Research Reports (2000): Social Studies, Vol – XXV

Permanent URI for this collectionhttps://hdl.handle.net/10361/13418

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Basic competencies of the graduates of BRAC's non-formal schools: levels and trends from 1995 to 1999
(BRAC Research and Evaluation Division (RED), 2000-04) Nath, Samir Ranjan
Based on the Declaration of the World Conference on Education held in Jomtien in 1990, BRAC designed an instrument to measure the level of basic education of Bangladeshi children. The Research and Evaluation Division of BRAC regularly monitors the performance of the graduates of BRAC's non-formal schools through this instrument. This report presents the basic educational status of the graduates of three cohorts of 1995, 1997 and 1999. Three independent samples were drawn from three cohorts and the learners were tested after nine/ten months of their graduation. The sample from 1995 cohort was also tested in 1997 and 1999; and the sample from 1997 cohort was tested in 1999. Children from three systems of BRAC schools were assessed: those in Non Formal Primary Education (NFPE) and in Basic Education for Older Children (BEOC) which was directly operated by BRAC, and NFPE under the Education Support Programme (ESP) which are operated by other NGOs with support from BRAC. The sample sizes for the three independent surveys were 1259 each. Among the 1,259 graduates of 1995 and 1997 each, 812 of 1995 and 991 of 1997 could be traced in 1999; these are respectively 64.5% and 78.7% of the original samples. Of the sample of 1995 graduates only 54.3% were common in all the three surveys.
Continuation of BRAC non-formal school graduates of 1995 in formal school education
(BRAC Research and Evaluation Division (RED), 2000-05) Nath, Samir Ranjan
The education programme of BRAC not only provides quality basic education to its learners it also put emphasis on their enrolment in formal schools for further education. The Research and Evaluation Division of BRAC started a tracer study on the graduates of BRAC non-formal schools in 1995. This article, based on the data generated from the tracer study, explores the continuation of education of the graduates of BRAC non-formal schools in formal schools. Three types of schools were considered. These are BRAC operated NonFormal Primary Education (NFPE) and Basic Education for Older Children (BEOC), and NFPE under Education Support Programme (ESP). A representative sample of 1,259 graduates of 1995, who completed three years course in BRAC schools, was followed up and surveyed in 1995, 1997 and 1999 to collect various information including their schooling status. However, in this third survey 1,106 could be traced. The following are the major [mdings from the third survey round: 1. After graduating from BRAC schools in 1995, 90% children were enrolled in formal schools for further education (90.4% for boys and 89.9% for girls). 2. On average, around 10% of the graduates dropped out from the formal systems per year. Highest dropout occurred during the second year of formal schooling (16.6%). Up to October 1999, 39.6% of the graduates were continuing education in different formal schools . 3. There was no gender gap at the time of entering the formal schooling but boys dropout increased from the second year. In October 1999, 33% of the boys and 42.3% of the girls was continuing education in formal schools. 4. A higher proportion of children of NFPE continued education in formal schools than children of BEOC and NFPE-ESP. 5. The children who graduated from NFPE generally enrolled in Class IV or V, and the graduates of BEOC mostly enrolled in class V or VI. Some children enrolled in class III even they completed three years curriculum in BRAC schools. 6. Over three-quarters of the graduates of 1995 completed five-year cycle of primary education by 1998 (69.1% for boys and 79% for girls). School-wise 78.2% of NFPE, 70.4% of BEOC and 65.2% of NFPE-ESP completed primary cycle. 7. The relationship between survival rate and grade of entry in formal schools was negative. The survival rate was highest among those enrolled in class IV (50.6%), less among those enrolled in Class V (42.2%) and least among those enrolled in Class VI or more (33.1%). 8. After graduating from BRAC schools the children mostly got enrolled in government primary schools (70.7%) and non-government high schools (17.5%). After about four 4 255 years of their graduation, among the children who survived in formal schools up to early 1999 85.6% were found in non-government high schools. 9. Proportion of graduates enrolled in Madrassas was 4.5% in 1995. Among the children who survived up to early 1999,11.4% were in such type of schools. 10. Two major causes of dropout was 'scarcity of money' (39.1%) and'marriage'.(40.1%). For boys dropout, the major reasons were 'scarcity of money' (65.3%), 'disliking for school' (16.4%), and 'has to work at home or outside' (12%). For girls two major reasons included 'marriage' (59.2%) and 'scarcity of money' (26.5%). 11. Demographic and socio-economic characteristics played significantly important role in continuation of education. Younger children were more likely to continue for longer period than older children. Parental education has significant positive relationship with survival rate. The survival rate decreased from 83.3% in early 1995 to 24.6% in October 1999 among the children came from the households eligible for BRAC rural development programme. However, these rates were respectively 93.7% and 47.4% among those came from non-eligible households.
