Documente Academic
Documente Profesional
Documente Cultură
(MYA / 90 / 0041
• •
No. 5.4
by
U Nyi Hla Nga.
Daw Win Win Maw
and U Tet Tun
by
U Nyi Hla Nge (Yangon Institute of Technology),
Daw Win Win Maw (Institute of Medicine 1),
and U Tet Tun (Ministry of Construction)
Acknowledgement: This paper is the outcome of the collaborative effort of ESS Working Group No. 5
(Education Infrastructure). The working group, chaired by U Nyi Hla Nge (Yangon Institute of Technology)
included the following members: U Sein Myint (OBE), U Nyunt Hlalng (Ministry of No. 1 Industry).
U Tet Tun (Ministry of Construction). U Saw Wynn (OBE), Oaw Naw Joy Loo (Institute of Medicine 1) and
Oaw Win Win Maw (Institute of MediCine 1).
ABSTRACT
This paper reviews the eXisting national norms and makes compansons with International standards
and values. Consideration is also given to the implications on major issues concerning norms and
standards of facilities. There is a need to conduct research on education facIlities design, as well
as space requirements. There is also an urgent need to rationalise existing standard designs based
on cost effectiveness and convenience in use.
PREFACE
.
The Ministry of Education, UNDP and UNESCO are engaged in a joint effort to review the present
state of education and manpower training in the Union of Myanmar, This review is being carried
out under the Education Sector Study project, which began in mid-1990. The objective of the
project is to help improving Myanmar's education system so it can make contribute more
effectively to the country's social and economic development. The first phase of the Education
Sector Study (ESS). a detailed diagnosis and analysis of the needs of the education sector, is now
completed. A synthesis of the main findings has been issued in a separate report,
This paper is one of a series of working papers produced by Myanmar ESS participants. The series
covers various important aspects of education, such as quality and efficiency, linkages between
education and employment, costs and financing, school facilities, and sector organization and
management. The ESS Working Papers series addres,ses itself to all professional staff in the
education sector, as well as to interested researchers. It is hoped that these papers will contribute
to stimulate a national discussion on ways and means to improve Myanmar's education system.
Page
I. INTRODUCTION .
IV. CONCLUSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 11
LIST OF TABLES
Page
INTRODUCTION
.
A school is expected to provide its pupils with appropriate facilities in an
environment conducive to effective learning and healthy development. In preparing appropriate
school designs, there is a basic need to provide buildings which are simple and functional, capable
of adaptation to meet the changes in education. In developing countries, where funds are limited,
minimum space requirements at relatively low cost are particularly relevant. It is important to
provide functional, adaptable and economical facilities. The aim must be to rationalise designs in
order to obtain the maximum value without increasing costs. Every country attempts to provide
standardised facilities based on established norms for furniture, classroom size, school size, space
requirements and building designs. In so doing, facilities should optimally serve the changing
learning/teaching process in each particular type of school. Hence, the norms and standards
adopted for the design of school facilities need to be kept flexible and updated from time to time
as deemed necessary.
This paper reviews the existing national norms as well as the existing values as
indicated by sample surveys (see also Paper 5.2) and makes comparisons with international
standards and values. Consideration is also given to the implications on major issues concerning
norms of standards of facilities. This approach will enable those taking part in future phases of the
ESS to establish criteria for the minimum requirements in the provision of a manual on appropriate
norms and standards.
CHAPTER 1I
National: According to the Department of Basic Education (DBE) 1982 proposals, the
minimum campus area requirements are 3 acres for primary, 6 acres for middle and 7.5 acres for
high schools (with primary level included), or 6.5 acres (without primary level). Table 1 provides
proposed values by the DBE (1982) and those currently In use. The current areas are somewhat
higher than the corresponding proposed values. It should be noted that campus area requirements
as specified in both 1982 OBE proposals and current practice do not depend on the size of the
school, nor is there a distinction between urban and rural schools. Sample surveys undertaken for
this study (see also Paper 5.2) indicate mean campus areas as 2 acres for primary, 5.4 acres for
middle and 10.3 acres for high schools. Moreover, the existing value of 293.4 sq ft per pupil for
high schools is well below the specified norm values (see also Table 21.
