Study of Circulation Spaces in the Schools of Dhaka in Terms of Safety

STUDY OF CIRCULATION SPACES IN THE SCHOOLS OF DHAKA IN TERMS OF SAFETY

SADIA BINTE AMIN

A thesis submitted in partial fulfilment of the requirement for the degree of MASTER OF ARCHITECTURE March, 2019

Department of Architecture BANGLADESH UNIVERSITY OF ENGINEERING & TECHNOLOGY Dhaka, Bangladesh.

CANDIDATE’S DECLARATION

It is declared that this thesis or any part of it has not been submitted elsewhere for the award of degree or diploma.

Signature:

------Name

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TO MY PARENTS

ACpKNOWLEDGEMENT

Foremost, I would like to express my deep gratitude to Almighty Allah for being able to complete my task successfully.

I am also very grateful to my supervisor Mohammed Tarek Haider, Assistant Professor, Department of Architecture, BUET, for his valuable guidance, untiring support and continuous supervision throughout my research work. My sincere gratitude is also extended Professor Dr. Nasreen Hossain, Head of the Department of Architecture, BUET, Professor Dr. Md. Ashikur Rahman Joarder, Department of Architecture, BUET , Dr. Nayma Khan, Associate Professor, Department of Architecture, BUET and Professor Dr. Nizamuddin Ahmed for their valuable suggestions and kind advice. I am extremely thankful to Moushumi Ahmed, Assistant Professor, Department of Architecture, Bangladesh University (BU) for her guidance and encouragement to my work.

I would like to thank all the Principals of relevant School of Dhaka City for allowing me to carry out survey in their schools and rendering their valuable support. I feel extremely honoured to receive the accurate requisite data and information from concerned students & staff of the above institutions mentioned on time as and when sought. I would also like to mention the support of Emdad Hossain Riyad and Sakib Abdullah Khan, student of the Department of Architecture, AUST and Architect Rafi for helping me in conducting survey and gathering information.

My heartfelt gratitude to my parents (Retd Gp Capt M Ruhul Amin, psc, Engg and Begum Laila Binte Mohammed Ali) for co-ordination of my visit to different schools and encouraging me to complete this work successfully.

At the end I must express my gratitude to all concerned of BUET for their support for timely completion of my research work.

ABSTRACT

School plays an important role in children's physical and mental growth. It is expected to be a place where students, teachers and ancillary staff work and learn without the fear or threat of accident. Study shows that, children lose over 10 million school days each year due to injuries alone, while an average of 22 lost school days per 100 students. Another study states that, the risk of being injured in an uncontrolled area as playground, corridor, stair and wash rooms in a school is 6.3 times greater than in a controlled area. At present many schools in Dhaka city have overcrowded and difficult-to-manage circulation routes due to poor physical conditions, improper planning, building age and inadequate maintenance. But there are still very few quantitative means used for assessing safe circulation provisions. As a result, school based accidents or incidents remain unaddressed because of unavailability of relevant data which can be linked to design measures while designing new schools. So the research is aimed to analyse and find the circulation areas of school buildings in terms of safety codes and standards in the existing context.

The present thesis investigated the existing physical condition of circulation areas of the public secondary/higher secondary schools within Dhaka city. The Circulation areas of all case schools were analysed on the basis of national and international codes and standards related to school circulation areas. Information about accident occurrences within last one year were graded through questionnaire survey. Total 200 students age group range of 10 to 13 years , 25 from each school chosen at random were surveyed to identify number and type of accidents that happened within school circulation areas along with its location and time. The integrated result of physical analysis and questionnaire survey would fulfil the objective of the research work.

The findings showed that, the existing horizontal circulation areas of all eight schools were up to the mark, where (8-36) % of total vertical circulation areas of all eight case schools were below the bench mark set by codes and standards analysed in the study. The occupant‟s number was found (15-50) % greater than its capacity according to standard. The overall physical condition was found very poor in 87.5% cases due to old age of the structure and low maintenance which poses threads of accident. By considering all these issue and increasing awareness in this topic more effective designing measures can be taken while designing new building or any general renovation work.

Keywords: School circulation, school safety, school accident.

TABLE OF CONTENT

DEDICATION iv ACKNOWLEDGEMENT v ABSTRACT vi KEYWORDS vi

CHAPTER ONE: PREAMBLE 1

1.1 Introduction 2 1.2 Background of the Study 2 1.3 Problem Statement 3 1.4 Specific Aim of the Study 6 1.5 Objectives of the Study 6 1.6 Possible Outcome of the Study 6 1.7 Methodology 6 1.8 Limitation of Study 8 1.9 Structure of The study 8 1.10 Reference 10

CHAPTER TWO: LITERATURE REVIEW 12

2.1 Introduction 13 2.2 Defining Safety 13 2.3 Safety in School 13 2.4 Why Safety in School is Important? 14 2.5 School Accidents 14 2.5.1 Type of Accidents 15 2.5.2 Accident Rate by Age 16 2.5.3 Accident Rate by Gender 16 2.5.4 Time of Occurrence of Injuries 17 2.5.5 Location of Occurrence of Injuries 17 2.5.6 Mechanisms of Injury 17 2.5.7 Part of Body Injured 18 2.5.8 Nature of Injury 18 2.6 Desirable Improvements 18 2.7 Definition of Circulation Area 19 2.8 Types of Circulation Area 19 2.8.1 Types of Circulation as per Use 20 2.8.2 Types of Circulation as per Direction 20 2.9 School Circulation 20 2.10 Corridor 20 2.11 Types of Corridor 21 2.12 Stair 22 2.13 Types of Stair 23 2.13.1 Types of Stair as per Geometry 23 2.13.2 Types of Stair as per Use 25 2.14 Codes and Standards of School Circulation Design 26 2.15 Codes and Standards of School Corridor Design 27 2.16 Codes and Standards of School Stair Design 27 2.16.1 Riser and Trade of Stair 28 2.16.2 Nosing of Steps 28 2.16.3 Length of Flight of Stair 29 2.15.4 Width of Flight of Stair 29

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2.16.5 Landing of Flight of Stair 30 2.16.6 Head room of Stair 31 2.17 Spatial Stair 31 2.17.1 Tapered Tread Stair 31 2.17.2 Spiral and Helical Stair 32 2.18 Handrail of Stair 33 2.19 Guarding 34 2.20 Conclusion 34 2.21 Reference 35

CHAPTER THREE: METHODOLOGY 38

3.1 Introduction 39 3.2 Selection of City and children 39 3.2.1 Selection of City 39 3.2.2 Selection of Children 39 3.3 Selection of School 39 3.3.1 Location of the Case Schools in Dhaka Metropolitan City Map 40 3.3.2 Getting Permissions for School Survey 41 3.3.3 Selection of Sample Size 41 3.4 Data Collection Methodology 41 3.4.1 Interview with Teachers, Staffs and Students 41 3.4.2 Questionnaire Survey 41 3.4.3 Collection of Physical Dimensions 43 3.4.4 Taking Images of Case Schools 43 3.5 Preparing Existing School Drawings 43 3.6 Conclusion 43 3.7 Reference 44

CHAPTER FOUR: FIELD INVESTIGATION 45

4.1 Introduction 47 4.2 Field Investigation 47 4.3 Criteria for Field Investigation 47 4.4 Selected Case schools for Detail Investigations 47 4.5 Detail Investigation of Case school A: Sher-E-Bangla Nagar Government Boys' High 48 School 4.5.1 General Information 48 4.5.2 Programme Analysis 49 4.5.3 Build Area Analysis 49 4.5.4 Exiting Circulation Area Analysis in Term of Safety 53 4.5.5 Horizontal Circulation Area Analysis 53 4.5.6 Vertical Circulation Area Analysis 54 4.5.7 Analysis of Exiting Guarding Design in Terms of Safety 57 4.5.8 Analysis of Informal Interview and Questionnaire Survey 58

4.6 Detail investigation of Case school B: The Government Laboratory High School 60 4.6.1 General Information 60 4.6.2 Programme Analysis 61 4.6.3 Build Area Analysis 61 4.6.4 Exiting Circulation Area Analysis in Term of Safety 65 4.6.5 Horizontal Circulation Area Analysis 65 4.6.6 Vertical Circulation Area Analysis 67 4.6.7 Analysis of Exiting Guarding Design in Terms of Safety 69 4.6.8 Analysis of Informal Interview and Questionnaire Survey 70

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4.7 Detail investigation of Case school C: Dhanmondi Government Boys' High School 72 4.7.1 General Information 72 4.7.2 Programme Analysis 73 4.7.3 Build Area Analysis 73 4.7.4 Exiting Circulation Area Analysis in Term of Safety 77 4.7.5 Horizontal Circulation Area Analysis 77 4.7.6 Vertical Circulation Area Analysis 78 4.7.7 Analysis of Exiting Guarding Design in Terms of Safety 81 4.7.8 Analysis of Informal Interview and Questionnaire Survey 82

4.8 Detail investigation of Case school D: Khilgaon Government Boy's High School 84 4.8.1 General Information 84 4.8.2 Programme Analysis 85 4.8.3 Build Area Analysis 85 4.8.4 Exiting Circulation Area Analysis in Term of Safety 90 4.8.5 Horizontal Circulation Area Analysis 90 4.8.6 Vertical Circulation Area Analysis 91 4.8.7 Analysis of Exiting Guarding Design in Terms of Safety 93 4.8.8 Analysis of Informal Interview and Questionnaire Survey 94

4.9 Detail investigation of Case school E: Banani Model High school 96 4.9.1 General Information 96 4.9.2 Programme Analysis 97 4.9.3 Build Area Analysis 97 4.9.4 Exiting Circulation Area Analysis in Term of Safety 100 4.9.5 Horizontal Circulation Area Analysis 100 4.9.6 Vertical Circulation Area Analysis 103 4.9.7 Analysis of Exiting Guarding Design in Terms of Safety 104 4.9.8 Analysis of Informal Interview and Questionnaire Survey 105

4.10 Detail investigation of Case school F: Vashantek Govt. High School 107 4.10.1 General Information 107 4.10.2 Programme Analysis 108 4.10.3 Build Area Analysis 108 4.10.4 Exiting Circulation Area Analysis in Term of Safety 111 4.10.5 Horizontal Circulation Area Analysis 111 4.10.6 Vertical Circulation Area Analysis 112 4.10.7 Analysis of Exiting Guarding Design in Terms of Safety 112 4.10.8 Analysis of Informal Interview and Questionnaire Survey 113

4.11 Detail investigation of Case school G: Tejgaon Govt. Girls School 115 4.11.1 General Information 115 4.11.2 Programme Analysis 116 4.11.3 Build Area Analysis 116 4.11.4 Exiting Circulation Area Analysis in Term of Safety 121 4.11.5 Horizontal Circulation Area Analysis 121 4.11.6 Vertical Circulation Area Analysis 122 4.11.7 Analysis of Exiting Guarding Design in Terms of Safety 123 4.11.8 Analysis of Informal Interview and Questionnaire Survey 124

4.12 Detail investigation of Case school G: T&T Adarsha Girls School 126 4.12.1 General Information 126 4.12.2 Programme Analysis 127 4.12.3 Build Area Analysis 127 4.12.4 Exiting Circulation Area Analysis in Term of Safety 130

4.12.5 Horizontal Circulation Area Analysis 130 4.12.6 Vertical Circulation Area Analysis 131 4.12.7 Analysis of Exiting Guarding Design in Terms of Safety 132 4.12.8 Analysis of Informal Interview and Questionnaire Survey 133 4.13 Reference 135

CHAPTER FIVE : DATA ANALYSIS 136

5.1 Introduction 137 5.2 Data Analysis 137 5.2.1 Comparative Analysis between Existing Total Circulation Area and Codes 137 and Standards 5.2.2 Comparative Analysis between Existing Horizontal Circulation Area and 138 Codes and Standards 5.2.3 Comparative Analysis between Existing Vertical Circulation Area and Codes 140 and Standards 5.2.4 Result Analysis of Existing Circulation Areas 145 5.2.5 Comparative Analysis of Questionnaire Survey 145 5.2.6 Result Analysis of Questionnaire Survey 149 5.3 Integrating all Results 149 5.4 Conclusion 150 5.5 Reference 151

CHAPTER SIX: CONCLUSION & RECOMMENDATIONS 152

6.1 Introduction 153 6.2 Review of Research Objectives 153 6.3 Findings from the Study 154 6.3 Recommendations 155 6.4 Conclusion 156

BIBLIOGRAPHY 157

APPENDIX 160

APPENDIX-A List of High Schools and Secondary High School in Dhaka Division 161 APPENDIX-B Letter from Department of Architecture (BUET) to Respective Schools 166 APPENDIX-C1 The questionnaire used During the Survey-part 1 167 APPENDIX-C2 The questionnaire used During the Survey-part 2 168 APPENDIX-D1 A Sample Questionnaire Survey Script, Part-1 169 APPENDIX-D2 A Sample Questionnaire Survey Script, Part-2 170

LIST OF FIGURES

CHAPTER ONE: PREAMBLE

Figure 1.1 Rajshahi Collegiate School 3 Figure 1.2 Chittagong Collegiate School 3 Figure 1.3 Dhaka Collegiate School 3 Figure 1.4 Present situation of overcrowded school circulation area in a public school, 4 Dhaka city Figure 1.5 Present situation of school circulation area intuited with unnecessary object in a 5 public school, Dhaka city

CHAPTER TWO: LITERATURE REVIEW

Figure 2.1 Place of unintentional injury occurrence in children 0–17 years of age 15 Figure 2.2 Distribution of unintentional injury severity in children 0–17 years by age groups 16 Figure 2.3 Injury rate per 1,000 populations. 16 Figure 2.4 Male and Female Gender Injury Ratio rate per 1,000 populations. 16 Figure 2.5 Single loaded corridor 21 Figure 2.6 Double loaded corridor 21 Figure 2.7 Components of a stair 22 Figure 2.8 Different types of stair as per geometry 23 Figure 2.9 Different types of stair as per geometry 24 Figure 2.10 Different types of stair as per use 25 Figure 2.11 Standard nosing of stair 28 Figure 2.12 Standard landing design of stair for changing direction 30 Figure 2.13 Standard for landing design of straight stair 30 Figure 2.14 Standard for stair head room design 31 Figure 2.15 Standard for tapered tread stair design 32 Figure 2.16 Standard for spiral and helical stair design 32 Figure 2.17 Hand rail detail for building other than dwelling 33

CHAPTER THREE: METHODOLOGY

Figure 3.1 Location of selected case schools for detail field investigation shown in Dhaka 40 Metropolitan city map

CHAPTER FOUR: FIELD INVESTICATION

Figure 4.1 Location of Sher-E-Bangla Nagar Government Boys' High School 48 Figure 4.2 Sher-E-Bangla Nagar Government Boys' High School in 48 Figure 4.3 Ratio of ground floor circulation area of Sher-E-Bangla Nagar Government 49 Boys' High School Figure 4.4 Ratio of typical floor circulation area of Sher-E-Bangla Nagar Government Boys' 49 High School Figure 4.5 Existing ground floor plan of Sher-E-Bangla Nagar Government Boys' High 50 School Figure 4.6 Existing 1st floor plan of Sher-E-Bangla Nagar Government Boys' High School. 61 Figure 4.7 Existing sections of Sher-E-Bangla Nagar Government Boys' High School. 52 Figure 4.8 Ground floor circulation layout 53 Figure 4.9 First floor circulation layout 53 Figure 4.10 Existing horizontal circulation area of Sher-E-Bangla Nagar Government Boys' 54 High School Figure 4.11 Existing vertical circulation area of Sher-E-Bangla Nagar Government Boys' 56

High School Figure 4.12 Existing guarding design of Sher-E-Bangla Nagar Government Boys' High School 57 Figure 4.13 Location of getting injured by students 58 Figure 4.14 Ration of getting injured by students 58 Figure 4.15 Student’s time of getting injury 59 Figure 4.16 Type of accident by students 59 Figure 4.17 Type of injury described by students 59 Figure 4.18 Location of Government Laboratory Boy’s High School 60 Figure 4.19 The Government Laboratory Boy’s High School 60 Figure 4.20 Ratio of ground floor circulation area of Government Laboratory Boy’s High 61 School Figure 4.21 Ratio of typical floor circulation area of Government Laboratory Boy’s High 61 School Figure 4.22 Existing ground floor plan of Government Laboratory Boy’s High School 62 Figure 4.23 Existing 1st Floor Plan of Government Laboratory Boy’s High School 63 Figure 4.24 Existing sections of Government Laboratory Boy’s High School 64 Figure 4.25 Ground floor circulation layout 65 Figure 4.26 Existing horizontal circulation area of Government Laboratory Boy’s High 66 School Figure 4.27 Existing vertical circulation area of Government Laboratory Boy’s High School 68 Figure 4.28 Existing guarding design of Government Laboratory Boy’s High School 69 Figure 4.29 Location of getting injured by students 70 Figure 4.30 Ration of getting injured by students 70 Figure 4.31 Student’s time of getting injury 71 Figure 4.32 Type of accident by students 71 Figure 4.33 Type of injury described by students 71 Figure 4.34 Location of Dhanmondi Government Boys' High School 72 Figure 4.35 The Dhanmondi Government Boys' High School 72 Figure 4.36 Ratio of ground floor circulation area of Dhanmondi Government Boys' High 73 School Figure 4.37 Ratio of typical floor circulation area of Dhanmondi Government Boys' High 73 School Figure 4.38 Existing ground floor plan of Dhanmondi Government Boys' High School 74 Figure 4.39 Existing 1st floor plan of Dhanmondi Government Boys' High School 75 Figure 4.40 Existing sections of Dhanmondi Government Boys' High School 76 Figure 4.41 Ground floor circulation layout 77 Figure 4.42 Existing horizontal circulation area of Dhanmondi Government Boys' High 78 School Figure 4.43 Existing vertical circulation area of Dhanmondi Government Boys' High School 80 Figure 4.44 Existing guarding design of Dhanmondi Government Boys' High School 81 Figure 4.45 Location of getting injured by students 82 Figure 4.46 Ration of getting injured by students 82 Figure 4.47 Student’s time of getting injury 83 Figure 4.48 Type of accident by students 83 Figure 4.49 Type of injury described by students 83 Figure 4.50 Location of Khilgaon Government Boy's High School 84 Figure 4.51 The Khilgaon Government Boy's High School 84 Figure 4.52 Ratio of ground floor circulation area of Khilgaon Government Boy's High 85 School Figure 4.53 Ratio of typical floor circulation area of Khilgaon Government Boy's High 85 School Figure 4.54 Existing ground floor plan of Khilgaon Government Boy's High School 86 Figure 4.55 Existing 1st floor plan of Khilgaon Government Boy's High School 87 Figure 4.56 Existing 2nd floor plan of Khilgaon Government Boy's High School 88 Figure 4.57 Existing sections of Khilgaon Government Boy's High School 89

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Figure 4.58 Ground floor circulation layout 90 Figure 4.59 Existing horizontal circulation area of Khilgaon Government Boy's High School 91 Figure 4.60 Existing vertical circulation area of Khilgaon Government Boy's High School 92 Figure 4.61 Existing vertical circulation area of Khilgaon Government Boy's High School 93 Figure 4.62 Existing guarding design of Khilgaon Government Boy's High School 93 Figure 4.63 Location of getting injured by students 94 Figure 4.64 Ration of getting injured by students 94 Figure 4.65 Student’s time of getting injury 95 Figure 4.66 Type of accident by students 95 Figure 4.67 Type of injury described by students 95 Figure 4.68 Location of Banani Model High School 96 Figure 4.69 The Khilgaon Banani Model High School 96 Figure 4.70 Ratio of ground floor circulation area of Banani Model High School 97 Figure 4.71 Ratio of typical floor circulation area of Banani Model High School 97 Figure 4.72 Existing ground floor plan of Banani Model High School 98 Figure 4.73 Existing 1st floor plan of Banani Model High School 99 Figure 4.74 Existing sections of Banani Model High School 100 Figure 4.75 Ground floor circulation layout 101 Figure 4.76 Existing horizontal circulation area of Banani Model High School 102 Figure 4.77 Existing vertical circulation area of Banani Model High School 103 Figure 4.78 Existing guarding design of Banani Model High School 104 Figure 4.79 Location of getting injured by students 105 Figure 4.80 Ration of getting injured by students 105 Figure 4.81 Student’s time of getting injury 106 Figure 4.82 Type of accident by students 106 Figure 4.83 Type of injury described by students 106 Figure 4.84 Location of Vashantek Govt. High School 107 Figure 4.85 The Khilgaon Vashantek Govt. High School 107 Figure 4.86 Ratio of Ground Floor Circulation area of Vashantek Govt. High School 108 Figure 4.87 Ratio of Typical Floor Circulation area of Vashantek Govt. High School 108 Figure 4.88 Existing Ground Floor Plan of Vashantek Govt. High School 109 Figure 4.89 Existing 1st Floor Plan of Vashantek Govt. High School 110 Figure 4.90 Existing Section of Vashantek Govt. High School 110 Figure 4.91 Ground floor circulation layout 111 Figure 4.92 Existing horizontal circulation area of Vashantek Govt. High School 111 Figure 4.93 Existing vertical circulation area of Vashantek Govt. High School 112 Figure 4.94 Existing guarding design of Vashantek Govt. High School 112 Figure 4.95 Location of getting injured by students 113 Figure 4.96 Ration of getting injured by students 113 Figure 4.97 Student’s time of getting injury 114 Figure 4.98 Type of accident by students 114 Figure 4.99 Type of injury described by students 114 Figure 4.100 Location of Tejgaon Govt. Girl’s High School 115 Figure 4.101 The Tejgaon Govt. Girl’s High School 115 Figure 4.102 Ratio of ground floor circulation area of Tejgaon Govt. Girl’s High School 116 Figure 4.103 Ratio of typical floor circulation area of Tejgaon Govt. Girl’s High School 116 Figure 4.104 Existing ground floor plan of Tejgaon Govt. Girl’s High School 117 Figure 4.105 Existing 1st-2nd floor plan of Tejgaon Govt. Girl’s High School 118 Figure 4.106 Existing 3rd -4th floor plan of Tejgaon Govt. Girl’s High School 119 Figure 4.107 Existing section of Tejgaon Govt. Girl’s High School 120 Figure 4.108 Ground floor circulation layout 121 Figure 4.109 Existing horizontal circulation area of Tejgaon Govt. Girl’s High School 122 Figure 4.110 Existing vertical circulation area of Tejgaon Govt. Girl’s High School 123 Figure 4.111 Existing guarding design of Tejgaon Govt. Girl’s High School 123 Figure 4.112 Location of getting injured by students 124

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Figure 4.113 Ration of getting injured by students 124 Figure 4.114 Student’s time of getting injury 125 Figure 4.115 Type of accident by students 125 Figure 4.116 Type of injury described by students 125 Figure 4.117 Location of T&T Adarsha. Girl’s High School 126 Figure 4.118 The T&T Adarsha. Girl’s High School 126 Figure 4.119 Ratio of ground floor circulation area of T&T Adarsha. Girl’s High School 127 Figure 4.120 Ratio of typical floor circulation area of T&T Adarsha. Girl’s High School 127 Figure 4.121 Existing ground floor plan of T&T Adarsha. Girl’s High School 128 Figure 4.122 Existing Section of Tejgaon Govt. Girl’s High School 128 Figure 4.123 Existing 1st floor plan of T&T Adarsha. Girl’s High School 129 Figure 4.124 Existing section of Tejgaon Govt. Girl’s High School 129 Figure 4.125 Ground floor circulation layout 130 Figure 4.126 Existing horizontal circulation area of T&T Adarsha. Girl’s High School 131 Figure 4.127 Existing vertical circulation area of T&T Adarsha. Girl’s High School 132 Figure 4.128 Existing guarding design of T&T Adarsha. Girl’s High School 132 Figure 4.129 Location of getting injured by students 133 Figure 4.130 Ration of getting injured by students 133 Figure 4.131 Student’s time of getting injury 134 Figure 4.132 Type of accident by students 134 Figure 4.133 Type of injury described by students 134

CHAPTER FIVE : DATA ANALYSIS

Figure 6.1 Ratio of total circulation area of eight case schools 111 Figure 6.2 Existing total corridor area for each 10 students 112 Figure 6.3 Student’s rate of injury in all eight case schools/100 pupil 118 Figure 6.4 Number of injury per year 118 Figure 6.5 Location of getting injured in case schools 119 Figure 6.6 Rate of injury in circulation area 119 Figure 6.7 Student’s time of getting injured in all four case schools 120 Figure 6.8 Types of injury described by students in all four case schools 120 Figure 6.9 Rate of further treatment needed for school accident per year100 pupils 121

LIST OF TABLES

CHAPTER TWO : LITERATURE REVIEW

Table 2.1 Mechanism of injury as per gender 17 Table 2.2 Codes and Standards of school circulation design 26 Table 2.3 Design guidance applicable to schools Corridor 27 Table 2.4 Design guidance applicable to stair riser and trade 28 Table 2.5 Design guidance applicable to length of flight of school stair 29 Table 2.6 Design guidance applicable to width of flight of school stair 29 Table 2.7 Design guidance applicable to landing of school stair 30 Table 2.8 Design guidance applicable to head room of school stair 31

CHAPTER FOUR: FIELD INVESTICATION

Table 4.1 Selected Case Schools for detail field investigation 47 Table 4.2 Class hour of Sher-E-Bangla Nagar Government Boys' High School 49 Table 4.3 Physical dimensions of existing horizontal circulation area 53 Table 4.4 Physical dimensions of stair Type: A.a and A.b 55 Table 4.5 Class hour of Government Laboratory Boy’s High School 61

