Floating Schools

Floating Schools in Bangladesh are mobile educational boats that provide access to formal and non-formal schooling in areas prone to seasonal or permanent flooding, such as riverine and haor regions. These classrooms, built on boats or pontoons, are equipped with resources like solar power and internet, allowing children to continue their education when conventional land-based schools are inaccessible.

 History 
In the flood-prone delta regions of Bangladesh, where seasonal monsoons often block access to education, communities developed the floating school model. This innovative solution emerged in the early 2000s as a response to chronic flooding and isolation in rural areas.
The first major initiative began in 2002 by the NGO Shidhulai Swanirvar Sangstha, led by social entrepreneur Mohammed Rezwan. This organization built boats that function as both school buses and classrooms, carrying teachers, students, solar panels, computers, and educational materials directly to water-surrounded villages.
Inspired by this success, other organizations like BRAC adopted the model. By the 2010s, hundreds of these boat schools were operating across the low-lying haor and island areas, providing education to thousands of children annually.

 Model and operation 
A typical floating school converts a boat hull into a classroom with desks, benches, and a small library. It is powered by solar panels and batteries for lighting, fans, and computers, and features digital literacy programs taught by one instructor and local assistants trained in national curriculum delivery.
These boats follow scheduled routes, picking up students from riverside villages and holding classes either while moving or docked. When floods subside, the vessels often shift roles to function as mobile libraries, adult training centres, or health awareness units.
The model is recognized by the United Nations as a climate-resilient innovation. The pioneering organization, Shidhulai Swanirvar Sangstha, operates a fleet of solar-powered boats, having served over 100,000 people across the Chalan Beel wetlands. Separately, the NGO BRAC reported operating over 500 floating schools by 2017, targeting remote haor regions.

 Impact 
Independent reports confirm that floating schools have successfully reduced dropout rates and boosted attendance in remote, flood-affected communities. After completing their primary education on the boats, many students successfully transition to land-based secondary schools.
Beyond teaching children, the boats act as information centers, providing adult literacy programs, training in sustainable farming, and access to solar-powered communication technologies. Academic researchers recognize the model as a significant social innovation that effectively combines education, renewable energy, and adaptation to climate change.

 Recognition 
Shidhulai’s solar-powered schoolboats won the Equator Prize in 2006 and were featured by the United Nations Framework Convention on Climate Change (UNFCCC) in its Momentum for Change campaign. In 2014, founder Mohammed Rezwan was recognized as a Yale World Fellow for his efforts in climate-resilient education.
The floating school model is included in Bangladesh’s National Adaptation Plan and is cited in international climate literature as an effective, replicable strategy for maintaining education access in flood zones. It has since inspired similar community-led projects in India, the Philippines, and Cambodia.

 References 

Category:Education in Bangladesh
Category:Educational organizations
Category:2002 establishments in Asia