Live-in-Field Experience (LFE) Report

Spring 2010
Govindapur Para, Bogra

Members of Group # 32

Name Student ID Individual

Rahul Rahman 0720262 Village-Resource Mapping

and Transect

Nafis Ahmed 0720129 Social Change process

Md. Shahadot Hossain 0720257 Economy and Rural

Production cycle

Hassiba Rashid Happy 0720093 Health and Environment

S. M. Riffat Wahid 0610094 Rural Market

Independent University, Bangladesh

Date of submission March 18, 2010

I
Data: March 18, 2010

To

The Live - In - Field Experience Committee

Independent University

Baridhara-1212, Dhaka

Subject: Letter of Transmittal

Dear Sir/Madam,

Please find enclosed our report of the live in field experience (LFE 201) Program, completed
as per the requirements of the IUB curriculum which was held under RDA (Rural
Development Academy), Bogra from 5th January 2010 to 17th January 2010.

Our Participation in the LFE program gave us the unique opportunity to study life in rural
Bangladesh, thereby enriching our knowledge and broadening our outlook. We have
attempted to include all relevant information in our report in order to present a coherent
picture of village life.

It was a very enjoyable experience for us, as the LFE program gave us the opportunity to
have a deeper understanding of the rural people and as a result, enabling us to appreciate their
contribution to the nation.

We are looking forward to any questions you may have regarding our report.

Sincerely

Rahul Rahman ID: 0720262

Nafis Ahmed ID: 0720129

Md. Shahadot Hossain Emon ID: 0720257

Hassiba Rashid Happy ID: 0720093

S. M. Riffat Wahid ID: 0610094

II
ACKNOLEDGEMENTS

Before proceeding further with our report, we like to thank the following organization and
persons for their contribution towards the completion of this report.

First, we thank Independent University, Bangladesh (IUB), and Rural Development academy
(RDA), for arranging the LFE program for us and thereby allowing us to see life in rural
Bangladesh.

Second, we like to express our honest gratitude to our teachers Dr. Mahbub Alam, Mr Farhad
Alam, Mr. Md. Kafiul Islam for educating us on various aspects of LFE.

Third, we also appreciate our LFE monitors Zaheda Malik, Allah Dittta Khan, Asif Sinha and
Pankaj Kanti sarkar for their guidance and encouragement throughout our field work in
Govindapur Para. Without the constant help and guidance of our assigned LFE monitors, the
study would not have been this thorough.

Last but not the least, our honest gratitude goes to the inhabitants of Govindapur Para, for
their warm and hospitable treatment. Without their enthusiastic cooperation, it was not
possible to make the study successful.

III
 Table of Contents

Chapter -1 Page
no
1.0 Introduction XIII
1.2 Origin of the report XIII
1.3 Objectives of LFE XIV
1.4 Scope XV
1.5 Limitations of the report XV
Chapter – 2 XVII
2.0 Methodology XVIII
2.1 Qualitative survey though PRA XVIII
2.2 Attitude Followed for PRA XIX
2.3 Quantitative Survey through Questionnaire XIX
2.4 Observation XIX
2.5 Flowchart of Methodology XX
Chapter 3: Village-Resource Mapping and Transect
Prepared by Rahul Rahman, ID# 0720262
3.0. Introduction 1
3.1 Rapport Building 2
3.2 Factor of communicate with people 3
3.3 VILLAGE MAPPING 4
3.3.1 Objectives of Village mapping 4
3.3.2 Some Other objectives 5
3.3.3 DRAWING THE VILLAGE MAP 5
3.4 There are Seven Para in Jamunna Village. 6
3.4.1 Description of the seven Para at a glance 7
3.4.2 Redraw of Village Map 7
3.4.3 Para Mapping 9
3.4.4 Procedure of Para Mapping 10
3.4.5 Redraw of Para Map 10
3.5 General description of Govindapur Para 11
3.5.1 Other Important Information about Govindapur Para 12
3.6 Transact Map 15
3.6.1 Objectives of Drawing Transact Map 15
3.6.2 Procedure of Drawing Transact map 16
3.6.3 Legend of Transact Map 17
3.6.4 Transact Map 18
3.6.5 Transect Chart of Steps 0-200 19
3.6.6 Major Findings In Transact Map 19
3.7 Conclusions 20
Chapter 4: SOCIAL CHANGE PROCESS
Prepared by Nafis Ahmed, ID # 0720129
4.0 Introduction 21
4.1 Aims and Objectives 21
4.2 Social Change Process 22
4.3 Significant aspects of social change of Govindapur Para 22