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Table 4.6 Physical dimensions of existing horizontal circulation area 65 Table 4.7 Physical dimensions of stair type : B.a and B.b 67 Table 4.8 Class hour of Dhanmondi Government Boys' High School 73 Table 4.9 Physical dimensions of existing horizontal circulation area 77 Table 4.10 Physical dimensions of stair type: C.a 78 Table 4.11 Physical dimensions of stair type: C.b and C.c 79 Table 4.12 Physical dimensions of stair type: C.d and C.e 79 Table 4.13 Class hour of Khilgaon Government Boy's High School 85 Table 4.14 Physical dimensions of existing horizontal circulation area 90 Table 4.15 Physical dimensions of stair type : D.a and D.b 92 Table 4.16 Physical dimensions of stair type: D.c 92 Table 4.17 Class hour of Banani Model High School 97 Table 4.18 Physical dimensions of existing horizontal circulation area 101 Table 4.19 Physical dimensions of existing disable access 101 Table 4.20 Physical dimensions of stair type: E.a 103 Table 4.21 Physical dimensions of stair type: E.b 103 Table 4.22 Class hour of Vashantek Govt. High School 108 Table 4.23 Physical dimensions of existing horizontal circulation area 111 Table 4.24 Physical dimensions of existing disable access 111 Table 4.25 Physical dimensions of stair type: Fa 112 Table 4.26 Class hour of Tejgaon Govt. Girls High School 116 Table 4.27 Physical dimensions of existing horizontal circulation area 121 Table 4.28 Physical dimensions of stair type: G.a and G.b 122 Table 4.29 Physical dimensions of stair type: G.c 123 Table 4.30 Class hour of T&T Adarsha Girls High School 127 Table 4.31 Physical dimensions of existing horizontal circulation area 130 Table 4.32 Physical dimensions of stair type: H.a and H.b 132

CHAPTER FIVE : DATA ANALYSIS

Table 5.1 Comparison of existing corridor height with codes and standards 138 Table 5.2 Comparison of existing corridor widths with codes and standards 139 Table 5.3 Comparison of existing riser of stair with codes and standards 140 Table 5.4 Comparison of existing trade of stair with codes and standards 140 Table 5.5 Comparison of existing length and width of flight of stair with codes and 141 standards Table 5.6 Comparison of existing landing of flight of stair with codes and standards 142 Table 5.7 Comparison of existing head room height of flight of stair with standards 143 Table 5.8 Comparison of existing hand rail of stair with codes and standards 143 Table 5.9 Comparison of existing guarding design with codes and standards 144 Table 5.10 Comparison of existing disable access design with codes and standards 144

LIST OF ABBREVIATIONS

BANBEIS Bangladesh Bureau of Educational Information BNCC Bangladesh National Cadet Corps BNBC Bangladesh National Building Code BUET Bangladesh University of Engineering & Technology BS British Standard BSI British Standard Institution CRP Centre For The Rehabilitation of The Paralysed CIPRB Centre for Injury Prevention and Research, Bangladesh NBS National Building standard RoSPA Royal Society for the Prevention of Accident GOB Government of Bangladesh GOI Government of Ireland GOQ Government of Qatar UNESCO United Nations Educational, Scientific and Cultural Organization

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CHAPTER ONE PREAMBLE

1.1 Introduction 1.2 Background of the Study 1.3 Problem Statement 1.4 Specific Aim of the Study 1.5 Objectives of the Study 1.6 Possible Outcome of the Study 1.7 Methodology 1.8 Limitation of Study 1.9 Structure of The study 1.10 Reference

1.1 Introduction:

Safety is essential to student‟s well-being and learning. Students who do not feel supported and safe at school, both physically and psychologically, cannot learn to their fullest potential (Loebsack, 2013). Accidents can happen at any time, almost anywhere and to anybody (Ahmed, 1992: 459). For school going children 10-25% injuries occur in their school environment (Barrios et al., 2007). The risk of being injured in an uncontrolled area in a school is 6.3 times greater than in a controlled area. Playground, corridor, stair and wash rooms are examples of uncontrolled area (Wright et al., 1995:459).

Circulation areas are perhaps the most multifunctional spaces having vast range of activities, where students often are engaged in highly physical activities on a variety of surfaces and with various apparatus (Fennelly, 2014:23). Lack in design and inadequate maintenance can even worsen the situation and cause several school based accident thereby. Many of the developed countries have raise awareness in this regard and adopted the practice of creating “safe and welcoming school environment”, which has become a global need by this time. Subsequently, in Bangladesh especially in Dhaka city there is potential but yet difficult to achieve the goal because of insufficiency of relevant data makes the topic more interesting to be studied.

Due to the poor state of existing school premises, this sector is now receiving one of the major capitals funding from the government. According to „National Education Policy 2010‟ the government of Bangladesh has decided to build 3000 secondary schools, 306 model school and rebuild 2,709 schools within 2021 (Ministry of Education Government of the People's Republic of Bangladesh, 2010), it being a large investment, now the topic of improved school safety by eliminating indoor hazards through proper design of circulation spaces is more important than ever.

This chapter presents the background analysis of the study along with description of present problem situation and how this study relates to this. The specific aim, objective, methodology of the study is also presented here. Apart from that, the off limits area and other limitations of the study is also described in this chapter.

1.2 Background of the Study

School building design has developed over time. Historically school buildings used to be a manifestation of the belief in knowledge. During the Post-Civil War Era school buildings were classified as, “simply shelters in which pupils and teachers might come together” (Boström, 2016:13). They were described as taking “no account of its nature or various functions. The solution adopted was nothing but an addition of classrooms, one exactly like the others” ( Ortiz,1994).

The first government owned school in Bangladesh was established in 1828, following the British Model. Rajshahi Collegiate School (fig: 1.1) is the first government owned school in Bangladesh which was established in 1828. It is one of the oldest schools in Indian sub-continent. Dhaka Collegiate School was the second oldest school. It was established in 1835. Chittagong Collegiate School (fig: 1.2) is third in the list (Directorate of Secondary and Higher Education, 2018).

School designs started to slowly change form in the 1950s when the field of studying child development became popular (Cole, 2011:3). This was a time where they tried to understand how children learn and how they grow physically, mentally, and socially. By the1960s, the new research leads to open spaces, flexible scheduling, carpeting, air conditioning, movable walls, pods, and team teaching.

Fig 1.1: Rajshahi Collegiate School

Fig 1.2: Chittagong Collegiate School Fig 1.3: Dhaka Collegiate School

And finally in the twentieth century, architects became an integral part in school designs and became recognized as architectural works of art (Cole, 2011:2). As time passed and the year got 2019 school building design has reach to a new far level to create safe and welcoming school environment (Cole, 2011:4).

Currently in Dhaka city many children spend several years of their education squeezed into modules, far from suitable school environments. Some of the School buildings are from more than hundred years ago, are in such poor conditions that they are being demolished. School buildings have gone from being one of the most prominent buildings in the community to being neglected and replaced by temporary pavilions. In these environments we expect our children to learn and perform worldwide when our school environment are far away from current stream and sometimes not even up to the standard.

1.3 Problem Statement

The school environment is one of the most important in the society. As described before, there is a plan to construct several new school buildings and remodel few existing schools by the government of Bangladesh in order to serve the rapid growth of population. In relation to the design or remodel existing schools, there are many elements for the designers and stake-holders to consider. These include architectural form, the curriculum and school specialism, pupil management, evacuation and fire strategies, energy efficiency, structural design, services provisions, IT provisions, to name but a few. One of the areas of consideration relates to pupil movement around schools and the design and management require avoiding high levels of congestion and management/safety issues (Brocklehurst, 2006:3). However, school circulation area is not always given sufficient consideration.

Therefore, school circulation areas are sometimes either an under or over design. An over-design in circulation space may result in unnecessary additional costs and an inefficient use of space. An under-design could lead to high congestion levels, difficulties in pupil management and unsafe queues at the head of stairs (Brocklehurst, 2006:4. )

Fig 1.4: Present situation of overcrowded school circulation area in a public school, Dhaka city.

In Dhaka city, school circulations are problematical because of the compact planning. During peak hour this circulation areas are overcrowded (fig:1.4 ) which interrupt and slow down the natural pupil movement throughout the building. It may also cause

4 unnecessary noise, visual annoyance and other physical and thermal discomfort situation (Saifuzzaman, 2016:4). Inadequate size and absence of building opening obstruct day light, create darkness and stands as a barrier for uninterrupted light penetration which also increase the dependency of artificial light (Saifuzzaman, 2016:5). As a result of this, accidents may occur in this area very frequently.

Inadequate railing design and Irregular size of stair trade and riser also causes fall, slip and trip in the stair area (U.S. Congress, Office of Technology Assessment, OTA, 1995:49). Over designed railing both in stair and corridor can make the space unpleasant and boring to the students and others (Engelhardt et al., 1953). Using full height grill in the corridor or stair may provide safety but create visual disturbance and separates the building from nature. This is very inappropriate and unthoughtful way to achieve safety.

Circulation areas should be free from any obstacles that can interrupt the regular flow of movement. Sharp corner, sudden level up down, pointed surface, slippery floor and other unnecessary elements in the circulation area can hamper safety and cause accidents thereby (U.S. Congress, Office of Technology Assessment, OTA ,1995:49).

Fig: 1.5: Present situation of school circulation area intuited with unnecessary object in a public school in Dhaka city.

In Dhaka city, poor structural planning, old age of the structure and improper maintenance are the root causes of the problem of safety. Corridors and stair cases are often being used for furniture storage in many schools creates blockage and hampers easy pupil movement thereby (fig:1.5). Sometimes a broken window glass, sharp edge in railing or breakage at the floor are often unchanged for a long period of time which is no wonder a potential spot to create school based accidents.

Thus, corridor and stairs are most critical areas and needs proper attention while designing. Sometimes they are not even made following the codes and standards which

5 may causes over or under design within a school thereby. As a result of that many school based accidents can take place. This study is intended to address that problem of safety through investigating and analyzing existing school circulation area in terms of safety within Dhaka City.

1.4 Specific Aim of the Study

The thesis is purposed to find out the physical features along with design dimensions that can be incorporated or improved to enhance safety in circulation areas within a school boundary. Data derived from physical survey, interviews with teachers, staffs, students and questionnaire survey brought a practical view on the work in order to find out possible design measures to improve existing condition and design new school buildings. Furthermore, it aims to raise awareness of the problem and highlight the possibilities within Architecture.

1.5 Objectives of the Study

Following are the objectives of the study:

I. To identify different type of accidents within a school circulation space and their causes in different schools in Dhaka City.

II. To explore the present safety condition of the current situation of existing schools in Dhaka city in terms of safety within school circulation area.

III. To find out possible solution by analysing and comparing standards with present scenario of existing school buildings.

IV. To provide further information in the topic of school safety, this may provide guidelines to further study in this subject.

1.6 Possible Outcomes of the Study

The outcome of the study would help the school building designer and others related to the issue, to understand safety within circulation area of existing school building for designing new school buildings and general renovation work as well.

1.7 Methodology of the Study

Following are the steps of methodology of this study:

Step 1: Literature Review

The purpose of this section is to review existing studies on;

I. Contextual analysis of school design. 6

II. Background of safety and school safety.

III. Analysis of school accidents along with their time, location, mechanism, part of body injured and nature of school accident.

IV. Analysis of building circulation area.

V. Analysis school circulation area along with their design and types.

Step 2: Analysis of National and International Codes and Standards Related to School Circulation Areas.

In this step following matters have been done:

I. Identify national and international codes and standards related to school circulation areas.

II. Analysis of national and international codes and standards related to school circulation areas selected for the study.

Step 3: Selection of School and Sample Size:

In this step following matters have been done:

I. Selection of city.

II. Selection of type of children to be involved in the study.

III. Selection of case school for detail investigations.

IV. Selection of sample size for the study.

Step 4: Field Investigations and Data Collection:

Survey different school buildings to investigate the existing condition within built environment in terms of safety. Data collection was done in 3 steps:

I. Informal interview with teachers, staffs and students to have an overall view of the school environment.

II. Questionnaire survey with the students to collect student‟s school based accident report of last one year within school circulation areas along with its location and time.

III. Collection of physical dimensions of circulation areas. Images from different time and day have been taken to observe the activity in school circulation areas in both class times and break times.

Step 5: Data Analysis:

The responses of informal interview and questionnaire survey have been tabulated, analysed and presented in the form of graphs and charts as well as text discussion to know the rate of school accident taking place within school circulation area along with their nature in the schools of Dhaka city.

Collected existing physical dimensions of school circulation areas have been analysed and compared with national and international codes and standards related to school circulation areas in form of chart and drawing layout. Architectural plan and building section are added to describe the present situation better. Integrated outcomes of questionnaire survey and existing physical dimensions compared with national and international codes and standards related to school circulation areas have been analysed to derive final findings of the study.

Step 6: Conclusions & Recommendations:

This is the last and final stage of the study. Final outcomes of integrated result analysis of questionnaire survey and existing physical dimensions of school circulation areas compared with national and international codes and standards related to school circulation areas has been presented here as final findings of the study. Recommendations and guidelines for further study are also presented here to create awareness and apply design measures to achieve a safe circulation area within school buildings.

1.8 Limitation of the Study

The thesis aims at highlighting the problem of safety in school circulation areas within school children and how it relates to architecture. The outcomes of the thesis is a design proposal complies with physical dimensions of vertical and horizontal circulation areas for a new school building design or a general renovation work. The thesis has not taken stress with matters which affects the staff into consideration but focus has been given on the children‟s work environment. Recommendations were made upon analyzing the existing physical circulation area compared with national and international codes and standards related to school circulation areas. Fire safety and other different technical issue as, mechanical circulation (lift and escalator), building material and lighting were not consider in this study, it being a big and challenging question and therefore needs further investigation.

1.9 Structure of the Study

The study is divided in to 6 chapters. Where, Chapter 1 describes the selection of research topic and nature of the study .Chapter 2 presents the literature review and national and international codes and standards related to school circulation areas to provide a knowledge base for the study with a brief introduction of the subjects that are considered

8 necessary for understanding the study. Chapter 3 presents methodology of data collection for the study. In chapter 4, data analysis collected from field investigation is presented. Chapter 5 consist the comparative data analysis between existing physical dimensions and codes and standards related to school circulation areas. The result of questionnaire survey is also combined with physical dimensions and presented here. Finally chapter 6 reports summarized findings of the entire study. Recommendations and possible guidelines derived from the study are also presented here.

1.10 References:

Ahmed, N. (1992). Industrial Architecture for developing countries, (New Delhi, Vikas Publishing House Pvt. Ltd).

Barrios, L, C., Gallagher, S. and Jones, S., E. (2007). Legal Liability: The Consequences of School Injury. The Journal of school health, New York, 77(5.

Boström, j. (2016). Rethinking schools, Master Thesis. Umeå School of Architecture.

Brocklehurst, D., Bouchlaghem, D., Pitfield, D., Green, M. and Still, K. (2006). Design and Space Planning for Secondary Schools; Considerations for Circulation modeling. ICE Structure and Buildings Journal. Nottingham, United Kingdom: Thomas Telford.

Cole. A., L. (2011). Critical Review of Elementary School Design. Masters Theses. University of Massachusetts Amherst, Massachusetts.

Directorate of Secondary and Higher Education, DSHE, (2018). Available at : http://www/Dshe.gov.bd/site/page

Engelhardt, N. L., Engelhardt, J. N., & Leggett, S. (1953). Planning Elementary School Buildings. New York: F.W. Dodge Corporation.

Fennelly, A. and Perry, M. (2014). The Handbook for School Safety and Security, Oxford, butterworth-heinemann.

Loebsack, L. (2013), Rethinking School Safety:Communities & Schools Working togetherPresented in Congressional briefing hosted by National Association of School Physiologist. available at: https://www.nasponline.org/Documents/Research%20 and20Policy/Advocacy20Resources/School_Safety_Briefing_Conolly_Wilson.pdf

Ministry of Education Government of the People's Republic of Bangladesh,(2010), National Education Policy-2010. Available at https://moedu.gov.bd/

Ortiz, F., I. (1994), School housing: Planning and Designing Educational Facilities. Albany, NY, USA: State University of New York Press.

Saifuzzaman, M. (2016), Study of day light condition in classrooms of urban primary school buildings in Sylhet with respect to visual performance, Unpublished Master thesis, Department of Architecture, BUET.

U.S. Congress, Office of Technology Assessment, OTA(1995), Risks to Students in school Washington, DC: U.S. Government Printing Office.

Wright, A. and Stark, C.(1995).Scottish Needs Assessment Programme Health promotion Review: Accident Prevention School Accidents in Scotland. Scottish Forum for Public Health Medicine, Scotland, Scottish forum for public health medicine, p3, Retrieved from: https://www.scotphn.net/wp-content/ uploads/2015/11/ School_Accidents_in_Scotland.pdf

CHAPTER TWO LITERATURE REVIEW

2.1 Introduction 2.2 Defining Safety 2.3 Safety in School 2.4 Why Safety in School is Important? 2.5 School Accidents 2.5.1 Type of Accidents 2.5.2 Accident Rate by Age 2.5.3 Accident Rate by Gender 2.5.4 Time of Occurrence of Injuries 2.5.5 Location of Occurrence of Injuries 2.5.6 Mechanisms of Injury 2.5.7 Part of Body Injured 2.5.8 Nature of Injury 2.6 Desirable Improvements 2.7 Definition of Circulation Area 2.8 Types of Circulation Area 2.8.1 Types of Circulation as per Use 2.8.2 Types of Circulation as per Direction 2.9 School Circulation 2.10 Corridor 2.11 Types of Corridor 2.12 Stair 2.13 Types of Stair 2.13.1 Types of Stair as per Geometry 2.13.2 Types of Stair as per Use 2.14 Codes and Standards of School Circulation Design 2.15 Codes and Standards of School Corridor Design 2.16 Codes and Standards of School Stair Design 2.16.1 Riser and Trade of Stair 2.16.2 Nosing of Steps 2.16.3 Length of Flight of Stair 2.15.4 Width of Flight of Stair 2.16.5 Landing of Stair 2.16.6 Head room of Stair 2.17 Spatial Stair 2.17.1 Tapered Tread Stair 2.17.2 Spiral and Helical Stair 2.18 Handrail of Stair 2.19 Guarding Design 2.20 Conclusion 2.21 Reference

2.1 Introduction

Safety plays an important role in schools and colleges. Schools have a primary duty to safeguard the young people. Part of a school‟s overall values is to keep staff and visitors safe (RoSPA, 2011: 5). However, keeping a school full of children and staff members safe and accident free is no easy task. A small water spill in the hallway or a pothole on the playground can cause major injury sometimes (Owere, 2018: 1). So, if the building itself is not designed with proper safety than it can be a vital issue to cause several school accidents thereby.

Even before students set foot in a classroom they entered the hallway. So School circulations are also important when it comes to safety. Circulation is one of the most influential components of a school design. That must be got right early in the design stage as it is perhaps the most multifunctional space in a building. In order to design it right, codes and standard related to circulation area must be followed in all level from design to implementation.

This chapter presents brief information on school safety and school accidents along with their caused and factor affecting school accidents collected from relevant sources to have a brief understanding in this matter. It also presents national and international codes and standard in related to school circulation area following general description of school circulations area.

2.2 Defining Safety Safety is a commonly used word related to the health and well-being of people at work and in other activities. The term safety and security sometimes seems similar and the differences between them are not easily seen. Safety means '' the protection of the occupants of the buildings (and to a lesser extent their professions) from accident” where there “security is assumed to mean protecting from wilful attack those occupants, their possession and property” (Marsh, 1985: 1). So, it can be said that, safety is about being protected, while the condition security is about being free from danger (Roselyn, 2015). Today security covers everything from personal to national security, including financial crime, information protection; burglary among others which is a vast field thus is not within the scope of this study.

2.3 Safety in School

There is no other thing is important than being safe in school environment. A safe and secured school is one which has a welcoming and pleasant climate. Part of establishing a safe school is to prevent a crisis from happening in the first place or in those incidences where a crisis cannot be prevented (i.e. natural disaster), to be prepared to respond to the crisis in order to mitigate the negative impact (Reeves et al., 2010: 3).

Rather, effective school safety starts with prevention; provides for student‟s mental health; integrates physical and psychological safety and engages schools, families, and communities as partners (Loebsack, 2013). Openness is important and needs to be balanced against security, while privacy should be given in some parts of the school as well. The routes should be clear to all but not just for regular users. Although, it should be achieve through architecture, not just signage.

2.4 Why Safety in School is Important?

A safe learning environment is essential for students of all ages. Without it they are unable to focus on learning the skills needed for a successful education and future. Abraham Maslow, a well-known American psychologist, states that “after biological needs, such as food, drink etc. are met safety needs are next” (Maslow, 1943). Most of the time students are fine once they arrive at school and are under the supervision of teachers, employees, and administrative staff. However, some parents‟ nightmares come true when they find out that their children have not received proper care and attention while at school.

Over the years, school safety has been forced to evolve to meet the ever-changing threats facing our schools today (Fennelly, 2014: 23). A study in Scotland shows that, children lose over 10 million school days each year due to injuries alone, an average of 22 lost school days per 100 students. School-aged children ages 17 and younger sustain about 16,614,000 injuries annually which often take a heavy physical, emotional, and financial toll on the children and their families (Wright, 1995: 3). In Bangladesh there is no central source of information on school accident, but few other personal researches described the situation serious. So it is important so ensure school safety so that the children can learn to their fullest avoiding extra fear of accident.

If a school is not safe, the consequences for children are many. Furthermore, if the students do not feel safe inside the school, the consequences to the school and to the staff are just as serious (Mayer, 2007: 6). When children feel unsafe, vandalism against school property increases, abusive behaviour toward school staff escalates, conflict among peer groups heightens and, in general, young people are unable to learn their lessons (Mayer, 2007: 5). Also if a school has failed to respond to negligence within the maintenance department, compensation may be available to victims who have suffered as a result.

2.5 School Accidents

An accident can be defined as “an unexpected, unplanned even in a sequence of events that occurs through a combination of cause; it results in physical hard (injury or disease) to an individual, damaged to property, a near-miss, a loss or any combination of this effects” (Bamber, 1986: 132). Accident can be caused in many ways and precaution against one risk may not provide protection against another. Attention must thus be given too many different aspects of the subject (Ahmed, 1995: 461).

The consequences of school accidents are often serious. Study shows that, school accidents account for approximately 20-30% of all accidents to school age children which result in medical treatment (Anna, 1995: 3). According to CIPRB, in Bangladesh among all 3% accidents are taking place in schools among 0-17 year‟s old children (fig: 2.1) (Chowdhury et al., 2003: 3).

Fig 2.1: Place of unintentional injury occurrence in children 0–17 years of age

There are various factors that can lead to a student becoming injured on school grounds. Although many of these injuries are minor cuts and bruises that heal quickly, significant numbers are quite serious, resulting in absence from school, restricted activity, hospitalization, disability, and death (Anna, el at.,1995: 3).In all case it is important that all accidents and injuries should be informed to headmaster and recorded by the school (Capel,2004).

2.5.1 Type of Accidents

School accidents and injuries can be classified in to major and minor in these two main categories (Capel, 2004). The different levels of injury severity used in this study are as follows (Chowdhury et al., 2003: 2):

a) Moderate: Sought medical care but not admitted to hospital; or had a three-day work loss or absence from school, but had no permanent disability. Three days were set as the minimum number following extensive discussions with social scientists and epidemiologists familiar with Bangladeshi cultural norms.

b) Major: Hospitalized for a period of less than 10 days but no permanent disability.

c) Serious: Hospitalized for 10 days or more, but no permanent disability.

d) Severe: Permanently disabled (loss of vision, hearing, handling, ambulation, or mentation) regardless of whether hospitalization occurred.

2.5.2 Accident Rate by Age A nationwide study among children 0–17 years by age demonstrated that moderate accidents are common among children shown in Fig: 2.2 (Chowdhury et al., 2003: 3). According to Scottish forum of public health, school accident rate peaks at the 10 to 13 years old age group (Anna el. At., 1995: 4). Study presented by “The Royal Society for the Prevention of Accidents” also shows that, 10 to 14 years old are at most risk of injury in school (fig:2.3)(RoSPA, 2011: 4).

Fig 2.2: Distribution of unintentional injury severity in children 0–17 years by age groups.

Fig 2.3: Injury rate per 1,000 populations.

2.5.3 Accident Rate by Gender

In Bangladesh, the incidence of unintentional injuries is significantly higher among boys (2074.8 per 100 000 children-year) than girls (1025.6 per 100 000 children-year) (Chowdhury el at., 2003: 3). Study presented by RoSPA also shows that, boys have more injury record than girls in schools (Fig: 2.4) (R0SPA, 2011: 10).

Fig 2.4: Male & Female Gender Injury Ratio rate per 1,000 populations. 16

2.5.4 Time of Occurrence of Injuries

Accident can take place any time of a day, but for school accidents time is also significant issue described by many school based accident report. A study found the greatest number of accidents occurring around 10 a.m. and again around 2 p.m. But it may vary from school to school as per their shifting and timing of school (Anna el at., 1995: 5).

