https://ar.iub.edu.bd/handle/11348/853 Honorable faculty members of this department are requested to upload their publications here. 2026-10-22T23:34:19Z https://ar.iub.edu.bd/handle/11348/1631 Sustainable urban development in Dhaka through the lens of smart city initiatives: a policy implementation analysis of MRT Line 6 and the a2i e-governance program Shameem, Mafruha Binte This study evaluates the contributions of Dhaka’s Mass Rapid Transit Line 6 (MRT-6) and Aspire to Innovate (a2i) to sustainable smart city development. Using secondary data from 2019–2024, it assesses policy alignment with SDG 11 and the New Urban Agenda, measures performance using selected SDG 11 and ISO 37122:2019 indicators, and identifies implementation gaps. The findings show that MRT-6 has reduced travel time and increased ridership, while a2i has expanded its digital services. However, affordability, accessibility, institutional coordination, and monitoring remain significant challenges. The average score of approximately 3 out of 5 indicates moderate progress, highlighting the need for inclusive governance, effective monitoring, and equitable access to achieve sustainable urban development. This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Social Science (MSS) in Development Studies, 2026. 2026-08-01T00:00:00Z https://ar.iub.edu.bd/handle/11348/1622 Community perception of non-economic loss and damage across climate-vulnerable region of Bangladesh: a case of Barisal, Kurigram and Sunamganj Zahin, Chowdhury Abrar This study examines community perceptions of Non-Economic Loss and Damage (NELD) caused by climate change in three vulnerable districts of Bangladesh: Barisal, Kurigram, and Sunamganj. Using a household survey of 300 respondents, the study identifies psychological, social, cultural, dignity-related, environmental, and place-based losses. Findings show that NELD is multidimensional and varies according to local hazards and livelihoods. The study highlights the need for participatory, community-centered, and context-sensitive approaches to Loss and Damage assessment and policy. This thesis is submitted in partial fulfilment of the requirements for the degree of Master of Social Science (MSS) in Development Studies, 2026. 2026-09-01T00:00:00Z https://ar.iub.edu.bd/handle/11348/1596 Climate finance for adaptation goals in Bangladesh: past trends, present gaps, and future pathways beyond 2030 Anjum, Bushra This study examines the trends, challenges, and future pathways of climate finance for climate action in Bangladesh, comparing the 7th and 8th Five-Year Plans and exploring prospects for the 9th Plan and beyond 2030. Using a mixed-methods approach involving policy analysis, a survey of 44 practitioners, and five key informant interviews, the study finds that climate finance has supported adaptation in areas such as climate-smart agriculture, disaster preparedness, and community resilience but remains inadequate and difficult to access. Major barriers include weak governance, limited institutional capacity, insufficient international and concessional finance, and poor coordination and accountability. The study highlights blended finance, predictable grant-based funding, stronger institutions, locally led delivery, and diversified financing sources as important pathways for strengthening climate adaptation and achieving SDG 13. This thesis is submitted in partial fulfilment of the requirements for the degree of Master of Social Science (MSS) in Development Studies, 2026. 2026-08-01T00:00:00Z https://ar.iub.edu.bd/handle/11348/1595 Opportunities and Challenges of Non-Formal Education for Underprivileged Children in an Urban Slum: A Case Study of Nurerchala, Vatara Das, Lovely This study examines the opportunities and challenges of non-formal education for underprivileged children in Nurerchala urban slum, Dhaka, using a qualitative case-study approach based on field observations and interviews with children, parents, teachers, and NGO workers. The findings show that non-formal education improves access to learning through flexible schedules, basic literacy and numeracy, life-skills training, and health and hygiene education, while also supporting self-esteem and community participation. However, poverty, child labor, family responsibilities, irregular attendance, limited teaching resources, overcrowded classrooms, inadequate teacher training, and weak institutional support remain major barriers. The study emphasizes the need for sustained policy support, community involvement, adequate resources, and stronger cooperation among government agencies, NGOs, educators, and local stakeholders to promote inclusive and equitable education. This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts (M.A) in Social Sciences, 2026. 2026-08-01T00:00:00Z