IV
4.4 Infrastructure Change 22
4.4.1 House Structure 22
4.4.2 Transport and Communication: 23
4.4.3 Impact of “Jamuna Shetu” 24
4.5 Cultural change 24
4.5.1 Judicial System 24
4.5.2 Effectiveness of female rights 24
4.5.3 Minimum age for marriage 25
4.5.4 Pon/Dowry 25
4.5.5 Decision Making 25
4.5.6 Food and Nutrition 26
4.5.7 Games 27
4.5.8 Marriages and Polygamy 27
4.5.9 Clothing 27
4.6 Educational change 27
4.6.1 Chronological Change of education 27
4.6.2 Educational level expectation 28
4.6.3 Advantage of education 28
4.7 Agricultural Change 28
4.7.1 Agricultural products 28
4.7.2 Fertilizer and pesticides 29
4.7.3 Roles played by modern technology in agricultural sector 29
4.8 Demographic change 30
4.8.1 Sanitation 30
4.8.2 Medical facilities 30
4.8.3 Water 31
4.8.4 Immunization 31
4.8.5 Household Type 31
4.9 Economic change 32
4.9.1 Occupation and Migration 32
4.9.2 Micro credit 33
4.10 Environmental change 34
4.10.1 Wild Life 34
4.10.2 Indigenous Knowledge 34
4.11 Gender Biased Wage Disparity 35
4.12 Gender Division of Labor 35
4.12.1 Daily time usage of man and woman according to seasonal pattern 35
4.13 Entertainment 36
4.13.1 KHONAR BOCHON 37
4.13.2 FOLK SONG 37
4.14 Governmental Organization/Nongovernmental Organization Activities 38
4.14.1 Governmental Organizations: 39
4.14.1a Rajshahi Krishi Unnayan Bank 39
4.14.1b BRAC: Effect in the Social Condition and Change 39
4.14.1c Grameen Bank 39
4.15 Positive Findings 40

V
4.16 Negative Findings 41
4.17 Conclusion 41
Chapter 5: ECONOMY AND RURAL PRODUCTION CYCLE
Prepared by Md. Shahadot Hossain Emon, ID: 0720257
5.1 Introduction 42
5.2 Objective 42
5.3 Limitations of the study 43
5.4 Overview of economic condition 43
5.4.1Primary occupation 43
5.5.1Income Sources of Govindapor Para 43
5.5.2 Primary income sources 44
5.5.3 Secondary income sources 45
5.5.4 Annual income range 45
5.6 Wealth Ranking 46
5.7 Poverty 51
5.8 Contractual Agreements 52
5.8.1 Borga 52
5.8.2 Son Potini 52
5.8.3 Kai Kalasi 52
5.9 Overview of rural production cycle 53
5.10 Soils of Bangladesh 54
5.11 Seasonality mapping 54
5.11.1 Major cropping pattern 54
5.12 STORAGE FACILITIES OF FARM PRODUCTS 59
5.13 Seasonal variation and income (lean season) 59
5.14 Microcredit 59
5.14.1 Impact of micro-credit in Para 60
5.14.2 Utilizations of loans 60
5.14.3 Amounts borrow 61
5.14.4 Interest Rates of NGO’s 61
5. 15 NGO helps in many ways 61
5.16 Different between two NGO 62
5.17 How NGOs collect installment 62
5.18 major finding 64
5.19 Recommendation 65
5.20 conclusion 66

Chapter 6: HEALTH AND ENVIRONMENT

Prepared by Hassiba Rashid Happy, ID # 0720093
6.0 Introduction 68
6.1 Interrelation between Health and Environment 69
6.2 Objective of the study 69
6.3 Health Condition of Govindapur Para 70
6.3.1 Sources of water & its purposes 70
6.3.2 Vaccination program 71
6.3.3 Cooking place 72
6.3.4 Fuel usage for cooking 73
6.3.5 Health effects due to the use of Fuel 74

