Analysis for Banarupa Residential School

Report onBanarupa Residential School

Khagrachari

Project Title: Banarupa Residential SchoolSite Location: Newzealand, KhagrachariSite Area:

10.7 acresClient: Confidence Group

Finance: Confidence Group

PROJECT PROPOSAL

PROJECT BRIEF

An English-medium education system is one that uses

English as the primary medium of instruction—particularly

where English is not the mother tongue of the students.In Bangladesh it is seen that all the facilities including

educational facilities are concentrated in a single city.

Dhaka has been the major or the only source of standard

educational system apart from few cadet colleges and

district schools. It is high time that people should start

thinking about decentralization.

There are thousands of students every year who come

to cities for a proper education. It is not only the

student but also their families who accompany that

through their schooling life and eventually through their

further education. This phenomenon increased the

population of the city significantly which eventually

lead to many other problems.

PROJECT PROPOSAL

Due to the lack of good

educational system, parents go to the extent of sending their

children abroad for a proper education. This is only

possible for the people who have the financial ability but what about the people who are

not so well off. Having a school with residential

facilities regional would encourage the students to stay

back and also give an opportunity to everyone.

An English Medium School in Khagrachari would be one of

its only kinds in the region. This would hopefully encourage

other nongovernment organization to work for the

well-being of the people, society and the country. For Khagrachari it will helpful for this areas students who can find easily a standard

English medium education . Not only for this areas students

but also for nearby Living students it will be an ideal

institution of education.

PROJECT PROPOSAL

SITE ANALYSIS

SITE ANALYSIS

SITE

SITE ANALYSIS

SITE

CENTRAL SQUARE

SHAPLA CHATTAR

SITE FOR SCHOOL

SITE ANALYSIS

SITE

ROAD

SITE

10.7 acresnewzealand, khagrachariN

SITE ANALYSIS

SITE

In Site

Chengi RiverRoad from Site

SITE ANALYSIS

SITE

SITE ANALYSIS

BAZAR ROAD (Primary Road)

NEWZELAND LINK ROAD(Secondary Road)

SITE

N

Winter Wind

Summer Wind

SITE ANALYSIS

BAZAR ROAD (Primary Road)

ROAD(Secondary Road)

SITE

N

Winter Wind

Summer Wind

Most Noisy

Noisy Zone

Calm Zone

Calm Zone

ROAD(Secondary Road)

SITE ANALYSIS

Khagrachari, Bangladesh - SUNPATH DIAGRAMSun path

TodayJune 21December 21Annual variationEquinox (March and September)

Sunrise/sunsetSunriseSunset

Time00-0203-0506-0809-1112-1415-1718-2021-23

Notes: • = Daylight saving time, * = Next day

SITE ANALYSIS

SITE

SITE ANALYSIS

SWOT ANALYSIS

N

StrengthSite situated in a Natural Hub. Refers to a Healthy tourism . Easily Accessible from Town Heart.Site is elongated in North facing.

WeaknessRoad is not Wide enough.Communication Process is not Regular.Project does not response Local Students.

OpportunityNatural resources.Enhance By road and Water way Connection.

ThreatSite is in Suburban area.Scarcity of Vehicular Service.

CONTEXTUAL ANALYSIS

Khagrachari (Bengali: খখখখখখখখখখ) is a district in south eastern

Bangladesh. It is a part of the Chittagong Division and the

Chittagong Hill Tracts. Its local name is "Chengmi". Khagrachari is

also known as Phalang Htaung or the Mong Circle (of the rest of the

threehill districts Rangamati is the Chakma Circle and Bandarban is the

Bohmong Circle). Khagrachari town is the home town of the Mong Chief

(currently King, or Raja, Saching Prue Chowdhury who is the head of

the Arakanese descendants living in the circle. It also is the

administrative headquarters of Khagrachari district

CONTEXTUAL ANALYSIS

Coordinates: 23.0417°N 91.9944°ECountry: BangladeshDivision: Chittagong DivisionTotal Area: 2,749.16 km2 (1,061.46 sq mi)Population (2011 census) • Total: 613,917 • Density: 220/km2 (580/sq mi)Literacy rate 26.3% [source: Wikipedia]

CONTEXTUAL ANALYSIS

DistrictArea(sq km)

Upazila

Municipality Union Mouza Villag

e

Population Density(per sq km)

Literacy rate (%)

Urban Rural

2699.55 8 3 34 120 1581 171035

354629 195 41.8

Others Information of District

Name of Upazila

Area(sq km)

Municipality Union Mouza Villag

ePopulation

Density

(per sq km)

Literacy rate (%)

Khagrachhari Sadar

297.92 1 5 13 228 92380 310 47.2

Dighinala 694.12 - 5 22 235 92743 134 47.5Panchhari 334.11 - 4 7 219 64510 193 34.6Mahalchhari 248.64 - 5 13 155 44086 177 38.6Matiranga 495.39 1 7 28 342 106322 215 37.9Manikchhari 168.35 - 2 11 146 50061 297 44.7Ramgarh 240.87 1 3 12 130 53817 223 46.4Lakshmichhari

220.15 - 3 16 126 21745 99 22.9

Source Bangladesh Population Census 2001, Bangladesh Bureau of Statistics.

CONTEXTUAL ANALYSIS

TOTAL 525664male 277614female 248050

GEOGRAPHYKhagrachari is a valley. It has three rivers namely Chengi, Kasalong and Maini. Chengi is the longest river in Khagrachari. Most of the land of Khagrachari are hilly areas. The majority of indigenous people are MARMA and others.

