Chapter Projects

we welcome volunteers/experts from any other chapter who would like to give hand in this project during design and construction phase. Practical Training and Research Centre Agrogoti Sangstha, Satkhira Basic Information about the organization, programmes & capacity Agrogoti Sangstha is a small to medium sized non governmental development organization operating predominantly in Satkhira District under Khulna Division. It’s vision is for a society free of poverty and injustice however in order to take steps towards such a vision, the organization seeks to empower local communities and institutions to ensure good governance and human rights for all. It’s philosophy therefore is very much a human rights based approach to development building the capacity of both rights holders and duty bearers. Over the past 10years the organization has achieved great success on increasing the transparency and accountability of local government by raising awareness within communities of their rights and the responsibilities of the local government. It has also focused on reducing major human rights violations such as gender discrimination, human trafficking and acid violence prevention. Internally the organization is committed to gender empowerment, transparency, accountability and non-discrimination. AS has recently finalized a strategic plan which outlines four major programmes upon which the organization will focus on over the next five years: o Establishing Good Governance o Promoting Child Rights o Climate Change and Human Rights o Protecting Freedoms Gender Equity and Environmental Sustainability will be mainstreamed into each of these programmes. Users/Beneficiaries: Though AS works with many community people it does not see these people as users or beneficiaries. Instead it can be said that the organization is working with development partners, rights holders and duty bearers in 25 Union Parishad in Satkhira District. Of these rights holders, the organization focuses on the most vulnerable and marginalized including women, children, adolescents, indigenous or lower caste communities, hard core poor families and victims of violence and works directly with some 55,000people. Current setup Currently the organization rents one central office which hosts 15 staff and two branch offices which host a total of six staff. It is the owner of one Adolescent Resource Centre (ARC) at which one staff member is based. Central office is equipped with 6computers while each branch office has once computer each. Electricity is currently unavailable in the ARC, Kaliganj Upazilla. Given the nature of the organization’s work, trainings are held with local communities, local leaders, duty bearers etc on almost a weekly basis. At present none of the organization’s rented buildings are fit for holding such trainings and the organization regularly rents premises at considerable cost in Satkhira town. To overcome this problem and source of major expenditure, the organization is searching for a building to hold all of its trainings. This interim measure will help the organization until its own Training Centre is built. The new Training Centre will also generate income for the organization which will be used to develop the organization internally and to implement its own projects independent of donors. The training centre campus will consist of one training and seminar building, one dormitory building, one office building and one guest house. The surrounding land will be purchased for the development of an exhibition farm which will focus on providing practical training to local communities on climate change resilient alternative agriculture and aquaculture practices. Example of project AS has not seen such a project in the South West region, however; it is very impressed with the Meti School Development near Dinajpur, Bangladesh. Main features of development: The training building must be sufficiently large to accommodate a total of 160 participants while the accommodation building will cater for 59person. The site of the Training Centre, Dormitory and Office building is currently owned by AS. However, the deeds of ownership for one section of land will not be available until September or early October 2010. Agrogoti is expecting to dedicate BDT50lakh from its own funds to this development. It is hoped that the equivalent amount will be secured through various donors including JICA, German Embassy and Australian Embassy thus estimating that the entire development will cost BDT1crore. Timeframe: It is hoped that the entire construction project will be complete in three to four years. This would require a three phase development which will protect the organization’s solvency. The below table give a broad outline of the details of each stage. Stage Details Expenditure BDT Timeframe 1. Construction of: - Ground floor of Training Building - Ground floor and first floor of accommodation building - Office building 40lakh Sept 2010- June 2011 2. Construction of: - 1st floor of Training building - 2nd floor of Accommodation building - Completion of ground works 20lakh March 2012- December 2012 3. Construction of: - Cottage Guest House Development of exhibition farm 40lakh June 2013- Jan 2014 On the other hand, AS is completely open to the suggestions of the architects and community both in terms of design, cost, and timeframe. Finished project It is hoped that the finished project will: - host Agrogoti Sangstha’s knowledge-based programme training of 5000participants annually; - host Agrogoti Sangstha’s technical and practical training related to climate change resilient livelihoods of 1000participants annually; - be self sufficient allowing the accommodation and dining to source its food supplies and energy requirements from the exhibition farm. - provide other local and national organization’s with a wonderful training experience - provide Agrogoti Sangstha with a source of income which will be used to further develop the organization and help it run independent projects; - act as a research centre; - provide the local community and others in Satkhira District with an open campus, a wonderful learning environment and a place of which they can be very proud of; - provide employment to some 100 Munda persons gradually breaking down barriers which see them completely excluded from the rest of society and heavily dependent on decreasingly available day labour opportunities. 