2.5.5 Location of Occurrence of Injuries

The most common sites for primary school injury accidents are playgrounds followed by classrooms and gymnasiums. Stairs and steps also tend to be important sites. Secondary school injuries have a different profile. A study based on British Columbia, examined accident rates and relative risk of accidents in controlled and uncontrolled areas. Accident rate in uncontrolled area was 6.3 times greater than in controlled area. Controlled areas were defined as areas where there was both direct observation by teachers and a reasonable opportunity for intervention and control of student behaviour. Classroom activities and organized sports events were regarded as controlled area. Uncontrolled areas were those in which there might or might not be supervision but where the ability of the teacher or janitor to effectively intervene was limited due to factors such as the large number of students, or their physical distribution. Playgrounds, corridors, stairs, washrooms and so on were deemed to be uncontrolled areas. (Anna el at., 1995: 6).

2.5.6 Mechanisms of Injury

Two mechanisms of injury mainly dominate school accidents are (Anna el at., 1995: 6).:

- Struck by object / person - Fall on same / different level.

Study shows that fall is the leading cause of injury morbidity and disability (table: 2.1). Nonetheless, fall is the 4th leading cause of morbidity after infancy and was responsible for 8.6% of all causes of morbidity (Chowdhury. et al., 2003: 4). Table 2.1: Mechanism of injury as per gender

Mechanism of injury Female Male (n = 1878) (n = 3699) Rate 95% CI Rate 95% CI Lower Upper Lower Upper RTA 98.1 81.2 118.3 283.3 254.2 315.6 Fall 298.2 268 331.8 642.8 598.5 690.3 Falling Object 28.8 20.2 40.9 72.9 58.7 90.4 Cut Injury 129.8 110.2 152.7 290.5 261.1 323.3 Burn 252.1 224.4 283.1 323.1 292 357.4 Drowning 129.8 110.2 152.7 151.4 130.5 175.7 Machine 9.8 5.2 18 47.7 36.4 62.3 Electrocution 56.5 44 72.5 100.4 83.6 120.5 Animal Bite 62.3 49.1 78.9 141.3 121.1 164.8 Others 17.9 11.3 28 21.3 14.1 31.9

2.5.7 Part of Body Injured

Many type of injury can happen due to accident. But for school based accident, head and facial injuries are more common in younger children, while older children tend to suffer from upper limb injuries. Apart from that, the types of injuries most commonly incurred in school environment are cuts and lacerations, contusions, sprains/strains and fractures. Operational definitions of different injury severity used in this study are as follows:

a) Head and facial injury: Injury that took place in head or face.

b) Fracture: A fracture is a break, usually in a bone. If the broken bone punctures the skin, it is called an open or compound fracture (Stark, 2000).

c) Cut and laceration: Occurs whenever blunt force splits the full thickness of blood (Stark, 2000).

d) Contusion: Contusion or bruise is due to application of blunt force (Stark, 2000).

e) Respiratory: Generally occur due to shortness of breath. This problem can cause a host of symptoms such as nasal congestion, runny nose, itchy or watery eyes, chest congestion, cough, wheezing, laboured breathing, and shallow breathing (Stark, 2000).

f) Chest injury: Injury that took place in chest.

2.5.8 Nature of Injuries

Findings on types of injury are conflicting. It can cause death and other vital injuries also. In general; cuts and laceration, contusions, sprains/strains and fractures are the four most common categories of injury. The relative order, and their prevalence, varies markedly from study to study (Anna et al., 1995: 6).

2.6 Desirable Improvements

Safety is important and needs to be approached thoughtfully. Risk is part of life but accidents do not need to be. Risk should be identified so that, if at all possible they can be evaluated an effectively controlled before an accident happens (Ahmed, 1992: 461). Accidents can be prevented by making everyone aware and avoid those situations which are likely to result in accidents (OTA, 1995: 49).

The study is looking forward to improve existing school safety and provide desired situation where a child will have no fear of injury and can learn to his full. As there is no single formula for designing safe schools, but still some principles apply in many instance (Doban, 2006).Within the school building, circulation spaces are mostly disposed to school accidents. Therefore, the designer has to be knowledgeable about safe school circulation space design in order to create spaces that are functional, safe, comfortable, and healthy within school environment.

2.7 Definition of Circulation Area

Generally circulation means movement around something especially that of fluid in closed system. In architecture, the concept of circulation refers to the way people, the blood of our buildings, move through space (Hamer, 2015: 9). Frank D. K. Ching explained circulation as “The path of our movement can be conceived as the perceptual thread that links the spaces of a building, or any series of interior or exterior spaces, together” (Ching, 2007: 252). Circulation also refers to a way people interact with a building. Some examples of things included in circulation area include: hall way, corridors, elevators, stairs, lobbies, escalators, catwalks, and any other parts of a building which are designed to create access to a room or area within the building. In many regions of the world, there are specific regulations about circulation area which are designed to make sure that this space meets accessibility and safety requirements for building users. There are two rules of thumb when it comes to designing circulation of a building (Hamer, 2015: 252).

- Clear and unobstructed. - Follow the shortest distance between two points.

Sometimes for architectural reasons we want to interrupt a direct circulation path with an item of furniture or a change in level to define a change in place, make people slow down, or provide a focus point. So it doesn't necessarily have to follow the shortest distance between two points all the time. Rather, it can take into account the sequence of spaces, thresholds, and atmospheres encountered through movement, which prepare you for the transition from one space to the next.

2.8 Types of Circulation Area

According to functional need, circulation can be of different type size and shape. Not every size or type is appropriate for every kind of building .Architects typically divide their thinking according to different types of circulation, which overlay with one another and the overall planning (Hamer, 2015: 1). The main divisions used by the building designers are described below:

- Direction of movement: Horizontal or vertical. - Type of use: Public or private, front of house or back of house. - Frequency of use: Common or emergency; and - Time of use: Morning, day, evening, continuous.

Each of these types of circulation will require different architectural consideration. The movement might be fast or slow, mechanical or manual, undertaken in the dark or fully lit, crowded or individual. The pathways might be leisurely and winding, or narrow and direct. Of these types of circulation, direction and use are often critical to a building layout are described below (Hamer, 2015: 1)

2.8.1 Types of Circulation as per Use:

a) Public Circulation: Public circulation is the areas of the building which are most widely and easily accessible. In this guise, circulation is often overlapped with other functions, such as a lobby, atrium, or gallery, and is enhanced to a high level of architectural quality. Issues of visibility, how crowds move and clear escape paths are key concern for this type of circulation.

b) Private Circulation: Privet circulation accounts for the more intimate movements within the building, or the more ugly ones which require a degree of privacy. In a house this might be the back door, in a large building the back of house, staff offices or storage zones.

2.8.2 Types of Circulations as per Direction:

a) Horizontal Circulation: Horizontal circulation is how we move around a function in same level. It might include hallways, atria, paths, entries/ exit etc.

b) Vertical circulation: Vertical circulation is how people move up and down within the building, so includes things as stairs, lifts, ramps, ladders and escalators which allow us to move from one level to another.

2.9 School Circulation

School circulations are simply the circulation area within the school building. It is very important that the design of school should be such as to facilitate movement and reduce its duration to its minimum (UNESCO, 1972: 149).

Due to problems with congestion in schools; the circulation area can be over crowed in a special time of a day and free in other times. There will be a number of areas in any school circulation design where there is either an under or over design. An over-design in circulation space may result in unnecessary additional costs and an inefficient use of space. An under-design could lead to high congestion levels, difficulties in pupil management and unsafe queues at the head of stairs (Brocklehurst, 2006: 5). A net area provision is recommended based on a specific planned number of pupils. Significantly simplified here, the guide recommends an additional 25%-30% to be provided for circulation space (BS-8300, 2001).

According to planning guidelines for primary schools circulation and Social Areas are generally calculated on the basis of 18% of the total area of teaching and non-teaching space within the school (Planning and building unit of the department of education and science, 2000: 35). The size of circulation spaces may be determined by factors such as; the type of use, the numbers of people using them, the direction of travel, crossing flows and so on.

2.10 Corridor

A corridor is a form of hallway or gallery which is typically narrow in comparison to its length and acts as a passage connecting different parts of a building. It can often contain entry points of a building and lead to other rooms along it (Department for children, schools and families, 2014). It is not only a functional need but it also adds beauty to a building. Prior to the use of corridors as a means of circulation, people would simply flow from one room into the next. It is also a means of separating the occupants of a building. Corridors also create privacy, in that it was no longer necessary to go through rooms, it was only necessary to go in to them. Corridor also helps to increase the efficiency with which people could move through buildings, while also turning rooms into a series of dead ends by separating circulation from destination (Demetri, 2018: 1). The design of corridors is largely determined by the functions of the building. Hospital corridors will need to be wide enough to allow bi-directional flow of traffic, including beds and wheelchairs. Hotel corridors need to be robust enough for suitcase wheels, trolleys, and so on. And school corridors need to be safe and secured to avoid injuries (Demetri, 2018: 1).

2.11 Types of Corridor:

In a building corridors may design as single loaded or double loaded as per the need of function and availability of space. Both the types have advantages and disadvantages according to functional need and design of a building.

a) Single loaded corridor: A single loaded corridor only has rooms on one side and possible to open in other side (Demetri, 2018: 1). This configuration reduces the amount of space needed, allows students to see each other learning, and lets daylight permeate more spaces (Fig: 2.5).

Fig 2.5: Single loaded corridor Fig: 2.6: Double loaded corridor

b) Double loaded corridor: A double-loaded corridors it a type that connects to rooms on both sides (Demetri, 2018: 1) (Fig: 2.6). School designers have used the double loaded corridor for easy circulation. It met its single purpose of moving kids from one contained classroom to the next at the sound of the bell.

2.12 Stair

Stairs are used to create a pedestrian route between different vertical levels by dividing the height between the levels into manageable steps. It is a vertical circulation which can be of both public and private as per use. Very generally, the word 'stairs' refers to a staircase, whereas the word 'step' refers to the individual steps that make up the staircase (Ministry of housing and public works, 2007). So, a staircase consists basically of a series of steps, which in turn consist of a tread (the horizontal part, where the foot will rest) and a riser (the vertical part) (Building bulletin-98, 2014). Although it can vary in its design, each step must also have one or more landings, handrails, and a small nosing. But standard should be followed in order to have a comfortable and efficient staircase according to its use.

Fig 2.7: Components of a stair

The main components of a stair are described below (Approved document-K, 2013):

Flight: Flight means the part of a stairway or ramp between landings.

Going: Going means the horizontal distance between the nosing of a tread and the nosing of the tread or landing next above it.

Pitch: Pitch means the angle between the pitch line and the horizontal.

Riser: Rise means the vertical distance between the top of a tread and the top of the tread, landing or ramp next above or below it.

Tread: Tread means the upper surface of a step.

Tapered step: Tapered step means a step, the nosing of which is not parallel to the nosing of the step or landing next above it.

2.13 Types of Stair

Stairs can be of different type, size and shape according to functional need of a building. Some of the most common types of stairs are being described below (Approved document-K, 2013).

2.13.1 Types of Stair as per Geometry

Straight Stair: Generally the most prevalent type of stairs , straight stairs comprises a single linear flight which does not change direction. Where there are more than 36 risers in consecutive flights of stairs, requires that there is at least one change of direction, with a landing that has a minimum length equal to the width of the stairs.

Straight stair single winder 2 quarter winder

Double winder Half turn stair 2 quarter landing

Fig 2.8: Different types of stair as per Geometry

Winder Stair: This type of stairs is similar to a quarter-turn staircase, but consists of winders which are wedge-shaped treads, wider on one side than the other. Winders allow a turn by 90-degrees (single winder) or 180-degrees (double winder).

Quarter-turn Stair: Quarter-turn stairs comprise a straight flight of stairs that makes a 90-degree turn after a landing. This type can be considered safer than a straight staircase since the landing reduces the number of treads in one flight and provides a place to rest.

Half-turn Stair: Half-turn, or U-shaped, stairs comprise two straight flights of stairs that make a 180-degree turn having been separated by a landing.

Spiral Stair: This type of stair is a compact design with flights resembling a circle or part of a circle, and cantered on a single vertical column. Similar to winder stairs, the treads are wedge-shaped but differ in that they are all uniformly sized (except the final one).

Helical Stair: A helical stair similar to a spiral stair. But the helix wraps around a central void rather than a column.

Curved Stair: Also known as arched stairs , this type of stair comprises a continuous flight that is shaped as an arch, with no landings. The treads are wedge-shaped similar to winder stairs. Although achieving an elegant aesthetic, curved stairs are difficult to construct since all basic details, banisters, and so on, need to be curved.

Spiral stair Curved stair helical stair

Bifurcated stair Alternating tread stair

Fig 2.9: Different types of stair as per Geometry

Bifurcated Stair: Bifurcated stairs comprise a grand and sweeping set of stairs that divides into two smaller flights that split off into opposite directions.

Alternating Tread Stair: A stair with paddle-shaped treads where the wide portion is on alternate sides on consecutive treads.

Compact Stair: This type of stairs, are also known as narrow stairs, are often designed as a solution to confined space within a building. They comprise distinctive treads that are designed to take one foot only. 24

2.13.2 Types of Stair as per Use

Utility Stair: As described in part K utility stair is a stair used for escape, access for maintenance, or purposes other than as the usual route for moving between levels on a day-to-day basis.

Private Stair: As described in part K private stair is a stair intended to be used for only one dwelling. Protected Stair: As described in part B protected stair is a stair discharging through a final exit to a place of safety, that is adequately enclosed with fire resisting construction.

Private stair Common stair Utility stair

Protected stair Fire stair General stair

Fig 2.10: Different types of stair as per use

Common Stair: As described in part B common stair is an escape stair serving more than one flat.

General Access Stair: As described in part K general access stair is a stair intended for all users of a building on a day-to-day basis, as a normal route between levels.

Firefighting Stair: As described in part B firefighting stair is a protected stairway communicating with the accommodation area through a firefighting lobby. 25

2.14 Codes and Standards of School Circulation Design

Codes and standards provide a common language and requirements for the design, construction and operations of buildings typically serve as minimum requirements for many of the high-performance building attributes. The main purpose of building code is to avoid loss of property and loss of life. In Bangladesh, building design is largely controlled by the “Bangladesh National Building Code (BNBC)” under building construction Act, 1952. A more specific code “Dhaka Mohanagar Imarat Nirman Bidhimala” as Bangladeshi Gazzette under town improvement Act, 1953, developed by Ministry of Public has been issued for building constructing within Dhaka city Metropolitan area. It is mandatory to follow the guidelines provided by “Dhaka Mohanagar Imarat Nirman Bidhimala” for buildings located within Dhaka City Metropolitan area. BNBC was constructed as general building code where guidelines are set up in generally or as per occupancy types.

As the topic safety is not a contextual issue and the study was intended to concentrate in a significant area within a specialized building, more specific measures were required to analyze for having intense knowledge in this field. Therefore some International and national codes and standards practiced in other countries will also be analyzed to have a relative idea about the existing school situation of Dhaka city. Codes and standards to be analyzed in the study were selected on the basis of a similar study subject to “Design and space planning for secondary schools; considerations for circulation modeling, United Kingdom (2004)” (Brocklehurst el.at., 2006: 6). Together with what are arguably their most major recommendations are listed in table 2.2.

Table 2.2: Codes and Standards of School Circulation Design.

Organization/Author Guidance Document Year location

Ministry of housing and Bangladesh National Building Code 2006 Bangladesh planning (BNBC) Ministry of housing and Dhaka Mohanagar Imarat Nirman 2008 Bangladesh planning Bidhimala British Standards Institute BS 8300; Code of Practice of Design of 2001 London buildings and their approaches to meet the needs of disabled people British Standards Institute BS 5395-1: Stairs, ladders and walkways 2000 London

Office Of The Deputy Prime Approved Document M; Access to and use 2013 Ireland

Minister of building Office Of The Deputy Prime Approved Document K; Protection from 2013 Ireland

Minister falling, collision and impact t

Department for children, Building Bulletin 98: Briefing Framework 2014 London schools and families for Secondary School Project.

Ernst Neufert Architects' Data' by Ernst Neufert 2012 Chichester

2.15 Codes and Standards of School Corridor Design

School corridors are the passageways that allow circulation to happen throughout the school building. They become the glue that binds the school together. They connect the various rooms together and act as a buffer to other classrooms. According to Standards and requirement of a school building, supreme education council for every 10 students 30 sqm space is required in terms of designing hall way (Supreme education council, Qatar, 2004).

Table 2.3: Design guidance applicable to school Corridor.

Guidance Document Main Design Recommendations

- Minimum corridor widths of 1200mm (plus wheelchairs

BS -8300,2001 passing places)

- Minimum corridor widths of 1200mm (plus wheelchair

Approved Document-M; 2013 passing places)

- Corridors leading to two or more teaching rooms are Building Bulletin-98,2014 recommended to have minimum widths of 1900mm. - Corridors leading to one room are recommended to have a minimum width of 1200mm.

- Single queue alongside corridor should be min 1200mm wide. Neufert,2012 - Person seated on bench alongside corridor should be min 1000mm wide.

- A corridor leads to a dead end should not be more than BNBC,2006 and 1000mm long. Dhaka Mohanagar Imarat - Corridor width should be min 1100mm for 50 number or more Nirman Bidhimala, 2007 users.

- Corridor width should be min 900mm for less than 50 numbers of users. - For educational building, corridor width should be min 1800mm wide. - Corridor height should be min 2800mm.

2.16 Codes and Standards of School Stair:

Standards for stairways are derived from how people walk, act and see. The requirements for school stair are as same as the general stair. The study covered only internal stairs of the building. Here all types of stairway standard has been discussed which are commonly being used in school building , except for stairs designed into machines or equipment, and stairs on self-propelled motorized equipment. The standard for school stairs are part by part described below.

2.16.1 Riser and Trade of Stair:

The riser and trade of each step should be consistent throughout a flight of steps and should not be open (Approved document-M, 2013). According to Ernst Neufert and approved Document K the normal relationship between the riser and the going is twice the riser plus going (2R+G), which should be between 550mm and 700mm (Neufert, 2012: 407). The guidance documents impacting on school stair riser and trade are listed below:

Table 2.4.: Design guidance applicable to school stair rise & trade.

Guidance Document Main Design Recommendations Min riser Max riser Min trade Max trade Min Pitch Max Pitch (mm) (mm) (mm) (mm) (degree) (degree) BS-5395,2001 100 190 250 350 - 33 Approved Document-K, 2013. 150 180 280 300 27 33

Approved Document- M,2013 150 180 280 300 27 33 Neufert,2012 - 170 280 - - -

BNBC,2006 and Dhaka 100 175 225 - - - Mohanagar Imarat Nirman Bidhimala,2007

2.16.2 Nosing for Steps:

- For steps nosing material should be contrast and visible, minimum of 55mm wide, on both trade and riser (Franco, 2018). - Buildings that are not dwellings and common areas in buildings that contain flats should not have an open riser, should have visual contrast to make nosing apparent, and nosing should not protrude by more than 25 mm (approved document-K, 2013).

Fig 2.11: Standard nosing of stair

2.16.3 Length of Flight of Stair:

The guidance documents impacting on school stair length are listed below:

Table 2.5: Design guidance applicable to length of flight of school stair.

Guidance Document Main Design Recommendations BS-5395,2001 - The maximum number of risers in a single flight should be 16, for straight stairs, or 22, for helical and spiral stairs Approved Document-K,2013 - A flight should not have single step. - The flight between landings min number of riser should be 16 for utility stair,12 for general stair. - If the stair has more than 36 riser, minimum one change of direction should be made. Neufert,2012 - The maximum number of rise in a single flight should be 16, for straight stairs, or 22, for helical and spiral stairs BNBC,2006 and Dhaka Mohanagar - The maximum number of risers in a single flight Imarat Nirman Bidhimala,2007 should be 20.

2.16.4 Width of Flight of Stair:

The guidance documents impacting on school stair width are listed below:

Table 2.6 : Design guidance applicable to width of flight of school stair.

Guidance Document Main Design Recommendations BS-5395,2001 - The minimum clear width should be 600 mm for occasional one way traffic, 800 mm for regular one or two way and 1000mm for regular two way traffic. BS-8300,2001 - Minimum stair width should be of 1000m

Approved Document-K,2013 - Width greater than 1000 mm meters is required in public buildings. - If the flight is more than 2000 mm wide than it should be divided in to a flight minimum of 1000mm.fig Approved Document-M,2013 - Minimum stair widths of 1200 mm

Neufert,2012 - Except in dwellings, stairs wider than1800 must be divided by handrails into sections not less than1000andnotmore than1800wide. BNBC,2006 and Dhaka Mohanagar - Minimum stair width should be 1500mm. Imarat Nirman Bidhimala,2007 - For fire safety, in educational building width of stair should be min 1500mm for 150 person & 2000mm for more than 150 person.

2.16.5 Landing of Stair:

The guidance documents impacting on school stair landing are listed below:

Table 2.7: Design guidance applicable to landing of school stair.

Guidance Document Main Design Recommendations Approved Document-K,2013 - A landing may include part of the floor of the building. - At top and bottom of every flight landing should be provided, where width and length at least as great as the smallest width of the flight. - Landing should be free from any permanent obstacle. - Landing may have doors to cupboards and ducts which occasionally opens but remain closed in normal time. Neufert,2012 - Landing length should not be less than the width of the stair. BNBC,2006 and Dhaka Mohanagar - Landing length should not be less than the width of Imarat Nirman Bidhimala,2007 the stair.

Fig 2.12: Standard landing design of stair for changing direction

Fig 2.13: Standard for landing design of straight stair

2.16.6 Head Room:

The guidance documents impacting on school stair head room are listed below:

Table 2.8: Design guidance applicable to head room of school stair.

Guidance Document Main Design Recommendations Approved Document-K,2013 - The minimum head room should be 2000mm. - Where there is not enough head room it can be reduced to 1800 mm to 1900 mm. Neufert,2012 - The height between the steps and the ceiling must be 2.15 meters. - Head room can be minimum of 2000 mm. BNBC,2006 and Dhaka Mohanagar - The minimum headroom should be 2150 mm. Imarat Nirman Bidhimala,2007 - Area considered as service space can be 2100 mm .

Fig 2.14 : Standard for stair head room design [77]

2.17 Special Stairs

Some special stairs are (Approved Document-K, 2013):

- Tapered stair - Spiral and Helical stair - Alternated stair - For the purpose of the study alternated stair will not be discussed in here as this type is only used for single family house but not in public building.

2.17.1 Tapered Tread Stair:

Standard for rise and trade of tapered stairs are also as same as general stair. Apart from that some spatial points should be addressed while designing tapered tread stair which are given below (Approved Document-K, 2013):

- At top and bottom of every flight landing should be provided, where width and length at least as great as the smallest width of the flight. - Going height should be constant for tapered stair. - Measurements for this type of stair is shown are shown in figure. - If the stair is consist of straight and tapered treads than the going of the tapered trade should not be less than the going of the straight trades. - For tapered trade min going should be 75mm .

Fig 2.15: Standard for tapered Fig 2.16: Standard for spiral tread stair design and helical stair design

2.17.2 Spiral and Helical Stair:

Spiral and helical stairs are generally not being used as school public stair but occasionally they may be used. Standard for rise and trade of these types of stairs are as same as other general stair (Approved Document-K, 2013). Apart from that few other spatial points should be addressed while designing this type of stair is given below (BS- 8300, 2001):

- Spiral and helical staircases can create a sense of light within properties, they can take up less space than traditional stairs, and can create a focal point to a design . - It is essential to make all the rises in a flight uniform. - Helical and spiral stairs involve the use of tapered treads. - The relationship between rise and going for a stair should not change along the walking line, subject to the same tolerance. - 2600mm dia with 1000mm flight width is permissible for building other than dwellings (Approved Document-K, 2013).

2.18 Hand Rail of Stair:

A handrail is a rail which provides a handhold on a platform, walkway, stairway or step ladder. Essentially handrails help with stability so people do not slip or misplace their footing and fall down the stairs or fall while on a platform. Standards for hand rail are given below:

- Handrails should be 900 mm to 1000 mm from the pitch line or the floor. If the stair is 1,000 mm wide, or more, a handrail should be provided at both sides. If the stairs are more than 2 m wide, then they should be divided into flights of no less than 1,000 mm (Approved Document-K, 2013). - Handrails should continue, at least 300 mm beyond the top and bottom of the stairs and should be finished in a way that reduces the risk of clothing being caught (ImaratNirmanBidhimala,2007). - Handrail should be min 900mm height (BS-8300, 2001). - Hand rail should be at height of 1000mm and minimum height should be 800 mm height (Neufert, 2012). - The height of the handrail can vary between 80 and 90 cm from each step (Approved Document-K, 2013).

Fig 2.17: Hand rail detail for building other than dwelling

2.19 Guarding:

A guardrail is a structure to prevent persons from falling off a platform, walkway or landing. Sometimes a handrail will form part of a guardrail and this may confuse some people about their different functions. A handrail only needs to be secure enough to provide stability and a continuous guide along a stair or platform, whereas a guardrail must be strong enough to resist breaking if a person falls or pushes on it. Standards for guard rail are given below (Approved Document-K, 2013):

- Guarding height should be 900mm for flight otherwise 1100mm. - In buildings that might be used by children fewer than 5, guarding should be designed so that a 100 mm sphere cannot pass through, it should prevent children being held fast and should be difficult to climb. - In buildings that might be used by children fewer than 5, guarding should be designed so that a 100 mm sphere cannot pass through, it should be designed in a way so that they cannot easily climb through the guard. - Minimum guarding should be 750mm (Imarat Nirman Bidhimala, 2007).

2.20 Conclusion

Safety in school circulation area is essential and should not be compromise at any case. Accident is uncertain and can happen anywhere any time with anyone. But by following the Codes and standards it is possible to minimize the loss of life and valuable assets. Subsequently, selection of material, tidiness, clear gangway, good lighting and absence of blind corner will help to prevent injuries caused by stepping or striking against object and person (RoSPA, 2011). Thus all these matters needs detail analysis, were some of them are not within the scope of this study.