POPULATION Total 525664; male 277614, female 248050; Muslim 228753, Hindu 86351, Buddhist 3745, Christian 206473 and others 342. Indigenous communities such as chakma, marma, tripura and Tanchanga belong to this upazila.

CONTEXTUAL ANALYSIS

RELIGIOUS COMPOSITIONRELIGION POPULAT

IONPERCENTAGE

RELIGIOUS INSTITUTION

MUSLIM 228753 34.45% 2472 MOSQUESBUDDHIST 374505 48.51% 937 BUDDHIST (656

PAGODAS, 281 TEMPLES)

HINDU 86351 16.69% 170 TEMPLESCHRISTIAN 206473 0.27% 4 CHURCHESOTHERS 0.08%

RELIGIOUS COMPOSITION (1991)Muslim - 34.45%, Buddhist - 48.51%, Hindu - 16.69%, Christian - 0.27% and Others - 0.08. Religious institutions 2472 mosques, 937 Buddhist (656 pagodas, 281 temples), 170 temples and 4 churches.

Source: Banglapedia

AGRICULTURE 59.92%NON-AGRICULTURAL LABORER 9.33%INDUSTRY 0.44%COMMERCE 10.67%TRANSPORT AND COMMUNICATION 1.11%SERVICE 7.94%CONSTRUCTION 0.92%RELIGIOUS SERVICE 0.24%RENT AND REMITTANCE 0.37%OTHERS 9.06%

ECONOMYMost of the people lives on Jhum cultivation.References Bangladesh Population Census 2001, Bangladesh Bureau of Statistics

CONTEXTUAL ANALYSIS

Temperature: At KHAGRACHARI, the average temperature is 25.6*C. 18.3*C is the lowest average monthly low temperature (occurring in January) while 29*C is the highest average monthly high temperature which occurs in April-September. Humidity: Relative humidity at KHAGRACHARI average is 73.66666667% over the year. 58% is the lowest average monthly relative humidity which occurs in January & February and 86% is the highest average monthly relative humidity which occurs in August. Rainfall:The average monthly rainfall is 163.08mm. July is the wettest month when an average of 368mm of rain falls over a periodof 26 days while in January only 14mm of rain falls over 2 days.

CLIMATIC FEATURES

CONTEXTUAL ANALYSIS

According to the physiography of Bangladesh the CHT falls under the Northern and Eastern Hill unit and the High Hill or Mountain Ranges sub-

unit. The region is characterized by a huge network of trellis and dendritic drainage consisting of some major rivers draining into the Bay of Bengal. The major rivers are karnafuli, sangu, matamuhuri and feni.

Within the hill tracts, the Karnafuli has several important tributaries, of which Chengi, kasalong and Rainkhiang are the main ones.

Generally the hill ranges and the river valleys are longitudinally aligned. Four ranges, with an average elevation of over three hundred metres, strike in a north-south direction in the northern part of the

hill tract districts. These are Phoromain range (Phoromain, 463m), Dolajeri range (Langtrai, 429m), Bhuachhari (Changpai, 611m) and Barkal

range (Thangnang, 735m). South of the Karnafuli River within the Chittagong Hill Tracts, there are seven main mountain ranges within

Bangladesh. These are: Muranja range (Basitaung, 664m), Wayla range (most of this range is in Myanmar), Chimbook range (Tindu, 898m), Batimain range (Batitaung, 526m), Politai range (Keokradang, 884m; Ramiu Taung

921m, Saichal-Mowdok range (Bilaisari, 669m) and Saichal range. Saichal range contains the highest peaks of Bangladesh. These are Waibung (808m), Rang Tlang (958m), Mowdok Tlang (905m), and Mowdok Mual (1,003m) which is

on the border with Myanmar.Some of these hill ranges also contain important geological structures to

form excellent structural traps for natural gas accumulation. The structures are: Semutang anticline (average elevation is 80m except in

some areas where it reaches over 160m), Sitapahar anticline (245 to 330m in the south to middle of the structure and 330 to 410m in the northern

part), Matamuhuri anticline (average elevation ranges from 245 to 330m in the northern part, but in the southern part it increases from 410 to 570m and the maximum elevation is 710m in the south) and Bandarban anticline

(maximum elevation varies between 650 and 800m, with three peaks of around 935m, 960m and 965m located from north to south). There are two

natural lakes (Rainkhiangkine lake and bagakine lake) and one artificial lake (kaptai lake). The Kaptai lake covers an area of about 767 sq. km in dry season and about 1,036 sq. km in the monsoon.

PHYSIOGRAPHY

CONTEXTUAL ANALYSIS

Date Sunrise Sunset Length Change Dawn Dusk Length

Change

Today 06:33 17:19 10:46 06:09 17:43 11:34

+1 day 06:34 17:19 10:45 00:01 shorter

06:09 17:44 11:35 00:01 longer

+1 week 06:35 17:23 10:48 00:02 longer

06:11 17:48 11:37 00:03 longer

+2 weeks 06:35 17:28 10:53 00:07 longer

06:11 17:52 11:41 00:07 longer

+1 month 06:32 17:39 11:07 00:21 longer

06:09 18:03 11:54 00:20 longer

+2 months 06:13 17:56 11:43 00:57 longer

05:50 18:19 12:29 00:55 longer

+3 months 05:44 18:08 12:24 01:38 longer

05:22 18:30 13:08 01:34 longer

+6 months 05:11 18:42 13:31 02:45 longer

04:45 19:07 14:22 02:48 longer

Khagrachari, Bangladesh - Sunrise, sunset, dawn and dusk times, table

Notes: Daylight saving time, * = Next day. Change preferences.