1. Site Survey / pre design stage Location: 13mile, Nagarghata Union Parishad, Tala Upazilla, Satkhira District. Size of the land: Land is not exactly rectangular due to the passing canal. Sewer, water, electrical, & gas availability: (main locations and access points) - Sewer: Locally, the canal running along the perimeter of the site is used for untreated sewage disposal; - Water: arsenic and salinity free water available from deep tube well; a second option is linking up to a water storage plant developed by Rishilpi NGO some 1km from the project site. - Electrical: 2phase electricity available 200m’s from site. - Gas: No gas mains available; bottled gas only. Vehicle and pedestrian access: Currently, no vehicles can enter the site even though it is bordering the Satkhira-Khulna Highway. Pedestrians can easily access the land. Major feature: The site is surrounded by agricultural land which is a wonderful setting for a training centre and exhibition farm. However, the area is prone to waterlogging during the rainy season and lies within the Coastal belt which is prone to cyclones Get land survey, boundary or topographic Map supplied previously. Site is part of plain land. A detailed land survey is required. How do you start development? Planning will begin in July/August with a consultation with local communities especially the Munda peoples, as well as a more detailed introduction to AS programmes and activities for AFH-Dhaka chapter. Efforts will also be made to secure donor funding for phase one. 2. Project requirements 4 buildings plus farm development: o one training centre with seminar room; o one dormitory; o one guest house; o one office building; o exhibition farm Each building has its own individual requirements but common to all are the following: - All buildings shall cater for both local communities and VIP guests; - All buildings shall be made using locally available materials and labour; - All buildings will be in keeping with the traditional Bangladesh housing design; - All buildings will be adapted to their individual uses; - All buildings will be environmentally sustainable, consider energy saving mechanisms and where possible the use of renewable or clean energies; - The general atmosphere within the campus will be communitarian and open while at the same time placing importance on security. A. Requirement for Building 1: Training centre Personnel capacity 160; Ground floor - Entrance hall (reception equipped with electrics and fit for computer use and telephone), Veranda (acting as relaxation area); - 1 training hall for 100participants (ability to create two separate halls when required), - male and female toilets (entire floor adapted for disabled person access and comfortable use). First floor - 2 training halls (for 30 participants each) both equipped with Air Conditioning if necessary; - male and female toilets; Training halls - Ensure effective and enjoyable training experience; - equipped with fittings for possible multi-media use; - computer power sources and internet; - Use of natural light and natural air ventilation where possible; - Materials used to guarantee low noise levels internally and low sound penetration; Toilets - Male and female to cater for five guests at one time. B. Requirements for Building 2: Administration Office and Computer Training. - Personnel capacity: 20persons Administration Office Room - Suitable for 5staff, 3 lines for fax, phone, and internet), Male and female toilets, Computer training room - 10computers, printer, multi-media etc, adaptable features to ensure child friendly setup. C. Requirements for Building 3: Accommodation building - Accommodation Capacity: 59persons - Dining capacity: 50persons - Overall dimensions: Ground Floor: Entrance Hall - Area for welcoming guests; Reception desk; sofas for waiting area; - Public male and female toilets to cater for 5persons each; - Access points to a) stairway to first and second floors b) dining area c) disabled persons’ accommodation, staff bedroom; store room. 3 Ensuite bedrooms - Two twin bedrooms for disabled persons and accompanying carers; all facilities including bathroom adapted for disabled person use and comfort; easily accessible personal veranda. - One three bed bedroom for campus staff (Sink in bedroom). Store Room - Estimated size 10ft x 12ft. Equipped with shelving etc Dining area - Spacious area to cater for 40 diners at one time; - Equipped with 10sinks for hand washing; - Adequate ventilation, light and fans, Kitchen area - Separate area, well ventilated, equipped with cooking stove, cooking utensils; food preparation area; fridges and other storage equipment. Protected parking area: - Sufficient for secure day-time and night-time parking of 15 motorcycles, 2 cars, bicycles. First floor Open Veranda - Stretches entire length of building 6-7ft wide; 8 Ensuite Bedrooms - 3 x 4person bedrooms plus 2 sinks and mirrors; - 3 x 3person bedrooms plus 1 sink and mirror; - 2 x 2person bedrooms; - 1 x 1person bedroom; - All beds single - All