MINISTRY OF EDUCATION I UNDPI UNESCO

EDUCATION SECTOR STUDY PROJECT

(MYA / 90 / 0041

• •
No. 5.4

Norms and Standards

of Education Facilities

by
U Nyi Hla Nga.
Daw Win Win Maw
and U Tet Tun

Myanmar Education Re.l.rch Buruu

DUI Yongon
Februory • '992
 Norms and Standards
of Education Facilities

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.

Dr. Khin Maung Kywe Antoine Schwartz

National Project Director Chief Technical Adviser
 LIST OF ABBREVIATIONS

ARISBR Asian Regional Institute for School Building Research

DBE Department of Basic Education
DHE Department of Higher Education
DTAVE Department of Technical, Agricultural and Vocational Education
ESS Education Sector Study
FID Furniture Factory (under the Ministry of Agriculture and Forests)
MERB Myanmar Education Research Bureau
TUR Time Utilisation Rate
 TABLE OF CONTENTS
..

Page

I. INTRODUCTION .

11. BASIC EDUCATION: NORMS AND STANDARDS. . . . . . . . . . . . . . . . . . . . . . . .. 2

Ill. HIGHER EDUCATION: NORMS AND STANDARDS. . . . . . . . . . . . . . . . . . . . . . .. 9

IV. CONCLUSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 11
 LIST OF TABLES

Page

1 Campus Area: 1982 DBE Proposed Minimum and Currently-in-use Values 13

2 Campus Area: Existing Mean Values 13
3 Campus Area: International Values 14
4 School Capacity: 1982 DBE Proposed Values 14
5 School Size (number of pupils): Existing Conditions 15
6 School Size (number of pupils): International Values 15
7 Classroom Area and Gross Area (sq ft/pupil): Existing Conditions 15
8 Classroom Area (sq ft/pupil): International Standards 16
9 Classroom Area and Gross Area: International Values 16
10 Headmaster's Office and Teachers' Room Area: International Values 17
11 Science Laboratory (sq ft/place): International Standards (based on a capacity of
40 pupils) 18
12 Science Laboratory (sq ft/place): International Values (based on a capacity of 40
pupils) 18
13 Domestic Science Laboratory (sq ft/place): International Standards 18
14 Domestic Science Laboratory (sq ft/place): International Values 19
15 Technical/Agricultural Workshop: International Values 19
16 Library Area (sq ft/place): International Values 20
17 Toilet Facility: UNESCO Recommendations 20
18 Toilet Facility: International Standards 21
19 Playground Area (sq ft/pupil): International Values 21
20 Garden Area (sq ft/pupil): International Values 22
21 Illumination Level: International Values for a Range of Functions 22
22 Maximum Number of Students in a Lecture Class: Opinions (based on a survey of
310 teachers) 23
23 Maximum Number of Students in a Tutorial Class: Opinions (based on a survey of
310 teachers) 24
24 Density in Academic Areas: International Standards 24
 CHAPTER I

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.

In Myanmar, norms and standards on a few aspects of infrastructure have been in

existence and in use over a number of years. The Education Sector Study (ESS) is dealing with the
review of existing norms and standards, as well as the establishment of new ones, through
feedback, further research and comparisons with international developments. It is hoped that as
a result of examining the issues relating to facilities, in future phases of ~SS, a comprehensive
study can be conducted on norms and standards for education infrastructure.

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

BASIC EDUCATION: NORMS AND STANDARDS

.
Campus Area

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.

Classroom Area and Gross Area

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.

Implications: The optimum classroom size should:

• accommodate adequately the specified number of students and furniture;

• provide adequate acoustics and proper sight distance;

• take account of cost effectiveness;

• relate to international standards (close to ARISBR recommendations)

 4

Headmaster's Office and Teachers' Room

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

Domestic Science laboratory

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.

International: UNESCO recommends woodwork workshops to be 50.6 SQ ft per pupil. Other

international values are given in Table 15 ranging from 23.7 to 101.0 SQ ft per pupil.

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

Sports Hall, Assembly Hall and Sports Room

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.

ImplicatIons: Consideration should be given to the provision of playground space in schools. In

rural areas, where space is likely to be ample, larger areas are possible, compared with urban
school locations.

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.

Time Utilisation Rate (TUR)

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.

Implications: The main objectives in designing school furniture are to:

• comply with the body structure of the relevant age group and provide comfort to
users;

• help effective learning/teaching;

• be simple in design, strong and durable in construction and maintenance;

• be reasonable in cost, taking account of locally available materials and labour.