2.20 References:

Ahmed, N. (1992); Industrial Architecture for developing countries, New Delhi, Vikas Publishing House PVT. LTD.

Anne, W. & Cameron, S., (1995); Scottish Needs Assessment Programme Health Promotion Review: Accident Prevention School Accidents in Scotland [online], Scotland, Scottish Forum for Public Health Medicine.

Bamber, L. (1986); Principles of accident prevention, Safety at work, J. Ridley, London, Second edition.

British Standards Institute, BSI, (2001); Code of Practice for Design of Buildings and Their Approaches to Meet the Needs of Disabled People, British Standards BS-8300, London, BSI.

British Standards Institute, BSI, (2001); Part 1: Code of Practice for the Design, Construction and Maintenance of Straight Stairs and Winders, British Standard BS 5395- 1:2000 Stairs, Ladders And Walkways. London, BSI.

Brocklehurst, D., Bouchlaghem, D., Pitfield, D., Green, M. and Still, K. (2006); design and space planning for secondary schools; considerations for circulation modelling. Ice structure and buildings journal. Nottingham, United Kingdom: Thomas telford.

Capel, S. (2004); Learning to teach physical education in the secondary school, New York , Routledge Falmer. p-129.

Ching, f. D. K. (2007); Architecture: form, space & order, 3rd ed., New Jersey, john Wiley & Sons.

Chowdhury, S. M., Rahman, A. Mashreky, S. R. , Giashuddin, S. M.,Svanström,L., L. G. Hörte,L.G and Rahman,F.(2003) The Horizon of Unintentional Injuries among Children in Low-Income Setting: An Overview from Bangladesh Health and Injury Survey. Bangladesh.

Designing circulation areas (In Detail), (2017); Germany, Christian Schittich,

Department for children, schools and families, (2014); Building bulletin 98: briefing framework for secondary school projects, London, NBS.

Doban, G.(2006); Designing For Safety,Engineering.com, [online] available at: https://www.engineering.com/Library/ArticlesPage/tabid/85/ArticleID/85/Designing-For- Safety.aspx [Accessed 17, Oct. 2006]

Fennelly, A. and Perry, M. (2014); The Handbook for School Safety and Security, Oxford, butterworth-heinemann.

Franco, J., T., (2018) , How to calculate staircase dimensions and designs. Arch daily United States, Becky, [online], p-1, available at: https://www.archdaily.com/892647/how- to-make-calculations-for-staircase-designs. [Accessed 23, APR. 2018]

Hamer, S., (2015); Architectural concept: circulation, portico journal. New Zealand, [online], p-1, available at: http://portico.space/journal//architectural-concepts-circulation.

Loebsack, D. (2013); Rethinking School Safety: Communities and Schools Working Together, Congressional briefing presented in A Framework for Safe and Success Schools , available at: https://www.nasponline.org/research-and-policy/current-law-and- policy-priorities/briefings/rethinking-school-safety-schools-and-communities-working- together [Accessed Dec.11, 2013]

Maslow, A., H. (1943). A theory of human motivation. Psychological Review, available at: http://psychclassics.yorku.ca/Maslow/motivation.htm [Accessed Aug. 2000]

Marsh, P. H. (1985); Security in Building, London.

Mayer, J. E. (2007); Creating a safe and welcoming school. Geneva: UNESCO, p-6.

Ministry of housing and public works,(2007), Dhaka Mohanagar Imarat Nirman Bidhimala, Dhaka,G.O.B.

Ministry of housing and public works, (2006 ); Bangladesh National Building Code, Dhaka, G. O. B.

Neufert. , E. (2012); Architects' data. United Kingdom, John Wiley and Sons ltd, p-407.

Office of the Deputy Prime Minister, (2013); Approved Document M; Access to and Use of Buildings, the Building Regulations‘, Volume-2, Ireland, G.O.I.

Office of the Deputy Prime Minister, (2013); Approved Document K; Protection From Falling, Collision And Impact, The Building Regulations‘, Volume-2, Ireland, G.O.I.

Owere, (2018); Ask Teacher Owere: How do we keep children free from accidents?, The Citizen ,[online] available at : https://www.thecitizen.co.tz/magazine/success/1843788- 4380082-format-xhtml-3d26ouz/index.html , [Accessed Tuesday Apr.10, 2018]

Planning and building unit of the department of education and science, (2000); planning guidelines for primary schools, Ireland, DES.

Reeves, M., A., Kanan., M., L. & Pong, A., E. (2010) ; Comprehensive planning for safe Learning Environment. New York, Taylor & Francis Group.

Royal Society for the prevention of Accident, RoSPA (2011); Managing Safety in Schools & Colleges. Birmingham.

Roselyn, E. (2015); Safety & Security in schools, Slide share [online] available at: https://www.slideshare.net/RoselineEkeke/safety-security-in-school-47553157.[Accessed Apr.29, 2015]

Stark, M.M, (2000) A Physician’s Guide to Clinical Forensic Medicine, London, Humana press.

Supreme Education Council; );(2004 Standards and requirement of a school building, Qatar, G.O.Q, available at: http://www.edu.gov.qa/en/secinstitutes/

Wright, A. and Stark, C. (1995); Scottish Needs Assessment Programme Health Promotion Review: Accident Prevention School Accidents in Scotland. Scottish Forum for Public Health Medicine, Scotland, Scottish forum for public health medicine.

UNECO, (1972), school building design Asia, UNESCO, Colombo.

U.S. Congress, Office of Technology Assessment, OTA (1995); Risks to Students in School, Washington, DC: U.S. Government Printing Office.

CHAPTER THREE METHODOLOGY

3.1 Introduction 3.2 Selection of City and children 3.2.1 Selection of City 3.2.2 Selection of Children 3.3 Selection of School 3.3.1 Locating of the Case School in Dhaka Metropolitan City Map 3.3.2 Getting Permissions for School Survey 3.3.3 Selection of Sample Size 3.4 Data Collection Methodology 3.4.1 Interview with Teachers, Staffs and Students 3.4.2 Questionnaire Survey 3.4.3 Collection of Physical Measurements 3.4.4 Taking Images of Case Schools 3.5 Preparing Existing School Drawings 3.6 Conclusion 3.7 Reference

3.1 Introduction:

This chapter presents, which city, what type of children, which schools and the sample size will be involved in the study along with their selection process. The process was guided by knowledge base from literature review (Chapter-2). After that, the method of field investigation and data collection procedure are also described here.

3.2 Selection of City and Children

Criteria for selection of city and children for the study are described below:

3.2.1 Selection of City

Dhaka city is the capital and largest city of Bangladesh. It is one of the largest and most densely populated cities in the world with a population of 18.89 million people in the greater Dhaka Area (Bangladesh Bureau of Statistics: 41). At present in Dhaka city many of the existing schools are facing the problem of safety because of old age and poor maintenance. Also sometimes schools are being designed without proper knowledge of standard causing over design and under design thereby. As a result of that many school based accident are being held among students and others. Although, there are many other studies investigating school design related problem within Dhaka city but there is hardly any study related to this subject of safety makes the study more interested to select this region as study area of this research.

3.2.2 Selection of Children

As per literature review in chapter two, children age from 10 to 13 has more prospects to conduct school accident than other ages (Anne, 1995: 3). So, at the beginning of the study it was planned to involve students ages 10 to 13 for the research. But later 10 years old were excluded as according to Bangladeshi standard student ages 10 (approx.) usually go to primary school and student ages 11 to 13 go to secondary school (Ministry of Education Government of the People's Republic of Bangladesh, 2010) which may create complexity in further analysis of the study. Therefore, finally student ages11 to 13 were selected for the study.

3.3 Selection of School

There are 169 numbers of secondary and higher secondary schools within Dhaka Metropolitan city area (BANBEIS) [APPENDIX-A]. Among those, 2 co-education, 2 girl‟s schools and 4 boy‟s schools were selected for the study.

3.3.1 Location of the Case Schools in Dhaka Metropolitan City Map:

The 8 selected schools are marked in Dhaka city metropolitan map in order to find their location within Dhaka city (fig: 3.1).

Selected school for survey Sub districts of Dhaka city.

Fig 3.1: Location of selected case schools for detail field investigation shown in Dhaka Metropolitan city map.

3.3.2 Getting Permissions for School Survey

The eight case schools were approached seeking permission for survey with a letter issued from Department of Architecture, BUET [Appendix-B]. All of them contacted had agreed to conduct the study. So, finally the case study school number was eight. The headmasters/principals of all eight schools were given a brief description about the nature and purpose of the study. A copy of questionnaire survey prepared to be filled by the students was also submitted to the principal along with the school survey permission letter.

3.3.3 Selection of Sample Size:

Grades/classes 6, 7, 8 and 9 were selected for the questionnaire survey as their students are typically 11 to 13 years old. 25 students of each school, total 200 numbers of students were selected at random from each 8 schools. So the sample size is 200.

3.4 Data Collection Methodology

3.4.1 Interview with Teachers, Staffs and Students

At the first phase of field investigation the teachers, staffs and other students of all case schools were at random asked some common questions through a short conversation to have an overall idea of the existing school system. The questions asked to them were not fixed but the objective was same, that is to find out what do they think about school safety and how safe they feel in their school environment, if not then what are the issues that are leading them to feel unsafe thereby.

The school administration department was also asked for any record of student‟s school based accident of that particular school; but from their reply it reveals that they have no such record as in Bangladesh there is no policy of collecting data in this regard. Therefore, no previous record or written document was found to track the previous accidents but from verbal conversation with the school staffs, teacher and students a brief idea was obtained which helped to guide the study further.

3.4.2 Questionnaire Survey

Questionnaire survey was the second phase of the survey. The reason of the survey is to collect one year school based accident data as there is no past record found from the school. The process of filling the questionnaire was described to the students after a short brief given by the principal. Students filled up the questionnaire sitting on their own class room except one school who organized the session in a multipurpose room with participation of all 4 grades.

41 a) The Questionnaire

The questionnaire [Appendix-C1, APPENDIX-C2] used in the study was developed using an existing questionnaire designed by “New South Wales Department of Education and Training” (Government of New South Wales, 2006: 2). The existing questionnaire was design to prepare a support document named “Reporting School Accident Support Document” aimed to collect student‟s accident based document for the purpose of assisting the department‟s legal advisors to assess and, if appropriate, defend claims made against it as a result of persons being injured on school sites or during the course activity. The existing questionnaire were divided into 5 main groups: Accident to school students/ visitors, certification, witness to school student/visitor accident – staff member, student witness to school student/visitor accident and statement by accident victim .Thought, the subject of the study is different to the subject of the “support document” but the objective was same that is to collect school accident based document with help of the questionnaire. Therefore, as per the nature of the study the questioner used for the survey was prepared consisting 2 groups of the existing questionnaire e.g. “Accident to school students/ visitors” and “statement by accident victim” and other 3 groups were deducted.

Two pilot surveys were conducted before finalizing the questionnaire. In first pilot survey, 10 students were involved from a school to conduct the survey. Considering the feedback collected from the first survey, questionnaire was modified and used in the second survey. Feedback from the second pilot survey was incorporated to prepare the final questionnaire. b) The Questionnaire Instrument

At first the questionnaire was prepared in English but later translated to Bengali in order to make it more comprehensible to the students.

Part-1: The first part contained students "personal information" that is school name, student's age, name and other general information.

Part-2: The second part contained "school accident detail" where students were asked to described accident (if any) which took place in last one year inside their school premises. In this part, number of accident, nature of injury, location of injury, effect of injury, and further medical treatment given, etc. was described by the student. c) Process of Questionnaire Survey

The survey was conducted in two phases.

First phase: The first part of the questionnaires was distributed to students by the class representative. Along with other general questions students were also asked if they had any school based accident with in last one year inside their school premises. Students who responded yes participated in the second phase of the survey.

Second phase: In this phase Students described further details of school accidents e.g. time, type and location along with some other details. After completion of the questionnaire survey, it was collected from the students and documented for further analysis. The same process continued for other schools accordingly.

3.4.3 Collection of Physical Measurements

At third phase physical dimensions of existing school buildings were collected. Assistance was taken in this part to maintain accuracy as it is one of the vital part and required proper execution. a) Physical Measurements Instruments

All dimensions were taken and documented in mks system as the standards available are also described in mks unit system. Dimensions were cross checked and then documented in order to avoid errors. b) Process of Collecting Physical Dimensions

Dimensions were collected and documented for preparing the existing school drawings. Details measurements of circulation area as example: ratio of trade and riser, stair railing detail, corridor guard rail stair nosing detail etc. were carefully measured and documented for further analysis. Material used in school internal circulation area was also observed. Though it was not within the scope of the study but was analysed just for giving a general view of the existing situation.

3.4.4 Taking Pictures of Case Schools

Images of the case schools were taken in different day and time to describe existing situation and help to clarify points being made.

3.5 Preparing Existing School Drawings

At first, a site plan of each four school was drawn by tracing the Google map saved from web site. Later, the outline was used as the base plan. Dimensions taken from the survey was incorporated to draw plan of each floor. After completion of floor plans, building sections were prepared thereby. Necessary detail drawings were also prepared to describe the situation better.

3.6 Conclusion:

The methodology of the study is very simple and organized. It started with selection of sample size and schools. After that, collecting existing dimensions and other information were the second step in order to conduct the analysis that is the main goal of the study.

3.7 References:

Anne, W. & Cameron, S., (1995); Scottish Needs Assessment Programme Health Promotion Review: Accident Prevention School Accidents in Scotland, Scotland, Scottish Forum for Public Health Medicine.

Bangladesh Bureau of Statistics, Available at: https://en.wikipediaorg/wiki/ Bangladesh_Bureau_of_Statistics.

Ministry of Education Government of the People's Republic of Bangladesh, (2010), National Education Policy-2010. Available at https://moedu.gov.bd/

Government of New South Wales, NSW, (2006), Reporting school accidents support document. Support document prepared by: New South Wales department of education and training. Australia, NSW.

CHAPTER FOUR FIELD INVESTIGATION

4.1 Introduction 4.2 Field Investigation 4.3 Criteria for Field Investigation 4.4 Selected Case school for Detail Investigations

4.5 Detail Investigation of Case school A: Sher-E-Bangla Nagar Government Boys' High School 4.5.1 General Information 4.5.2 Programme Analysis 4.5.3 Build Area Analysis 4.5.4 Exiting Circulation Area Analysis in Term of Safety 4.5.5 Horizontal Circulation Area Analysis 4.5.6 Vertical Circulation Area Analysis 4.5.7 Analysis of Exiting Guarding Design in Terms of Safety 4.5.8 Analysis of Informal Interview &Questionnaire Survey

4.6 Detail investigation of Case school B: The Government Laboratory High School 4.6.1 General Information 4.6.2 Programme Analysis 4.6.3 Build Area Analysis 4.6.4 Exiting Circulation Area Analysis in Term of Safety 4.6.5 Horizontal Circulation Area Analysis 4.6.6 Vertical Circulation Area Analysis 4.6.7 Analysis of Exiting Guarding Design in Terms of Safety 4.6.8 Analysis of Informal Interview and Questionnaire Survey

4.7 Detail investigation of Case school C: Dhanmondi Government Boys' High School 4.7.1 General Information 4.7.2 Programme Analysis 4.7.3 Build Area Analysis 4.7.4 Exiting Circulation Area Analysis in Term of Safety 4.7.5 Horizontal Circulation Area Analysis 4.7.6 Vertical Circulation Area Analysis 4.7.7 Analysis of Exiting Guarding Design in Terms of Safety 4.7.8 Analysis of Informal Interview and Questionnaire Survey

4.8 Detail investigation of Case school D: Khilgaon Government Boy's High School 4.8.1 General Information 4.8.2 Programme Analysis 4.8.3 Build Area Analysis 4.8.4 Exiting Circulation Area Analysis in Term of Safety 4.8.5 Horizontal Circulation Area Analysis 4.8.6 Vertical Circulation Area Analysis 4.8.7 Analysis of Exiting Guarding Design in Terms of Safety 45

4.8.8 Analysis of Informal Interview and Questionnaire Survey

4.9 Detail investigation of Case school E: Banani Model High school 4.9.1 General Information 4.9.2 Programme Analysis 4.9.3 Build Area Analysis 4.9.4 Exiting Circulation Area Analysis in Term of Safety 4.9.5 Horizontal Circulation Area Analysis 4.9.6 Vertical Circulation Area Analysis 4.9.7 Analysis of Exiting Guarding Design in Terms of Safety 4.9.8 Analysis of Informal Interview and Questionnaire Survey

4.10 Detail investigation of Case school F: Vashantek Govt. High School 4.10.1 General Information 4.10.2 Programme Analysis 4.10.3 Build Area Analysis 4.10.4 Exiting Circulation Area Analysis in Term of Safety 4.10.5 Horizontal Circulation Area Analysis 4.10.6 Vertical Circulation Area Analysis 4.10.7 Analysis of Exiting Guarding Design in Terms of Safety 4.10.8 Analysis of Informal Interview and Questionnaire Survey

4.11 Detail investigation of Case school G: Tejgaon Govt. Girls School 4.11.1 General Information 4.11.2 Programme Analysis 4.11.3 Build Area Analysis 4.11.4 Exiting Circulation Area Analysis in Term of Safety 4.11.5 Horizontal Circulation Area Analysis 4.11.6 Vertical Circulation Area Analysis 4.11.7 Analysis of Exiting Guarding Design in Terms of Safety 4.11.8 Analysis of Informal Interview and Questionnaire Survey

4.12 Detail investigation of Case school G: T&T Adarsha Girls School 4.12.1 General Information 4.12.2 Programme Analysis 4.12.3 Build Area Analysis 4.12.4 Exiting Circulation Area Analysis in Term of Safety 4.12.5 Horizontal Circulation Area Analysis 4.12.6 Vertical Circulation Area Analysis 4.12.7 Analysis of Exiting Guarding Design in Terms of Safety 4.12.8 Analysis of Informal Interview and Questionnaire Survey

4.1 Introduction

This chapter presents a study of secondary school survey located within the Dhaka Metropolitan city area to set up a picture of the current situation of safety within school circulation area. After completing pre survey works, some criteria were set for conducting field investigation. The case schools are analysed in detail in this chapter to have a pen picture of the existing situation.

4.2 Field Investigation:

There are many ways to survey the condition of a building, ranging from the most costly method of laboratory tests to the simplest method of visual site inspection. The choice depends on the purpose and resources for assessment (Daniel, 2008). The purpose of this study is to survey the safety conditions of a particular area within school building where visual site inspection process was followed as per purpose of the study.

4.3 Criteria for Field Investigation:

As it is difficult to find any standard criteria for investigating building safety for this significant area, the criteria to conduct the survey was set from experience gathered from investigating building standards in chapter two. The criteria set for field investigation was flexible but similar for all selected case schools.

4.4 Selected Case School for Detail Investigations.

Table 4.1: Selected Case Schools for detail field investigation

Selected Case School Names

Case school A Sher-E-Bangla Nagar Government Boys' High School.

Case school B The Government Laboratory High School (Govt. Lab.)

Case school C Dhanmondi Government Boys' High School (DGBHS)

Case school D Khilgaon Govt. Boy's High School

Case school E Banani Model High School

Case school F Vasantek Govt. High School

Case school G T&T Adarsha Girl‟s High School

Case school H Tejgaon Govt. Girl‟s High School

4.5 Detail Investigation of Case School A: Sher-E-Bangla Nagar Government Boys' High School

4.5.1General Information

Sher-E-Bangla Nagar Government Boys' High School is one of the oldest schools in Dhaka city. The master plan of this area was designed by Architect Mazharul Islam.

- Location: Agargaon, Dhaka. - Established in: 1969. - Type: Public boy‟s school.

Fig 4.1: Location of Sher-E-Bangla Nagar Government Boys' High School

Fig 4.2: The Sher-E-Bangla Nagar Government Boys' High School

4.5.2 Programme Analysis

- Grade/ class: 1-12 - Section: four sections, A, B, C, D - Total Number of students: 2200 - Number of students per shift:1100 - Total number of teachers :55 - Number of teachers per shift: 30 - Total number of staff:18 - Number of staffs per shift: 9 - Ratio of student : supervisor (teacher and staff) : 1: 28.2 - Number of shifts: 2, morning and day.

Table 4.2: Class hour of Sher-E-Bangla Nagar Government Boys' High School

Shifts Class Starts Tiffin Hour Ends Morning 1-12 07:00 am 10:00 am to 10:20 am 12:00 pm Day 1-12 12:15 pm 02:15 pm to 02:35 pm 05:15 pm

4.5.3 Build Area Analysis

- Total Build Area: 5,580 sqm/ 60,062 sft. - Total Circulation Area (Vertical + Horizontal):1,844 sq m / 19,848 sft. - Circulation Area for Each 10 Student : 15 sq m - Ground Floor Area: 1693 sqm / 18223 sft. - Ground Floor Circulation Area (Vertical + Horizontal): 552 sq m / 5,941 sft. - Circulation Area (Ground Floor) : Build Area (Ground Floor) : 33:67 (fig:4.3) - Typical Floor Area: 1693 sqm / 18223 sft. - Typical Floor Circulation Area (Vertical + Horizontal): 527 sq m / 5,672 sft. - Circulation Area (Typical Floor) : Build Area (Typical Floor) : 31:69 (fig:4.4)

Fig 4.3: Ratio of ground floor circulation area Fig 4.4: Ratio of typical floor circulation area of Sher-E-Bangla Nagar Government of Sher-E-Bangla Nagar Government Boys' High School Boys' High School

Fig 4.5 : Existing Ground Floor Plan of Sher-E-Bangla Nagar Government Boys' High School.

Fig 4.6 : Existing 1st Floor Plan of Sher-E-Bangla Nagar Government Boys' High School.

Fig 4.7 : Existing Building Sections of Sher-E-Bangla Nagar Government Boys' High School.

4.5.4 Exiting Circulation Area Analysis in Term of Safety a) Horizontal circulation area:

Four types of horizontal circulation were found as per their physical dimensions. These four types of areas are analysed under 4 categories: A1, A2, A3 and A4. b) Vertical circulation area:

The building consisting 2 stairs are analysed under 2 categories A.a and A.b.

Fig 4.8: Ground floor circulation layout Fig 4.9: First floor circulatio layout

4.5.5 Horizontal Circulation Area Analysis

Horizontal circulation area is analysed under 4 categories shown in table 4.3.

Table 4.3: Physical dimensions of existing horizontal circulation

Category Type Width Height at ground floor Height at typical Floor

A.1 Single loaded 2000 mm 3450mm 3450mm

A.2 Single loaded 2400 mm 3450mm 3450mm

A.3 Entry lobby 5925 mm 3450mm 3450mm

A.4 Bridge 2000 mm N/A 4175mm

- The building corridors are single loaded, where one side is facing toward playground and the other side consisting rooms. - At the first place the main building floor area was designed with neat finishing. But later replaced with mirror polished tiles in some areas causing variation of material in same level or with a little undulation in surface. - The corridors of main building consisting drinking water filter causing the floor to be wet in most of the time could be a safety issue. - Proper slop is not maintained in the corridor area causing water lagging when rain. - The corridors in both main building and 2nd building are being used as furniture storage and linen drying purpose.

Fig 4.10: Existing horizontal circulation area of Sher-E-Bangla Nagar Government Boys' High School 54

4.5.6 Vertical Circulation Area Analysis

Physical Analysis of Stair Type: A.a

- The stair is a half turn stair, located in the main building entry lobby of the school - It is the main vertical circulation of the school building. - The stair has no window in outside wall. The only opening is located in the side wall adjacent to entry lobby designed with guard rail. In typical floor the opening is closed by the school committee as they decided to use the open space as prayer room in first floor and class room in 2nd floor. As a result of that, the ground floor stair way is bit lighted but the typical floor stair way is in dark throughout the day. - Material used in this stair is mirror polished tile, may cause fall, slip & trip.

Physical Analysis of Stair Type: A.b

- The stair is a half turn stair, located in the 2nd building. - The landing to roof is being used for dumping furniture. - The stair is open and well lighted in all floors as there is window with shading device located in all floor landing. - Material used in this stair is mosaic which is safe to prevent slip, flip and fall. Table 4.4: Physical dimensions of stair type: A.a and A.b

Components of stair Min (A.a) Max (A.a) Min (A.b) Max (A.b)

Riser 150mm 150mm 150mm 150mm

Trade 250mm 250mm 250mm 250mm

Number of flight 12nos 12nos 12 nos 12 nos

Width of flight 1850 mm 1850 mm 2000 mm 2000 mm

Nosing N/A N/A N/A N/A

Landing width 1650 mm 1650 mm 1350 mm 1350 mm

Head room at main floor 2250 mm (pent 3450 mm 2250 mm (pent 3450 mm house) (typical floor) house) (typical floor) Head room at half lading 3450 mm 4050 mm 3450 mm 4050 mm

Rail height 983 mm 983 mm 1140mm 1140mm

Rail: gap between two 100mm 100mm 100mm 100mm vertical posts

Fig 4.11: Existing vertical circulation area of Sher-E-Bangla Nagar Government Boys' High School

4.5.7 Analysis of Exiting Guarding Design in Terms of Safety

There are three types of guarding design found in the building being described below:

- The guarding in main building corridor is a full height grill designed with vertical and horizontal grill spacing not more than 100 mm.

- The guarding in 2nd building corridor is a half solid and half grill designed with vertical and horizontal grill spacing not more than 100 mm.