rooms equipped sizeable window, power points and ceiling fans; - All rooms equipped with bedroom veranda/balcony; - Bathrooms suitable for shower and bath, each equipped with sink and mirror; Recreation Room - Located above ground floor welcome area; - Equipped with television viewing area and telephone; - Reading area; - Possibly 12ftx15ft; Second floor Open veranda - As above; - Rain protection Ensuite bedrooms: - As above Recreation Room - Open area with table and chairs. D. Requirements for Building 4: 2 room cottage guest house Location: - Situated on land behind accommodation building but integrated into exhibition farm; 1 single ensuite Bedroom: - High quality materials, furniture, equipment and decoration used - Natural light and ventilation plus AC, - Television, Tea making facility, Fridge; - Balcony; 1 double ensuite bedroom: - As above but suitable for two persons or a couple. E. Requirements for exhibition farm: 5 Major areas: - Livestock area for cows, goats, chickens; - Area for growing crops; - Crop, fruit and vegetable research area; - Fruit and Vegetable growing area; - 2 Freshwater fishing ponds; F. Requirements for outside areas Gardening and Landscape - Traditional locally available trees including mango, coconut and palm trees; - Flowers; - Safe play area located in garden but far from highway for children and adults. Driveway - Large for passing of two cars or one truck Gazebo - Recreation area in garden area; Temporary Parking area - Close to entrance; simple structure for protection from weather; Next steps: - Architect will study all the requirements fesibilities and finalize program; - Architect will prepare list of site restrictions; - Architect will prepare a schedule of areas - Architect will prepare table of areas/Zone - Architect will prepare schemetic design including a approx. Project cost ( 15% plus minus) - Detail design stage and preparing construction drawing.

Missionaries of Charity is a Roman Catholic religious order established in 1950 by Mother Teresa of Calcutta, which consists of over 4,500 sisters and is active in 133 countries. Members of the order designate their affiliation using the order's initials, "M.C." Member nuns must adhere to the vows of chastity, poverty and obedience, and the fourth vow, to give "Wholehearted and Free service to the poorest of the poor".

Design of a mobile classroom for the BEDE Community a new protagonist approach to re-connecting water & land-based development. Bangladesh, with its seven hundred rivers (including tributaries) has the largest network of rivers in the world. Unfortunately due to land based development, many of the river channels are dying or are already dead but in spite of this situation these waterways are still being explored by the river gypsies (Bedes). Bede, the nomadic communities in Bangladesh, who relate themselves to the Arab origin on the basis of similarity with the Arabic word “Bedouin”. However, Banglapedia mentioned them as descendents of `Montong’ tribe of Myanmar. Although there are other theories that reveal the origin of the Bede community but since there is not enough historical literature available so there is no clear explanation of the exact evolution of this ancient old community. The Nomadic life of the Bede Community: Being nomadic in nature they are primarily seen on the banks of various rivers, living on boats with their families and moving from place to place, changing their residing spots for around 100 times in a year. According to a recent estimate Bedes are 800,000 in number in Bangladesh, of which around 10,000 nomadic groups roam around the country, round the year and they gather for two months in an area. They claim to be living in 65 places from the British period. Depending upon the professions and heredities, the Bede communities in Bangladesh can be categorised in several groups and sub-groups, such as snake charmer, Malboidhya, Sandar, Gyne, Borial, etc. Among these sub-classes, the snake charmers and the Malboidhyas are seen to earn their livelihood by ethno-medical practice i.e. the treatment of various complex and simple diseases by using herbs, vegetables, animals and mineral substances and certain other methods. Bede female and male healers serve millions of people for whom mainstream health care is too far away or too expensive. Other professions they are engaged in, are- catching of snakes, curing snake-bites, selling of snakes, traditional and spiritual healing services with “Singa”, magic show and monkey show, selling of bangles and trinkets. However, in the past bedes were renowned for several professions which are now lost with time. One of the well-known trades was making and selling of pearl and oyster necklaces. In fact it was the bede communities who first introduced this craft in the Bengal. Another was the building of handloom machines of the weavers and selling threads for making the fabrics. Poverty and desperate attempt for survival have forced the bedes to shift from this occupation but by assisting them to fight poverty, an attempt can be made to revive these lost traditions. Underprivileged masses in contemporary social structures: As non-agricultural trading and service-rendering nomads they are dependent on the larger society for their livelihood. Unfortunately, their traditional services and products are now losing market demand. About 98 percent Bedes live below poverty line. Also owing to their traditional and nomadic lifestyle this community does not have any control over land and local or national political power. More than 90 percent have no house on the land. Since Bedes have to live either in small boats or tents so the average per capita living space enjoyed by the Bedes is much less