How to write a detailed Case Story

 M Rezaul Karim

M. Rezaul Karim, Editor & Educationist

                                        Case study

  1. Background : Student’s Address, Class:

Name; Kulsum Akter, Class: V-C, Shift:1st

Present Address: House of Lolu Mia, Lane no- 06, Motijharna,P.O: Dampara, P.S : Khulshi, Chittagong.

Permanent Address : Vill : Bakhar Nagar, P.O : Bakhar Nagar P.S : Murad  Nagar, Dist: Comilla.

  1. Summary (The daily life of the student):

The learner is the 5th child of her parents. Her name is Kulsum. She is 13 years old. She reads in class VC/ 1st . She comes to school at 8 am and back home from school at 01 pm. She is a student of UCEP – Motijharna School. She looks after a child as a job in the afternoon. She goes to school regularly. She is also a meritorious student.

  1. The learner’s story (Her own): I (Kulsum Akter) was born at Bakhar Nagar under Murad Nagar of Comilla district. The residence surrounded with green trees, chirping of birds, where near five thousand people live. I was born in this village with great hopes. My mother was a house wife and my father was CNG driver. We are 2 brothers and 3 sisters. Suddenly an incident changed our family in the twinkling of an eye. I was only 3 days old at that time. My father died of heart attack. Then my mother began to rear up us with great difficulties.
  2. Description in brief:

Kulsum ‘s mother passed away all her days in sorrows and difficulties with 5 children. Her mother would work at others house. It was her beyond capacity to maintain her family with small income . So she went to abroad (Oman) for living well. But she did not know English and how to read and write. So she come back home after 4 years. At that time she was 6 years old. It was next to impossible for her mother to run the family expenses .So she migrated her large family to Chittagong town and took a job in a garments factory. She began to live in a small rented house at Motijharna .Her mother heard about UCEP- School from community and admitted her in ROLLS class in UCEP- Motijharna school in 2016.

4.1. SUSTAIN Program, summary and cause of its activity in Bangladesh: Child labor is one of the most significant child rights violations in Bangladesh.  It is estimated that 7.4 million children are economically active. The government of Bangladesh has taken important steps against child labor, and has recently approved the National Child Labor Elimination Policy (NCLEP). The implementation of the policy is limited, particularly in the informal economic sector which employs 93 percent of all child laborers nationwide. An estimated 1.2 million children are engaged in the urban informal sector, often working long hours under hazardous conditions. These children are deprived of physical, mental and social development. Over 68 percent of economically active children never attend school and most lack any opportunity to develop skills for future employment.

There is also a great need for high-value skilled workers with knowledge of proper compliance standards in the workplace in both the garment and electronic sectors – and other sectors that have seen tremendous growth over the last 20 years. Appropriately using the untapped labor forces (like child workers) and training them so they can become part of a future high-value skilled workforce would help meet this need. Taking into account this situation, UCEP is addressing about 0.56 percent (45,000) of the total working children. Most of these unfortunate children are employed in the sectors earmarked as hazardous for children by the International Labor Organization.

UCEP will expand its program coverage to more urban areas especially metropolitan cities and towns and continue to focus on the same target group. As per prevailing socio-economic structure, poor people have been forced to migrate to the city for want of existence due to lack of economic activity in the rural areas. As such, the children of the migrated families have to accept physical labor for their survival instead of schooling. They are engaged in more hazardous work and living in a more unhygienic condition compared with rural children. These children are deprived of their rights.

To provide appropriate skills and thereby improve the employment prospects of General School graduates, UCEP-Bangladesh provides Technical Education through its 10 Technical Schools in Dhaka, Chittagong, Khulna, Rajshahi, Barishal, Sylhet, Rangpur and Gazipur. Technical Schools are running training programs in 20 trades. Types of trades taught in the Technical Schools correspond to the demand of the employment market in the area where the school is located. General schools graduates seeking admission in the Technical Schools have the option, in principle to their own trades of following.