School without a head teacher: one-teacher primary schools in Bangladesh
(BRAC Research and Evaluation Division (RED), 2000-09) Nath, Samir Ranjan
Although there is no person called head teacher in BRAC's non-formal primary schools, however, the programme organisers (PO), each of whom look after 12-15 schools, playa pivotal role in the operation of BRAC schools. This paper assessed the role of POs in the management of BRAC schools. This is done in the light of the role that the head teachers in formal primary schools do. The POs do not teach in the classrooms but they visit schools twice a week, assess students' and teachers' performance through classroom observation and surprise tests of the students, guide the teachers to better teaching and in preparing monthly lesson plans, conduct monthly refreshers' training of the teachers and attending meetings of the parent-teacher associations. The POs also visit students at their homes. Compared with the role of a school head teacher it can be said that a PO plays a significant role in the management of BRAC schools.
Development of instruments to assess the achievement of national competencies at the end of primary education cycle
(BRAC Research and Evaluation Division (RED), 2000-08) Nath, Samir Ranjan; Ghosh, Sanat Kumar; Akter, Shaheen
This report presents a detailed description of development of assessment tools for the evaluation of students' learning achievement on the basis of 53 terminal competencies specified by the National Curriculum and Textbook Board (NCTB) of the Government of Bangladesh. This is the first attempt in the country to cover all the terminal competencies in assessment process. A team of school-teachers, teacher educators, curriculum experts, education psychologists, test development experts participated in the process. The competencies were divided into two broad categories viz., cognitive and non-cognitive. Two separate tools were developed for assessing the two types of competencies on the basis of pilot studies in both rural and urban areas. For the cognitive competencies a paper and pencil based test instrument containing 66 items was developed. For the assessment of non-cognitive competencies a tool was developed to have teachers' appraisal of students qualifications. It is expected that valid and reliable estimates of students' performance could be obtained through these tools.
Exploratory study on BRAC's NGO cooperation project
(BRAC Research and Evaluation Division (RED), 2000-08) Karim, Fazlul; Begum, Shamim Ara; Chowdhury, Kabir; Chowdhury, AMR
BRAC embarked on an NGO Cooperation Project to enhance efficiency of the small and medium NGOs in effective micro-finance management vis-a-vis augmentation of micro-finance activities for poverty alleviation. The newly set up NGO Cooperation Unit (NCU) at BRAC facilitates the implementation of the project. The NCU extended support to 74 NGOs (hereinafter called partner organisations or POs) between 1995 and 1999. Of the 74 POs, 59 were given both training and credit support, while 13 only training. BRAC disbursed maximum Tk. 1,400,000 to each PO as credit in 12 installments. For this BRAC charged 5% service charge from the recipient POs per annum.