VI
 6.3.6 Nutrition 74
6.3.7 Health care facility available for the villagers 75
6.3.8 Problems related to Government Health Care Center 75
6.4 Common Diseases Suffered by Villagers 76
6.5 Family Planning Program 77
6.6 Women Health 78
6.6.1 Economic Inequalities 78
6.6.2 Poor quality housing 78
6.7 Factors Influencing Women’s Access to Health Services 79
6.8 Environment 79
6.8.1 Sanitation 80
6.8.2 Waste Disposal 81
6.9 Trees 83
6.10 Pollution and its effect 83
6.10.1 Air Pollution 83
6.10.2 Water Pollution 83
6.11 Positive findings of the whole study 84
6.12 Negative findings of the whole study 84
6.13 Conclusion 84
Chapter 7: Rural Market & Production Cycle
Prepared by S.M. Riffat Wahid, ID # 0610094
7.0. Introduction 85
7.1. NOY MILE HAAT 86
7.2. Important Findings 87
7.3. Limitation 87
7.4. Some important Definition 88
7.5. Differences between Market and Haat 88
7.6. Classification of Products 89
7.7.1Consumer Products 89
7.7.2Industrial Products: 91
7.8. Fake Product 92
7.9 Brand Choice 93
7.10Promotional Activity 93
7.11Distribution Channels of Paddy 93
7.12Product Inflow and Product Outflow: 94
7.13.Value chain of paddy (IRRI): 95
7.14.Market Economics 96
7.15. Case Analysis of Noy Mile Haat 98
7.16.Conclusion and Recommendations 101
8.0. Conclusion 102

VII
List of Tables and Figure:

Chapter 4: Social Change Process

Table No. Table Name Page No.

Table 4.5.2 Effectiveness of female rights 36

Table 4.5.7 Different Games over the Period 39

Table 4.6.2 Graph Showing expected minimum level of education for 41

boys and girls
Table 4.11 Gender biased wage disparity 42

Table 4.12.1a Seasonal male labor pattern 43

Table 4.12.1b Seasonal female labor pattern 43

Figure No. Figure Name Page No.

Fig 4.6.2: Graph Showing expected minimum level of education for 28

boys and girls

Fig 4.8.5: Showing percentage different types of family. 32

Fig 4.10.1: A correlation chart of wild life with its influencing factors 34

VIII
Chapter 5: Economy and rural production cycle:

Table No. Table Name Page No.

Table. 5.1 Peoples involvement in family income 43

Table 5.5.2 Source of earning 44

Table 5.5.4 Income range of earning 46

Table 5.6 Number of people under each income groups 47

Table 5.6.1 types of house where people live 50

Table 5.11. Time table of cultivation of BR-29 55

Table: 5.11 crop calendar 56

Table 5.14.4 Interest rate charge different NGO’s 61

Table 5.16 Different between NGO,s 62

Figure No. Figure Name Page No.

Figure 5.4.1. Income earning member in Para 44

Figure 5.5.2. Source of earning 45

Figure: 5.3. Income group 46

Figure: 5.6.2 types of house where people live 50

Figure 5.12. : Storage Facility. 58

Figure 5.14.1. Impact of Micro-credit on Govindapur Para 60

Figure 5.14.2: Utilization of money 60

Figure: 5.14.3 Different amount people take from different NGO,s 61

IX
Chapter 6

Health & Environment

Table No. Table Name Page No.

Table 6.3.1 71
Sources of Water and its Purpose
Table 6.3.2 Vaccination program 72

Table 6.3.2 Vaccination of children 72

Table 6.3.7 Health care facilities available for the villagers 75

Table 6.3.8 Problems with Healthcare Facilities 76

Table 6.4: Name of Diseases 77

Table 6.8.1 Table 6.5: Types of Contraceptive Used 77

Table 6.8.1: Toilet Facilities 80

Figure No. Figure Name Page No.

6.3.3 cooking place 73

Figure 6.3.4 Types of Fuel used for cooking 73

Figure 6.3.5 Health effects due to the use of Fuel 74

Figure 6.5: Types of Contraceptive Used 78

Figure 6.8.2 82
Waste Disposal Place

X
Chapter 7: Rural Market

Table No. Table Name Page No.