than the slum people i.e. 10 square feet. This socially excluded community are severely deprived from all types of basic necessities of life e.g. food, shelter, education, medical care, etc. Also they are confronted with low income, low education and no scope to be involved in any other business. Illiteracy- a dimension of their reality: This neglected community cannot enjoy the freedom to choose any other profession except the hereditary and traditional ones because large majorities of the Bede (95 percent) are illiterate. Since more than 90 percent population of Bede community are highly mobile so the children roam throughout the year, with their parents. As a result, no government and NGO intervention is found to reach this nomadic group for education. Thus, the children are deprived of getting opportunity to attend a school. Again, even if the children are enrolled many students fail to attend school because they have to look after his or her younger brothers and sister staying at their own boats when their mothers have to leave early in the morning for earning. Also the school teachers of government primary schools do not want to enroll and to provide books to the Bede children because the teachers know that within two months Bedes have to leave for traveling as a nomad for a ten months’ journey across Bangladesh and/or India. Inclusion into the mainstream development: In recent times, many charitable organizations are now taking initiatives to include Bede Community in the mainstream development process of Bangladesh with financial and technical assistance. However, this effort is still minimal compared to the vast community which is still untouched and unexplored. There are only 21 mobile schools with capacity of 20person per class for them in Bangladesh. This mobile school program now has guidelines how a mobile school will be operated within a cluster of fleets. A comprehensive operational manual has already developed to implement the mobile school and training activities for the teachers. The Design Approach So in order to give this socially excluded, stigmatized community access to education both on land and water we rose to the challenge of designing classroom. The diversity of cultural realities of the nomadic Bedes was never taken into consideration. So instead of forcing them to be settled in a fixed place we decided to endorse their nomadic nature and retain their traditional, cultural values. We believed that coming up with an intervention that is mobile in nature will be able to address this community better. Thus, inspired by the concept of ‘mobility’ and to break away from the conventional barrack-like school arrangement we generated our design idea, i.e. mobile, floating classroom. Methodology: The research started with the intention to gain an insight about the life of a socially excluded and deprived community. In order to collect data-survey, in-depth interview and group discussion techniques were followed to develop the design. Documentation, drawing, photography supported these actions. Through participatory action the idea of a floating, mobile school, that addressed the need of education of the nomadic children, was introduced to the participants who helped us to understand their aspirations and needs. At this stage, a conceptual idea was only generated through collective self-reflection on their experiences and problems. In future, this design idea will be further developed for implementation by encouraging the community to take initiatives in favor of transforming their own life in a positive direction. Participatory action: The BEDE community was approached in groups who reflected on their daily struggle. Women talked of the long hours of struggle they have to do make a living for their families. As a result she can not look after her children during day time. Usually it becomes the responsibility of the older children to look after their siblings and do the daily chores. The parents understand that their children are deprived of education but they are helpless. Again some parents remarked that due to lack of funding the school does not run properly. Also, being socially excluded community even the students faces discrimination since the teachers are not dedicated. When we shared our idea of a mobile classroom several of them became very interested. One of them even remarked- we are proud of our tradition, culture but the harsh reality is forcing us to change our life style and sacrifice all those values. Many have already shifted to land to make a living. We also asked several women if they were interested to study-several responded positively. They said that if there was the option of a night-time school they would surely join it. They realize that if they were educated today then would have better living standard. They would not have been invisible. So based on the participatory group discussion we came up with the following design ideas. To begin with- rather then trying to force them to settle in land we can take the classroom/school to them and in that way they will be able to retain their traditional. Secondly, rather then depending on outside fund, if an income source could be generated then the community will be able to run their classroom. Hence we proposed the idea of retractable shed and that the boat can be used for carrying goods, passengers for income generation after the school hours. Thirdly, this community does not have access to electricity so the children cannot study at night. Introducing the provision of alternative energy (solar panel) not only will enable the children to study at night but the elders can join the night-time classes. Thus, through group discussion this idea was generated which is