Darkness Dawn Sunshine Dusk

Khagrachari, Bangladesh - Sunrise, sunset, dawn and dusk times, graph

CONTEXTUAL ANALYSIS

Khagrachari, Bangladesh - Solar energy and surface meteorologyVariable I II III IV V VI VII VIII IX X XI XII

Insolation, kWh/m²/day 4.36 5.15 5.79 5.69 5.08 4.48 4.32 4.48 4.41 4.40 4.30 4.13

Clearness, 0 - 1 0.63 0.64 0.62 0.55 0.46 0.40 0.39 0.42 0.45 0.52 0.59 0.63

Temperature, °C 16.83 19.44 22.92 24.80 25.68 25.97 25.71

25.81

25.24

24.14

21.31

18.05

Wind speed, m/s 2.48 2.62 2.76 2.53 2.38 2.72 2.68 2.47 2.14 2.02 2.14 2.26

Precipitation, mm 9 20 61 150 273 532 552 443 282 191 49 10

Wet days, d 0.4 1.4 3.1 7.6 11.8 16.9 17.7 17.9 13.1 7.4 2.1 0.4

These data were obtained from the NASA Langley Research Center Atmospheric Science Data Center; New et al. 2002

CONTEXTUAL ANALYSIS

EDUCATIONKhagrachori Govt. College, established in 1975. The college is now situated on 8.5 acres of land in a beautiful natural environment near the entrance gate of Khagrachari town beside the main road of the hilly district. Khagrachari govt girls high school established in 1985. It is a renowned school for girls in Khagrachari town. It has high qualified teaching staff. The school is now situated on 4 acres of land in beautiful natural environment. Noted educational institutions: Matiranga Degree College (1992), Ramgarh Government Degree College (1980), Panchhari College (1990), Dighinala Government College, Panchhari High School and College (1981), Khagrachhari Government High School (1957), Tabalchhari TK High School (1952), Ramgarh Government High School (1952), Rani Nihar Devi Government High School (1976), Dighinala Government High School, Khagrachhari North Khobongpodia Government Primary School (1905).

INSTITUTION TYPE NUMBERS AVERAGE STUDENT PASSING PERCENTAGE

COLLEGE 4 275 53%HIGHER SECONDARY 30 500 74%SECONDARY 8 102 67%PRIMARY 72 136 92%MADRASSA 30 130 86%

LITERACY RATEAVERAGE LITERACY

41.8%

MALE 49.9%FEMALE 32.7%

CONTEXTUAL ANALYSIS

FOLKCULTURE

Biju festival of the Chakma, Sangri festival of the Marma and the Baishu festival of the Tripura are most notable.These three are called BAISHABI.

METHODOLOGY

METHODOLOGY

Case Study

Project Selection

Project brief

Standard Analysis

Site Survey

Concept & Schematic Design

Design Development Final Presentation

Program Analysis

Detail Design

Site Analysis

Local

Foreign

Literature Study

Site Photography

Map Survey

On ground physical study

PROGRAM ANALYSIS

PROGRAM ANALYSIS

CLIENT Requirement

Project: English Medium SchoolSite: Khagrachari

Method: KG1 to ‘O’ & ‘A’ LevelStudent Per Class: 50 no’sClass room facility: With Standard/ Digital facilities

Other Facilities:1) Playing Ground2)Volleyball/Badminton/Tennis Ground3)Swimming Pool4) Auditorium & Gym

Facility Requirement’s4-Std. Academic Building.1) Classroom- 12 no’s2) Teacher’s room3) Headmaster/Principal’s Room4)Director’s room5)Security In charge room6)Security room7)Student Common room (Male)8)Student Common room (Female)9)Staff room10)Account Section

PROGRAM ANALYSIS

CLIENT Requirement

Project: English Medium SchoolSite: Khagrachari

HOSTEL BUILDING FOR 750 ACCOMMODATION

11) Hostel Super room12) Staff room

10-Bed Mini Hospital room13)Doctors room14)Matron & Nurse room15)Compounder room16)Medicine Centre17)Staff room

PROGRAM ANALYSIS

PROGRAM

Administration

Academic Facilities

Indoor Facilities

Outdoor Facilities

Hostel Facilities- Hostel Building for 750 accommodation

Mini Hospital Facilities – 10-Bed Mini Hospital room

PROGRAM ANALYSIS

PROGRAM

ADMINISTRATION: 2600

CENTRAL FACILITIES: 23550

HOSTEL FACILITIES (Hostel Building for 750

accommodation) 63310

MINI HOSPITAL FACILITIES

(10-Bed Mini Hospital) 4225

ACADEMIC FACILITIES 37960

TOTAL 161285

2%19%

50%3%

26%

ADMINISTRATION:FACILITIES:HOSTEL FACILITIES MINI HOSPITAL FACILITIESACADEMIC

PROGRAM

PROGRAM

ADMINISTRATION: In Square

feet

Director’s Room

(Including PA’s Room) 300 Head Master’s Office 200 Security In charge room 100 Security room 200 Conference Room 200 Account Section 100 Teacher’s Common Room 500 Teacher’s Meeting Room 400

FUNCTIONAL AREA 2000ADDITIONAL CIRCULATION

(30%) 600TOTAL: 2600

PROGRAM ANALYSIS

PROGRAM

Director’s Room (Including PA’s

Room)15% Head Master’s

Office (Including PA’s

Room)10%

Security In charge room

5%Security room

10%Conference Room

10%Account Section

5%

Teacher’s Common Room25%

Teacher’s Meeting Room

20%

ADMINISTRATION

PROGRAM

PROGRAM

Academic Facilities

LEVEL METHOD CLASSROOMSSTUDENTS

(PER CLASS 25)