Table 7.5 Difference between Haat and Bazaar 88

Table7.7.1 Brand choice 90

Table7.7.2 industrial product 94

Table: 7. 12 Product Inflow and Product Outflow 95

Table: 7.13 Value chain of paddy 96

Figure No. Figure Name Page No.

Figure7.7.1: Availability of products 90

Figure 7.11: Distribution Channels of Paddy 94

XI
Chapter 1
Introduction

This portion of the report is prepared by:

Rahul Rahman ID: 0720262

Nafis Ahmed ID: 0720129

Md. Shahadot Hossain Emon ID: 0720257

Hassiba Rashid Happy ID: 0720093

S. M. Riffat Wahid ID: 0610094

XII
1.0 Introduction

This report is prepared for the course of Live-in-Field Experience (LFE). It is a pre-requisite
course, which has to be completed by every students of Independent University, Bangladesh
before graduation.

LFE (Live in field Experience) is the study about predominant culture and mode of
production in rural Bangladesh. It is also the study of villages as the country has more than
sixty eight thousand villages and majority of the population still lives in the villages. The rest
of the people of urban area depend on the villagers directly or indirectly for various purposes.
Development of our country is based on our rural areas. Therefore it is very important to
know what is going on in the village. Our politics, society, economic condition, literacy rate
and health condition depend on our village. But most urban people have a perception that the
village people are poor and illiterate. As we are not concerned about our village and villagers,
that’s why even after 39 years of our independence, Bangladesh is still an underdeveloped
country. So, it is our duty to know about them and their life style.

1.2 Origin of the report

LFE (Live in Field Experience), the course is only offered in Independent University of
Bangladesh (IUB). It is perhaps the most unique course offered by any private university in
the country. Though similar course are found in many public university, IUB gives special
privilege to its students. It is a fact that nearly all the students of IUB have been brought up in
urban areas and it is reality that they have little or no idea about “Gram Bangla”. But our
entire root is from “Gram Bangla”. Few students have theoretical knowledge about villages
but that is not adequate for students in this competitive generation. During LFE students have
the opportunity of taking personal and group interview, carry on a survey and also
observation which will definitely give some knowledge about rural area and its economy,
culture and social behavior.

XIII
1.3 Objectives of LFE

This report on the rural community of Bangladesh (Govindapur para) has been drawn with a
view to achieve two goals:

Firstly, as a partial requirement of the course Live in Field Experience (LFE)

Secondly, to get the information on the current condition of rural life, their economic system,
socio economic infrastructure, culture, relationship between each other, household pattern,
market and the market structure finding the intensity of the poverty in the village and
different conditions from the villagers.

The objectives for which the report has been carried out are given below:

 To familiarize the participants with real socio-economic realities of rural life by

estimating literacy rate, level of education and working status of the population.

 To identify the changes that are taking place in social structure and economic

development by measuring their monthly income and expenditure, the ownership of land

and occupation.

 To know their agricultural method, cropping pattern, and their seasonal life pattern.

 To find out the GO and NGO activity in the village.

 To get the real picture of the present environmental condition of the village, like source

of water supply, toilet facilities, and kind of fuel they use.

 To reflect the state of health and health awareness, vaccination and other medical

facilities.

 To identify the existing market structure of the village and thus end up with a proposed

market structure and what steps are taken by them to distribute of their rural product.

XIV
1.4 Scope

IUB has invested a lot of time and resources to complete a successful research in LFE.
Though our time was very short to make an appropriate report, we tried to make it successful.
Our supervisors always helped us. The effective research techniques and our sincerity have
made our scope of report appropriate. This study is likely to be conducted on assessing the
infrastructure in respect of economy, society, culture, market of a particular village setting.
For the purpose of our analysis both quantitative and qualitative data has been collected from
the most important informants of the respective village. We have included qualitative as well
as quantitative data in the present study because these days as criterion of social research,
there is a growing concern and demand for qualitative data backed by quantifiable analysis.