International: The campus area values from 11 countries are listed in Table 3. Primary school areas
range from 0.25 to 9.9 acres. Areas for secondary schools range from 2 to 15 acres. Areas per
pupil range from 54 sq ft (Pakistan) to 2,777 sq ft (Thailand). International values show a wide
discrepancy and are based on a variety of conditions.
Implications: Consideration should be given to adapting values for schools which are based on
the size of the school and its location (for example, rural or urban) and on levels of schooling
(primary, middle and high).
School Size
National: The 1982 DBE proposals are based on three sets of sizes (Table 4). For primary
schools three capacities are proposed (200, 400 and 600 pupils); middle schools correspond to
520, 680 and 840 pupils; for high schools, four capacities are proposed (880 and 1,040 pupils
with pnmary level attached, and 800 and 1080 without primary level). Mean values from the
sample survey correspond to 166 pupils In primary, 605 pupils In middle and 1,362 pupils in high
schools (Table 51.
International: Table 6 shows average values of school size from seven countries. Primary schools
range from 40 to 730 pupils, lower secondary schools from 156 to 1,007 pupils and upper
secondary schools from 300 to 3,732 pupils School sizes in rural areas are distinctly lower than
those located In urban areas
Implications: The 1982 DBE proposals do not Include recommendations for schools with less
than 200 pupils for pnmary, 520 pupils for middle and 800 pupils for high Yet, In accordance with
current practice, schools opening at a new level (whether primary, middle or high) need a minimum
enrolment of 50 pupils Under special Circumstances, It may be even less than 50. Moreover, the
survey indicates that 25 per cent of pflmary schools have enrolments of 80 pupils or less. This
suggests that new schools with 80 pupils or less should be considered In classifying school size.
Some 8 per cent of middle schools have between 81 and 240 pupils while 52 per cent have
enrolments between 241 and 560 pupils. These findings indicate that there is a need to consider
a middle school size smaller than the 520 minimum required in the 1982 DBE proposals. About 22
3
per cent of high schools surveyed have between 400 and 880 pupils. Similarly, some 41 per cent
of such schools have between 1,041 and 2,000 pupils. A significant proportion (22 per cent) show
capacities of greater than 2,000. However, discussions with head teachers during the field survey
reveal that for administrative reasons, there should be a limit to the maximum school size (between
1,200 and 1,500). For these reasons, high schools with capacities of less than 800 pupils should
be considered (including middle level with or without primary level). Maximum enrolments should
be limited to about 1,500 pupils.
The survey also revealed that many parents want their children at primary level to
go to a middle school, or preferably to a high school,rather than to a self-contained primary school.
This is because they believe that facilities are better in middle and high schools than in primary;
and children need not change schools as they progress from one level to the next. In addition,
young children who go to the same schools as their elder brothers and sisters can be looked after,
thus relieving part of the burden on parents. In reality, only a small number of pupils can be
admitted to middle and high schools, thus creating competition among parents. However, it is
noted that for various reasons, performance of primary school pupils in middle and high schools
is lower than that in self-contained primary schools.
National: The 1981 OBE proposals specify a 30 ft x 22 ft classroom for a standard class of
40 pupils (or 16.5 sq ft per pupil). In 1982, the OBE proposed a classroom size of 30 ft x 24 ft for
40 pupils (or 18 sq ft per pupil). This value, not founded on research or any detailed study is still
in use today. The sample survey indicates averages of 12.5, 14.7 and 15.8 sq ft per pupil in
primary, middle and high schools, respectively. In contrast, gross area standards (which include
classroom and specialised, administrative and circulation areas) has not as yet been established in
Myanmar. The sample survey indicates gross areas of 16.9 sq ft per pupil in primary, 19.8 sq ft
per pupil in middle and 22.9 sq ft per pupil in high schools (see also Table 7).
International: The' Asian Regional Institute for School Building Research (ARISBR) recommends
13 SQ ft per pupil for all schools, while in Bangladesh a standard of 10 SQ ft per pupil is followed
for primary schools (Table 8). Information gathered from 14 countries is shown in Table 9. On
average, values for classrooms are 12.3 sq ft per pupil in primary, 13.1 SQ ft per pupil in lower
secondary and 13.6 sq ft per pupil in upper secondary schools. Mean values expressed for gross
values are 24.6 SQ ft per pupil for primary, 57.5 SQ ft per pupil for middle and 58.0 sq ft per pupil
for high schools. However, if the high values of Australia, New Zealand and Singapore are ignored,
the mean values for gross area are reduced to 14.7 sq ft per pupil for primary, 32.4 sq ft per pupil
for lower secondary and 33.0 sq ft tor upper secondary. These appear to be realistic for conditions
in Myanmar.