Considerable research and analysis is required to determine appropriate furniture

and teaching aids for a variety of pupil sizes. Design and construction should also take account of
appropriate materials in terms of affordability and maintenance.
 CHAPTER III

HIGHER EDUCATION: NORMS AND STANDARDS

Class Size

National: The 1981 DHE proposals specify the following class sizes in universities and
coileges.

• Lecture Class 100 students (at 16 SO FT/STUDENT)

• Tutorial Class 40 students (at 16 SO FT/STUDENT)

• Practical Class: 20 students (at 25 SO FT/STUDENT)

• Office Area 100 SO FT/TEACHER

A survey of seven universities and professional institutes undertaken by the

Infrastructure Group as part of ESS received information from 310 experienced teachers (as shown
in Tables 22 and 23). According to this survey, teachers recommend that a level type lecture room
should not accommodate more than 71 to 98 students, depending on the availability of overhead
projector, or an amplifier. Similarly a theatre type lecture room should not accommodate more than
97-170 students (depending on the availability of the above teaching aids) (see also Table 22).
Tutorial rooms should not accommodate more than 35 students (without overhead projector, nor
amplifier) (see also Table 23).

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

number of students x 8/30 x 3/2 x 4/3

number of students x 0.5 (approximately)

The University Grants Committee (UGC), UK, regards the following as a feasible
working scale for library spaces:

• Reader places at 1 : 5 for all arts students and

 10

1 : 7 for all science students. Provision for academic staff and

postgraduates (PG) are included in these scales, but if space is not claimed
in departmental buildings, the study space for PG research students may
be added to library areas.

• Book storage space required is about 62.75 sq ft per 1,000 volumes of

books and bound journals.

• Administration and other support facilities can be provided within an area

of 18 per cent of the sum of a) and b) above (excluding additional
postgraduate space from departmental areas).
 CHAPTER IV

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.

Significant savings in cost can be achieved by modifying the eXisting building

designs, in terms of layout and construction. By improving the design criteria, it is possible to
achieve more appropriate school facilities than at present, Without additional costs.

Building designs should take account of local conditions, in terms of construction,

orientation, sun control and ventilation, in order to achieve economy and convenience in use.

There is considerable difference in the standard of facilities provided between a

primary school on its own and the primary level in a middle or high school. The former has minimal
facilities to offer, although performance appears to be high. Parents have shown preference for
their children to attend the primary level in a middle or a high school. They believe that such
schools provide higher standards of facilities (such as buildings, furniture, teaching aids and
amenities). Parents are also aware that their children can rise from one level to the next within the
same middle or high school.

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.

There is a need to conduct research on education facilities design, including

furniture, illumination levels, acoustics and ventilation, as well as space requirements. In particular,
there is an urgent need to rationalize existing standard designs (with particular reference to
classrooms) based on cost effectiveness and convenience in use. Consideration should
also be given to the needs of higher education institutions, with respect to appropriate teaching
aids and facilities based on criteria for minimum requirements.
 BIBLIOGRAPHY

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. Burma primary school improvement programme. Bangkok, 1984.

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)

1982 Current 1982 Current

Primary 200 3 5 653 1,089

400 3 5 327 545
600 3 5 218 363

Middle 520 6 7 503 586

680 6 7 384 448
840 6 7 311 363

High 880 7.5 10 371 495

1,040 7.5 10 314 419
800 6.5 10 354 545
1,080 6.5 10 262 403

Sources: See Refs 1 and 2

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

Source: See Ref 18

 Table 3
Campus Area: International Values

Country (Acre) (SO FT/PUPIL)

P L-S U-S P L-S U-S

Sri Lanka 0.4-1 (U) - - <-- 75 - 291 (U) -->
2-4 (R)

Malaysia 3-8 (U) - - <--97-958(U) & 377-1916(R)-->

1-8 (R)

Pakistan - - - <--54(U) & 75 (R)

Philippines 2.5-9.9(U) - - <--1076-1345(U) & 1076-2691 (R)-->

1.2-9.9(R)

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)

Australia 8 <-- 15 --> - - -

Bangladesh 0.25(U) 2 3 - - -
0.33(R)

Tamil Nadu 1(U) 3 5 - - -

(India) 1 (R)

Nepal - - - 75.3 107.6 107.6

Singapore 3.5 <-- 7.5 -- > - - -

P = Primary; L-S = Lower Secondary; U-S = Upper Secondary;

