of Religion, which in this case is carried out by the Section Mapenda Religious Affairs Aceh Tamiang, on the implementation of integrated quality management-based curriculum management that is organizing the efforts of the Principals in planning the development of educational programs to achieve the vision, mission and goals of the Madrasahs, setting the Principals' efforts in implementing or planning short-term programs, the medium-term programs, and long-term programs to achieve the objectives of the Madrasahs, managing the system by which Principals develop strategies and programs that consistently leads to the achievement of the vision and mission of the Madrasahs. Secondly, the characteristics of Principals in the implementation of an integrated quality management-based curriculum which include: commitment of management, commitment of necessary resources, Steering Committee from all parts of the organization, conducting a meeting to discuss kaldik, assessment systems, school programs, remedial programs and others, planning and publication and publicity approach. Third, the roles of the supervisors in the implementation of curriculum development is to supervise the implementation of the standards conformity with curriculum planning, to set targets, to establish measuring deviations and to take necessary corrective actions to ensure the optimal use of schools' resources. Fourth, the role of teachers in the implementation of curriculum development that is menyusuna learning tools ranging from lesson plans, materials, media, student learning outcomes assessment instruments are arranged in each semester, Local Content program. Third, the role of the supervisors in the implementation of curriculum development is to supervise the implementation of the standards conformity with curriculum planning, setting targets and establishing measuring deviations in their use and to take corrective action necessary to ensure the use of all resources madrasah. Fourth, the roles of teachers in the implementation of curriculum development is developing learning tools ranging from lesson plans, materials, media, learning assessment instruments which are arranged every semester, Local program
The document proposes a model to improve primary education in rural India by establishing a central committee. Key issues with primary education currently include poor teacher quality and attendance, lack of infrastructure like drinking water and toilets, and rote learning methods. The committee would oversee surveys of local areas, recruitment of qualified teachers, and infrastructure development. It would receive annual funding from the government and corporations. Expected impacts include increased employment, a stronger economy through an educated population, higher levels of social equality, and greater access to higher education opportunities. Implementation risks include lack of interest in teaching as a profession and integrating the model within existing government systems and institutions.
This document discusses school management at the grassroots level in India. It outlines how the Indian constitution has aimed to provide free and compulsory education since 1949. Several policies and acts like the Right to Education Act of 2009 have also tried to achieve this. However, decentralization of school management to local bodies like Village Education Committees has faced challenges in implementation. Studies found variations from rules in forming these committees and low quality of education. Reasons included teacher absenteeism, lack of training for committee members, and corruption. While decentralization aims to increase efficiency and public participation, making it work effectively on the ground has proven difficult.
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sources of data are the nine teaching personnel from Matnog I District and the six teaching personnel from
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years, have an adjectival rating of outstanding in the Individual Performance Commitment Review Form and
joined division level seminar. Moreover, the identified challenges are categorized into incomplete credentials
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resiliency, academic credentials, length of service, IPCRF rating and other ancillary involvements while the
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KEYWORDS :strength, areas for improvement, career advancement, teachers, coastal schools
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Educational administration & supervision in bangladeshkamyonlinebd
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Running head TEACHER PREPARATION PROGRAMS .docxtodd521
Running head: TEACHER PREPARATION PROGRAMS 1
TEACHER PREPARATION PROGRAMS 2
Teacher Preparation Programs
Teacher Preparation Programs
Abstract
Poor attitudes towards teacher training programs by the policymakers have had a huge impact on the education of children with disability. This has been contributed by the continuous poor speculations and perceptions among the key stakeholders who argue that the programs have not had a huge impact on the students not the teachers in their teaching techniques in school. Teachers who have attended teacher training programs have not showed any impact on their way of handling students with disabilities. This perception has grounded the growth of teacher training programs not only in the country but all over the world. This calls for research into the need for teacher training programs. This research is aimed at filling the gap between the perceptions and the teacher training programs. The findings of this research are projected to prove the existence of poor attitude towards the training of teacher’s programs. In addition, the research projects that there is a great impact on a teacher training program which has been shown by teachers teaching in special schools. There is also a connection between teacher training programs and quality education provision for students with various disability. The research also projects recommendations which can ensure that teacher training programs which has attracted poor attitudes can be transformed in order to provide quality education to students with special needs. The recommendations include integration of teacher’s coursework with hands-on practical to enable teachers to relate the two, carry out more research of importance of teacher training programs and also determine the impact of teacher training on students with special needs. The research applies a quota qualitative sampling method in the selection of the sample size. The sample group for the research is teacher training programs, special school teachers and lastly the education department for special education was chosen involving 2000 participants which gave a 100% representation. Data collected included the use of questionnaires and interviews for primary data and journals, articles and documentaries for secondary data. Data presentation used tables, charts and graphs. Analysis of the collected data applied narrative analysis in analyzing secondary data and discourse analysis in analyzing primary data. The results were presented widely and discussed to give a clear picture of the findings from the research study. All the research data from the research were also summarized to come up with a conclusion. The study has also cited gaps in the previous studies and given necessary suggestions which should be welcomed and used in the transformation of attitudes.