AREA PER

STUDENT

AREA PER CLASSROOM

TOTAL AREA(SFT)

PRIMARY LEVEL

STANDARD 1-2 4 100 42 SFT 1050 SFT 4200

SFT

STANDARD 3-5 6 150 30 SFT 750 SFT 4500

SFT

8700 SFT

PROGRAM

PROGRAM

Academic Facilities

LEVEL METHOD CLASSROOMSSTUDENTS

(PER CLASS 25)

AREA PER STUDENT

AREA PER CLASSROOM

TOTAL AREA(SFT)

JUNIOR LEVEL

STANDARD 6-8 6 150

30 SFT 750 SFT

4500 SFT

SECONDARY LEVEL STANDARD

9-10 4 100 3000 SFT

HIGHER SECONDARY

LEVEL

11 & 12 GRADES 4 100 3000 SFT

10500 SFT

PROGRAM

PROGRAMEXTRACURRICULAR ACTIVITIES: Music 500

Art 500 Craft 500 Indoor games 2500

Common Room(2) 3000 7000

LABORATORY: Chemistry 750 Physics 750 Biology 750 Computer 750 3000

TOTAL CLASSROOM 19200EXTRACURRICULAR ACTIVITIES &

LABORATORY 10000FUNCTIONAL AREA 29200

ADDITIONAL CIRCULATION (30%) 8760TOTAL: 37960

PROGRAM ANALYSIS

PROGRAM

CLASSROOM 19200

EXTRACURRICULAR ACTIVITIES 7000

LABORATORY 3000

Total 29200

66%

24%

10%

CLASSROOMEXTRACURRICULAR ACTIVITIES:

CENTRAL LIBRARY: Study Area 1500 Admin Office 500 Stack Area 1500 Storage 250 TOTAL 3750

CAFETERIA Sitting Area 1200 kitchen 400 Store & Wash 400 TOTAL 2000

PRAYER SPACE: Pray Area 1500 Ablution & Toilets 500 Storage 200 TOTAL 2200

OTHER FACILITIES: Auditorium 10000 GYM 2000 TOTAL 12000

FUNCTIONAL AREA 19950ADDITIONAL CIRCULATION (30%) 3600

TOTAL: 23550PROGRAM

PROGRAM - Central Facilities

PROGRAM ANALYSIS

PROGRAM - Central Facilities

19%

10%

11%60%

CENTRAL LIBRARY:

CAFETERIA

PRAY SPACE:

OTHER FACILITIES:

CENTRAL LIBRARY: 3750

CAFETERIA 2000

PRAY SPACE: 2200

OTHER FACILITIES 12000

PROGRAM

PROGRAM

HOSTEL FACILITIES AREAAREA in

Square feetRESIDENTIAL FACILITIES Sleeping Area 22500

Dining & Common Room 16500 Kitchen 2500 Storage 1500 Toilet 1800 Store & Wash 500 TOTAL 45300

HOSTEL ADMINISTRATION Hostel Super Office 200 Staff Office 500 Storage 200

House Parents

Apartment 2500 TOTAL 3400

FUNCTIONAL AREA 48700ADDITIONAL

CIRCULATION (30%) 14610TOTAL: 63310

PROGRAM ANALYSIS

PROGRAM

93%

7%

RESIDENTIAL FACILITIES

HOSTEL ADMINISTRATION

RESIDENTIAL FACILITIES 45300

HOSTEL ADMINISTRATION 3400

PROGRAM

PROGRAMMINI HOSPITAL FACILITIES

HOSPITAL 10 Bed 1000 Common Room 400 Kitchen 200 Storage 50 Toilet 200 TOTAL 1850

HOSPITAL ADMINISTRATION

Doctors room 200 Matron & Nurse room 500 Compounder room 100 Medicine Centre 500 Staff room 100 TOTAL 1400

FUNCTIONAL AREA 3250ADDITIONAL CIRCULATION

(30%) 975

TOTAL: 4225

PROGRAM ANALYSIS

PROGRAMHOSPITAL 1850

HOSPITAL ADMINISTRATION 1400

Hospital57%

Hospital Administrat

ion43%

PROGRAM ANALYSIS

PROGRAM

7%26%

67%

PublicSemi-PublicPrivate

Central Facilities• Administration• Auditorium

Academic• Classrooms• Extracurricular Activities• Teachers Area• Pray Space• Cafeteria

Residential Facilities• Student Dorm• Teachers Residence• Dining Facilities• Medical Facilities

Domestic StaffAcademic• Central Library• Laboratory

PublicSemi-PublicPrivate A Pie-chart Showing Private-Public Function

PROGRAM ANALYSIS

FOOTPRINT

FOOTPRINT CALCULATION

ADMINISTRATIONOne Storied

Building(Considering) 2600 2600

HOSTEL FACILITIES 3 Storied


MINI HOSPITAL FACILITIESOne Storied


ACADEMIC & Facilities2 Storied Building

(Considering) 56050 14012

TOTAL 41940

PROGRAM ANALYSIS

PROGRAM

GREEN AREA 385082

BUILT AREA 81010

GREEN AREA83%

BUILT AREA17%

GREEN AND BUILT AREA RATIO

GREEN AREA BUILT AREA

STANDARDS

Plan: A plan consisting of predominantly interior classroom spaces & peripheral corridors provides flexibility of spaces & economies in heating & cooling.Orientation: Major classrooms should be north or south facing.Fenestration: Using of window is a important feature in school designing because of lighting, ventilation, relationship with outdoor areas & also for psychological advantages.Space conditioning:Skillful use of lighting or acoustical material, color or form are essential in school design.