National: The 1982 OBE proposals state that the headmaster's office should be combined
with the teaching staff room for primary schools of 200 pupils. For primary schools of 400 and
600 pupils and for middle and high schools, the headmaster's room is to serve also as the school
office, but should be separate from the teaching staff room. However, actual sites for these rooms
are not given in the 1982 OBE proposals. The sample survey indicates mean values for
administrative areas as 1.6 SQ ft per pupil in primary schools, 2.0 SQ ft per pupil in middle and 2.4
SQ ft per pupil in high schools. However, values for administrative areas also include library, toilet
and store rooms.
International: A number of values have been gathered from a variety of sources, as shown in
Table 10. In Bhutan, an average value of 0.86 SQ ft per pupil in primary schools applies to the
headmaster's and assistant headmaster's office and store area. Average values for the teachers'
room in primary schools in Bhutan and the Maldives are between 0.75 and 1.08 SQ ft per pupil.
In Nepal, the staff room area is 0.70 SQ ft per pupil for a primary, 0.70 sQ ft per pupil for a lower
secondary and 1.08 SQ ft per pupil for an upper secondary school.
Implications: Consideration should be given to using partitions to create separate areas within
a standard sized room. In the case of primary schools it may be possible to also use tl:le staff room
as a library.
Scie'"!ce LaboratorY.
National: The 1981 OBE proposals specify the size of a science laboratory to be 30 ft x 80
ft for physics, chemistry and biology. The current practice recommends 24 ft x 30 ft laboratory
for 40 pupils for all high schools. However, sample survey indicates that only about 70 per cent
of high schools are actually provided with laboratory areas (although actual sizes have not been
recorded).
International: UNESCO and ARISBR recommendations for Chemistry, Physics, Biology and multi-
purpose laboratories are given in Table 11. Mean values are 33.0 sq ft per place for Chemistry,
32.2 sq ft for Physics, 37.4 sq ft for Biology and 31.0 SQ ft for multi-purpose laboratories based
on a capacity of 40 pupils. Table 12 also provides international values for laboratories based on
a capacity of 40 pupils. Values range between 13.4 to 36.6 SQ ft per place.
Implications: To provide specialised or separate science laboratories for chemistry, physics and
biology in each high school would be an ambitious task under the country's present financial
circumstances. A more suitable approach would be to consider standards for multi-purpose science
laboratories. Such standards would need to be related to the number of science pupils in the school
and the frequency of laboratory work required to be performed in each subject.
5
National: In accordance with the 1982 OBE proposals, every middle and high school is to be
provided with one domestic science laboratory 24 ft x 30 ft. However, the sample survey indicates
that only about 4 per cent of middle and 22 per cent of high schools have such facilities (although
the actual area provided is not reported).
InterncWonal: UNESCO recommends 29.9 SQ ft per place for secondary schools in Asia, while the
ARISBR suggested 35 SQ ft per place. These and other international values are given in Tables 13
and 14. The values range from 23.7 to 43.7 sq ft per place.
Impljcation~: The number of rooms required will depend on the female enrolments at secondary
levels and the frequency of laboratory work. Assuming a low frequency of laboratory work, a room
large enough for groups of 15 pupils would be appropriate.
Technical/Agricultural Workshop
National: According to the 1982 OBE proposals, every middle and high school is to be
provided with a 24 ft x 30 ft technical/agricultural workshop. In reality, none of the middle schools
and only about 12 per cent of the high schools in the sample survey have such workshops.
Implications: The number of rooms required will depend on enrolments of (male) pupils and the
frequency of workshop time. Assuming a low frequency, a ropm large enough for 15 would be
appropriate.
Libra~
National: ' According to the 1982 OBE proposals, the staff room in primary schools can double
up as a library. In middle and high schools, a separate room, measuring 30 ft x 24 ft is to be
provided as the'library. The sample survey indicated that only 4 per cent of the primary and 27 per
cent of the middle schools have libraries. Some 76 per cent of the high schools are also provided
with libraries.