- The guarding in both side of the bridge is designed with solid wall height 1000 mm and the other half is open. There is no grill or railing design for that part.

Fig 4.12: Existing Guarding Design of Sher-E-Bangla Nagar Government Boys' High School

4.5.8 Analysis of Informal Interview and Questionnaire Survey

Findings of Informal Interview with Teachers, Staffs and Students a) The teachers, students and staffs generally describe the school as a safe place. b) When asked they also described as walking in the corridors in rainy days is little uncomfortable because of water lagging otherwise it is safe for the students. c) Students described the stairs are fine just a little crowded in the morning and break times which takes them more time to reach their destination.

Findings of Questionnaire Survey

Students Rate of Injury: 13 out of 25 students responded yes to the question asked if they have ever got injured in the school premises within last one yea. So student‟s accident rate is 52% for this school.

Number of Injury Described by Students for Last One Year: These 13 students described 20 numbers of accidents that took place in last one year.

Location of Getting Injured by Students: The location of injury described by the students is shown below as:

Figure 4.13: Location of getting Figure 4.14: Ration of getting Injured by students injured in circulation area by students

From fig :4.13, it can be observed that, 40 % accident took placed in playground, 20 % in stair, 15 % in class room, 10 % in corridor, 5 % in wash room and 10 % in other areas.

Number of Students Got Injured in Circulation Area: From fig: 4.14 it is revealed that, total 30% accident among all took place in circulation areas as described by the students.

Student’s Time of Getting Injury: The questionnaire survey was conducted in morning shift for all case schools. So, the survey contains the time described by the students of morning shift which is from 7 am to 12:30 pm.

Figure 4.15: Student’s time of getting injury

It is seen that students got injured mostly in time between 10 am to 11 am which is the break time for morning shift students.

Type of Accidents and Injuries Described by Students : Differnt types of accdents and injuries described by the students are:

Figure 4.16: Types of accident by students Figure 4.17: Types of injury by students

It is observed that, 77 % of total accident described by the students is moderate accident where 15 % are major, 8 % are serious and 0% serious injury observed from fig: 4.16.

It is also observed that, cut & laceration is the type of injury that took place mostly in this school which is 41 % of all types of injury. The other injuries described by the student are contusion 25 %, head and facial injury 15 %, fracture 14% and chest injury 5 % (fig:4.17).

Further Medical Treatmenr Needed : 23% of total number of injuries needed further medical treatment described by the students took place within last one year.

4.6 Detail Investigation of Case school B: The Government Laboratory High School (Govt. Lab.)

4.6.1 General Information

The Government Laboratory High School (Govt. Lab) is a renowned government boy‟s school. It was originally a part of Teachers Training College in the premises of Armaintol. Later the site was acquired for school and was given the name of Government Laboratory High School.

- Location: Dhanmondi, Dhaka. - Established on: 3 September 1961. - Type: Public boy‟s school.

Fig 4.18: Location map of Government Laboratory Boy’s High School

Fig 4.19: The Government Laboratory Boys' High School

4.6.2 Programme Analysis:

- Grade/ class: 1-10 - Section: four sections, A, B, C, D - Total number of students: 2400 - Number of students per shift:1200 - Total number of teachers :51 - Number of teachers per shift: 30 - Total number of staff:10 - Number of staffs per shift: 5 - Ratio of student : supervisor (teacher and staff) : 1: 34.2 - Number of shift: 2, Morning and day

Table 4.5: Class hour of Government Laboratory Boy’s High School

Shifts Class Starts Tiffin Hour Ends Morning 1-10 07:00 am 10:00 am to 10:20 am 12:00 pm Day 1-10 12:30 pm 02:30 pm to 02:45 pm 05:30 pm

4.6.3 Build Area Analysis

- Total Build Area: 4,023 sq m / 43,303 sft. - Total Circulation Area (Vertical + Horizontal): 1,372 sq m / 14,768 sft. - Circulation Area for Each 10 Student: 10.38 sq m - Ground Floor Area: 2,175 sqm / 23,411 sft. - Ground Floor Circulation Area (Vertical + Horizontal): 816 sq m / 8783 sft. - Circulation Area (Ground Floor) : Build Area (Ground Floor) : 37:63 (fig:4.20) - Typical Floor Area: 1,848 sqm / 19,891 sft. - Typical Floor Circulation Area (Vertical + Horizontal): 556 sq m / 5,984 sft. - Circulation Area (Typical Floor) : Build Area (Typical Floor) : 30:70 (fig:4.21)

Fig 4.20: Ratio of ground floor circulation area Fig 4.21: Ratio of typical floor circulation area of Government Laboratory Boy’s High School of Government Laboratory Boy’s High School

Fig 22: Existing Ground Floor Plan of Government Laboratory Boys' High School

Fig 23: Existing First Floor Plan of Government Laboratory Boys' High School

Fig 24: Existing Building Sections of Government Laboratory Boys' High School

4.6.4 Existing Circulation Area Analysis in Term of Safety:

For the purpose of the study the circulation area of this building will be analysed under two major parts: a) Horizontal circulation area: There are 4 types of horizontal circulation area analysed under 4 categories B1, B2, B3 and B4 b) Vertical circulation area: There are 3 stairs in the building. The main stair is categories as B.a, and the other two similar stairs are analysed under category B.b.

Fig 4.25: Ground floor circulation layout of Government Laboratory Boy’s High School

4.6.5 Horizontal Circulation Area Analysis

- The circulation pattern designed for this school is very organized and simple. Similar functions are located close to each reducing extra complexity within the building - The collected dimensions are described below:

Table 4.6: Physical dimensions of existing horizontal circulation

Category Type Width Height (GF) Height (TF) B1 Double loaded 3000 mm 4350 mm 3450mm B2 Single loaded 5700 mm 4350 mm 3450mm B3 Single loaded 3000 mm 4350 mm 3450mm B4 Single loaded 2400 mm 4350 mm 3450mm

- The main entry of the school is through a 3m wide corridor which is very narrow as entry for a school building. A lobby space is created right after entry corridor is designed to be used as podium of an amphitheatre made the space more functional and attractive.

- The school is surfaced with neat finishing at both ground floor and first floor. Because of old age some of the floor area became damaged needs renovation or change of material.

- The corridors are consisting drinking water filter causing the floor to be wet in most of the time could be a safety issue.

- Some old furniture is kept here and there in the corridor obstructing the natural pupil movement.

Fig 4.26: Existing horizontal circulation area of Government Laboratory Boy’s High School

4.6.6 Vertical Circulation Area Analysis a) Physical Analysis of Stair Type : B.a

- The stair is a half turn stair, located in the main building entry wing of the school. - It is the main vertical circulation of the building. - The steps are consistent but having no nosing detail. - The stair case is very boring, enclosed with walls having not enough opening for light or air pass causing uncomforted to the users. - The railing used is 1.2 m height solid wall lacking visual clarity. - Mosaic used in floor as finished material. The overall condition is poor because of old age. b) Physical Analysis of Stair Type: B.b

Two similar stairs are categorised in this category.

- The stairs are two quarter landing type stairs. - Among two, one was found locked dumped with furniture. - The stairs were enclosed with wall having not enough opening for light or air pass causing uncomforted to the users. - The railing used was .75 m height solid wall, which is below standard also lacking visual clarity. - Floors are covered with neat finishing as finish material. The overall condition is poor because of old age. Table 4.7: Physical dimensions of stair type: B.a and B.b.

Components of stair Min (B.a) Max (B.a) Min (B.b) Max (B.b) Riser 150mm 150mm 150mm 150mm Trade 250mm 250mm 250mm 250mm Number of flight 15nos 15nos 7 nos 8 nos Width of flight 1200 mm 1200 mm 1200 mm 1200 mm Nosing N/A N/A N/A N/A Landing width 1525 mm 1525 mm 1200 mm 1200 mm Head room at main landing 3450 mm 4350 mm 3450 mm 4350 mm Head room at half lading 5835 mm 5835 mm 5835 mm 5835 mm Rail height 1200 mm 1200 mm 750 mm 750 mm Rail type Solid wall Solid wall Solid wall Solid wall

Fig 4.27: Existing vertical circulation area of Government Laboratory Boy’s High School

4.6.7 Analysis of existing Guarding Design in Terms of Safety:

The school corridors are surrounded with lot of greeneries which can be enjoyed from few points in ground floor but not from other areas because of full height grills used as guarding.

Two types of guarding design found in the building being described below:

- One type is found in ground floor which is full height grill designed with vertical and horizontal grill spacing not more than 100 mm. The design perhaps safe to prevent fall but creating a physical boundary between greenery and the building.

- The other type of guarding found in the first floor is half wall and half grill. This type is also designed with vertical and horizontal grill spacing not more than 100 mm.

Fig 4.28: Existing guarding design of Government Laboratory Boy’s High School

4.6.8 Analysis of Questionnaire Survey

Findings of Informal Interview with Teachers, Staffs and Students a) At first place the teachers, students and staffs generally describe the school as overall safe place. b) They also said the entry is very narrow for the school which is also very crowded at the shift times. Students also described the stairs are very boring and dark in most of the time. It is also described very crowded causing suffocating and uncomfortable in shift times.

Students Rate of Injury: 21 out of 25 students responded yes to the question asked if they have ever got injured in the school premises within last one year, which means student‟s accident rate is 84% for this school.

Number of Injury Described by Students for Last One Year: These 21 students described 27 numbers of accidents that took place in last one year.

Location of Getting Injured by Students: The location of injury described by the students is shown below as:

Figure 4.29: Location of getting Figure 4.30: Ration of getting Injured by students injured in circulation area by students

From fig:4.29, it can be seen that, accident took placed 41 % in playground, 15 % in class room, 11% in corridor, 3 % in wash room , 26 % in stair, 4 % in other areas as described by the students.

Number of Students Got Injured in Circulation Area: From fig: 4.30 it is revealed that, total 37% accident among all took place in circulation areas thereby.

Figure 4.31: Student’s time of getting injury

It is seen that students got injured mostly in time between 10 am to 11 am which the break time for morning shift students.

Type of Accidents and Injuries Described by Students : Differnt types of accidents and injuries described by the students are:

Figure 4.32: Types of accident by students Figure 4.33: Types of injury by students

It can be seen that, 81 % of total accidents described by the students are moderate accidents where 15 % are major, 4 % are serious and 0% serious accidents. (fig:4.32)

It is also observed that; cut & laceration is the type of injury that took place mostly in this school which is 38 % of all types of injury. The other injuries described by the student are contusion 12 %, head and facial injury 15 %, fracture 15% and chest injury 8 % (fig:4.33).

Further Medical Treatmenr Needed : 23% of total number of injuries needed further medical treatment described by the students took place within last one year

4.7 Detail Investigation of Case school C: Dhanmondi Government Boys' High School (DGBHS)

4.7.1 General Information

Dhanmondi Government Boys High School is a renowned Bengali medium school. It is also one of the oldest schools, located in one of the important location in Dhaka city.

- Location: Dhanmondi, Dhaka. - Established on: 21 March 1965 - Type: Public boy‟s school

Fig 4.34: Location of Dhanmondi Government Boys' High School

Fig 4.35: The Dhanmondi Government Boys' High School

4.7.2 Programme Analysis:

- Grade/ class: 1-12 - Section: Three sections, A, B and C - Total number of students: 2600 - Number of students per shift:1300 - Total number of teachers :45 - Number of teachers per shift: 22 - Total number of staff: 7 - Number of staffs per shift: 3 - Ratio of student: supervisor(teacher and staff) : 1:52 - Number of shift: 2, Morning and day

Table 4.8: Class hour of Dhanmondi Government Boys' High School

Shifts Class Starts Tiffin Hour Ends Morning 1-12 07:00 am 10:00 am to 10:20 am 12:00 pm Day 1-12 12:30 pm 02:30 pm to 02:45 pm 05:30 pm

4.7.3 Build Area Analysis

- Total Build Area: 7,390 sq m / 79,545 sft. - Total Circulation Area (Vertical + Horizontal): 2,639 sq m / 28,405 sft. - Circulation Area for Each 10 Student: 16 sq m - Ground Floor Area: 2,380 sqm / 25,618 sft. - Ground Floor Circulation Area (Vertical + Horizontal): 824 sq m / 8,870 sft. - Circulation Area (Ground Floor) : Build Area (Ground Floor) : 35:65 (fig 4.31) - Typical Floor Area: 2,180 sqm / 23,465 sft. - Typical Floor Circulation Area (Vertical + Horizontal): 824 sq m / 8,870 sft. - Circulation Area (Typical Floor) : Build Area (Typical Floor) : 37:63 (fig:4.33)

Fig 4.36: Ratio of ground floor circulation area Fig 4.37: Ratio of typical floor circulation area of Dhanmondi Government Boys' High School of Dhanmondi Government Boys' High School

Fig 4.38: Existing Ground Floor Plan of Dhanmondi Government Boys' High School.

Fig 4.39: Existing First Floor Plan of Dhanmondi Government Boys' High School.

Fig 4.40: Existing Second Floor Plan of Dhanmondi Government Boys' High School

Fig 4.41: Existing Building Sections of Dhanmondi Government Boys' High School.

4.7.4 Exiting Circulation Area Analysis in Term of Safety a) Horizontal Circulation Area: There are 4 types of horizontal circulation area analysed under 4 categories C1, C2, C3 and C4 b) Vertical circulation area: There are 5 stairs in the building. Categorized as C.a, C.b, C.c, C.d and C.e.

Fig 4.42: Ground floor circulation layout

4.7.5 Horizontal Circulation Area Analysis

The Physical parameters of all types of Corridors are described below:

Table 4.9: Physical dimensions of existing horizontal circulation

Category Type Width Height (GF) Height (TF) C.1 Single loaded 3000 mm 3450mm 3450mm C.2 Double loaded 3000 mm 3450mm 3450mm C.3 Single loaded 2000 mm 3450mm 3450mm C.4 Single loaded 2100 mm 3450mm 3450mm

- The main building has both single loaded and double loaded corridor. - The other buildings consisting single loaded corridors only. - The double loaded corridors are in dark even in the day time. - The corridors are consisting drinking water filter causing the floor to be wet in most of the time could be a safety issue. - The corridors in both main building and other building are being used as furniture storage and linen drying purpose.

- Most of the window glasses in stair case landing were found broken, which is very unsafe for the building. - The floor is damaged in most of the areas developed large crack need to be changed or repaired.

Fig 4.43: Existing horizontal circulation area of Dhanmondi Government Boys' High School

4.7.6 Vertical Circulation Area Analysis

a) Physical Analysis of Stair Type: C.a

- The stair is half turn stair. - Located in the main building entry lobby of the school. - Solid wall is used as guarding, blocking the view while climbing. - The stair case wall has sufficient opening that allow light and air passing through.

b) Physical Analysis of Stair Type: C.b

- The stair is two quarter landing stair, located in the main building secondary entry. - This is the secondary stair of the main building.

Table 4.10: Physical dimensions of stair type: C.a and C.b

Components of stair Min (C.a) Max (C.b) Riser 150mm 150mm Tread 250mm 250mm Number of flight 12 nos 12 nos Width of flight 1800 mm 1800 mm Nosing N/A N/A Landing width 1530 mm 1800 mm Head room at main landing 2250 mm (pent house) 3450 mm (typical floor) Head room at half lading 3450 mm 4050 mm Rail height 900 mm 900 mm Rail Type solid wall solid wall

c) Physical Analysis of Stair Type : C.c

- The stair is half turn stair. - Located in the building adjacent to main building.

Table 4.11: Physical dimensions of stair type: C.b and C.c

Components of stair Min (C.b) Max (C.b) Min (C.c) Max (C.c) Riser 150mm 150mm 150mm 150mm Trade 250mm 250mm 250mm 250mm Number of flight 5 nos 14 nos 12nos 12nos Width of flight 1500 mm 1500 mm 825 mm 825 mm Nosing N/A N/A N/A N/A Landing width 1500 mm 1500 mm 900 mm 900 mm Head room at main 2250 mm (pent 3450 mm 2250 mm 3450 mm landing house) (typical floor) (pent house) (typical floor) Head room at half lading 3450 mm 4050 mm 3450 mm 4050 mm Rail height 900 mm 900 mm 750 mm 750 mm Rail Type solid wall solid wall 250 mm 250 mm

d) Physical Analysis of Stair Type: C.d

- The stair is half turn stair. - It is the main stair of building 2. - Mosaic is used as finished material.

e) Physical Analysis of Stair Type : C.e

- The stair is a half turn stair. - Located in building-3. - Neat finishing is used as finished material.

Table 4.12: Physical dimensions of stair type: C.d and C.e

Components of stair Min (C.d) Max (C.d) Min (C.e) Max (C.e) Riser 150mm 150mm 150mm 150mm Trade 250mm 250mm 250mm 250mm Number of flight 12nos 12nos 12nos 12nos Width of flight 1415 mm 1415 1500 mm 1500 Nosing N/A N/A N/A N/A Landing width 1450 mm 1450 mm 900 mm 900 mm Head room at main 2250 mm (pent 3450 mm 2250 mm 3450 mm landing house) (typical floor) (pent house) (typical floor) Head room at half lading 3450 mm 4050 mm 3450 mm 4050 mm Rail height 750 mm 750 mm 750 mm 750 mm Rail: gap between two 250 mm 250 mm Solid wall Solid wall vertical posts

Fig 4.44: Existing vertical circulation area of Dhanmondi Government Boys' High School

4.7.8 Analysis of Exiting Hand Rail and Guarding Design in Terms of Safety

Two types of guarding design found in the building being described below:

- The main building corridors are mostly double loaded where guarding used in ground floor is full height grill designed with vertical and horizontal grill spacing not more than 100 mm.

- The guarding in The main building typical floors is design with half solid and half grill designed with vertical and horizontal grill spacing not more than 100 mm.

- The other building corridors are half solid and half grill designed with vertical and horizontal grill spacing not more than 100 mm.

Fig 4.45: Existing guarding design of Dhanmondi Government Boys' High School

4.7.9 Analysis of Questionnaire Survey:

Findings of Informal Interview with Teachers, Staffs and Students a) The teachers, students and staffs defined the school as a safe place initially. b) Students described the playground is fine, but made of hard surface so they cannot play outside of a long time because of excessive heat. Therefore, they prefer to play cricket or football in the corridor or in the lobby area which is bit risky but still fine for them.

Findings of Questionnaire Survey

Student’s Rate of Injury: 15 out of 25 students said yes to the question asked if they have ever got injured in the school premises within last one year. So accident rate is 59% for this school.

Number of Injury Recorded for Last One Year: The 15 students were asked to describe accident took place within last one year. Total 31 numbers of accident details were described by the students.

Location of Getting Injured by Students: Followings are the locations of the accident took place in last one year:

Figure 4.46: Location of getting Figure 4.47: Ration of getting injured by students injured in circulation area by students

From fig: 4.46 it is observed that, 29 % accident took place in playground and as same as in corridor area, where 19 % accident took place in stair, 10 % in others area and 3 % in wash room in last one year.

Number of Students Got Injured in Circulation Area: 48 % students got injured in circulation area as found from field investigation (fig: 4.47).

Student’s Time of Getting Injury: The questionnaire survey was conducted in morning shift. So, the survey contains the time described by the students of morning shift which is from 7 am to 12:00 pm.

Figure 4.48 Student’s time of getting injured

It is seen that students got injured mostly in time between 10 am to 11 am which the break time for morning shift students. (fig-4.48)

Type of Accidents and Injuries Described by Students : differnt types of accidents and injuries described by the students are:

Figure 4.49: Type of accident by students Figure 4.50: Type of injury by students

As shown in fig: 4.49, 63 % accidents are moderate 15 % are major and 6% are serious accidents took place in last one year. Fig:4.50 states that, 15 % fracture, 34 % cut and lacerations, 26 % contusion,16 %head and facial injury & 8 % chest injury took place as described by students.

Further Medical Treatmenr Needed: 21 % of total accidents needed further medical treatment. As described by the students.

4.8 Detail Investigation of Case Schools D: Khilgaon Govt Boy's High School

4.8.1 General Information

Khilgaon govt. Boy's high school is a public boys' school located in eastern side of Dhaka Metropolitan city.

- Location: Khilgaon, Dhaka. - Established on: 31 December 1967. - Type: Public boy‟s school.

Fig 4.51: Location of Khilgaon Government Boy's High School

Fig 4.52: The Khilgaon Government Boy's High School

4.8.2 Programme Analysis:

- Grade/ class: 1-12 - Section: Four sections, A, B, C,D - Total number of students: 1840 - Number of students per shift: 981 - Total number of teachers :46 - Number of teachers per shift: 25 - Total number of staff: 7 - Number of staffs per shift: 4 - Ratio of student : supervisor (teacher and staff) : 1: 33.8 - Number of shift: 2, Morning & Day

Table 4.13: Class hour of Khilgaon Government Boy's High School

Shifts Class Starts Tiffin Hour Ends Morning 1-12 07:00 am 10:00 am to 10:20 am 12:00 pm Day 1-12 12:30 pm 02:30 pm to 02:45 pm 05:30 pm

4.8.3 Build Area Analysis

- Total Build Area: 6,401 sq m/ 68,899 sft. - Total Circulation Area (Vertical + Horizontal): 1,378 sq m / 14,832 sft. - Circulation Area for Each 10 Student: 12.2 sq m - Ground Floor Area: 2,683 sqm / 25,908 sft. - Ground Floor Circulation Area (Vertical + Horizontal): 942 sq m / 10,140 sft. - Circulation Area (Ground Floor) : Build Area (Ground Floor) : 35:65 (fig:53) - Typical Floor Area: 2,407 sqm / 25,908 sft. - Typical Floor Circulation Area (Vertical + Horizontal): 942 sq m / 10,140 sft. - Circulation Area (Typical Floor) : Build Area (Typical Floor) : 39:61 (fig:54)

Fig 4.53: Ratio of ground floor circulation area Fig 4.54: Ratio of typical floor circulation area of Khilgaon Government Boy's High School of Khilgaon Government Boy's High School

Fig 55: Existing Ground Floor Plan of Khilgaon Government Boy's High School

Fig 56: Existing First Floor Plan of Khilgaon Government Boy's High School

Fig.57: Existing Building Sections of Khilgaon Government Boy's High School

4.8.4 Existing Circulation Area Analysis in Term of Safety a) Horizontal Circulation Area: There are 6 types of horizontal circulation area analysed under 6 categories D1, D2, D3, D4, D5 and D6. b) Vertical Circulation Area: The 3 stairs are categorized as D.a, D.b and D.c.

Fig 4.58: Ground floor circulation layout 4.8.5 Horizontal Circulation Area Analysis

The categories are described below:

Table 4.14: Physical dimensions of existing horizontal circulation

Category Type Width Height at ground Floor Height at first Floor D.1 Single loaded 6780 mm 3450mm 3450mm D.2 Single loaded 2700 mm 3450mm 3450mm D.3 Double loaded 3000 mm 3450mm 3450mm D.4 Single loaded 3000 mm 3450mm 3450mm D.5 Single loaded 2200 mm 3450mm 3450mm D.6 Single loaded 2100 mm 3450mm 3450mm

- The circulation pattern of this building is very easy and simple. Functions similar to each others are located together distinguishably close to each other to avoid extra circulation within the building - Corridors are mostly single loaded except few double loaded corridors located in main buildings. - Corridors are made with neat finishing as finish material. - The corridors are consisting drinking water filter causing the floor to be wet in most of the time could be a safety issue.

Fig 4.59: Existing horizontal circulation area of Khilgaon Government Boy's High School

4.8.6 Vertical Circulation Area Analysis

a) Physical Analysis of Stair Type : D.a

- The stair is 2 quarter landing type stair, located in the main building of the school. - Furniture is dumped in last flight of the stair case blocked the way to roof.

b) Physical Analysis of Stair Type: D.b

- The stair is a half turn stair, located in the building adjacent to main building.

Table 4.15: Physical parameters of stair type: D.a and D,b.

Components of stair Min(D.a) Max (D.a) Min (D.b) Max (D.b) Riser 150mm 150mm 150mm 150mm Trade 250mm 250mm 250mm 250mm Number of flight 7 nos 10 nos 12nos 12nos Width of flight 1530 mm 1530 mm 1235 mm 1235 mm Nosing N/A N/A N/A N/A Landing width 1530 mm 1530 mm 1500 mm 1500 mm Head room at main landing 2250 mm (pent 3450 mm 1300 mm 1300 mm house) (typical floor) (pent house) (typical floor) Head room at half lading 3450 mm 4050 mm 3450 mm 4050 mm Rail height 900 mm 900 mm 983 mm 983 mm Rail Type solid wall solid wall 100 mm 100 mm

c) Physical Analysis of Stair Type : D.c

- The stair is a half turn stair, located in the building 2.

Table 4.16: Physical parameters of stair type: D.c. Components of stair Min Max Rise 150mm 150mm Going 250mm 250mm Number of flight 12nos 12nos Width of flight 1850 mm 1850 mm Nosing N/A N/A Landing width 1500 mm 1500 mm Head room at main landing 2250 mm (pent house) 3450 mm (typical floor) Head room at half lading 3450 mm 4050 mm Rail height 983 mm 983 mm Rail: gap between two vertical posts 100 mm 100 mm

Fig 4.60: Existing vertical circulation area of Khilgaon Government Boy's High School

Fig 4.61: Existing vertical circulation area of Khilgaon Government Boy's High School

4.8.7 Analysis of Exiting Guarding Design in Terms of Safety

- The guarding used in main building ground floor corridor is a full height grill designed with vertical and horizontal grill spacing not more than 100 mm.