Fig : 01

Fig : 02

Architectural Consideration

STANDARDS

PLAN

STANDARDS

PLAN

STANDARDS

Class Area 95 Sq meter 1050 Sq feetStudent 25 Nos

Space Arrangement

STANDARDS**Department of Education, Uk

Space Arrangement

STANDARDS **Department of Education, UkArea for Mainstream Schools

Space Arrangement

STANDARDS **Department of Education, Uk

Furniture Height For Kindergarten Students

STANDARDS

Fig : 03

Fig : 05

Fig : 04

PLAN

STANDARDS

Classroom Capacity for High School

Classrooms arrangement Classroom

Classroom

CLASSROOMS

STANDARDS

PLAN

STANDARDS

Class Area 65 Sq meter 750 Sq feetStudent 30-40 Nos

Art & Craft Classes Music Classes

Technical Classes Home Arts

PLAN

STANDARDS

PLAN

STANDARDS

A Divisible Class

PLAN

STANDARDS

Chemistry & Physics Lab

Biology Lab

Physics, Chemistry & Biology Lab

LABORATORY

STANDARDS

PLAN

STANDARDS

Classroom Utilisation

STANDARDS**Australian Association of Education Facilties

Space Percentage

STANDARDS**Australian Association of Education Facilties

Seating (2 Person) Seating (4 Person) Study Booth Min. Free Space

LIBRARY

STANDARDS

Chair to chair distance

Reading Cubicles Visual Limitations

Reading Area

LIBRARY

STANDARDS

Schematic Plan of a library

LIBRARY

STANDARDS

Auditorium layout Schematic diagram Schematic diagram

Auditorium layout Auditorium layout

AUDITORIUM

STANDARDS

Study Carrel ClusterCorridor

Section Shelving

FURNITURE DETAIL

STANDARDS

PLAN

STANDARDS

Guidence Section

Section

Dormitories

STANDARDS

Plan

Dormitories

STANDARDS

LITERATURE STUDY

The history of education is chronicle of higher education in both teaching

and learning in the human society. Each generation, since the beginning of

human evolution and writing, has sought to pass on cultural and social values,

traditions, morality, religion, knowledge and skills to the next

generation. The passing on of culture is also known as enculturation and the

learning of social values and behaviors is socialization. The history of the curricula of such education reflects human history itself, the history of

knowledge, beliefs, skills and cultures of humanity.

In pre-literate societies, education was achieved orally and through

observation and imitation. The young learned informally from their parents, extended family and grandparents. At

later stages of their lives, they received instruction of a more

structured and formal nature, imparted by people not necessarily related, in the context of initiation, religion or

ritual.

As the customs and knowledge of ancient civilizations became more complex, many skills would have been learned from an

experienced person on the job, in husbandry, agriculture, fishing,

preparation and preservation of food, construction, stone work, metal work, boat building, the making of weapons and defenses, the military skills and

many other occupations.

LITERATURE STUDY

The three main educational systems in Bangladesh, ordered by decreasing student numbers, are:

• General Education System• Madrasah Education System• Technical - Vocational Education System

Other systems include a Professional Education System.Each of these three main systems is divided into five levels:

• Primary Level (years 1 to 5)• Junior Level (years 6 to 8)• Secondary Level (years 9 to 10)• Higher Secondary Level (years 11 and 12)

• Tertiary Level

Tertiary education in Bangladesh takes place at 34 government and 54 private universities. Students can choose to further their studies in engineering, technology, agriculture and medicine at a variety of universities and colleges.

At all levels of schooling, students can choose to receive their education in English or Bengali. Private schools tend to make use of English-based study media while government-sponsored schools use Bengali.

LITERATURE STUDY

EDUCATION SYSTEM IN BANGLADESH

Few English medium school in Bangladesh:

Willes Little Flower SchoolSunshine Grammar SchoolBAF Shaheen English Medium SchoolBangladesh Elementary SchoolLittle Jewels SchoolChittagong Grammar SchoolCIDER International SchoolAlfred International School (AIS)AcademiaDaffodil International School (DIS)ScholasticaGreen Dale International School, DhakaCordova Int'l School & CollegeS. F. X. Greenherald International Schools

CONTEXT ANALYSIS

EDUCATION SYSTEM IN BANGLADESH

Children's are the best creation of god. Everyone in the world likes to see the smile of a child's face. Children's learns what they saw around them. So their schools should be different from others.Psychologists found that, children's likes places which are playful. So, when they found their classes are playful they loves to go to the school. And also they should get their lessons through playing. Some children's got diseases like dyslexia. So teachers of those classes should know about these kind of diseases to help them out. Moreover children's like to keep in touch with their parents. So there should be a waiting room near the class room. There should not be any place where they could frightened or dangerous for them. And when a designer is designing a school for the children’s i.e. elementary school, he should keep these things in his mind.

CHILD PSYCHOLOGY

LITERATURE STUDY

Traditional layout

Modern school buildings cover a broad spectrum of layouts, some with free and open-plan forms, similar to the modern office, with a predominantly open-plan arrangement. However, the majority have traditional closed cellular structures, with the basic teaching space a classroom, providing lessons for groupings between 14 and 30 pupils. The classroom will either be a standard room for general teaching, acting as a secure home base for a single age group of children, as is the case with most elementary schools for children up to the age of 11. Alternatively, the classroom may be subject-related, with distinct areas of the building for dedicated subject areas such as humanities, arts and design, science and technology, sports and drama.