U = Urban; R = Rural
Sources: See Refs 8, 11 and 12

Table 4
School Capacity: 1982 OBE Proposed Values

Type of No. of Classes Total No. of Capacity of

School Class- rooms School
Primary Middle High

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

Sources: See Refs 1 and 18

 Table 5
School Size (number of pupils): Existing Conditions

Type of Percentage of Schools by No. of Pupils Mean No. of

School Pupils per School
<80 or Bl· 241- 401- 561- 721- BB1- 1041- >2000
~80 240 400 560 720 BBO 1040 2000

P 25 59 10 3 2 - - - - 166

M - 8 23 29 10 15 4 12 - 605

H - - - 6 10 6 8 48 22 1362

Source: See Ref 18

Table 6
School Size (number of pupils): International Values

Country Type of School

P L-S L-S
Bangladesh 300(U) 400{U) 400(U)
200(R) 225(R) 300(R)

Tamil {India} 205(U} - -

142{R) - -
Japan 410 438 868
Malaysia 730(U} 1007{U) -
277(R) 518(R) -
Nepal 100(U) 240{U) 600(U)
40 {R} 156(R} 300{R}
New Zealand 210 210 530
Mainland China 568{U} 730(U) 3732
198{R) 456{R} -
P=Primary L - S = Lower Secondary U -S = Upper Secondary
U = Urban R = Rural
Source: See Ref 12

Table 7
Classroom Area and Gross Area (sq ft/pupil): Existing Conditions

Type of School Classroom Area Gross Area

Primary 12.5 16.85
Middle 14.7 19.9
High 15.8 22.9

Source: Ref 18
 Table 8
Classroom Area (sq ft/pupil): International Standards

Country Classroom Area Remarks

A.R.I.S.B.R. 13 For Asian region
Bangladesh 10 For Primary schools

Sources: Refs 3 and 6

Table 9
Classroom Area and Gross Area: International Values

Country Classroom Area/Pupil Gross Area/Pupil

(SO FT) (SO FT)

P L-S U-S P L-S U-S

Bhutan 10.25 - - - - -
Bangladesh 7.5 9.7 11.8 9.7 11.8 15.1

Thailand 16.1 16.1 16.1 30.2 37.4 37.4

Maldives 10 13.1 - - -
India 9.7 9.7 11.3 11.73 17.11

Australia 19.4 16.7 31.65 98.17

Nepal 8.1 9.1 9.1 10.1 11.6 14.1

Singapore 17.2 17.2 17.2 84.71 185.89

Srilanka . - - - 16.90 57.37

Pakistan - - - 9.15 59.20

New Zealand - - - 37.24 114.85

Malaysia - - - - 46.28

Afghanistan - - - 15.28 19.91

S. Korea - - - 14.10 30.57

Mean (All) 12.3 13.1 13.6 24.60 57.50 58.00

Mean, without Australia, New Zealand and Singapore 14.65 2.40 33.00

Sources: See Rafs 7,9,10 and 12

\
 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

Staff Room Area, Primary = 0.7 SO FT/PUPIL

Staff Room Area, Lower Secof1!lary = 0.7 SO FT/PUPIL
Staff Room Area, Upper Secondary = 1.08 SO FT/PUPIL

Sources: See Refs 7,10 and 12

 Table 11
Science laboratory (sq ft/place): International Standards (based on a capacity of 40 pupils)

Country Chemistry Physics Biology Multipurpose

UNESCO 28.0 28.3 24.8 28

ARISBR. 38 36 50 34

MEAN 33.0 32.2 37.4 31

Sources: See Refs 3 and 8

Table 12
Science laboratory (sq ft/place): International Values (based on a capacity of 40 pupils)

Country Chemistry Physics Biology Multi-purpose

Maldives 25.2 26.2 24.2 -

Australia - - - 7.5 •
Bangladesh - - - 13.4(L-SI
17.2(U-Sl
Nepal - - - 14.0(U-SI
Singapore - - - 36.6{L-Sl
36.6(U-S)
Thailand - - - 18.3(P)
23.7(L-S)
23.7(U-S)

• Based on total enrolment

Sources: See Refs 10 and 12

Table 13
Domestic Science laboratory (sq ft/place): International Standards

Organisation Area required Remarks

UNESCO 29.9 For Secondary Schools in Asia

A.R.I.S.B.R. 35 For Schools in Asian Region

Sources: See Refs 3 and 8

N
 Table 14
Domestic Science Laboratory (sq ft/place): International Values

Country Area Provided Remarks

Australia 3.8' For All Secondary Levels

Nepal 29.1 For Upper Secondary Level
Singapore 43.7 For All Secondary Levels
Thailand 23.7 For Primary Level
34.4 For All Secondary Levels
Maldives 29.9