International: The ARISBR recommends a library to be provided for 7 per cent of the enrolment,
corresponding to 24 SQ ft per place. International values for school library areas are given in Table
16, ranging for a total enrolment between 0.70 to 2.70 SQ ft per pupil for primary and 0.70 to
6.24 sq ft per pupil for secondary schools.
Implications: An appropriate approach to primary school needs would be to consider joint use of
the staff room as a library. For middle and high schools provision should be made for separate
library facilities.
6
National: The 1982 DBE proposals recommend for all primary, midale and high schools a
sports hall which can also function as an assembly hall. For a high school, the assembly hall should
have a capacity of 500 pupils.
International: UNESCO design guidelines recommend that the length of the hall should be from
1.25 to 1.50 times the width. The guidelines also recommend an average 8.6 sq ft per place. The
area of the assembly hall should also include 323 sq ft as a raised platform. Where a full-scale
gymnasium is required, it should be 59 ft x 29.5 ft. The Maldives guidelines recommend that the
hall should seat half of the student body and have a covered access from the main school
buildings.
Implications: In many instances such as annual events, it may be possible to convert a classroom
block (with internal movable partitions) into a hall large enough to accommodate all the pupils of
the school. To avoid unnecessary construction costs, many of the sports and assembly activities
can take place outdoors, except in the rainy season. Nevertheless, consideration should be given
to the provision of a room for indoor sports activities (such as table-tennis and chess) for middle
and high schools. It should be noted that sports teachers are now appointed in many schools.
Where a sports hall is provided, it should be large enough to accommodate badminton, volley-ball
or basket-ball courts. Limited budgets and low time utilisation rates make the provision of such
accommodation unlikely in the foreseeable future.
Toilet Facility
National: The 1982 DBE proposals specify 50 pupils per toilet (to be fly-proof) in all primary,
middle and high schools. Standards for the provision of toilets for teachers have not been set. The
sample survey indicates that the number of pupils per toilet is about 68 pupils per toilet in primary,
87 in middle and 130 for high schools.
International: UNESCO guidelines for Asia are given in Table 17 with respect to urinals and closet
toilets for pupils and teachers. The standards for toilet facilities in the Maldives, Nepal and
Australia are given in Table 18. Requirements for boys range from 30 to 50 pupils per toilet; and
for girls from 15 to 50 pupils per toilet. Requirements for male teachers range from 5 to 7 per
toilet; and for female teachers from 2 to 7 per toilet.
Implications: Compared to international standards, the current conditions for pupils in middle and
high schools in Myanmar are inadequate, Consideration should be given to reducing the number
of pupils per toilet by providing more facilities. It is more important to provide adequate urinals.
Store Room
National and International: The 1982 DBE proposals recommend a store for each middle and
high school (although actual sizes are not provided). A stationery store space in Maldives schools
is recommended as 116 sq ft for a minimum of 150 pupils and 400 sq ft for a maximum of 1,000
pupils.
7
Playground
National: The OBE proposals recommend a "mini" playground for each primary school; a
"mini" and a "junior" playgrounds for each middle school; a "mini" and a "senior" playground for
each high school (with primary level attached); and a "senior" playground for each high school
(without primary levell. Actual sizes of playground are not provided in these proposals.
International: UNESCO guidelines recommend for secondary schools 301 sq ft per pupil or a
playground space of 4.45 acres for secondary schools in rural areas. Table 19 provides
international standards based on total enrolments, ranging from 20.5 to 35.5 sq ft per pupil in
primary, from 29.1 to 51.7 sq ft per pupil in secondary schools.
School Garden
National and International: The 1982 OBE proposals recommend a garden for all middle and
high schools (although actual sizes are not provided). UNESCO guidelines recommend school
gardens for growing of crops at the rate of 10.8 sq ft per pupil. Table 20 provides standards for
garden areas in Nepal and Thailand.
Illumination level
National and International: Norms regarding illumination levels have not been set for schools
in Myanmar. International levels range from a minimum of 215 lux to 1604 lux (with advantages
to children at the higher level). UNESCO recommends 160 lux in classrooms. Table 21 shows
recommended levels in a number of countries for a variety of activities.