- The guarding used in main building typical is a half solid and half grill designed with vertical and horizontal grill spacing not more than 100 mm.

- Guarding used in other buildings and bridge are half solid and half grill designed with vertical and horizontal grill spacing not more than 100 mm.

Fig 4.62 Existing guarding design of Khilgaon Government Boy's High School

4.8.8 Analysis of Questionnaire Survey

Findings of Informal Interview with Teachers, Staffs and Students

- The teachers, students and staffs generally describe the school as a safe place.

- The only problem described by the occupants is the old age. And because of the many components are dammed needs to be repair and replaced immediately. Causing the circulation area to be disturbed.

Findings of Questionnaire Survey

Students Rate of Injury: Out of 25 students 10 responded yes to the question asked if they have ever got injured in the school premises within last one year. So, the accident rate for this school is 40 %.

Number of Injury Recorded for Last One Year: The 10 students were asked to describe accident took place within last one year. Total 15 numbers of accident details were described by the students.

Location of Getting Injured by students: Followings are the locations of the accident took place in last one year:

Figure 4.63: Location of getting Figure 4.64: ration of getting Injured by students injured in circulation area by students

From fig 4.63 it is observed that among all 46% injury took place in playground , 20 % in wash room, 13 % in stair, 7% in corridor, 7 % in class room and again 7% in others areas.

Number of Students Got Injured in Circulation Area: so, student‟s rate of getting injured in circulation area for this school is 20 % derived from students one year accident location analysis (fig : 64).

Time of Getting Injury: The questionnaire survey was conducted in morning shift for all case schools. So, the survey contains the time described by the students of morning shift which is from 7 am to 12:00 pm.

Figure 4.65: Student’s time of getting injured

It is seen that students got injured mostly in time between 10 am to 11 am and then after 12 pm which the break time & shift time for morning shift students.

Type of Accidends and Injuries Described by Students : Differnt types of injury described by the students are:

Figure 4.66: Type of accident by students Figure 4.67: Type of injury by students

Fig 4.66 states that 79 % of total accidents are moderate accidents where 15 % and 14 % accidents are major & serious accidents took place among students respectively. At the other hand, fig 4.67 states that, Cut and laceration area is 40 % of the total injuries. The other injuries are fracture 20%, contusion 20 %, chest injury 13 % and head and facial injury is 7 % as described by the students.

Further Medical Treatmenr Needed: 29 % of total accidents needed further medical treatment as described by the students.

4.9. Detail Investigation of Case School E: Banani Model High School

4.9.1General Information

The Banani model school is a well-known secondary school listed in secondary school category.

- Location: Banani, Dhaka. - Established in: 1st January 1981. - Type: Public co-education School

Fig 4.68: Location of Banani Model High School

Fig 4.69: The Banani Model High School

4.9.2 Programme Analysis:

- Grade/ class: 1-10 - Section: 2 - Total number of students: 600 - Number of students per shift: 600 - Total number of teachers :20 - Number of teachers per shift: 20 - Total number of staff: 8 - Number of staffs per shift: 4 - Ratio of student : supervisor (teacher and staff) : 1: 21.4 - Number of shift: 1, Morning

Table 4.17: Class hour of Banani Model High School

Shifts Class Starts Tiffin Hour Ends Morning 1-10 07:45 am 11:00 am to 11:20 am 02:00 pm Day N/A N/A N/A N/A

4.9.3 Build Area Analysis

- Total Build Area: 1,715 sq m/ 18,460 sft. - Total Circulation Area (Vertical + Horizontal): 498 sq m / 5,360 sft. - Circulation Area for Each 10 Student: 8.3 sq m - Ground Floor Area: 1,470 sqm / 15,822 sft. - Ground Floor Circulation Area (Vertical + Horizontal): 418 sq m / 4,500 sft. - Circulation Area (Ground Floor) : Build Area (Ground Floor) : 28:72 (fig:4.70) - Typical Floor Area: 245 sqm / 2,637 sft. - Typical Floor Circulation Area (Vertical + Horizontal): 80 sq m / 861 sft. - Circulation Area (Typical Floor) : Build Area (Typical Floor) : 32:68 (fig:4.71)

Fig 4.70: Ratio of ground floor circulation Fig 4.71: Ratio of typical floor circulation area of Banani Model High School area of Banani Model High School

Fig .72: Existing Ground Floor Plan of Banani Model High School

Fig .73: Existing 1st Floor Plan of Banani Model High School

Fig .74: Existing Sections of Banani Model High School

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4.9.4 Existing Circulation Area Analysis in Term of Safety a) Horizontal Circulation Area: There are 4 types of horizontal circulation area analysed under 4 categories E1, E2, and E3 and E4. See table: 4.23. A disable ramp is added to one building being analysed under category E.r in table: 4.24. c) Vertical Circulation Area: The 2 stairs are categorized as E.a and E.b .

Main entry

Fig 4.75: Ground floor circulation layout

4.9.5 Horizontal Circulation Area Analysis

Table 4.18: Physical dimensions of existing horizontal circulation

Category Type Width Height at ground Floor Height at first Floor E.1 Single loaded 2400 mm 2850mm N/A E.2 Single loaded 2100 mm 2850mm 3000mm E.3 Single loaded 2000 mm 3300mm N/A E.4 Single loaded 1930 mm 2850mm N/A

Table 4.19: Physical dimensions of existing disable access

Category Length Width Height Slope Overhead shade E.r 7300 1200 750 1:20 NA

- The circulation pattern of this building is very easy & simple.

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- The school building is mostly single storied where, corridors are single loaded and open to playground from different access. - Corridors are made with neat finishing and mosaic as finish material. - Drinking water filter is placed in a different location out of building mass. - During rain the entry is sometimes flooded and corridors are wet as there is no proper shading device provided to the corridors. - The disable ramp is added to one building out of three, No railing or shading is provided for this ramp.

Fig 4.76: Existing horizontal circulation area of Banani Model School

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4.9.6 Vertical Circulation Area Analysis a) Physical Analysis of Stair Type: E.a

- The stair is half turn stair, located in the main building of the school. - The stair has no roof or overhead shading, as a result it is completely wet when rains. - The railing is solid that obstruct visual clarity. - The overall condition of the stair is very poor due to old age.

Table 4.20: Physical dimensions of stair type : E.a.

Components of Min Max Riser 150mm 150mm Trade 250mm 250mm Number of flight 11 nos 13 nos Width of flight 1300 mm 1530 mm Nosing N/A N/A Landing width 1530 mm 1600 mm Head room at main landing N/A (pent house) 3300 mm (typical floor) Head room at half lading N/A N/A Rail height 1500 mm 1500 mm Rail Type solid wall solid wall b) Physical Analysis of Stair Type : E.b

- The stair is a half turn stair, located in the 2nd building of the school. - The stair is still under construction kept locked for safety reason.

Table 4.21: Physical dimensions of stair type : E.b.

Components of Min Max Riser 100 mm 100 mm Trade 300 mm 300 mm Number of flight 14 nos 14 nos Width of flight 1400 mm 1400 mm Nosing N/A N/A Landing width 2400 mm 2400 mm Head room at main landing 3000 mm (pent house) 2850 mm (typical floor) Head room at half lading 4600 mm 4600 mm Rail height 1000 mm 1000 mm Rail Type MS bar, 100 mm gap MS bar, 200 mm gap

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Fig 4.77: Existing vertical circulation area of Banani Model School

4.9.7 Analysis of Exiting Guarding Design in Terms of Safety

There are two types of guarding design found in the building being described below:

- The entrance has a rail separating the playground from school corridor. - In ground floor corridor s are open toward playground. - At first floor corridors are having no rail.

Fig 4.78: Existing guarding design of Banani Model School

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4.9.8 Analysis of Questionnaire Survey

Findings of Informal Interview with Teachers, Staffs and Students a) During informal interview the respondents described the school as a safe place for the students. b) They also described that, open planning is the biggest advantage of the school which may go against safety some times.

Findings of Questionnaire Survey

Students Rate of Injury: Out of 25 students 19 responded yes to the question asked if they have ever got injured in the school premises within last one year. Thus, the accident rate for this school is 76 %.

Number of Injury Recorded for Last One Year: The 19 students were asked to describe accident took place within last one year. Total 23 numbers of accident details were described by the students.

Location of Getting Injured by students: Followings are the locations of the accident took place in last one year:

Figure 4.79: Location of getting Figure 4.80: ration of getting Injured by students injured in circulation area by students

It is observed from fig 4.79 that, among all 48% injury took place in playground, 9 % in wash room, 13 % in other area, 17% in stair, 4% in classroom , 9 % in corridor and 4 % accident took place in class rooms.

Number of Students Got Injured in Circulation Area: so, student‟s rate of getting injured in circulation area for this school is 26 % derived from students one year accident location analysis.(fig :4.80).

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Figure 4.81: Student’s time of getting injured

It is seen that students got injured mostly in time between 10 am to 11 am and then after 12 pm which the break time & shift time for morning shift students.

Type of Accidents and Injuries Described by Students : Differnt types of accidents and injuries described by the students are:

Figure 4.82: Type of accident by students Figure 4.83: Type of injury by students

Fig 4.82 states that 52 % of total accidents are moderate accidents where 15 % and 9 % accidents are major and serious accidents took place among students respectively. Where fig 4.83 states that, Cut and laceration area is 22 % of the total injuries. The other injuries are fracture 22%, contusion 39 %, chest injury 9 % and head and facial injury is 8 % as described by the students.

Further Medical Treatmenr Needed: 24 % of total accidents needed further medical treatment as described by the students.

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4.10 Detail Investigation of Case School F: Vashantek Govt. High School

4.10.1General Information

The Vashantek Govt. High School is one of the most recent high schools established by the Government of Bangladesh.

- Location: Mirpur Cantonment, Dhaka. - Established in: 2014. - Type: public Co-education School.

Fig 4.84: Location of Vashantek Govt. High School

Fig 4.85: The Vashantek Govt. High School

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4.10.2 Programme Analysis:

- Grade/ class: 4-10 - Section: 2/3 - Total number of students: 750 - Number of students per shift: 750 - Total number of teachers :24 - Number of teachers per shift: 24 - Total number of staff: 6 - Number of staffs per shift: 6 - Ratio of student : supervisor (teacher and staff): 1: 25 - Number of shift: 1, Morning.

Table 4.22: Class hour of Vashantek Govt. High School

Shifts Class Starts Tiffin Hour Ends Morning 4-10 08:00 am 10:00 am to 10:20 am 01:40 pm Day N/A N/A N/A N/A

4.10.3 Build Area Analysis

- Total Build Area: 2,254 sq m/ 24,261 sft. - Total Circulation Area (Vertical + Horizontal): 640 sq m/ 6,888 sft. - Circulation Area for Each 10 Student: 8.5 sq m - Ground Floor Area: 434 sq m/ 00000 sft. - Ground Floor Circulation Area (Vertical + Horizontal): 115 sq m/ 00000 sft. - Circulation Area (Ground Floor) : Build Area (Ground Floor): 28:72 (fig:86) - Typical Floor Area: 424 sq m/ 4,564 sft. - Typical Floor Circulation Area (Vertical + Horizontal): 105 sq m/ 1,130 sft. - Circulation Area (Typical Floor) : Build Area (Typical Floor): 25:75 (fig:87)

Fig 4.86: Ratio of ground floor circulation Fig 4.87: Ratio of typical floor circulation area of Vashantek Govt. High School area of Vashantek Govt. High School

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Fig.88: Existing Ground Floor Plan of Vashantek Govt. High School

109

Fig: 89 Existing First Floor Plan of Vashantek Govt. High School

Fig: 90 Existing Building Section of Vashantek Govt. High School

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4.10.4 Existing Circulation Area Analysis in Term of Safety a) Horizontal Circulation Area: Here, horizontal circulation is analysed under 1 category, F1. A disable ramp is added to the building being analysed under category F.r in shown in table 4.29. b) Vertical Circulation Area: The school has only one stair which is described under category as F.a. The building also has elevator that opens in the corridor.

Main entry

Fig 4.91: Ground floor circulation layout 4.10.5 Horizontal Circulation Area Analysis

The category is described below:

Table 4.23: Physical dimensions of existing horizontal circulation

Category Type Width Height at ground Floor Height at first Floor F.1 Single loaded 6780 mm 3450mm 3450mm

Table 4.24: Physical dimensions of existing disable access

Category Length Width Height Slope Overhead shade F.r 7300 1200 750 1:20 NA

- The circulation is single loaded corridor with rail design in ground floor. - The disable ramp has railing in side but no overhead shade is provided.

Fig 4.92: Existing horizontal circulation of vashantek govt. high school

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4.10.6 Vertical Circulation Area Analysis a) Physical Analysis of Stair Type: F.a

- The stair is a half turn stair. - The stair way is very specious having enough daylight.

Table 4.25: Physical dimensions of stair type: F.a.

Components of stair Min Max Riser 100 mm 100 mm Trade 300 mm 300 mm Number of flight 15 nos 15 nos Width of flight 1950 mm 1950 mm Landing width 2300 mm 2300 mm Head room at main landing 2400 mm (pent house) 2850 mm (typical floor) Head room at half lading 2850 mm 4350 mm Rail height 1100 mm 1100 mm Rail Type Rail more than 120 mm Rail more than 120 mm

Fig 4.93: Existing Vertical circulation of Vashantek Govt. High School 4.10.7 Analysis of Exiting Guarding Design in Terms of Safety

- Horizontal flat bar are used as guarding in ground floor and typical floors, spacing not more than 100 mm throughout the building.

Fig 4.94: Existing guarding design of Vashantek Govt. High School

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4.10.8 Analysis of Questionnaire Survey:

Findings of Informal Interview with Teachers, Staffs and Students a) The teachers, students and staffs declared the school as a safe place at first place. b) Teachers and staffs also said that, as the school building is a compact building having less outdoor activities. Students only spend time in the playground during break time under supervision. c) The school building is also monitored with CCTV throughout the time so; there is hardly any scope of accident as described by the teachers and staffs.

Findings of Questionnaire Survey

Student’s Rate of Injury: 6 out of 25 students said yes to the question asked if they have ever got injured in the school premises within last one year. So accident rate is 24% for this school.

Number of Injury Recorded for Last One Year: The 6 students were asked to describe accident took place within last one year. Total 7 numbers of accident details were described by the students.

Location of Getting Injured by Students: Followings are the locations of the accident took place in last one year:

Figure 4.95: Location of getting Figure 4.96: ration of getting Injured by students injured in circulation area by students

Fig 4.95 states that, 36 % of total accident took place in playground and 27 % in class room, 18% in other area, 14 % in corridor, 5 % in stair.

Number of Students Got Injured in Circulation Area: 19% students got injured in circulation area as found from field investigation (fig: 4.96).

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Student’s Time of Getting Injury: The questionnaire survey was conducted in morning shift for all four schools. So, the survey contains the time described by the students of morning shift which is from 7 am to 1:40 pm.

Figure 4.97: Student’s time of getting injured

It is seen that students got injured mostly in time between 10 am to 11 am which the break time for morning shift students.

Type of Accidents and Injuries Described by Students : Differnt types of accidents and injuries described by the students are:

Figure 4.98: Type of accident by students Figure 4.99: Type of injury by students

Among all, 83 % accidents are moderate 15 % are major accident that took place in last one year in that school .See fig: 4.98. Fig:4.99 also states that, 11 % fracture, 33 % cut and lacerations, 45 % contusion,11 % head and facial injury took place as described by students.

Further Medical Treatmenr Needed: 21 % of total accidents needed further medical treatment. As described by the students.

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4.11 Detail Investigation of Case School G: Tejgaon Govt. Girl’s High School

4.11.1 General Information

The Tejgaon Govt. Girl‟s High School is one of the oldest girl‟s school in Bangladesh.

- Location: Tejgaon, Dhaka. - Established in: 1955. - Type: public girl‟s high School

Fig 4.100: Location of Tejgaon Govt. Girl’s High School

Fig 4.101: The Tejgaon Govt. Girl’s High School

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4.11.2 Programme Analysis:

- Grade/ class: 2-10 - Section: 2/3 - Total number of students: 2000 - Number of students per shift: 1000 - Total number of teachers : 50 - Number of teachers per shift: 25 - Total number of staff: 6 - Number of staffs per shift: 3 - Ratio of student : supervisor (teacher and staff) : 1: 35.7 - Number of shift: 2, Morning & Day

Table 4.26: Class hour of Tejgaon Govt. Girl’s High School

Shifts Class Starts Tiffin Hour Ends Morning 2-10 07:00 am 10:00 am to 10:20 am 12:00 pm Day 1-10 12:30 pm 02:30 pm to 02:45 pm 05:30 pm

4.11.3 Build Area Analysis

- Total Build Area: 3,302 sq m/ 35,542 sft. - Total Circulation Area (Vertical + Horizontal): 886 sq m / 9,537 sft. - Circulation Area for Each 10 Student: 8.8 sq m - Ground Floor Area: 934 sqm / 10,053 sft. - Ground Floor Circulation Area (Vertical + Horizontal): 248 sq m / 2,670 sft. - Circulation Area (Ground Floor) : Build Area (Ground Floor) : 26:74 (fig:102) - Typical Floor Area: 934 sqm / 10,053 sft. - Typical Floor Circulation Area (Vertical + Horizontal): 248 sq m / 2,670 sft. - Circulation Area (Typical Floor) : Build Area (Typical Floor) : 26:74 (fig:103)

Fig 4.102: Ratio of ground floor circulation Fig 4.103: Ratio of typical floor circulation area of Tejgaon Govt. Girl’s High School area of Tejgaon Govt. Girl’s High School

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Fig 104: Existing Ground Floor Plan of Tejgaon Govt. Girls High School

117

Fig: 105: Existing 1st -2nd Plan of Tejgaon Govt. Girls High School

118

Fig 106: Existing 3rd -4th floor Plan of Tejgaon Govt. Girls High School

119

Fig 107: Existing Building Sections of Tejgaon Govt. Girls High School

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4.11.4 Exiting Circulation Area Analysis in Term of Safety a) Horizontal Circulation Area: There are 5 types of horizontal circulation area, which are analysed under 5 categories G1, G2, & G3, G4 and G5. b) Vertical Circulation Area: The 3 stairs are categorized as G.a, G.b and G.c.

Main entry

Fig 4.108: Ground floor circulation layout 4.11.5 Horizontal Circulation Area Analysis

The categories are described below:

Table 4.27: Physical dimensions of existing horizontal circulation

Category Type Width Height at ground Floor Height at typical Floor G.1 Single loaded 1950 mm 3600 mm 3600 mm G2 Single loaded 980 mm 3600 mm 3600 mm G3 Single loaded 2000 mm 4350 mm 4350 mm G.4 Single loaded 1800 mm 3450mm 3450mm

G.5 Lobby space 5470 mm 3450mm 3450mm

121

- The circulation pattern of this building is very easy & simple. - Corridors are mostly single loaded corridor except one narrow corridor located on the way to the wash room. - Corridors are made with mirror polish tile and neat finishing as finish material.

Fig 4.109: Existing horizontal circulation area of Tejgaon Govt. Girl’s High School

4.11.6 Vertical Circulation Area Analysis a) Physical Analysis of Stair Type : G.a

- The stair is a half turn stair, located in the main building of the school. - The stair is very unpleasant and boring having solid wall as railing. - The overall condition of the stair is very poor due to old age. b) Physical Analysis of Stair Type: G.b

- The stair is half turn stair. - It has enough lighting but the condition of the stair is very poor due to old age.

Table 4.28: Physical dimensions of stair type: G.a and G.b

Components of stair Min (G.a) Max (G.a) Min (G.b) Max (G.b) Riser 150mm 150mm 150mm 150mm Trade 250mm 250mm 250mm 250mm Number of flight 12 nos 12 nos 15 nos 15 nos Width of flight 900 mm 900 mm 1300 mm 1300 mm Nosing N/A N/A N/A N/A Landing width 1150 mm 1400 mm 1500 mm 1500 mm Head room at main 2400 mm 3600 mm 2400 mm (pent 4350 mm (typical landing (pent house) (typical floor) house) floor) Head room at half 3600 mm 4350 mm 4350 mm 4650mm lading Rail height 1000 mm 1000 mm 1000 mm 1000 mm Rail Type solid wall solid wall Spacing not more Spacing not more than 275 mm than 275 mm

122 a) Physical Analysis of Stair Type: G.c

- The stair is a half turn stair. - The stair is very unpleasant and boring having solid wall as railing.

Table 4.29: Physical dimensions of stair type: G.c

Components of stair Min Max Riser 150mm 150mm Trade 250mm 250mm Number of flight 12 nos 12 nos Width of flight 1500 mm 1500 mm Nosing N/A N/A Landing width 900 mm 900 mm Head room at main landing 2400 mm (pent house) 3480 mm (typical floor) Head room at half lading 3480 mm 4200 mm Rail height 900 mm 900 mm Rail Type solid wall solid wall

Fig 4.110: Existing vertical circulation of Tejgaon Govt. Girl’s High School

4.11.7 Analysis of Exiting Guarding Design in Terms of Safety

- Horizontal and vertical flat bars are used as guarding in ground floor and typical floors, spacing not more than 100 mm throughout the building.

Fig 4.111: of Exiting guarding design of Tejgaon Govt. Girl’s High School

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4.11.8 Analysis of Informal Interview and Questionnaire Survey

Findings of Informal Interview with Teachers, Staffs and Students a) In general the teachers, students and staffs describe the school as a safe place for the students. b) They also said that, the stairs are damaged because of old age which may increases the possibility of fall and slip especially in break time. c) Students described the school building environment is very boring. Also, some of the rooms are not even usable kept locked for a long period of time.

Findings of Questionnaire Survey

Student’s Rate of Injury: 12 out of 25 students said yes to the question asked if they have ever got injured in the school premises within last one year. That means accident rate or this school is 48 %.

Number of Injury Recorded for Last One Year: Total 17 numbers of accidents were described by 48 numbers of students that took place within last one year.

Location of Getting Injured by Students: Followings are the locations of the accident took place in last one year:

Figure 4.112: Location of getting Figure 4.113: ration of getting injured by students injured in circulation area by students

From fig:112, it can be seen that, injury took placed 35 % in playground, 23.1% in classroom, 18% in stair 18%, 11.9% in corridor and 6 % at wash room and other areas.

Number of Students Got Injured in Circulation Area: Total 29.9 % accident took place in school circulation areas within one year as described by the students (fig: 4.113).

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Students Time of Getting Injured: The questionnaire survey was conducted in morning shift for all four schools. So, the survey contains the time described by the students of morning shift which is from 7 am to 12:00 pm.

Figure 4.114: Student’s time of getting injured

It is seen that students got injured mostly in time between 10 am to 11 am which the break time for morning shift students.

Type of Accidents and Injuries Described by Students: Differnt types of accidents and injuries described by the students are:

Figure 4.115: Type of accident by students Figure 4.116: Type of injury by students

Fig 4.115 states that, 59 % accidents out of all are moderate, 15 % are major and 12 % are serious accidents took place in last one year. From fig :4.116, it is also seen that the injury described from the students are 21 % are cut & laceration and then contusions 55 %, fracture 7 %, chest injury 3% and head and facial injury 14 % are the types of injury described by students.

Further Medical Treatmenr Needed: 27% of the total accident needed further medical treatment.

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4.12 Detail Investigation of Case School H: T&T Adarsha Girl’s School

4.12.1General Information

The T&T Adarsha Girl‟s School is one of the renowned secondary high schools in Dhaka city.

- Location: Gulshan, Dhaka. - Established in: 1st January 1963. - Type: Girl‟s High School

Fig 4.117: Location of T&T Adarsha. Girl’s High School

Fig 4.118: The T&T Adarsha. Girl’s High School

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4.12.2 Programme Analysis:

- Grade/ class: 1-10 - Section: 3 - Total number of students: 1624 - Number of students per shift: 1624 - Total number of teachers : 40 - Number of teachers per shift: 40 - Total number of staff: 13 - Number of staffs s per shift: 13 - Ratio of student : supervisor (teacher and staff) : 1: 30 - Number of shift: 1, Morning.

Table 4.30: Class hour of T&T Adarsha. Girl’s High School

Shifts Class Starts Tiffin Hour Ends Morning 1-10 08:15 am 10:00 am to 10:20 am 01:40 pm Day N/A N/A N/A N/A

4.12.3 Build Area Analysis

- Total Build Area: 2,443 sq m/ 26,296 sft. - Total Circulation Area (Vertical + Horizontal): 760 sq m/ 8,180 sft. - Circulation Area for Each 10 Student: 4.6 sq m - Ground Floor Area: 823 sq m/ 8,858 sft. - Ground Floor Circulation Area (Vertical + Horizontal): 280 sq m/ 3,013 sft. - Circulation Area (Ground Floor) : Build Area (Ground Floor) : 34:66 (fig:4.119) - Typical Floor Area: 810 sq m/ 8,719 sft. - Typical Floor Circulation Area (Vertical + Horizontal): 240 sq m/ 2,583 sft. - Circulation Area (Typical Floor) : Build Area (Typical Floor) : 29:69 (fig:4.120)

Fig 4.119: Ratio of ground floor circulation Fig 4.120: Ratio of typical floor circulation area of T&T Adarsha Girl’s High School area of T&T Adarsha Girl’s High School 127

Fig 4.121: Existing Ground Floor Plan of T&T Govt. Girls High School

Fig 4.122: Existing section of T&T Govt. Girls High School

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Fig 4.123: Existing 1st Floor Plan of T&T Govt. Girls High School

Fig 4.124: Existing Building Section of T&T Govt. Girls High School

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4.12.4 Existing Circulation Area Analysis in Term of Safety a) Horizontal Circulation Area: The corridors are categorised under 4 categories H 1, H 2, H 3 and H 4. b) Vertical Circulation Area: There are 2 stairs Categorized as H.a and H.b.