  • Auto Mechanics
  • Welding & Fabrication
  • Machinist
  • Plumbing & Pipe Fitting
  • Electronic Technology
  • Industrial Electrical and Electronic Control
  • Refrigeration & Air Conditioning
  • Offset Printing Technology
  • Industrial Woodworking
  • Tailoring and Industrial Sewing Operation
  • Industrial Wool Knitting Operation
  • Garments Finishing & Quality Control
  • Industrial Garments Machine Mechanics
  • Textile Weaving Mechanics
  • Textile Spinning Mechanics
  • Textile Knitting Mechanics
  • Aide to Nurse
  • Screen Printing Technology
  • Advanced Welding
  • Motor Cycle Service Mechanics
  • Beautician

Technical schools run 2 shifts per day, each of 4.2 hours duration, so that working children can continue in their jobs while they acquire skills in the Technical Schools. UCEP provides adequate support services to the graduates passing out from its technical schools for apprenticeship/on the job training & appropriate employment through its employment & support services (ESS) Component. The ESS Component has evolved from the feeling that UCEP’s responsibilities did not end just after imparting education & training to the disadvantaged children, rather it was necessary to support the graduates to seek appropriate & long- term employment by exploiting their knowledge & skills in line with the demand of the labour market. Keeping this in mind the ESS Component has been providing employment support Services to UCEP technical schools graduates to assist them in getting employment in various industries & enterprises home and abroad.

Technical schools to provide working children with safe working conditions, high quality vocational training and opportunities for a better future. It teaches working children on child rights, life skills and child to child facilitation training. They also provide training on occupational health and safety standards. She knows the rights of working children, the importance of a code of conduct in the work place, and the responsibilities of parents towards their children.


4.2. Follow up:   Next follow up will be done after 2 years.

4.3. Comments of community leader/ Teacher:-

“I have been living here for long time. I knew about UCEP School. Few years ago I have learnt about a new project named SUSTAIN within UCEP school. Sometimes teachers, students do rally in road. By this rally people have become aware about cleanliness, early marriage, drug addiction etc.I have seen many students are happy getting bag, color pencil from SUSTAIN project. The teachers are very active and cooperative. They work hard, goes students’ house, take care closely to students.”

Md Jahangir.Local Elite,Motijharna, Khulshi.


4.4. Experts comments:-

  1. Changing theory:

The learner got opportunity for the activities of save the children, eagerness grow among the learner for ensuring regular attendance. The guardians and students became cheerful and the learners scored expected results.

5.1. Overall impact: How did solve the creating troubles at the time of continuing school program?

*Parenting meeting has become fruitful of SUSTAIN-project of the school.

* Guardians become conscious regarding education and cleanliness. Eagerness has been grown among guardians for sending the learners to school. They became conscious about the important of female education and health and hygiene.

5.2. Innovation: How did the learners fulfill their innovation?

The learners have removed shyness through debate competition and co-curriculum activities. Now they can spoke on any topics within few sentences in proper way .They are able to know about child rights and how to lead the team. They have got confidence to speak in any meeting. They can take part in any competition.

5.3. Voice (Interview description about learners):

Kulsum is a bright student. She is going to sit for PECE exam in 2017. I expect that she will get A+ easily. She will make true her dream by receiving JSC certificate from this school with the help of SUSTAIN.

5.4. Partnership: This is a key intervention of the program. An intelligent partnership has already been created with diverse stakeholders like private companies of both formal and informal sectors, business bodies, concern Ministry, trade unions, international buyers, civil society organizations and so forth who are actually the drivers of the program. Managing apprenticeship in formal companies for the graduates of vocational training centers, formation of a multi-stakeholder CSR forum to formulate the national CSR Policy for children, community CSR groups are the key interventions. There are 16 Community CSR groups consisting of informal sector employers, local government representatives, parents, children and other relevant stakeholders in each. The ToR of the groups includes raising awareness of CSR for Children among informal sector companies and monitoring child rights violations. They create a supportive community environment that helps to prevent children and youth from entering into hazardous work and encourage work place improvements. Capacity building of the groups is held on Child Rights, Codes of Conduct and CSR guidelines. The works at the local and national levels are linked between the national CSR Forum and the community CSR groups where evidence and best practices are shared. Formation of a multi – stakeholder CSR forum to formulate the policy is already in progress. So building partnerships with relevant stakeholders are key interventions of the program.

5.5) Measurable result:

  • Developed her study.
  • Developed her leadership quality.
  • Scored good result in exam.
  • Developed her behavior.
  • Stood first in the class.
  • Good impact in the community by getting education materials from SUSTAIN.

5.6) Different short key message:


Case study reference information: 

Interviewer:  M. Rezaul karim, Resource Trainer. UCEP Bangladesh