Similar to Case Study Report on Jahan Nagar Primary School (20)
1. 1 | P a g e
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.
2. 2 | P a g e
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.
3. 3 | P a g e
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.
4. 4 | P a g e
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.
5. 5 | P a g e
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
6. 6 | P a g e
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
7. 7 | P a g e
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
0
0.5
1
1.5
2
2.5
3
3.5
PTI, B.Ed, M.Ed PTI PTI PTI
Headmaster Assistant teacher-
1
Assistant teacher-
2
Assistant teacher-
3
Teacher Training
8. 8 | P a g e
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.
9. 9 | P a g e
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
10. 10 | P a g e
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
11. 11 | P a g e
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.
12. 12 | P a g e
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.
13. 13 | P a g e
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.
14. 14 | P a g e
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
15. 15 | P a g e
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
2. https://www.google.com/earth/
17. 17 | P a g e
Questionnaire
Date of the survey 21.03.15 Name & Cell No. of Head Teacher Marium Begum-01784610392
I. Basic and Historical Data/Information of the School:
1. Name of school: 6 n0. Charabati Govt. Primary School.
2. Address of the school: Choto Boyra, near new market, beside the medina mosque
3. Location (Ward number of KCC area): Tootpara Ward no: 30
4. Number of school buildings/structures and stories:
Building Type (Pucca/Semi-
pucca)
Storied No. No. of
rooms
Use of the
building
Pucca 1 1 4 Academic &
Administrative
5. Number of teachers and staff:
Teacher/staff category Male Female Total
Head Master/Mistress 1 1
Assistant Teachers 1 2 3
Supporting staff (Clerk, MLSS etc.) None None
6. Teachers with education and training (PTI, BEd, MEd etc ):
Teacher category Education & training
Head Teacher MA, PTI,B.Ed,M.Ed
Asstt. Teacher-1 MA, PTI
Asstt. Teacher-2 MA, PTI
Asstt. Teacher-3 MA, PTI
Total Teachers with education & training: 4
7. Number of total students:
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
V 3 7 10 12 7 19
18. 18 | P a g e
Total 93 67 160 98 80 178
8. Historical background of the school:
a. Year of establishment: 1966
b. Re-building: 2010-2011
c. Year of governmentalization: 1973
d. Name of founder (s) of the school: Local people of the community
e. Education and Occupation of founders: None
f. Area of the school at initial stage (decimal): .08 acres
g. Area of the school at present (decimal): .08 acres
h. No. of structures at initial stage : 1
i. No. of students at initial stage: 400 - 500
j. No of teachers at initial stage: 7
II. Administrative details and management of the school:
Is there any governing/managing body/committee in the school?
Yes No
If yes, then number of members: 11
Data on shifting (numbers with time) and sections (class wise sections):
Shifting Yes Description: 2 shift, 1st shift (9:30 a.m.-12:00 p.m.), 2nd shift (12:15 p.m.-
4:15 p.m.)
Sections No Description:
School starting and ending time (season wise): Summer-9.30-4.15 Winter- Rainy season-9.30-4.15
Class duration (minutes) and average number of periods/classes per day for different levels:
Duration and number of
periods
Pre One Class-I Class-II Class-III Class-IV Class-V
Duration No. Duration No. Duration No. Duration No. Duration No. Duration No.
1st shift
(9:30
a.m.-
12:00
p.m.)
4 1st shift
(9:30
a.m.-
12:00
p.m.)
4 1st shift
(9:30
a.m.-
12:00
p.m.)
4 2nd shift
(12:15
p.m.-
4:15
p.m.)
5 2nd shift
(12:15
p.m.-
4:15
p.m.)
5 2nd shift
(12:15
p.m.-
4:15
p.m.)
