Student’s Name: Ar. Mardia Rahman

Project Year: 2023

Project guide teacher’s/supervisor’s Name: Ar. Md Arifur Rahman

Head of the Department Name: Ar. Iftekhar Rahman

Project Brief:

The coastal areas of Bangladesh are particularly vulnerable to natural disasters due to their geographic location, low elevation, and climate conditions. Climate change and sea level rise have made such disasters more frequent, significantly impacting education, with many students dropping out of school due to losing their homes and lands. Poverty, migration, child labor, and child marriage are common consequences of these disasters. The lack of proper infrastructure, including damaged school buildings and the absence of secondary schools, is also a significant factor contributing to a decline in the quality of education and higher dropout rates in these vulnerable areas. COVID-19 school closures have exacerbated the situation, leading to an increase in existing socio-economic problems. A learning center for the children of these vulnerable communities must address all environmental, social, and economic factors to keep the students continuing their studies. The project aims to empower vulnerable communities in coastal Bangladesh by addressing the complexity and barriers of education and developing their capacity to adapt to climate change. It targets three coastal districts of Bangladesh and proposes a typological solution for different contexts. 

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Site Information:

Site 1: Pakkhali, Upazila: Mongla, Site area: 23700 sqft

Site 2: Southkhali, Upazila: Sharonkhola, Site area: 20600 sqft

Site 3: Goinkhali, Upazila: Rangabali, Site area: 26300 sqft

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Concept Development

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An introverted space where they can express themselves better and attend outdoor activities can solve this problem. The teachers can observe the student's behavior to understand them better. The students must also learn from observation to gain knowledge. Thus, an extroverted space open to nature can ensure their overall growth.

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Policy Development

As the study area is located in a geo-climatic vulnerable zone prone to Cyclones and storm surges, the Learning Centre was designed to function in two ways- primarily as a school, and under natural calamity serving as a cyclone shelter. Moreover, Adaptation by "accommodation" for the existing community is essential. Still, it must leave scope for adaptation by "retreat" in extreme scenarios as it is a long-term adaptation measure against climate change. Built forms providing community facilities in hazard-prone areas should not be made of permanent structures to inspire community expansion. A semi-permanent structure that can be dismantled or re-erected elsewhere is a flexible solution to this problem. Also, as this school is only for dropout children and is proposed to be built on private lands provided by community volunteers, it is designed considering the transportability of structure and material so that the school can be relocated where necessary. To accommodate this policy, a modular design was proposed.

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The main challenge faced by communities in this area is their livelihood crisis. To overcome this crisis, alternative income-generating opportunities and improvement in existing livelihood through training and skill development programs were proposed so that the children can continue their studies. Three types of training may include- (a) advocacy and awareness raising program; (b) vocational training on sewing, stitching, and handcrafting; and (c) improvement of existing livelihood for production of saline tolerant crop varieties and shrimp cultivation. A dropout children's learning center for vulnerable communities must provide food security. This shall also create an economic scope for the community adults by participating in the service. 

Design Development

The designed module includes a multipurpose flexible room as a central core space and a veranda ramp access that works as a protective buffer space. The module was designed considering external and internal wind pressure during cyclones... This module was designed to be self-sustaining, and repetition of it in a different order can create a proper learning center for dropout children of the community. The traditional vernacular practice of this region also inspires the materials and techniques. The structure can be broken down into pieces to repair or rearrange the module elsewhere. The proposed learning center includes community participation through local workforce engagement and follows traditional construction techniques and details to design a transposable structure that supports easy repair and maintenance.

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All three built forms achieved a central introverted space through conceptual guidelines. Multiple semi-outdoor spaces ensure group discussion and informal meetings among students and the community. Considering site location, area, and context, the three designed, built forms were placed with proper landscape design. The flexible landscape offers the community various activities in different seasons. The peripheral layered plantation, with the proposed plant profile, was inspired by local adaptive measures. Ghats were designed to provide access through water-based transportation and avoid poor road conditions.

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Jury Comments:

·         A very mature project that provides practical solutions to aid the coastal community

·         A highly recommended thesis based on proper research and detail design

·         Good understanding and presentation

*  Nominated by the university for participation in KSRM Awards for Future Architects -2023

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