still in its preliminary stage. However, if the project is to be implemented then the community will be further involved through participatory process. During our conversation with the community we learned of skilled carpenters who make boats. So if we get the opportunity to implement our design idea we intend to involve these builders who would be valuable resources to us as well as the other members of the community who have so trustingly shared their views and experiences. Multi-functional, modular design strategy in the micro-scale: This designed mobile classroom on boat is only a module, in the micro scale, which will be multi-functional in nature. The hood/canopy will be retractable in nature consisting of a wooden structure/skeleton with waterproof fabrics which has openings on the side that serve as windows for ventilation. A wooden truss takes the weight of the roof, so the interior is not obstructed by pillars, allowing the accommodation to be made spacious and comfortable. The boat will be built using locally available materials. Another feature of this boat is the inclusion of the solar power which will enable the boat classroom to provide late evening classes to the working children, parents and even elderly people while they are free. Some students may use these solar lamps to study during the night. Besides studying, solar lamps will help people to spend more time in night time work e.g. stitching kathas which in turn will increase their income. Replication of the module-promoting growth and equity: After the class hour or during long intervals, the canopy can be removed and can be used for transporting goods or passengers which will help to meet the expense of running the school. Thus, with the intention to eradicate illiteracy, this model can be replicated to serve not only the Bedes but also local communities which cannot be accessed by road. This will encourage interactions between different communities and enable each of the group to grow respect for the other. Each of these classrooms will accommodate approximately 25 students which will roam around the rivers, providing education to those who are deprived of such service. At times the assigned teachers can communicate with each other and plan to meet in a particular deck (ghaat) with their module classrooms which in turn can form a whole school. In such a situation each of this boat will represent single classes (e.g. class-I -X). In this way the arrangement of the gathered boats/ classes will be generating different forms which will be unique, since the form of the deck will be respecting the topography of the river bank it is situated upon Present crisis and a solution in the macro-level for a sustainable future: In recent times climate change is resulting in gradual sea level rise, repetitive disasters such as cyclone, flood, land slide, river erosion are also increasing. Now Bangladesh has floods two times a year. A data shows that- ‘over the next 40 years, 17 percent of the land will be lost to the sea resulting 20 million climate refugees because of climate change’. With a very high density of river systems, large parts of Bangladesh remain submerged during five months of monsoon so that millions of people living in river basins lack basic facilities since development have been concentrated around paved roads. Issues like this need local solution by the local people. So inspired by the lifestyle of the Bede community we realized that the rivers do not have to be barriers to development rather they can be communication channels where services will be taken to the people by boats. So an attempt was made to transform the waterways into path ways for education, information and technology and in the process adopt and mitigate climate changes. We believe that it is possible to deal with this climate change, and at the same time, to lift people out of poverty. Thus in the macro level we hope to initiate sustainable water way development which will be adaptive to the present climate crisis. Our intention was to reveal the wonderful prospects that were hidden behind this long neglected tradition and break away the preconceived image that ‘boat’ represents only the Bede community. By proposing this solution we wanted to improve lives of water side communities and designing this classroom is only the beginning. Also working with this unexplored untouched community will provide them with new opportunities and help them to find a new horizon of their life. Short Feature: Total classroom area: 183 sqft Student: 20-25 Person Material: Wood, Bamboo, Fabric- thick tarpaulin/ fiberglass/ Teflon. Energy source: Human energy and solar energy for leed light. Technology: Traditionally available technology. Retractable feature so that the boat can be used for multipurpose way which helps to earn for sustaining the classroom maintenance, helps to the children for buying their books as well as helpful to the neighbourhood community as transportation media. Introducing solar light to this community so that they can read and work during night also it’s inspire them to install it to their living boat as well as other neighbourhood community. Total cost approximately: (2,000,00 BDT) 2,500 US Dollar including Labor. Locally available 32’ long ready made boat=1,200 US Dollar. Retractable upper part=1,000 US Dollar.

The aim is to design a new center to provide an educational and energetic atmosphere for the forty-five boys currently in residence. The design of the complex seeks to endow the children with a sense of community and identity through connection and pride they feel towards spaces that they can call their own. The center is built on the belief that positive environments encourage positive growth.