, Based on total enrolment

Sources: See Refs 10 and 12

Table 15
Technical/Agricultural Workshop: International Values

Country Area Provided Remarks

Maldives 37.7 For Multi-purpose Workshop

Australia 4." -
Nepal 29.1 For Upper Secondary Level
Singapore '01 For All Secondary Levels (Woodwork) For Primary
Thailand 23.7 Level
40.9 For All Secondary Levels

, Based on total enrolment

 Table 16
library Area (sq ft/place): International Values

Country Area Provided Remarks

India 19.7 Based on 42 Places

32.3 Based on 50 Places and 6000 books
Maldives 32.3 Based on 40 Places
(Primary, Urban)
14.5 Based on 40 Places
(Primary, Rural)
21.5 Based on 40 Places (Secondary)
Australia 2.7' Primary
6.24' Secondary
Nepal 0.7' Primary
0.7' Lower Secondary
1.08' Upper Secondary
Thailand 2.30' Upper Secondary

Based on total enrolment

Sources: See Refs 8, 9, 10 and 12

Table 17
Toilet Facility: UNESCO Recommendations

Uril1'al: Boys: 1 Urinal/20-30 Pupils, or

5' 1" of Trough Urinal/lOO Pupils

Girls: use the same type of squatting pan for defecating

Teachers; 1 Urinal/ 1 - 15
(Male)
2 Urinals/16 - 35

3 Urinals/35 - 55

Closet: Boys: 2-3 Seats / 100, or

1 Seat / 40 or 1 Class

Girls: 3 Seats / First and Second 50

4 Seats / Each Subsequent 100 (or)

Seat / per 25 (or) 0.5 Class

Teachers: Seat / per 5 Male or, 2 Female

Sources: See Refs, 8, 10 and 12

 Table 18
Toilet Facility: International Standards

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

M/F Closets Urinals Wash Basin

Male 1 per 48 1 per 32 1 per 32

Female 1 per 24 1 per 48

Source: See Ref 12

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

Source: See Ref 12

Table 19
Playground Area (sq ftlpupil): International Values

Country Primary Lower Secondary Upper Secondary

S.Korea 0.803-2.41' 0.77-2.30' 1.03-2.05'

Acre (36-C1ass-room .
School)
Nepal 32.3 43.1 43.1
Singapore 35.5 51.7 51.7
Thailand 20.5 29.1 29.1

acre
Note: Based on total enrolment
Source : See Ref 12
 Table 20
Garden Area (sq ftlpupil): International Values

Country Primary Lower Secondary Upper Secondary

Nepal 21.5 32.3 32.3

Thailand 8.6 16.1 16.1

Source: See Ref 8

Table 21
Illumination Level: International Values for a Range of Functions

Function Required Illumination Level in Lux' in Different Countries

(1 ) (2) (3) (4) (5) Mean

Classroom Desk 753 215 300 200 215 337

Board 1,604 215 400 500 215 587

Laboratories 1,076 215 400 200 215 421

Embroidery & Sewing 1,604 323 600 1,000 323 527

Rooms

Art Rooms 753 323 600 500 323 500

Metal Rough 1,076 - 200 - 108 461

Workshop Med. 1,076 215 400 - 215 476
Fine 1,076 323 900 900 323 640

Woodwork Sawing 1,076 215 200 - 215 426

Nailing 1,076 323 400 500 323 452

Library Stal.k 323 - - 200 - 261

reading 753 323 600 200 215 418

Offices 753 215 400 10O 215 337

Staff Room 108 108 200 10O - 129

Stairs & Lavatories 215 108 10O 50 32 101

• Lux (The average illumination on an area) lumens/m 2

(1) USA (N) (2) USA (S) (3) UK (4) JAPAN (5) AFRICA (ME)

Source: See Ref 5, 6 and 8

 Table 22
Maximum Number of Students in a lecture Class: Opinions
(based on a survey of 310 teachers)

University/ Institute I 11 III IV V VI VII VIII

Arts & Science 99 114 92 163 94 115 110 171

Economics 77 90 79 145 90 97 93 155
Agriculture 59 89 80 125 69 89 93 136
Technology 52 90 57 114 51 83 82 140
Medicine (1) 85 105 105 156 80 113 112 276
Veterinary 68 98 98 148 80 108 106 165
Education 60 93 75 132 66 101 93 149