1.5 Limitations of the report

During the completion of the report we have faced many limitations that might have reduced
the quality of the report. This type of research work is first time experience for all of us, so
the overall quality of this report may not be as professionals. Some of the limitations we
faced are mentioned below:

 The first problem we have faced is the time limitation. We did not had enough time to

include a bigger share of the respondents, which we think would increase the validity and

would help to sketch out the real picture much more clearly. Only 12 days is not enough

for the collection of Raw Data in order to prepare a professional report.

 We have a little knowledge about this course for that type of work. In addition, we did not

have preliminary experience about data collection.

 Non co-operation is another limitation of the study. There were some people who were

non co-operative and thus they contributed to minimize the amount of information during

our survey. Beside that, as we asked some very personal sensitive questions regarding

society and family there were some people who skipped answering those questions.

XV
 Finding the right person to ask the question was another obstacle. There are some

villagers who misguide us by giving wrong information. However our best effort was

there to crosscheck that information for making more valid.

 This is the most irritating constraint that we faced as the villagers didn’t know the border

of their own village. Some informants told their PARA as the separate village. So it took

many days to clarify the map of the village.

 Sometimes, respondents were found to be unwilling to answer some specific questions.

 As we surveyed the respective village during the working hours of the day, most of the

male were out of their house and as a result the quantity of female respondent got higher

which may reflect in getting sonic scattered answer regarding some questions.

XVI
Chapter 2
Methodology

This portion of the report is prepared by:

Rahul Rahman ID: 0720262

Nafis Ahmed ID: 0720129

Md. Shahadot Hossain Emon ID: 0720257

Hassiba Rashid Happy ID: 0720093

S. M. Riffat Wahid ID: 0610094

XVII
2.0 Methodology

We, a group of five IUB students conducted the study in a Para named “Govindapur”. The
Para is under Jamunna village in Bogra district. Selection was made after a consultation with
the “Rural Development Academy (RDA)” authority. In the study, both informal and formal
survey method were followed. For collecting qualitative data we used “Participatory Rural
Appraisal” technique, and to collect quantitative data we used questionnaire survey.

2.1 Qualitative survey though PRA

Participatory or rural appraisal (PRA) is a way of enabling local people to analyze their living
conditions to share the outcomes and to plan their activities. It is way of learning with and
from communities in order to investigate, analyze and evaluate constraints and opportunities
for future development of the community. Thus PRA field exercise is not only for collection
of qualitative information and idea generation but it is about analysis and learning by local
people.

PRA

"A family of approaches and methods to enable rural people to,

• Share
• Enhance, and
• Analyze
Their knowledge of life and conditions, to plan and to act”

RA is set of participatory and largely visual techniques for assessing group and
community resources, identifying and prioritizing problems and appraising
strategies for solving them (Cook and Thomas 1994)

XVIII
2.2 Attitude Followed for PRA
• We were willing to learn from facilitators.
• We gave respect to communities.
• We believed that communities can analyze and make decisions by themselves.
• We facilitated but not directed and or\imposed learning literacy.

2.3 Quantitative Survey through Questionnaire

Along with the PRA to crosscheck and pinpoint few terms and facts in numeric and statistics form the
questionnaire survey is done. The results are then calculated by plotting them in tables and analyzed
through pie charts and bar graphs. A lot of ratio study is also used to interpret the findings. We were
assigned with a set of questionnaire with a sample size of 25.

The respondents were selected using the following methods:

• The study area: “Govindapur” Para was selected by RDA.

• Approximately 25 household heads were drawn from the village.
• The respondents: Residing in the particular household was interviewed.
• Sample size: was designed so as to consist 25 household heads.

2.4 Observation
We have also used observation method when surveying PARA. For environmental effect,
Sanitation, water sources, we tried to use observation method. Our group members also
captured a lot of pictures which is also a part of observation and used to describe the actual
scenario of the PARA.

XIX
 2.5 Flowchart of Methodology

PRA

• Transect Walk
Qualitative Quantitative
• Para Map
• Village Map
• Timeline Analysis
• Social Map
• Seasonal Calendar

Questionnaire Survey
Participant observation,
Statistical Tools for Data
Personal and Group
Analysis
Interviews

Variables
 Demographic Condition

 Social Condition

 Economic Condition

 Environmental Condition
 Health Condition

Data

Data Analysis and Processing

Report

XX