National and International: The time utilisation rate is obtained by dividing the number of
periods a room is in use during a week by the number of periods in a week, multiplied by 100, .
expressed as a percentage. National standards have not been provided to date for the TUR. The
sample survey indicates TUR values for classrooms as 101.4 per cent for primary, 101.6 per cent
for middle and 105.6 per cent for high. It indicates that classrooms at all school levels are used
constantly during the 25 hours a week allotted for regular teaching. UNESCO recommends the TUR
to be not less than 90 per cent for classrooms and not less than 75 per cent for special rooms. In
the guidelines for schools in the Maldives, 90 per cent is recommended for ordinary teaching rooms
and 80 per cent for subjects which require special rooms.
Furniture
National and International: Schools in Myanmar are required to use furniture (or furniture made
to the specifications) provided by the Furniture Factory (known as FIO) under the Ministry of
8
Agriculture and Forests. These appear to be inflexible in design, taking little account of scale,
comfort and appearance. UNESCO and the ARISBR, both recommend furniture designs for a variety
of scales and sizes.
• comply with the body structure of the relevant age group and provide comfort to
users;
Class Size
National: The 1981 DHE proposals specify the following class sizes in universities and
coileges.
International: Table 24 provides norms for student density in academic areas based on
the UNESCO planning standards. The density depends on the plot ratio (defined as the ratio of total
built area on all floors to the site area). For example, assuming a plot ratio of 0.5, for arts based
subjects and science and technology subjects, the densities in academic areas are 138 and 77
students per acre respectively. Analysis of data reported by 53 liberal arts colleges in the north
central region of USA reveals that the instructional space available in general classrooms ranges
from 6.7 to 60.5 sq ft per full time student, with an average value of 19.1 sq ft per student. In
accordance with UNESCO standards, the number of seats required in classrooms can be estimated
by multiplying the total number of students by 0.5. It was assumed that there are 8 hours of
lectures in a notional 30 hour week. The frequency factor is assumed to be 2/3 (20 hours
timetabled out of 30 hours) and the occupancy factor 3/4 (average proportion of seats filled).
Then, seats required
The University Grants Committee (UGC), UK, regards the following as a feasible
working scale for library spaces:
CONCLUSION
Government plans envisage the opening of 25 new high schools, 70 middle schools
and 2,000 primary schools annually. The Government does not provide the school facilities for all
these schools. In practice, the Government takes the responsibility of providing the buildings and
furniture for only about half the number of middle and high schools and none of the primary
schools. The primary schools are constructed on self-help basis by the community and thus the
quallly or standard of the facilities depends on the economic status and level of development of
the community. Only a small amount of intermittent support is received by each school from the
Government for maintenance. Particularly in rural areas, most primary schools remain without
government support, buildings are shabby and furniture is inadequate and inappropriate. Moreover,
school services remain poor and in some instances, particularly in the central part of the country,
children have to bring their own drinking water.
The standard classroom currently used in basic education is not rationally planned
and requires review and development as part of an appropriate learning environment. Moreover,
school furniture currently in use is inappropriately designed and requires major modification.
DBE, MOE. Proposals for establishing norms for primarv. middle and high schools (in Myanmarl.
Department of Basic Education; Ministry of Education. Yangon, 1982.
DBE, MOE. Plan for Classroom Extension in Basic Education Schools 1981 (in Myanmar). Department
of Basic Education; Ministry of Education, Yangon, 1981.
De Spiegeleer, J. Primary school buildings: Standards. norms and design. UNESCO, Bangkok, 1986.
DHE, MOE. Plan for Standardization of Class Sizes in Universities and Colleges 1981. Department of,
Higher Education; Ministry of Education, Yangon, 1981.
Khin Maung Kyi, U. _Assessment on the required buildings and furniture in Yangon division for the
opening of eleventh standard high schools. M. Ed. Thesis, Myanmar, 1983.
Kyaw Win, Maung. Technical High School, Monywa. B. Arch. Thesis. Yangon Institute of Technology,
Yangon, 1977.
No. (1) Furniture Factory, Myanmar Timber Enterprise. Ministry of Agriculture and Forests. Price list of
products 1989. Yangon, 1989.
Rafeeq, I; Naseem, I. Guideline for physical facilities for education in Maldives. UNESCO, Bangkok
1986.