5
Is the assembly held regularly in the school? Yes
19. 19 | P a g e
Is the PT (Physical Training) done with assembly regularly? Yes
What is the duration of tiffin and/or refreshment/relaxation for students? 35 minutes
What do the students do during tiffin and/or refreshment/relaxation? Playing ludu, carom
Is there any guardian committee for voluntary activities of the school? No
Does the school organize guardian meeting regularly? Yes
Name of meeting Interval (weekly, monthly, other) Agenda/topics of discussion
Weekly Guardian
meeting
After 2 week Progress of the student,
result and cultural activities
Amount of budget with heads of the school for a recent year (approximately):8000taka
III. Rooms, windows, stairs, verandahs and related facilities (Width and dimensions in ft.)
Type of
rooms
No. Average
dimension
Capacity
per
room
Adeq. of
sunlight &
air (Y/N)
Exposed
to rain
(Y/N)
Dimension
of window
Stair
width
Verandah
width
Teachers 1 24’*10’ 25 Y N 5’*2’ 6”
Pre One 1 20’*22’ 25 Y N 5’*4.5’ 6”
Class I 1 20’*22’ 25 Y N 5’*4.5’ 6”
Class II 1 20’*22’ 25 Y N 5’*4.5’ 6”
Class III 1 20’*22’ 25 Y N 5’*4.5’ 6”
Class IV 1 20’*22’ 25 Y Y 5’*4.5’ 6”
Class V 1 20’*22’ 25 Y Y 5’*4.5’ 6”
Total 3 75
IV. Sports, health and recreation facilities for the students:
Do the students take part in indoor games regularly? Yes
If yes, please mention the indoor games: For males: ludu; for females: ludu, skipping
Do the students take part in outdoor games regularly? No
If yes, please mention the outdoor games: for males: None for females: None
Name, number and condition of sport instruments for indoor games
20. 20 | P a g e
Name of
instruments
No. Condition/status Future demand
In operation Out of order
Ludu 10 3
V. Students ID Cards, Dress and Cleanliness
Does the school provide the students with Identity Cards?
No
Are there any unique uniforms for the students?
Yes No
If yes, then specify the uniform for both male and female students (dress, color, shoe, tie etc.):
For male students White t-shirts, white pants, white keds
For female students White frock, white pajama, white keds
Name, number and condition of sport instruments for outdoor games
Name of
instruments
No. Condition/status Future demand
In operation Out of order
None Carom,3 tennis balls
How does the school monitor cleanliness (checking nails, teeth, hair, dress etc.) of students? Yes,
Thursday checking
Does every class room have waste bin/basket? Yes
How does the school authority keep school campus neat and clean? Students and teachers
Is the solid waste collected by KCC vans/trucks from the school? No
Does water logging/stagnation occur in campus during heavy rains? No,
VI. Data on events for the physical health, recreation and mental wellbeing of the students
Name of events Y/N Weekly Monthly Quarterly Annually Remarks
Sports Y
Picnic N
Visiting parks N
Visiting tourist spots N
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Visiting museums N
Visiting Zoo N
Visiting botanical
garden
N
Art and drawing
practice & competition
Y
Recitation practice &
competition
Y
Music/song practice &
competition
Y
Debate practice &
competition
N
Dance N
Others (specify)
Is there any children and community park near the school or in this KCC Ward? No
Do you have any suggestions or comments on establishing parks in this Ward or near your school? Yes
if yes, please mention: For student recreation
VII. Data on landscape of the school (Features with area)
Landscape features Area (decimal)
Buildings 2613.6 square feet
Roads/Paths 10 feet
Playground/field None
Sculptures None
Paved area (drains) 1.5 feet
Others (specify) Two tube wells
Sub Total
Flower garden None
Playground/field with turf/grass None
Tree coverage 871.2 square feet
Pond None
Others (specify) None
Sub-total
Grand Total
Ratio of hardscape & softscape area Hardscape – 70% Softscape – 30%
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VIII. Planning, Design and Construction Related Data
Land information with mauza map, ownership pattern and area (Decimal):
Mauza name Plot No. (CS/RS) Land area (decimal) Total
Donated Government acquired land
Tootpara - 33 acre 33 acre
What was the previous land use of the school area? Vacant land.
Is there any Master Plan or Land use plan for the school? Yes
Is the campus planned and designed by Planner or Architect or *Civil Engineer? Yes
Do the constructed buildings have land use clearance from KDA? No
Do the buildings have approved plans from KDA or Education Engineering Department? Yes, Facility
department
Do the school buildings have adequate setback (as per Construction Rule)? No
Is there any playground in the school? No
Is there any Shahid Miner or special sculpture in the school? No
Is there any storm water/rainwater drainage system in the entire area of the school?