SCHOOL TYPOLOGIES

LITERATURE STUDY

Subject specific classrooms will be the most common arrangement for secondary schools, since most subjects studied at this level will require specialist facilities to a greater or lesser extent, such as language laboratories, acoustically insulated music rooms and indoor sports halls. Today all of these subject specific classrooms will have integrated (information and communications technology) and sometimes a range of smaller seminar rooms for group or individual tuition. Lots of storage will be required, not just for student and staff belongings, but also for teaching resources. The school will need to have staff facilities, for study and relaxation; these rooms will usually be grouped together and out of bounds to students, to promote a collegiate spirit and perhaps to give teachers some respite from the •chalk face.' In addition there will be whole school dining/cafe and refreshment areas, which will provide a full catering service. The school will comprise a main entrance or reception area, a main hall for assemblies (although it may double as a sports, drama or dining room), a library and safe, hygienic toilet and washroom areas for the use of students and staff, strategically positioned throughout the building.

LITERATURE STUDY

Beyond this functionally specific area schedule, there will be the internal circulation areas which link individual rooms or subject departments. Circulation is not merely a function of teaching; it is the space between, where students will spend much of their time outside the classroom as they move around the campus between lessons. These circulation areas will often be described as 'break-out spaces,' or 'covered streets' in order to invest them with a positive aura. Poorly designed circulation can make movement around the building difficult and even facilitate bullying. Generous well-designed circulation will promote a positive ethos and make sense of the building as a coherent public institution. Circulation should never be merely conceived of as a corridor. It is a critical dimension where good design can make a real difference to spatial quality. The cynical observer might note that since the tight constraints of the normal school brief allow architects little scope for fantasy and imagination, spatial quality usually manifests itself in the concept and design of the intermediate zones.

CIRCULATION

LITERATURE STUDY

Background and significance of day lighting

• Students in classrooms with the most daylight progressed 20% faster on math tests and 26% faster in reading tests

• Classrooms with the most window area were associated with a 15-23% faster rate of improvement

• Classrooms with skylights were associated with a 19-20% faster rate of improvement

• Classrooms with operable windows were associated with a 7-8% faster improvement in three out of four cases that have been investigated when compared to classrooms with non-operable windows

Students who attend daylight schools seem to perform up to 14% better than those who do not according to another major survey of 1,200 elementary students in North Carolina.

Day lighting strategies for schools and kindergartens

An appropriate day lighting strategy in schools and kindergarten would be one that provides an adequate amount of light where needed while ensuring no visual discomfort and good visual performance. Typologies of school architecture tend to favor single- stored buildings. These are often appropriate for simple yet effective day lighting strategies that include both side-lighting as well as top-lighting principles.

LIGHTING DESIGN

LITERATURE STUDY

The architectural acoustics of school buildings and schoolrooms are often not taken into account until late in the design phase. The following considerations should help to explain why it makes sense to include them at the earliest possible stage, and why careful acoustic design is both aesthetically and financially worthwhile.

One reason for assuming that room acoustics are a secondary design function lies in the traditional belief that they are primarily dependent upon the absorption characteristics of the internal finishing materials. The factors which govern room acoustics are more complex, however, and will already have been predetermined by the choice of construction and spatial form.

Noise and silenceNoise is an invasive nuisance which masks important acoustic signals. Insulation against outside noise is therefore regarded as a great relief. Also, it is only in periods of continuous silence that our aural perception achieves its highest level of sensitivity. Building technology has made enormous progress by sealing windows and doors against penetrating airborne sound and by decoupling mechanical connections with elastic elements (footstep damping, floating floors, softening rigid wall and conduit junctions).

School gardensThe inventor of the kindergarten, Friedrich Froebel, was one of the first teachers to use gardening as part of children's education. During the 1840s he created gardens in his original kindergartens throughout Germany. By the late 19th century in Europe and North America gardens were incorporated into school yards to provide children with important life skills, as well as introduce them to the economic profits of agriculture. In Sweden, Austria, Germany, Belgium and Russia gardens were mandatory at schools, while in England teachers salaries were often determined by the productivity level of their school garden.

ACOUSTIC DESIGN

LITERATURE STUDY

CASE STUDY

Dhaka Residential Model School &CollegeMirpur RoadMohammadpurDhaka, 1207, Bangladesh

CASE STUDY (LOCAL)

Dhaka Residential Model College (also referred to as DRMC), formerly known as Residential Model School, is a public school in Mohammadpur, Dhaka, the capital of Bangladesh. The school offers education for students ranging from third grade to twelfth grade (approximately ages 7 to 18). With over 4,000 students, 1,000 of which reside in its six dormitories, DRMC is one of the largest residential schools in the country.

Basic InformationEstablished : 1960Founder : Mainul haquePrincipal : Colonel MD. Mosleh Uddin VuiyaStaff : 880

(First Class-03, Second Class-03, Third Class-30, Fourth Class-132)Teaching staff : Full Time-114, Part Time-58Grades : 3–12Gender : BoysAge range : 7–18Number of students : 4,2000 (as of 2011–2012)Medium of language : Bengali, EnglishCampus size : 50 AcreCampus type : UrbanBoard : Dhaka Education Board

Source : http://en.wikipedia.org/wiki/Dhaka_Residential_Model_College, http://drmcadmission.hpage.com/CASE STUDY (LOCAL)

DRMC

Site LocationDRMC CASE STUDY (LOCAL)