Fig 4.125: Ground floor circulation layout

4.12.5 Horizontal Circulation Area Analysis

Table 4.31: Physical dimensions of existing horizontal circulation

Category Type Width Height at ground Floor Height at first Floor

H.1 Single loaded 2100 mm 3450mm 3450mm

H.2 Single loaded 2350 mm 3450mm 3450mm

H.3 Double loaded 1325 mm 3450mm 3450mm

H.4 Entry lobby 3530 mm 3450mm 3450mm

- The circulation system is easy and simple. - The entry space is flooded during rain. - Corridors are mostly single loaded facing playground except one double loaded corridors located in ground floor.

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- Drinking water filters are located at end of the corridor near wash room. - Corridors are made with neat finishing as finish material. - The overall condition is very poor due to old age.

Fig 4.126: Existing Horizontal Circulation of T&T Adarsha. Girl’s High School

4.12.6 Vertical Circulation Area Analysis a) Physical Analysis of Stair Type: H.a

- The stair is half turn stair. - The stair is lighted in day time. - In ground floor, the area beneath the stair case is being used as book stall. - The overall condition of the stair is very poor due to old age. b) Physical Analysis of Stair Type: h.b

- The stair is a half turn stair. - A store room is made at the landing of all through the stair case, which is obstructing the natural movement of the stair. - In ground floor, the area beneath the stair case half landing is converted to wash room. - It has enough lighting but the condition of the stair is very poor due to old age.

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Table 4.32: Physical dimensions of stair type: H.a and H.b

Components of stair Min (H.a) Max (H.a) Min (H.b) Max (H.b) Riser 150mm 150mm 150mm 150mm Trade 250mm 250mm 250mm 250mm Number of flight 12 nos 12 nos 12 nos 12 nos Width of flight 1630 mm 1630 mm 1960 mm 1960 mm Nosing N/A N/A N/A N/A Landing width 2750 mm 2750 mm 2500 mm 2500 mm Head room at main 2400 mm (pent 3450 mm 2400 mm (pent 3450 mm (typical landing house) (typical floor) house) floor) Head room at half 3450mm 4200 mm 3450 mm 4200mm lading Rail height 1150 mm 1150 mm 1150 mm 1150 mm Rail Type Vertical railing Vertical Vertical railing Vertical railing spacing not railing spacing spacing not more spacing not more more than 230 not more than than 230 mm than 230 mm mm 230 mm

Fig 4.127: Existing Horizontal Circulation of T&T Adarsha. Girl’s High School

4.12.7 Analysis of Exiting Guarding Design in Terms of Safety

- Horizontal flat bar is used in top of low height wall in typical floors as guarding.

Fig 4.128: Existing Guarding Design of T&T Adarsha. Girl’s High School 132

4.12.8 Analysis of Informal Interview and Questionnaire Survey

Findings of Informal Interview with Teachers, Staffs and Students

a) In general the teachers, students and staffs describe the school as a safe place for the students.

b) They also said that, the stairs are damaged because of old age which may increases the possibility of fall and slip especially in break time.

c) Students described the school building environment is very boring. Also, some of the rooms are not even usable kept locked for a long period of time.

Findings of Questionnaire Survey

Students Rate of Injury: 11 out of 25 students responded yes to the question asked if they have ever got injured in the school premises within last one year, which means student‟s accident rate is 44% for this school.

Number of Injury Described by Students for Last One Year: These 11 students described 13 numbers of accidents that took place in last one year.

Location of Getting Injured by Students: The location of injury described by the students are shown below as :

Figure 4.129: Location of getting Figure 4.130: ration of getting injured by students injured in circulation area by students

From fig:4.129, it can be seen that, accident took placed 41 % at playground, 15 % at class room, 11% at corridor, 3 % at wash room, 26 % at stair, 4 % at other area as described by the students.

Number of Students Got Injured in Circulation Area: From fig: 4.130 it is revealed that, total 37% accident among all took place in circulation areas thereby.

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Figure 4.131: Student’s time of getting injury

It is seen that students got injured mostly in time between 10 am to 11 am which the break time for morning shift students.

Type of Accidents and Injuries described by Students : Differnt types of accidents and injuries described by the students are:

Figure 4.132: Types of accident by students Figure 4.133: Types of injury by students

Fig 4.132 states that, 79 % of total accidents described by the students is moderate accident where 9 % are major, 15 % are serious and 0% serious accidents.

It is also observed that; 46 % out of all types of injury are due to contusion. The others are cut and laceration 27 %, head and facial injury 9 %, fracture 18% and chest injury 0 % can be observed from fig: 4.133.

Further Medical Treatmenr Needed : 21% of total number of injuries needed further medical treatment described by the students took place within last one year.

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4.13 Reference

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CHAPTER FIVE: DATA ANALYSIS

5.1 Introduction 5.2 Data Analysis 5.2.1 Comparative Analysis between Existing Total Circulation Area and Codes and Standard 5.2.2 Comparative Analysis between Existing Horizontal Circulation Area and Codes and Standard 5.2.3 Comparative Analysis between Existing Vertical Circulation Area and Code and Standard 5.2.4 Result Analysis of Existing Circulation Areas 5.2.5 Comparative Analysis of Questionnaire Survey 5.2.6 Comparative Analysis of Questionnaire Survey 5.2.7 Result Analysis of Questionnaire Survey 5.3 Integrating all Results 5.4 Conclusion 5.5 Reference

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5.1 Introduction

In this chapter, findings derived from the field investigation highlighted in previous chapters will be analysed and compared with standard situation. Here, outcomes will be presented in text, table or chart form. This chapter will also report the findings derived from informal interview with teachers, staffs and students and questionnaire survey to support the study to understand the situation in better way.

5.2 Data Analysis

In the previous chapter the findings from field survey were presented separately as per school basis. In this chapter, findings collected from all case schools will be presented collectively to have an overall idea and to derive the final outcomes of the study. The data analysis of the study will be done based on the criteria set from national and international codes and standards for circulation area analysed in chapter two. The least value of codes and standards found from analysis will be considered as bench mark for this analysis.

The comparisons are presented in the following section:

5.2.1 Comparative Analysis between Existing Total Circulation Area and Code sand Standards

According to “code of practice for design of buildings and their approaches to meet the needs of disabled people, British Standards BS-8300, London,2001”, circulation area for a public building should be 20% - 30% of total build area. Therefore, the percentages of the existing circulation area of all eight schools are presented below:

Fig 5.1: Ratio of total circulation area of eight case schools

From figure 5.1 it is observed that, the ground floor existing circulation area in all eight case schools are more than the minimum standard value except in case school E,F and G. Based on these values case schools can be presented from greater value to lesser value as case school B> D > C> A> B> H>G>F. In typical floors, Case school B has the greater value. Apart from case school F, G and H all 5 school's circulation area are up to the bench mark. Based on these values case schools can be presented from greater value to lesser value as case school D> C > E> A> B> H>G>F. So, case school G has the value below bench mark in both cases.

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5.2.2 Comparative Analysis between Existing Horizontal Circulation Area and Codes and Standards a) Existing Total Corridor Area

According to “Standards and requirement of a school building, supreme education council,Qatar,2004”, for every 10 students 30 sq m space is required in terms of designing hall way (Supreme Education Council ,2004). As the schools have two shifts, it‟s only consisting half of its occupants at one time. The questionnaire survey was conducted on morning shift students so; the following analysis is based on morning shift occupant‟s number, which is half of the total student‟s count.

Fig 5.2: Existing total corridor area for each 10 students

It is clearly observed from fig-5.2 that, corridor area in eight case schools is not sufficient for the existing number for students. Therefore, it can be said that, for the existing number of students, the school building horizontal circulation area should be twice of the present area. For case school H the situation is worst need to be 7 times greater than the existing value. b) Corridor Height

Table 5.1: Comparison of existing corridor height with standard

Case Category Building story Existing Standard Height school Height Public Building School Building A All Ground floor 3450mm All Typical floor 3450mm B All Ground floor 4350 mm 2400mm Not found All First floor 3450 mm C All Ground floor 3450 mm BNBC, All Typical floor 3450 mm 2006, and D All Ground floor 3450 mm Dhaka All Typical floor 3450 mm Mohanagar E All Ground floor 3450 mm Imarat Nirman All Typical floor 3450 mm Bidhimala,, 2008 F All Ground floor 3450 mm All Typical floor 3450 mm G All Ground floor 3450 mm All Typical floor 3450 mm H All Ground floor 3450 mm All Typical floor 3450 mm

It is shown that all eight building‟s corridor heights are made up to the bench mark.

138 c) Corridor Width

The corridors of same width are categorized and presented below for comparison:

Table 5.2: Comparison of existing corridor width with standard

Case Category Type Existing Standard Width School Width Public School Building Building A.1 Single loaded 2000 mm A A.2 Single loaded 2400 mm 1005 mm 1800 mm A.3 Double loaded 2000 mm

B.1 Double loaded 3000 mm Approved BNBC,

B.2 Single loaded 5700 mm document K- 2006, B and B.3 Single loaded 3000 mm 2013 Dhaka B.3 Single loaded 2400 mm Mohanagar C.1 Single loaded 3000 mm Imarat Nirman

C.2 Double loaded 3000 mm Bidhimala,, C C.3 Single loaded 2000 mm 2008 C.4 Single loaded 2100 mm D.1 Single loaded 6780 mm D.2 Single loaded 2700 mm D.3 Double loaded 3000 mm D D.4 Single loaded 3000 mm D.5 Single loaded 2200 mm D.6 Single loaded 2100 mm E.1 Single loaded 2850 mm E E.2 Single loaded 2100 mm E.3 Single loaded 2000 mm E.4 Double loaded 1930 mm F F.1 Single loaded 3450 mm G.1 Single loaded 3600 mm G G.2 Single loaded 3600 mm G.3 Single loaded 1350 mm G.4 Single loaded 3450 mm G.5 Lobby space 3450 mm H H.1 Single loaded 3450 mm H.2 Single loaded 3450 mm H.3 Double loaded 3450 mm H.4 Lobby space 3450 mm

As shown in the table, corridor widths of all eight schools satisfy the minimum standard width for public building and school building. If the required built area or occupant‟s number is not maintained as per standard, then the same corridor can be treated as congested in peak hours.

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5.2.3 Comparative Analysis between Existing Vertical Circulation Area and Codes and Standards a) Stair Riser: The collected data are presented below:

Table 5.3: Comparison of existing rise of stair with standard

Case Category Stair type Existing Standard Standard school riser Rise (Min) Rise (max) A A.a Half turn stair 150 mm A.b Half turn stair 150 mm B B.a Half turn stair 150 mm B.b 2 quarter landing stair 150 mm C C.a 2 quarter landing stair 150 mm C.b 2 quarter landing stair 150 mm 100 mm 175 mm C.c Half turn stair 150 mm C.d Half turn stair 150 mm BS- 5395- BNBC, C.e Half turn stair 150 mm 1:1977,2001 2006, and D.a 2 quarter landing stair 150 mm D Dhaka D.b Half turn stair 150 mm Mohanagar D.c Half turn stair 150 mm Imarat Nirman E E.a Half turn stair 150 mm Bidhimala,, 2008 E.b Half turn stair 100 mm F F.a Half turn stair 100 mm G G.a Half turn stair 150 mm G.b Half turn stair 150 mm G.c Half turn stair 150 mm H H.a Half turn stair 150 mm H.b Half turn stair 150 mm b) Stair Trade: The collected data are presented below: Table 5.4: Comparison of existing trade of stair with standard

Case Category Stair type Existing Standard Standard school trade Going (Min) Going (max) A A.a Half turn stair 250 mm A.b Half turn stair 250 mm B B.a Half turn stair 250 mm 225 mm 350 mm B.b 2 quarter landing stair 250 mm C C.a 2 quarter landing stair 250 mm BNBC, BS- 5395- C.b 2 quarter landing stair 250 mm 2006 1:1977,2001 C.c Half turn stair 250 mm and C.d Half turn stair 250 mm Dhka C.e Half turn stair 250 mm Mohanagar D D.a 2 quarter landing stair 250 mm Imarat Nirman D.b Half turn stair 250 mm Bidhimala, Bangladesh, D.c Half turn stair 250 mm 2008 E E.a Half turn stair 250 mm E.b Half turn stair 300 mm F F.a Half turn stair 300 mm G G.a Half turn stair 250 mm G.b Half turn stair 250 mm G.c Half turn stair 250 mm H H.a Half turn stair 250 mm H.b Half turn stair 250 mm 140

The riser and trade of all types of stairs were designed to be consistent throughout the flight. But because of old age and poor maintenance some of the trades and rises in all eight schools have become thin at some points. As a result of that, slippery and sloppy surface developed in those areas. Also some of them have developed crack at some points. c) Length and width of Flight of Stair

The length of the flight is being determined by the maximum number of steps allowed to be consisting by a flight of a stair. So the collected data are given below:

Table 5.5: Comparison of existing length and width of flight of stair with standard

Case Category Stair type Existing Standard Existing Standard school Max Max Width of Width of Flight Number Number of Flight Public School of Steps Steps Building building A A.a Half turn 12 1850 mm A.b Half turn 12 2000 mm B B.a Half turn 15 1200 mm B.b 2 quarter 15 16 nos 1200 mm 1000 mm 2000 mm landing C C.a 2 quarter 12 BS- 5395,1- 1800 mm BS- BNBC,200 landing 2000,2001 5395,1- 6 and C.b 2 quarter 14 1500mm 2000,2001 Dhaka landing Mohanagar C.c Half turn 12 825 mm Imarat C.d Half turn 12 1415 mm Nirman C.e Half turn 12 1500 mm Bidhimala, D D.a 2 quarter 10 1530 mm 2008 landing D.b Half turn 12 1300 mm D.c Half turn 12 2000 mm E E.a Half turn 13 1300 mm E.b Half turn 14 1400 mm F F.a Half turn 15 1950 mm G G.a Half turn 12 900 mm G.b Half turn 15 1300 mm G.c Half turn 12 1500 mm H H.a Half turn 12 1630 mm H.b Half turn 12 1960 mm

From table 5.5 it can be observed that, between all eight case schools, case school B and G has maximum number of flight that is 15. The rest of the schools have 10 to 14 numbers of steps in each flight which shows all the stairs in all eight schools were designed as per the standard.

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From Table 5.5 it can also be observed that, dimensions of width of stairs of all from eight case schools except one stair from case school C and one stair case school G have been designed with dimensions following codes and standards. d) Landing of Stair: The collected data are given below:

Table 5.6: Comparison of existing landing of flight of stair with standard

Case Category Stair type Existing Existing Standard school Landing of Width of Flight Landing of stair Stair of stair A A.a Half turn stair 1650 mm 1850 mm A.b Half turn stair 1350 mm 2000 mm

B B.a Half turn stair 1525 mm 1200 mm B.b 2 quarter landing 1200 mm 1200 mm Should not be C C.a 2 quarter landing 1800 mm 1800 mm less than the C.b 2 quarter landing 1500 mm 1500mm width of stair C.c Half turn stair 900 mm 825 mm BNBC,2006 C.d Half turn stair 1450 mm 1415 mm and C.e Half turn stair 900 mm 1500 mm Dhaka D D.a 2 quarter landing 1530 mm 1530 mm Mohanagar Imarat D.b Half turn stair 1300 mm 1300 mm Nirman D.c Half turn stair 2000 mm 2000 mm Bidhimala, E E.a Half turn stair 1350 mm 1300 mm 2008 E.b Half turn stair 1400 mm 1400 mm F F.a Half turn stair 2300 mm 1950 mm G G.a Half turn stair 1150 mm 900 mm G.b Half turn stair 1500 mm 1300 mm G.c Half turn stair 900 mm 1500 mm H H.a Half turn stair 2750 mm 1630 mm H.b Half turn stair 2500 mm 1960 mm

Dimension of width of stairs of case schools except both of stairs of case school A and one stair from case school C is greater than dimension of the width of the stair. That means all the stairs except these three stairs has landing designed followed by codes and standards. See table 5.6. e) Nosing of Steps

From field investigation of all eight case schools it has been revealed that; none of the steps were designed with provision of nosing detail. As a result of that, discomfort arises while climbing through it.

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f) Head Room Height of Stair: The collected data are given below:

Table 5.7: Comparison of existing head room height of stair with standard

Case Existing Existing Standard school Category Stair type head room of Head room of head room of stair (min) stair (max) stair A A.a Half turn stair 2250 mm 4050 mm A.b Half turn stair 2250 mm 4050 mm B B.a Half turn stair 2250 mm 4050 mm 2100 mm B.b 2 quarter landing 3450 mm 5835 mm C C.a 2 quarter landing 2250 mm 4050 mm BNBC,2006 and C.b 2 quarter landing 2250 mm 4050 mm Dhaka C.c Half turn stair 2250 mm 4050 mm Mohanagar C.d Half turn stair 2250 mm 4050 mm Imarat Nirman C.e Half turn stair 2250 mm 4050 mm Bidhimala, D D.a 2 quarter landing 2250 mm 4050 mm 2008 D.b Half turn stair 2250 mm 4050 mm D.c Half turn stair 2250 mm 4050 mm E E.a Half turn stair 3300 mm Open to sky E.b Half turn stair 2400 mm 4600 mm F E.c Half turn stair 2400 mm 4350 mm G G.a Half turn stair 2400 mm 4600 mm G.b Half turn stair 2400 mm 4300 mm G.c Half turn stair 2400 mm 4200 mm H H.a Half turn stair 2400 mm 4200 mm H.b Half turn stair 2400 mm 4200 mm

One stair in case school E has no shading over the stair case. Apart from that, all other stairs were designed with head room as per the standard. g) Hand Rail of Stair: The collected data are given below:

Table 5.8: Comparison of existing hand rail of stair with standard

Case Category Hand Rail Existing Standard Existing Standard school Type Height of Height of Top of Top of Hand Hand rail Hand rail Hand rail rail A A.a railing 983mm 63mm dia A.b Solid wall 1040mm 75 mm w B B.a Solid wall 1200 mm 900mm 100 mm w 32mm-50mm B.b Solid wall 750 mm 100 mm w dia C C.a Solid wall 900 mm BNBC,2006 100 mm w C.b Solid wall 900 mm and 100 mm w Approved C.c railing 750 mm Dhaka 75 mm w document K- 2013 C.d railing 750 mm Mohanagar 75 mm w

C.e railing 750 mm Imarat 75 mm w D D.a Solid wall 900 mm Nirman 100 mm w D.b railing 983 mm Bidhimala, 63mm dia D.c railing 950 mm 2008 63mm dia E E.a Solid wall 1500 mm 100 mm w E.b railing 1000 mm 50 mm dia F E.c railing 1100 mm 50 mm dia G G.a Solid wall 1000 mm 100 mm w G.b railing 1000 mm 75 mm w G.c Solid wall 950 mm 100 mm w H H.a railing 1150 mm 75 mm w H.b railing 1150 mm 75 mm w 143

It can be seen from table 5.8 that, hand rail height is designed as per standard except 2 stairs in case school C and one stair in case school B. But property of rail design is not up to the mark. One stair from case school A,B,E and two stairs of case school B ,G have been designed with solid wall as hand rail, which are creating visual barrier and obstructing light and air. The top rail of eight case schools were designed very randomly revealed from field investigation. h) Guarding Design: The collected data are given below:

Table 5.9 Comparison of existing guarding design with standard

Case school Location Type Standard Existing Standard guarding guarding in guarding in height between gap between gap

A Corridor Full height rail 100 mm Corridor Half rail half solid 750 mm 100 mm Bridge Low height wall N/A B Corridor Full height rail BNBC, 100 mm Approved document -K, C Corridor Full height rail 2006 and 100 mm 2013 D Corridor Full height rail Dhaka 100 mm Mohanagar E Corridor Low height wall Imarat N/A F Corridor Half rail half solid Nirman 120 mm Bidhimala, G Corridor Half rail half solid 2008 270 mm H Corridor Low height wall 230 mm Half rail half solid

Guarding height are up to the bench mark for all eight schools. The gap between railing in case school F, G and H was found larger than the standard value which may create safety issue. Most of the guarding designs are Full height, very regular, unpleasant and unthoughtful, could be a part of design and safety elements at the same times. i) Disable access:

In case school E and F disable ramp was added to a building. The collected dimensions are given below in order to compare with codes and standards.

Table 5.10 Comparison of existing guarding design with standard

Case school Existing Ramp Standard Existing Existing slope Standard slope width ramp width Ramp length E 1200 mm 1200 mm 7200 mm 1:10 1:12 BNBC, BNBC, F 1350 mm 2006 7580 mm 1:12 2006

It is observed that, in case school E and F the width ramp is up to the mark, where the slope is below standard in case school E.

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5.2.4 Result Analysis of Existing Circulation Areas Compared with Codes and Standards

From data analysis it has been revealed that, the ratio of existing circulation area as per build area was up to the standard except case school E, F and G (fig: 5.1). Where at the same time the ratio of corridor area required for each 10 person was found 50% to 15 % of the standard requirement (See fig-5.2).

Horizontal circulation analysis of school eight case schools, which is corridor height and width, were found up to the bench mark in terms of codes and standards. (See table 5.1 and table 5.2). That means 100 % requirements were fulfilled by all eight case schools set by the codes and standards analysed in this study.

In vertical circulation analysis it is relieved that, dimensions of trade, riser and length of flight of stair were up to mark (Table: 5.3), (table 5.4), (Table 5.5) .The width of flight of stair were found according to codes and standards except for case school C and G (table 5.5). Dimension of landing of stair was below bench mark for case school A, C and G (table: 5.6). In case school E no shading was found in stair case but the other stair cases were designed with standard head room height (table 5.7). Rail height was lesser than the standard value in case schools B and C (table 5.8) were gap between rails were found greater than the standard value in case school F, G and H (table : 5.9. Therefore, it can be said that the existing physical dimensions of Case school D has been satisfied 100% requirements set by the standards analysed in the study. Where 91 % of case school B, E, 82 % of case school A, F, H and 64 % of case school C, G were satisfied by the bench mark analysed in this study.

As per physical dimension result analysis, the overall existing situation of all eight case schools can be graded from greater value to lesser value as: case school D > case school B > case school E> case school A > case school F> case school H> case school C > case school G, according to codes and standards analysed in the study.

Result of questionnaire survey analysis would help to visualise on the subject in details on generating a holistic view of the existing situation.

5.2.5 Comparative Analysis of Questionnaire Survey:

As described before, all data analysed here are based on last one year. Accident descriptions collected from total 200 students, 25 from each school participated in the questionnaire survey. The result of each eight schools was presented in chapter 4 individually. Here the collected data will be presented communally to have a comparative view of the study.

145 a) Student’s Rate of Injury :

Fig 5.3: Student’s rate of injury per year

It is observed that, the overall accident rate is (24-84) % for all eight of schools. Accident rate is highest in case school B, which is 84 % and lowest in case school F which is 24%. b) Number of Injuries per year:

Fig 5.4: Number of injury per year by students

Maximum number of injury took place in case school C (31%) where minimum injury took place in case school F (7%). c) Students Time of Getting Injury: Time of accident described by the students are illustrated below:

Fig 5.7: Student’s time of getting injury in all eight case schools

From figure 5.7 it is observed that most of the accidents took place from 10 am to 11 am which is the break time for morning shift of all four schools. Also at morning from 7 am to 8 am when school starts and after 12 pm when school ends accidents took placed as described by the studentss.

146 d) Location of Getting Injured: The location of greeting injured by the students are :

Fig 5.5: Location of getting injured in all four case schools/100 pupils

As seen in figure 5.5, the location of getting injured in a school environment is similar to location of other schools. It can be observed that after playground and class rooms next higher number of accidents are taking place in circulation area e.g. corridors and stairs. e) Rate of injuries within circulation area:

Fig 5.6: student's rate of injuries within circulation area

From fig: 5.6 it has been revealed that, maximum 48% accident took place in circulation area in Case school C and minimum 19% took place in case school F. Case schools can be graded from greater value to lesser value as: case school C > case school B > case school H> case school A > case school G > case school E> case school D> case school F.

147 f) Types of Injury described by Students:

Fig 5.8: Types of injury described by students

The types of injures described by the students are charted here, from where it can be seen that contusion, cut and laceration is the most common injury found in all eight schools, which is (20 to 55)% and (21 to 41) % of all injuries respectively. After fracture (7 to 22) %, head & facial injuries (7-16) %, chest injuries (0-13) %, respiratory (0-1) % found from questionnaire survey. g) Types of Accidents described by students:

Fig 5.9: Rate of further medical treatment needed by students

From fig-5.9 it is revealed that, moderate accidents are the highest types of accidents took placed in the school environment. After that, major, sever and no serious accident took place within eight case schools.

148 h) Rate of Further Medical Treatment Needed for School Accident per Year:

Fig 5.10: Rate of further medical treatment needed for school accident per year

It is observed that maximum 27 accidents in case school G and minimum 19 accidents in case school D needed further treatments.