No
Is there any boundary of this school? No
IX. Education/class, community and utility facilities
Name of facilities Yes
/No
No. Capacity Condition/status Future
demandIn
operation
Out of
order
Computer room N
Library/Library room N
Common room
(teacher)
N
Common room
(students)
N
Reading room N
Computers and
multimedia projectors
N
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Guardians’ waiting
room
N
Guest room N
Newspaper/magazine
room
N
Own departmental
shop
N
Garage for bicycle N
Electricity connection Y
Fans in the class rooms Y 8 8 1
Lights in the class
rooms
Y 6 6 1
Windows in class
rooms
Y 12 12
Deep tubewell Y 1 1
Shallow tubewell Y 1 1
Latrine for teachers N 2
Latrine for male
students
Y 1 1 1
Latrine for female
students
Y 1 1 1
Roads inside the
school
N
Drains inside the
school
N
Waste bins inside the
school
Y 4 4 2
Boundary wall N
Secured decorated gate N
Night guard N
Gateman/security
guard
N
Pond N
Mosque N
Temple N
Student hostel N
Teacher quarters N
Staff quarters N
Others (specify)
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Do you have any library? No
Does the school have musical instruments? No
Does the school have gardening instruments? No
Does the school have Science Club? No
X. Trees, Shrubs and Flowers in the School
Trees in the school
Side/strip of
land
Na me 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
What are the benefits the school gets from trees? Shadow
Who (person/organization/project) was the promoter of plantation in the school? School teachers and
students.
Does the school have any plan to plant more trees? No
What are your problems and limitations of planting and nurturing/managing plants in the campus?
The school is just beside the roadside.
No boundary wall exists.
No space for vegetation.
What are your suggestions to solve and overcome the problems/limitations?
Increase ornamented trees, flower trees in the tub.
Is there any rare tree in your campus? No
Does the school have rooftop garden? No, if no, please mention some points for introducing it:
Does the school have flower/plant tubs in the school? No
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Does the school have following education & extra-curricular activity promotion facilities? No
Student
association
N Computer
club
N Science
club
N Music
club
N Art
club
N Debate
club
N
Is there any canteen/food stall of this school? No, if yes, please mention the type (mobile/fixed) &
operation/management system (by private person, by school authority as IGA):
Does the school have any transport facility for the students? No, if yes, please mention the type
(van/micro bus/minibus) & operation/management:
Does the school have any first aid box? Yes
Does the school arrange any medical /health checking camp for students? No, if yes, please mention:
Does the school have any arrangement of special coaching for students? No
Does the school have any arrangement for income earning? No, if yes, please mention: IGA (Income
Generating
Activities)/Ponds/Gardening/Trees run/managed by students/teachers/guardians/SMC/Government
Does the school provide tiffin/mid-day meal for students? No, if yes, please mention general food items:
Surrounding land use of this school:
Please mention the advantages and disadvantages of location (Jam, accident, pollution-dust, noise, odor
etc. aspects):
Advantages: Roadside, so easy access to school
Disadvantages: Nothing to mention
What are the flowers do you cultivate in the garden? None
How do you nurture/manage the garden (involvement of teachers and students)? None
Does the Govt. or School Management Committee (SMC) have plan for improvement of infrastructure
and land use of the school? Yes, if yes, please mention:
Increases classroom.
Increases health & utility facilities.
Increases vegetation specially flower and ornamented trees.
Increases indoor games instruments.
Increases scientific instruments.
Decreases air and sound pollution
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Is the school space/room/land used for any purpose other than the interest of school? No, if yes, please
mention with probable solutions of this:
What is the maximum and minimum distance most of the students have to travel for coming to
the school (Km.)? Max: 5 mile Min: 1m
Does the school have any provision for schooling/coaching at night? No
XI. Results of the School
Pass rate and students’ scholarship in PSC during 2012-2014:
Pass rate 2012 100% 2013 100% 2014 100%
No. of students got scholarship 2012 3 2013 3 2014 3
XII. Others data:
Dropout rate of students: 5%
Main reasons of drop out:
Poor family condition.
Engaged in various labors in mills, factories.
Can’t continue due to lack of interest.
Suggestions for reducing/eliminating dropout:
Provide scholarship to the poor student by the govt.
Any development work can be organized by the school authority and use the benefit for the poor
student.
Some initiatives can be taken to make them understand that educating their children can bring
their future brighter.