Saw Wynn, U;, DBE. Norms in use for schools under DBE, Discussion Notes. Department of Basic
Education, Yangon. 1991.
Sein Myint, U; Nyi Hla Nge, U; Naw Joy Loo, Daw; Win Win Myint, Daw; Win Win Maw, Daw; Saw
Wynn, U. Education Facilhies. Education Sector Study Project, Working Paper 5.2,
MERB, Ministry of Education, Yangon 1991.
Soriano, D. Primary school buildings in Asia. Administration facilities and programme. UNESCO,
Bangkok, 1966.
Tet Tun, U;' Nyi Hla Nge, U; Naw Joy Loo, Daw. The Construction Sector. Education Sector Study
Project, Working Paper 5.1, MERB, Ministry of Education, Yangon, 1991.
UNESCO. Alternative building designs for Universal primary education in Bangladesh. Bangkok, 1981.
UNESCO. Educational building and facilities in the Asian region. Bulletin of the UNESCO Regional Office
for Education in Asia 1976.
UNESCO. Innovation in construction of small secondary schools in Thailand 1990. Bangkok, 1990.
UNESCO. Planning Standards for Higher Education Facilities, Examples from National Practice. Paris,
1979.
Virochsiri, X. Design guide for secondary schools in Asia. UNESCO, Bangkok, 1977.
Ye Aung, Dr; Tun, U; Khin Maung Aye, U; San Maung, U. An anthropometric study of Burmese children
for the introduction of new school furniture. MERB, Yangon, 1976.
Table 1
Campus Area: 1982 OBE Proposed Minimum and Currently-in-use Values
Campus Area
Type of Capacity
School (Acre) (SO FT/PUPIL)
Table 2
Campus Area: Existing Mean Values
Campus Area
Type of School
(Acre) (SO FT/PUPIL)
Primary 2 511.2
Middle 5.4 620.8
High 10.3 293.4
Afghanistan 1-2(U) - - - - -
Thailand 1.98(U) 7.9(U) 7.9(UI <--495-1184(UI & 1227-2777(R)-->
3.95(R) 13.8(R) 13.8(R)
Bangladesh 0.25(U) 2 3 - - -
0.33(R)
Table 4
School Capacity: 1982 OBE Proposed Values
Primary 5 x 1 = 5 - - 5 200
5 x 2 = 10 - - 10 400
5x3=15 - - 15 600
Middle 5 x 1 = 5 4 x 2 = 8 - 13 520
5 x 1 = 5 4x3 =12 - 17 680
5 x 1 = 5 4x4 =16 - 21 840
High 5 x 1 = 5 4 x 2 = 8 3 x 3 = 9 22 880
5 x 1 = 5 4x3 =12 3 x 3 = 9 26 1,040
- 4 x 2 = 8 3x4 =12 20 800
- 4x3 =12 3x5 =15 27 1,080
P 25 59 10 3 2 - - - - 166
M - 8 23 29 10 15 4 12 - 605
H - - - 6 10 6 8 48 22 1362
Table 6
School Size (number of pupils): International Values
P L-S L-S
Bangladesh 300(U) 400{U) 400(U)
200(R) 225(R) 300(R)
Table 7
Classroom Area and Gross Area (sq ft/pupil): Existing Conditions
Source: Ref 18
Table 8
Classroom Area (sq ft/pupil): International Standards
Table 9
Classroom Area and Gross Area: International Values
Bhutan 10.25 - - - - -
Bangladesh 7.5 9.7 11.8 9.7 11.8 15.1
Maldives 10 13.1 - - -
India 9.7 9.7 11.3 11.73 17.11
Malaysia - - - - 46.28
Mean, without Australia, New Zealand and Singapore 14.65 2.40 33.00
\
j
/'
Table 10
Headmaster's Office and Teachers' Room Area: International Values
A: BHUTAN
Primary Schools
Headmaster's + Store = 205 - 280 SO FT (200 - 300 Pupils)
Headmaster's + Assistantrrypist + Store = 280·345 SO FT
(300 - 450 Pupils)
Headmaster's + Assistantrryp;st + Store = 345 - 474 SO FT
(450 - 600 Pupils)
Average Value = 0.86 SO FT/PUPIL
Headmaster's + Staffroom combined « 200 Pupils)
Teacher's + Resource Room = 258 SO FT (200·300 Pupils)
Teacher's + Resource Room = 345 SO FT (300 - 500 Pupils)
Teacher's + Resource Room = 431 SO FT (> 500 Pupils)
Average value = 0.753· 1.08 SO FT/PUPIL
B: MALDIVES
Primary Schools
Headmaster's = 119 SO FT
Assistant's = 89 SO FT
Typist or Clerk's = 55 - 87 SO FT
Stationery Store = 116 - 400 SO FT
Teachers' = 258 SO FT (200 . 300 Pupils)
Teachers' = 344 SO FT (300 - 500 Pupils)
Teachers' = 431 SO FT (> 500 Pupils)
Average Value = 0.753 - 1.08 SO FT/PUPIL
Secondary Schools
Provide places for 60 per cent of the total number of teachers in one shift. Half will be given individual
study places, another half as places in the adjoining relaxing rooms.