5.2.6 Result Analysis of Questionnaire Survey:

Analyses of questionnaire survey have revealed that, all eight case schools have previous history of school accident as described by the students. Maximum 31 number of school accident took place in case school C where minimum 6 numbers of accidents took place in case school F (figs: 5.3). After playground and class room accidents, circulation area based accidents were found high, having (19- 48) % of all accidents (fig: 5.6) where maximum 31 % accident took place in case school C and minimum 19 % of accidents took placed in case school F. Student‟s time of getting injured was high in their break time which is 10 am to 11 am, for morning shift. After break time, time of getting injured by students were found at beginning and end of class time. For morning shift students the time was 7- 8 am & after 12 pm respectively. Rate of moderate accident was found higher which is (52 - 83) % of total injury, where no severe accident was found in all eight case schools. Also (19-27) % of students needed further medical treatment, which means the matter of safety is important and requires due attention.

5.3 Integrating All Results:

After analysing both results derived from physical analysis and questionnaire survey in parallel, the following issues can be observed:

As horizontal circulation standard was maintained by all eight schools, the report of getting injury in corridor was comparatively less (24 % max) than in vertical circulation (26 % max). Where (8-36) % areas were below the standard analysed in the study. Which is most important to enhance safety.

In case school C student's number is higher (1300/shift) than others having highest rate of accident (48 %) took place in circulation areas. But in case school H student‟s number is highest (1624/shift) having 26 % accident rate in circulation area. The only difference was the student supervisor (teacher and staff) ratio, which is 1:30 for school H and 1:52

149 for case school C. So, it can be said that having more number of supervisor can help reduce school accidents as well.

In case school D, both horizontal and vertical circulation area were found to be designed as per codes and standards discussed in the study (table 2.1). The physical condition of this school was found very poor due to old age and low maintenance having accident rate 20% in circulation area per year. On the other hand, in case school F the physical condition was satisfactory where the accident rate is lowest (19%) in circulation area per year. Even though the total circulation per floor area of case school F was lowest among all (fig: 5.1). That means because of bad physical condition, accident rate has increased where there the building was designed following standards at the beginning.

Finally it can be said that, a school having substandard circulation area, low maintenance, more number of students and less supervisor was reported to have more number of accidents in school circulation area as well as in any other area.

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5.4 References:

British Standards Institute, BSI, (2001); Code of Practice for Design of Buildings and Their Approaches to Meet the Needs of Disabled People, British Standards BS-8300, London, BSI.

Supreme Education Council (2004) standards and requirement of a school building, Qatar, G.O.Q.,[online] available at: http://www.edu.gov.qa/en/secinstitutes/ Educationinstitute/offices/documents/licenses_building_criteria.doc

Ministry of Housing and Public Works, (2007); Dhaka Mohanagar Imarat Nirman Bidhimala, Dhaka, G. O. B.

Ministry of Housing and Public Works, (2006); Bangladesh National Building Code,(BNBC),Dhaka, G. O. B.

Neufert. , E. (2012); Architects' Data. ed-3rd,United Kingdom, John Wiley and sons ltd.

Office of The Deputy Prime Minister, (2013); Approved Document K; Protection From Falling, Collision And Impact, The Building Regulations‘, Volume-2, Ireland, G.O.I.

Office of the Deputy Prime Minister, (2013); Approved Document M; Access to and Use of Buildings, The Building Regulations„, Volume-2, Ireland, G.O.I.

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CHAPTER SIX: CONCLUSIONS & RECOMMENDATIONS

6.1 Introduction 6.2 Review of Research Objectives 6.3 Findings from the Study 6.3 Recommendations 6.4 Conclusions

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6.1 Introduction

In this study, the circulation areas of school buildings in Dhaka city were studied in terms of safety. As of now the topic of school safety has become one of the vital issues worldwide. Bangladesh is also taking interest in this regard. Therefore, government of Bangladesh has taken a huge plan to build significant number of schools throughout the country. It is the time of need to conduct such research to raise awareness on this topic. From field investigation it reveals that, now in Bangladesh there is no such data that reports school based accident centrally. So, it is expected that the findings derived from this study will help to resolve the existing problems of not having relevant data and also to conduct further study on this topic.

In the previous chapters, literature review, codes and standards for circulation area and detail analysis of existing school circulation were analysed in terms of safety. Now in this chapter the main findings derived from all previous analysis will be presented along with recommendations and guidelines toward future scope of work on this topic.

6.2 Review of Research Objectives

The research aimed to study the existing circulation areas of school buildings within Dhaka city, in terms of safety. The findings of the study had fulfilled the objectives of the study. The objective of the study and the way it was addressed throughout the study is described below:

I. To identify different type of accidents within a school circulation spaces and their causes in different schools in Dhaka City.

During the survey, informal interview involving 5% teachers, staffs and 20% students from each school and questionnaire survey involving 25 students at random from each 8 school (total 200 students) was conducted to evaluate the existing safety of circulation area in the schools of Dhaka city.

The analysis revealed that, the overall accident rate within those schools was (24- 84) % per year in proportion. Among all types, cut and laceration is the most common injury found in all eight schools, which is (20 to 55)% and (21 to 41) % of all injuries respectively. After that, fracture (7 to 22) %, head & facial injuries (7-16) %, chest injuries (0-13) %, respiratory (0-1) % occurred among the students. Where, (52 -83) % were moderate accidents, (9-15)% were major and (9-15)% were serious accidents with no record of severe accident. The reason of the various proportion of different kind of accident was discovered after analysing the existing condition of the selected case schools that represents the overall school environment of Dhaka city.

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II. To explore the present safety condition of the current situation of existing schools within Dhaka city in terms of safety within school circulation area.

Physical dimensions collected from field investigation were incorporated to draw existing floor plans and sections. Comparative analysis between existing dimensions with codes and standards analysed in the study (table: 2.3) revealed that, total circulation count per floor area of all case school buildings were up to the bench mark (fig: 5.1) but occupants number was (15-50) % higher than its capacity (fig: 5.2) set by the codes and standards analysed in the study (table 2.3) . 100 % dimensions of horizontal circulation area were found designed as per the standards where (64-92) % areas were designed following the codes and standards in vertical circulation area. Accident rate is also higher (26%) in vertical circulation area than in horizontal (24%) circulation areas. The total rate of accident in circulation area is (19-48) % of the total count. Which is very high and alarming.

III. To find out possible solution by analysing and comparing standards with present scenario of existing school buildings.

The combined results analysis of questionnaire survey and physical investigation states that, school having substandard circulation, low maintenance; more number of students and fewer supervisors were reported to have more number of accidents in school circulation area. In this circumstance, by adopting standard dimensions in the problematic areas and well maintenance could reduce the rate of accident in circulation area to enhance safety thereby.

IV. To provide further information in the topic of school safety, this may provide guidelines to further study in this subject.

This objective will be fulfilled through the findings and recommendations as described below in this chapter.

6.3 Findings from the Study

Main findings:

a) Initially the study found that, the total circulation areas count of 5 schools (62%) out of 8 case studies where found up to the bench mark in relation to existing total build area, where the other 3 schools (38%) were found below bench mark. At the other hand, the total vertical circulation area counts were found below the bench mark (15-50) % in relation to total occupant‟s number. This indicates that, initially 62 % school buildings were designed with suitable circulation area but none of the school buildings has maintained the occupant‟s number as per the codes and standards.

154 b) Student‟s accident rate in all eight case schools was (24-84) %, where (19-48) % of total accidents took place in circulation area only, which is the largest after playground and class room injuries. c) Accident rate was higher in boys school (40-84)% than in co-education (24-76)% and girls schools (44-48)%. d) From detail data analysis it is revealed that, the horizontal circulation area e.g. corridors of all eight case studies were designed according to codes and standards. Where accident rate was also found comparatively less (7-24) % than other locations. e) In vertical circulation analysis it is observed that, all eight schools were found below the bench marks in different cases. Where (8 -36) % of total dimensions were below the standards in proportion as per school basis. Accident rate is comparatively high in the stair cases which is (5-26)% among all the locations described by students. f) Out of 20 stair cases analysed in all eight school, 9 stairs (45%) were found designed with solid hand guard instead of stair rail. Where 4 stair rail (20%) heights were less than the minimum standard height. g) Guarding design was up to the mark for in 5 schools (62%) out or 8.But the overall design was very unpleasant and unthoughtful. h) 2 out of 8 schools (25%) were designed with disable access where proper design standard was maintained in one school only.

Other Findings: a) From above mentioned analysis it is observed that, schools were designed for almost half of the existing population at the beginning. But slowly and gradually the occupants‟ numbers were increased without proper amendment in the physical structure causing extra traffic in circulation area. b) The existing conditions of the corridors were very poor; floors were damaged, crack developed in some points in all four case schools. c) Corridors and stairs were also used for dumping furniture and linen drying purpose which is totally unacceptable in all terms. d) Because of the position of water filter in corridor area, the floors were found wet and slippery in 5 schools out of eight cases, which may cause fall, slip and trip. e) Initially the ratio of trade & rise was designed consistently all through stair case but because of ageing some of the steps have become thin and slippery. f) Material used in the stairs was totally random and unthoughtful. g) Steps of the stair were made without nosing detail, which is little uncomfortable while climbing. Some of the stair cases were found lighted and the others were in dark even in the day time. h) One of the staircases was designed roofless, where the other head room of stairs were designed according to codes and standards.

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i) Because of overall poor maintenance of the buildings many safety issue has been raised which are being overlooked by the school committee, need to be addressed immediately.

6.4 Recommendations

The recommendations are based on the final findings of the study. The following recommendations were drawn for designing circulation area of school buildings in term of safety:

a) School buildings are mostly being used by children who are the most vulnerable group. So the design should be made as per their requirement of safety. b) Circulation areas are one of the uncontrolled areas where accidents rate is high. So these areas should be given proper attention while designing. c) Along with other design measures, the total built area of any school also should be designed as per number of users/occupants. d) The occupants‟ number should not be increased at random. Otherwise it can create extra load on building circulation. e) Circulation areas should be simple, easy and free from any kind of obstacles which can slow down pupil movement and also can be a cause of accident. f) Furniture or any other object should not be placed in circulation area that obstructs the view. g) Drinking water filter or any source of water should not be placed in circulation area. It should be located in a separate place away from circulation area. h) Measurements of Stairs are very important in a school design. A single mistake can cause big trouble in this area. So, measurements and material use should be as per proper standard that allow visibility and safety. i) Guarding design for the building should be a part of school design which will provide visibility and safety at the same time. j) Disable access should be provided to make the building accessible for all. k) Proper shading device should be incorporated in corridors to protect from rain water. l) Stairs should not be open to sky which may create slip, flip and trip due to rain. m) Proper maintenance should be carried out by the management of school. Any damaged and broken elements should be changed or replaced as and when required. n) In order to track previous record a report based on student‟s school based accident should be preserved by the school management. o) Awareness should be raised among students, teachers and staffs in order to minimize school based accident. p) Further study on this topic may be carried out to enhance safety.

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6.5 Conclusion

No school design can eliminate risks, but thoughtful planning can help schools avoid trouble. By adopting the codes and standards the school designers can reduce the risk of safety within circulation area. Thus it is vital for the school designers to know what measures should be considered before designing a new school building or during any renovation work.

Considering the significance of the topic the research conducted aimed to study the existing circulation areas within school buildings of Dhaka city to have a clear picture of the existing situation. The findings presented in this study may help the school designer and the researcher to study further on this topic.

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APPENDIX

APPENDIX-A List of High Schools & Secondary High School in Dhaka Division APPENDIX-B Letter from Department of Architecture (BUET) to respective schools APPENDIX-C1 The questionnaire used During the Survey-part 1 APPENDIX-C2 The questionnaire used During the Survey-part 2 APPENDIX-D1 A Sample Questionnaire Survey Script, Part-1 APPENDIX-D2 A Sample Questionnaire Survey Script, Part-2

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APPENDIX- A:

List of Secondary and Higher Secondary Schools in Dhaka Division

Division Upazila Name type location Badda Alatunnessa Higher Secondary Dhaka Badda School Co-education Metropolitan Dhaka Badda Satarkul School And College Co-education Metropolitan Dhaka Badda National College Co-education Metropolitan Rotnogorva Farida Zaman School And Dhaka Badda College Co-education Metropolitan Anowara Begum Muslim Girls School & Dhaka Bangshal College Girls Metropolitan Ahmed Bawany Academy School & Dhaka Bangshal College Co-education Metropolitan Dhaka Banani I.P.H School And College Co-education Metropolitan Dhaka Cantonment B N College,Dhaka Co-education Metropolitan Dhaka Cantonment B A F Shaheen College Kurmitola Co-education Metropolitan Dhaka Cantonment Balughat High School & College Co-education Metropolitan Dhaka Cant: Girls Public School And Dhaka Cantonment College Girls Metropolitan Sahid Bir Uttam Anwar Girls School & Dhaka Cantonment College Girls Metropolitan Bangladesh International School And Dhaka Cantonment College(Bisc) Co-education Metropolitan Nabakumar Institution & Dr. Shahidullah Dhaka Chak bazar College Co-education Metropolitan Mollartek Udayan Higher Secondary Dhaka Dakshinkhan Schoool Co-education Upazila Sadar Dhaka Dakshinkhan Mascot Innovative School And College Co-education Metropolitan Dhaka Dakshinkhan Kc Model School And College Co-education Upazila Sadar Dhaka Darus salam Fm International School And College Co-education Metropolitan Dhaka Demra Shamsul Hoque Khan School & College Co-education Metropolitan Bamoil Ideal High School And College Dhaka Demra (Bm) Co-education Metropolitan Dhaka Demra Rafiqul Islam School And College Co-education Metropolitan Dhaka Dhanmondi Just International School & College Co-education Metropolitan Dhamrai Hardinge High School And Dhaka Dhamrai College Co-education Upazila Sadar Dhaka Dhamrai Afaz Uddin School And Colllege Co-education Rural Dhaka Dhanmondi Jarina Sikder Girls School And College Girls Metropolitan Dhaka Dhanmondi Y. W. C. A Higher Secondary Girls School Girls Metropolitan Dhaka Dhanmondi Dhaka Public School And College Co-education Metropolitan Dhaka Dhanmondi Scholars School And College Co-education Metropolitan College Of Development Alternative Dhaka Dhanmondi (Coda) Co-education Metropolitan Dhaka Dhanmondi Metropolitan Dhaka Dohar Malikanda Meghula School And College Co-education Rural Begum Ayesha Pilot Girls' High School Upazila Sadar Dhaka Dohar And College Girls Pora Dhaka Gulshan Banani Bidyaniketan School & College Co-education Metropolitan Dhaka Gulshan Gulshan Model High School And College Co-education Metropolitan Dhaka Gulshan Cambrian School And College Co-education Metropolitan Hazaribag Girls High School And Dhaka Hazaribagh College(Bm) Girls Metropolitan Dhaka Hazaribagh Saleha High School And College Co-education Metropolitan

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Salahuddin Ahmed Adarsha School And Dhaka Jatrabari College Co-education Metropolitan Dhaka Jatrabari Jatrabari Ideal High School And College Co-education Metropolitan Dhaka Jatrabari Mannan High School And College Co-education Metropolitan Barnamala Adarsha Uchacha Madhyamik Dhaka Jatrabari Bidhyalaya Co-education Metropolitan Shaseed Zia Girla High School And Dhaka Jatrabari College Girls Metropolitan Karatitola C.M.S. Memorial High School Dhaka Jatrabari And College Co-education Metropolitan Dhaka Kafrul B A F Shaheen College,Kafrul, Dhaka Co-education Metropolitan District Sadar Dhaka Kafrul Banophool Adibashi Green Heart College Co-education Poura Dhaka Kafrul S O S Herman Gmeiner College. Dhaka Co-education Metropolitan Dhaka Kafrul Shaheed Police Smrity College Co-education Metropolitan Shyampur Bohumukhi High School And Dhaka Kadamtali College Co-education Metropolitan Dhaka Kadamtali A. K. High School And College Co-education Metropolitan Dhaka Kadamtali Shyampur Model School And College Co-education Metropolitan Dhaka Kalabagan Meherunnisa Girls School & College Girls Metropolitan Khilgoan Govt. Colony Higher Secondary Dhaka Khilgaon School Co-education Metropolitan Dhaka Khilgaon Ali Ahmed High School And College Co-education Metropolitan Dhaka Khilgaon Khilgoan Govt High School Boys Metropolitan Dakhin Banasree Model High School And Dhaka Khilgaon College Co-education Metropolitan Dhaka Khilgaon Khilgaon Girls School And Collage Girls Metropolitan Dhaka Khilgaon Dhaka Ideal College Co-education Metropolitan Dhaka Khilgaon National Ideal College Co-education Metropolitan Dhaka Khilgaon Dhaka Eastern College Co-education Upazila Sadar Dhaka Khilgaon Quality Education College Co-education Metropolitan Dhaka Khilgaon Bangladesh Ideal School And College Co-education Metropolitan Dhaka Khilkhet Kurmitola High School And College Co-education Metropolitan Dhaka Keraniganj Nutan Bakter Char School And College Co-education Rural Dhaka Keraniganj Ati Bhawal Uchcha Madhamik Bidyalaya Co-education Rural Rajabari High School And Dhaka Keraniganj College,Keraniganj Co-education Rural Zinzira P M Pilot Higher Secondary Dhaka Keraniganj School Co-education Rural Borishur Anchalic Uchcha Madyamic Dhaka Keraniganj Bidyalaya Co-education Rural Dhaka Keraniganj Baghapur High School & College Co-education Rural Dhaka Keraniganj Keranigonj Girls' School And College Girls Upazilasadar Birshreshtha Noor Mohammad Public Dhaka Lalbagh College Co-education Metropolitan Dhaka Lalbagh Govt. Azimpur Giris School & College Girls Metropolitan Dhaka Lalbagh Agrani Girls School & College Girls Metropolitan

Dhaka Lalbagh Rayhan School & College Co-education Metropolitan Natun Polton Line Higher Secondary Dhaka Lalbagh School Co-education Metropolitan Dhaka Lalbagh Lalbagh Model School & College Co-education Metropolitan Dhaka Lalbagh Safir Ideal School And College Co-education Metropolitan Dhaka Mirpur Monipur Uccha Biddalaya & College Co-education Rural Bashir Uddin Ideal Higher Secondary Dhaka Mirpur School Co-education Metropolitan Dhaka Mirpur Kallyanpur Girls School & College Girls Metropolitan

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Dhaka Shiksha Board Laboratory School Dhaka Mirpur & College Co-education Metropolitan Dhaka Mirpur Sharoj International School And College Co-education Metropolitan Dhaka Mirpur Green Field College Co-education Metropolitan Dhaka Mirpur Aloron College Co-education Metropolitan Mirpur Cantonment Public School And Dhaka Mirpur College Co-education Metropolitan Jamila Ayeenul Ananda Biddalay And Dhaka Mohammadpur College Co-education Metropolitan Dhaka Mohammadpur Dhaka Residential Model College Boys Metropolitan Dhaka Mohammadpur St. Joseph Higher Secondary School Boys Metropolitan Dhaka Mohammadpur Kishalaya Girl's School & College Girls Metropolitan Lalmatia Housing Society Uchcha Dhaka Mohammadpur Madhyamik Bidyalaya Co-education Metropolitan Dhaka Mohammadpur Badsha Faisal Institute Co-education Metropolitan Mohammadpur Model School & Dhaka Mohammadpur College Co-education Metropolitan Dhaka Mohammadpur Firoza Bashar Ideal College Co-education Metropolitan Mohammadpur Preparatory Higher Dhaka Mohammadpur Secondary School Co-education Poura Area Dhaka Mohammadpur Winsome School & College Co-education Metropolitan Dhaka Mohammadpur Sunway School And College Co-education Metropolitan Dhaka Motijheel Ideal School & College Co-education Metropolitan Dhaka Motijheel Nobarun High School And College Co-education Metropolitan Dhaka Motijheel Arambagh High School And College Co-education Metropolitan Dhaka Motijheel Motijheel Model High School And College Co-education Metropolitan Motijheel Govt. Boy's High School And Dhaka Motijheel College Boys Metropolitan Dhaka Mugda para Haider Ali High School And College Co-education Rural Dhaka Nawabganj Bandura Holy Cross School And College Boys Rural St. Euphrasies Girls High School And Dhaka Nawabganj College Girls Rural Upazila Sadar Dhaka Nawabganj Nawabgonj Pilot High School And College Co-education Not Poura Dhaka Nawabganj P.K.B School And College Co-education Rural Nawabagon Pilot Uchcha Madyamic Upazila Sadar Dhaka Nawabganj Balika Bidyalaya Girls Not Poura Dhaka Nawabganj Sholla Higher Secondary School Co-education Rural Govt. Laboratory High School And Dhaka New market College Boys Metropolitan Bir Shrestha Munshi Abdur Rouf Border Dhaka New market Guard Bangladesh College Co-education Metropolitan Dhaka Pallabi Mirpur Girl's Ideal Labratory Institute Girls Metropolitan Dhaka Pallabi Mirpur Bangla Higher Secondary School Co-education Metropolitan Dr. Mohammad Shahidullah Adarsha Dhaka Pallabi Uchcha Madyamic Bidyapith Co-education Metropolitan Dhaka Pallabi Ahsania Mission School & College Co-education Metropolitan Rajarbagh Police Line Uchcha Madyamic Dhaka Paltan Bidyalaya Co-education Metropolitan Dhaka Ramna Sher E Bangla School And College Co-education Metropolitan Dhaka Ramna National Bank Public School And College Co-education Metropolitan Dhaka Ramna Viqarunnisa Noon School & College Girls Metropolitan Dhaka Ramna Willes Little Flower School And College Co-education Metropolitan Dhaka Ramna Ispahani Girls School And College Girls Metropolitan Siddeswari Boys High School And District Sadar Dhaka Ramna College Boys Poura Dhaka Ramna Biam Model School And College Co-education Metropolitan

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Dhaka Rampura South Point School & College Co-education Metropolitan Dhaka Sabujbagh City Model School And College Co-education Poura Area Dhaka Rupnagar Rupnagar Model School And College Co-education Metropolitan Dhaka Savar Bangladesh Krira Shikkha Protishtan Co-education Upazila Sadar Dhaka Savar Aere School And College Co-education Rural Dhaka Savar Gazirchat A.M. High School And College Co-education Rural Bhakurta Union High School And Dhaka Savar College Co-education Rural Mohammad Ali Yeakub Ali School And Dhaka Savar College Co-education Rural Dhaka Savar Ashulia Uchha Madhyamic Bidhalaya Co-education Rural Dhaka Savar Bepza Public School And College Co-education Upazila Sadar Savar Cantonment Public School And Dhaka Savar College Co-education Rural Jahangirnagar University School & Dhaka Savar College Co-education Rural Dhaka Savar Bpatc School & College Co-education Rural Dhaka Savar Mirpur Mafid-E-Am School & College Co-education Rural Doshaid Adhonya Kumar A K School Dhaka Savar And College Co-education Rural St.Jhosephs High School And College, Dhaka Savar Dhorenda Co-education Upazila Sadar Dhaka Shah ali Bcic College Co-education Metropolitan Dhaka Shahbagh Udayan Uchcha Madyamik Bidyalaya Co-education Metropolitan Dhaka Shahbagh Engineering University School & College Co-education Metropolitan Dhaka Shahbagh Universiti Laboratory School And College Co-education Metropolitan Kadamtala Purba Basabo School And Dhaka Shahbagh College Co-education Metropolitan Madartek Abdul Aziz Uchcha Madhyamik Dhaka Shahbagh Bidyalya Co-education Metropolitan

Dhaka Shahbagh Kamalapur School And College Co-education Metropolitan Sher-e-bangla Sher E Bangla Nagar Govt. Boys High Dhaka nagar School Boys Metropolitan Sher-e-bangla Agargaontaltala Govt.Colony High School Dhaka nagar & Mohila College Co-education Metropolitan Sher-e-bangla Shere Bangla Nogor Govt.Girls School & Dhaka nagar College Girls Metropolitan Sher-e-bangla Dhaka nagar Nazneen High School And College Co-education Metropolitan Dhaka Sutrapur East Bengal Institution And College Co-education Metropolitan Moniza Rahman Girls High School And Dhaka Sutrapur College Girls Metropolitan Cosmopolitan Labratory School And Dhaka Sutrapur College Co-education Metropolitan Dhaka Sutrapur K.L. Jubilee School And College Co-education Metropolitan Dhaka Tejgaon ind. Tejgaon Adarsha School And College Co-education Metropolitan Area Dhaka Turag Kamar Para School And College Co-education Metropolitan Dhaka Turag Baikal School & College Co-education Upazila Sadar Dhaka Turag Anwara -Mannaf Girls School And Girls Rural College Dhaka Turag Akij Foundation School And College Co-education Poura Area Dhaka Uttara paschim Uttara High School And College Co-education Poura Area Dhaka Uttara paschim Milestone College Co-education Metropolitan

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Dhaka Uttara paschim Holy Child School & College Bangla Co-education Metropolitan And English Version Dhaka Uttara paschim Trust College Co-education Metropolitan Dhaka Uttara Uttara Girls High School And College Girls Metropolitan Dhaka Uttara Nawab Habibullah Model School And Co-education Metropolitan College Dhaka Uttara I.E.S.Uchcha Madyanic Bidyalaya Co-education Metropolitan Dhaka Uttara Rajuk Uttara Model College Co-education Metropolitan Dhaka Uttara Sristy Central School And College,Uttara Co-education Metropolitan Dhaka Uttara Dhaka Megacity College Co-education Metropolitan

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APPENDIX-B

Letter from Department of Architecture (BUET) to respective schools.

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APPENDIX C1

The Questionnaire Used During the Survey: part 1

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APPENDIX- C2

The questionnaire used During the Survey: part 2

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APPENDIX- D-1

A Sample Questionnaire Survey Script- Part 1

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APPENDIX-D-2

A Sample Questionnaire Survey Script – part 2

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