DRMC

Dhaka Residential Model College is located on a 50-acre (20 ha) campus in a residential neighborhood. The campus is in northwest Dhaka at Mirpur Road, just opposite the official residence of the Prime Minister. With 20 buildings, six of which are dormitories, it is one of the largest residential colleges in the country. The campus consists of dormitories, eight teachers' quarters, individual residences for the principal and vice-principal, staff quarters, a mosque, five basketball courts, several volleyball courts, a laundry shop, an auditorium, an administrative building, eight full-size football fields and an infirmary. The infirmary, which houses 20 beds, has arrangements for the treatment of common diseases and necessary vaccinations. In total, the college has 15 fields and playgrounds. Two buildings known as Academic Buildings are used for academic purposes. Academic Building 1, for ninth grade through to twelfth grade, is located at the northeast side; Academic Building 2, for third grade through to the eighth grade, is located at southeast corner of the campus. A monument has been built in front of Academic Building 1 to commemorate those killed during the Bengali Language Movement demonstrations of 1952. The campus also has a mini-zoo with deer and different species of birds called 'Bihangan Neer‘.

Annual Sports Academic Building-1 Fazlul Haque House

CASE STUDY (LOCAL)

CAMPUS

AcademicsDhaka Residential Model College offers both primary and secondary education and emphasizes student discipline in all of their activities. It has laboratories for physics, chemistry, computers, biology, mathematics and geography and a library with more than 20,000 books, journals, newspapers and magazines. The school employs about 200 teaching staff and 80 non-teaching staff. The student-teacher ratio is 20:1.

The school operates on two different schedules. Students can opt for either of the schedules right before their enrollment. Each schedule includes seven periods and a 20-minute break for lunch. Students are provided with snacks by the school. The school is a closed campus; students are not allowed to leave school grounds during school hours.

Corridor Classroom Library

CASE STUDY (LOCAL)

DRMC

Space DistributionJunior Level Senior Level

AdministrativeTeachers Quarter

Central Space

DRMC

CASE STUDY (LOCAL)

Teachers QuarterPrincipal’s QuarterStaff Quarter

Seniors HallJuniors HallAcademic Building

Central Mosque

Auditorium & Admin College Pond

CASE STUDY (LOCAL)

SITE PLAN

Junior House Central Mosque Junior House New Building

Junior House Cultural Activity Zone

Teachers Residence College Pond Rest Place Principal Quarter

PHOTO ANALYSIS

CASE STUDY (LOCAL)

Horse At The Entry

Children Play Area

Seating

Plantation Inner Court WalkwayCASE STUDY (LOCAL)

OUTSIDE SPACES

Classroom Toilet Zone Laboratory

Auditorium Corridor StairCASE STUDY (LOCAL)

Inside Spaces

Master planning of the whole site area. Distribution of spaces & zoning of different functions. Use of central space for common facilities & individual court or open spaces for each functions.

Use of ‘rest place’ means seating on the pedestrian streets. Enough openings at the exterior to provide natural lighting & ventilation.

CASE STUDY (LOCAL)

FINDINGS :

CASE STUDY (LOCAL)

Sunbeam SchoolSector - 10Uttara, Dhaka, Bangladesh.

Sunbeams School is a private school located in Dhaka, Bangladesh. It was one of the first schools to establish English as the medium of instruction in Bangladesh. Until 1994 the school provided education through Grade 5, but Sunbeams is now running 'A' (Advanced) Level exams as well.

Sunbeams School was founded by Mrs Niloufer Manzur in 1974. The school has two campuses, one is located in the residential area of Dhanmondi and conducts classes from Play Group to Class 4. The other campus is located in Uttara and has classes from Play Group to 'O' Levels.

Basic InformationFounder : Mrs Niloufer ManzurArchitect : Arct. Bashirul HaqueType : Elementary Grades : Play to A levelGender : MixedAge range : 5–18Medium of language : EnglishCampus type : UrbanBoard : Dhaka Education Board

CASE STUDY (LOCAL)

SUNBEAM SCHOOL

Ground Floor Plan

CASE STUDY (LOCAL)

Sunbeam School

Waiting area

Vehicular entry Pedestrian

Entry lobby

CASE STUDY (LOCAL)

SUNBEAM SCHOOL

CASE STUDY (LOCAL)

SUNBEAM SCHOOL

First Floor Plan

Children Classroom Playground

General Classroom Corridor Spade outside the ClassCASE STUDY (LOCAL)

SUNBEAM SCHOOL

Section of the auditorium

Auditorium CafeteriaCASE STUDY (LOCAL)

SUNBEAM SCHOOL

Use of local material (brick). Proper natural lighting & ventilation. Treatment of the elevation. Use of colors in the child zone. Relationship between indoor & outdoor spaces

CASE STUDY (LOCAL)

FINDINGS :

CASE STUDY (INTERNATIONAL)

De Eilanden Primary School Amsterdam, Holland

Source : A DESIGN MANUAL Schools and Kindergartens, Mark Dudek, Internet

Project FactsLocation : AmsterdamCountry : HollandCompletion : 2002Client : Montessorischool, AmsterdamArchitect : Herman Hertzberger Size : 1,333m2Pupils : 300 aged 4 -12 yearsClassroom : 47m²Parking : 6Cost : €1,134,450

Design motive: Integrated into a housing block to form an urban school at the heart of the community.