Study Room is 18.0 FT x 22.8 FT; Relaxing Room is 11.5 FT x 22.8 FT
C:NEPAL
ARISBR. 38 36 50 34
Table 12
Science laboratory (sq ft/place): International Values (based on a capacity of 40 pupils)
Table 13
Domestic Science laboratory (sq ft/place): International Standards
N
Table 14
Domestic Science Laboratory (sq ft/place): International Values
Table 15
Technical/Agricultural Workshop: International Values
Table 17
Toilet Facility: UNESCO Recommendations
Teachers; 1 Urinal/ 1 - 15
(Male)
2 Urinals/16 - 35
3 Urinals/35 - 55
1 Seat / 40 or 1 Class
A: MAlDIVES
Closets: Students': 1 Seat / 50 Students
Net Area = 13.5 SO FT/PLACE
Teachers': 1 Seat / 7 Persons
Net Area = 16.1 SO FT/PLACE
Source: See Ref 10.
B:NEPAl
c: AUSTRALIA
Boys <15 16-30 31-50 51-75 76-100 101-150 151-200 201-250 251-300
Closets 1 1 2 2 3 3 4 5 6
Urinals 1 2 3 4 5 6 7 8 9
Girls <15 16-30 31-45 46-60 61-75 76-100 101-130 131-160 161-190
Closets 1 2 3 4 5 6 7 8 9
Table 19
Playground Area (sq ftlpupil): International Values
acre
Note: Based on total enrolment
Source : See Ref 12
Table 20
Garden Area (sq ftlpupil): International Values
Table 21
Illumination Level: International Values for a Range of Functions
KEY:
I X X - -
11 - - X X
III X / - -
IV - - X /
V / X - -
VI - - / X
VII / / - -
VIII - - / /
11
Table 23
Maximum Number of Students in a Tutorial Class: Opinions (based on a
survey of 310 teachers)
Table 24
Density in Academic Areas: International Standards
Note: Plot Ratio = the total of built areas on all floors divided by site area
Source: See Ref 19
LIST OF WORKING PAPER SERIES
2.4 Student Evaluation by Dr. Khin Saw Naing (Institute of Medicine 2).
3.2 A Tracer Study of Recent Graduates: Implications for Education and Manpower
Planning by U Kyaw Kyaw (Department of Labour).
4.1 Management and Administration of the Education Budget by Or. Khin Ohn Thant
(Ministry of Planning and Finance).
5. Education Infrastructure
5.1 The Construction Sector by U Tet Tun (Ministry of Construction), U Nyi Hla Nge
(Yangon Institute of Technology), Oaw Naw Joy Loo (Institute of Medicine') and
Oaw Win Win Maw (Institute of Medicine ').
5.4 Norms and Standards for Education Facilities by U Nyi Hla Nge (Yangon Institute
of Technology), Oaw Win Win Maw (Institute of Medicine 1), and U Tet Tun
(Ministry of Construction).
6.1 Organization and Management of Basic Education by Oaw Hla Kyu (OBE) and U
Myint Thein (OBE).
6.2 The Cluster System for Primary Schools by U Myint Han (MERB).
7. Special Studies
7.1 Economics and Business Education by Oaw Cho Cho Thein (OBE).
7.2 The Teaching of Science and Technology by U Khin Maung Kyi (OBE).
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