Mean for All 71 97 84 140 76 101 98 170

KEY:

Condition Level Room Theatre Type Room

Overhead Amplifier Overhead Amplifier

Projector Projector

I X X - -
11 - - X X
III X / - -
IV - - X /
V / X - -
VI - - / X
VII / / - -
VIII - - / /

/ = The facility is present;

X = The facility is not present;
- = Not relevant
Source: Field survey

11
 Table 23
Maximum Number of Students in a Tutorial Class: Opinions (based on a
survey of 310 teachers)

University /Institute Mean Value of Maximum Number of

Students in Tutorial Class

Arts & Science 53

Economics 34
Agriculture 43
Technology 25
Medicine (I) 27
Veterinary 23
Education 41
Mean 35

Source: Field Survey

Table 24
Density in Academic Areas: International Standards

Plot Ratio Students Per Acre

Arts Based Science and Technology

0.5 : 1.0 138 77

1.0 : 1.0 277 156
1.5 : 1.0 415 233
2.0: 1.0 554 312
2.5 : 1.0 692 389

Note: Plot Ratio = the total of built areas on all floors divided by site area
Source: See Ref 19
 LIST OF WORKING PAPER SERIES

1. Education Data Review and Analysis

1 .1 Performance Indicators in Basic Education

by U Saw Win (Institute of Economics).

1.2 Performance Indicators in Higher Education

by U Thein Htay (DHE).

1.3 Performance Indicators in Technical, Agricultural and Vocational Education

by U Myat Naing (MERB) and U Nyunt Maung (DTAVE).

1.4 Quantitative Review of Education Staff

by U Tun Hla and U Myint Thein (DBE).

1.5 Population Projections (1983-2013) by U Nyan Myint (Institute of Economics).

2. The Quality of Education

2.1 Teacher Quality by Daw 00 Khin Hla (Institute of Education).

2.2 Pedagogy by Oaw Nu Nu Win (Institute of Education).

2.3 Curriculum by U Myint Han (MERB).

2.4 Student Evaluation by Dr. Khin Saw Naing (Institute of Medicine 2).

2.5 Student Characteristics by U Maung Maung Myint (DBE).

3. Education and Employment

3.1 Manpower Demand and Employment Patterns in a Changing Economy

by Dr. Thet Lwin (Institute of Economics).

3.2 A Tracer Study of Recent Graduates: Implications for Education and Manpower
Planning by U Kyaw Kyaw (Department of Labour).

3.3 Linkages between Training Institutions and Employers

by U Tun Aye (Ministry of NO.l Industry), Daw Myint Myint Yi (Institute of
Economics) and U Yan Naing (OBE).

3.4 Education and Work Performance lA Survey of Employers' Perceptions) by Daw

Hla Myint (Institute of Economics).

3.5 Non-Formal Education in Myanmar by Daw Win Win Myint (Institute of

Economics) and Daw Lai Lai Yu (MERB).

3.6 Labour Market Institutions in Myanmar by U Kyaw Kyaw (Department of Labour).

4. Costs and Financing of Education

4.1 Management and Administration of the Education Budget by Or. Khin Ohn Thant
(Ministry of Planning and Finance).

4.2 Government Expenditure on Education by Oaw Soe Soe Aung (Institute of

Economics) .

4.3 Non-Government Expenditure on Education by U Saw Gibson (Yangon University).

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 ').

5.2 A Comprehensive Survey of Education Facilities by U Sein Myint (OBE), U Nyi

Hla Nge (Yangon Institute of Technology), Oaw Win Win Myint (Institute of
Economics), Oaw Naw Joy Loo (Institute of Medicine 1), U Saw Wynn (OBE) and
Oaw Win Win Maw (Institute of Medicine '). .

5.3 The Provision of Infrastructure by U Nyi Hla Nge (Yangon Institute of

Technology), U Nyunt Hlaing (Ministry of No.' Industry), U Tet Tun (Ministry of
Construction) and U Sein Myint (OBE).

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. Organization and Management of the Education System

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).

6.3 Organization and Management of Universities and Colleges by U Saw Gibson

(Yangon University) and U Thein Htay (OHE).

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).

7.3 The Teaching of English by Or. Myo Myint (Yangon University).

7.4 Higher Education by U Myo Nyunt (Institute of Education)

, ,