About the project: For a long time Herman Hertzberger has been designing schools which are closely related to the local community. He has pioneered the notion of the multi-storey villa form which optimizes the tight site constraints of building in a city like Amsterdam. However, it is the first time he has actually combined a school with a housing block to create a new highbred form of school architecture. It is an approach which is more usually seen in the provision of early years centers, smaller, more distinctive buildings than the typical primary school, which can sit comfortably with housing or other more commercial facilities.CASE STUDY (INTERNATIONAL)

De Eilanden Primary School

Plan layout:

The classrooms are laid out along a single loaded corridor. Arrangement along a single loaded corridor enables sufficient amount light in to the class room. The over layout of the plan follows the site reference very strictly. The unique pocket spaces outside the classrooms provide a successful interaction space.

The arrangement of the blocks also help tin natural ventilation and natural lighting.

Ground Floor Plan Upper Floor Plan



Themes:Integrated environmental designThere is a gap between the two residential units in order to allow plenty of daylight into the school.

Integrated flexibility for space and learning The building shares the prominent feature of all other Herman Hertzberger’s schools. A central hall serving as a place for meetings and activities. There are glass walls and work niches in the corridors which provide transparency and can create various learning arrangements. The stairs are designed so that they can be used for circulation as well as for turning into a multifunctional space. The steps become seats and the landing becomes the stage.

Integrated social and physical contextThe waterside site in the center of Amsterdam was expensive, so to help cover the costs, eight residential units were placed on top of the school (which occupies the two bottom floors of the building complex).The architecture of the school picks up on the waterside themes and two large doors from the central hall pick up on the vernacular of the canal locks.

Conceptual Perspective & SectionCASE STUDY (INTERNATIONAL)


Elevation treatment: The unique elevation treatment of the building gives a distinct character to the building.

The façade treatment enables sufficient amount of light and allows natural ventilation.

Scale perception: As it is a primary school it is necessary to maintain a scale which would be acceptable to the people who are going to inhabit this place.

The overall building scale is appropriately handled as it does not over shadow the natural setting.

The interior scale is also contained and perceivable to the young students.

Exterior View Elevation Treatment

Interior Space Exterior ViewCASE STUDY (INTERNATIONAL)


Use of single loaded corridor to provide sufficient light into the classroom.

Pocket spaces outside the classrooms provide a successful interaction space.

Use of central space for meetings and activities. The stairs are designed so that they can be used for circulation as well as for turning into a multifunctional space. The steps become seats and the landing becomes the stage.

The facade treatment enables enough light and allows natural ventilation.

FINDINGS :


Montessori School IngolstadtIngolstadt-Hollerstauden, Germany


Source : School Builders, Eleanor Curtis

The site for the new school at Ingolstadt was relatively large bordering green areas & existing kindergarten of the local parish. Rather than one large building, it consist of five smaller buildings. On entering there is a semi public main building, followed by the kindergarten, a building for therapy, the primary school and the modern secondary school with workshop & meeting place.

Site Plan Academic Building

Academic BuildingCASE STUDY (INTERNATIONAL)

MONTESSORI SCHOOL INGOLSTADT

Individual buildings are grouped around a central green area, linking the ‘inside’ of the site with the ‘outside’ of the bordering green area. The green classrooms & the common rooms have wooden decks out front, which are further protected by hedges & high shrubs, allowing classes to be held outside if the weather permits. Each classrooms has it own special tree, which makes it individual & also affords some shades.

Upper level of school

Inner Courtyard

Composite Plan



Upper level of school Interior Of corridor Colored wall (classroom hallway)

Section

Many ideas of these two buildings we carried over : the non-directional, open, diverse classroom zone are not merely classrooms; the interior is closely related with exterior and elements of the surrounding gardens, the plants, the square and to the many different kinds of lights and some new elements are added.; they were developed together with the school.



Master panning in a larger site & creating courts. Zoning of functions. Linking the indoor & outdoor spaces. Use of color in the corridor space to create a playful environment.

Use of shading device to protect from the direct sunlight.

FINDINGS :


Zoning – public & private section should be separated.

Circulation – the all the passage and path of school should achieved good walkway and circulation.

Security – the environment of school should be secured.

Indoor & outdoor relation – indoor outdoor relation should be done naturally.

Activity space – for any occasion activity or gathering space should be kept in design

Cultural context – cultural context of Bangladesh should be kept in mind at the period of design.

Climatic consideration – should be concerned about climatic consideration.

View – better view should be given to the user.

Architectural style – Local architectural style of Bangladeshi culture should be done in design.ISSUES

Issues to be addressed in design

Any architectural design requires vast study, analysis and understanding. It was a great experience for me to work with the project

‘Banarupa Residential School ’, because here had to pledge with different issues

as environmental, geographical and also local context.

I have studied the relationship between indoor & outdoor spaces in a school, the psychology of the

children, the lighting and acoustic design for the classroom and lab rooms & the necessary

facilities of a student dormitories.

It is interesting and at the same time challenging that how one is going to spent almost

all their time within a given boundary. Restricting the people around a certain boundary yet not let them feel that they are captivated,

adds on to the complexity of the project.

This project also has a huge range of function as one has to provide the requirement (including

dining and recreational) of the students and the people related to the school.

CONCLUSION

School Builders By : Eleanor Curtis

A DESIGN MANUAL Schools and Kindergartens

By : Mark Dudek

Acoustical Design for Architects By : Mike Wilson

BUILDING TYPE BASICS FOR elementary and secondary schools

By : Stephen A. Kliment,Time Saver Standard For Building Types

(2nd & 3rd Edition) By : Joseph De Chiara & John Callender

Architects Data (3rd edition)

By : Ernst & Peter Neufert

http://en.wikipedia.org/wiki/English_Wikipediawww.archdaily.com

www.googleearth.com

REFERENCES

Analysis for Banarupa Residential School

Documents

Transcript of Analysis for Banarupa Residential School