Teaching ORT messages to millions: the BRAC case
(BRAC Research and Evaluation Division (RED), 2000-11) Sarkar, Sukhendra Kumar; Karim, Fazlul
This secondary data based paper aimed to familiarise the audiences on BRAC experience in successful interpersonal development communication at grassroots. Starting with some basic conceptual issues of communication the paper focused mainly on the BRAC foregone Oral Therapy Extension Programme (OTEP). Through the OTEP BRAC health workers taught miIIions of rural women the "Seven Points to Remember' on diarrhoea and its home management. The reason for adopting this strategy among the many options was that most of the rural mothers were illiterate and superstitious. Therefore, to dispel wrong traditional beliefs and values of the learners, face-to-face teaching was proved to be instrumental and effective. Prior to launching the national programme BRAC, however, experimented a pilot in its SuIIa project. Based on the pilot experience BRAC developed a concise but comprehensive messages on diarrhoea including homemade therapy for its management. The BRAC trained mobile Oral Rehydration Workers taught at least one woman from each household the "Seven Points to Remember" staying at temporary residences given by the community. 'Different fora such as meetings in schools, madrashas, mosques, bazaars and villages were conducted to raise awareness of the male population. Apart from these, mass media were used to disseminate messages. Another vital forum was meeting with the village doctors to win their support to the programme. However, a two-tier mechanism was in place for quality control viz; i) ongoing monitoring system, and ii) operations research and evaluation. The paper also delineated some tips for the Pesticide Association of Bangladesh so that by capitalising the BRAC experiences it can launch interventions to raise peoples' critical awareness on the entirety of pesticide to prevent environmental hazards .
FIVIMS in Bangladesh: a tool for comprehensive data management and use
(BRAC Research and Evaluation Division (RED), 2000-07) Hyder, SM Ziauddin
Causes behind gender difference in mathematics: an exploratory study in BRAC schools
(BRAC Research and Evaluation Division (RED), 2000) Shahjamal, Mirja Mohammad
This dissertation explores the causes behind gender difference in BRAC schools .The problem was derived from previous studies, which confirm gender difference in mathematics in BRAC schools. Exploratory as well as qualitative research strategy was used for the purpose. Because, such strategy was thought suitable to find out the causes and the causes behind the causes of the problem from different points of view. The study was .... conducted in three BRAC schools, situated in a remote rural area of Bangladesh. The data were collected mainly from classroom observation. Besides, the students, parents, teachers programme organizers, teacher trainer and other concerned persons were interviewed. Six case studies were also done. All the data were collected by the researcher. Although overall teaching learning process in BRAC schools was satisfactory towards quality education but evidence of gender discrimination was in place. The main causes of gender difference in mathematics are the deprivation of the girls in family, society and schools, discriminatory attitude to the girls by the teachers and the peer boys, and the inside weaknesses of the BRAC school programme. Gender imbalance against girls ·is a serious issue in the present day world including Bangladesh. Some recommendations are made in order to remove the gender gap in mathematics in BRAC schools.
Assessing operational status of BRAC Gonokendra Pathagar
(BRAC Research and Evaluation Division (RED), 2000-06) Khan, Md. Kaisar Ali
This study aimed at assessing operational status of the BRAC Gonokendra pathagars. Sixty randomly selected pathagars were surveyed. Data was collected on the basis of some performance indicators. It was found that the number of male members and their daily attendance in the General and Small type pathagars was higher compared to females. The number of female members and their daily attendance in the female type pathagars was predominantly higher than males. On average, about 60 users daily attended the pathagars, and 183 books were found to be borrowed per month in the General type pathagars, followed by 120 and 74 in the female and small type pathagars respectively. The pathagars had an average of 969 books. On average, the community put forward about Tk.50,000as a reserve fund for the General type pathagars, which was Tk.56,000 and Tk.25,000 for Female and Small type pathagars respectively. Sixty-seven percent of the pathagars were established in pacca buildings, followed by 25% in Tin-shed buildings. The interior space of most of the pathagars, and its environmental conditions were found to be satisfactory. The majority of the pathagars organized cultural activities on a regular basis but, very few of them organized social activities. The major findings of this study indicate that community participation, especially at the initial stage of the pathagar's establishment was satisfactory, but participation of both sexes together in development activities particularly in rural areas seemed to be limited. There still some room for improvement and further measures to achieve higher level performance.
An evaluation of primary text materials in terms of the coverage of graded attainable terminal competencies
(BRAC Research and Evaluation Division (RED), 2000-04) Kalam, Md. Abul; Ghosh, Sanat K.
The world conference on Education for All 1990, at Jomtien, Thailand, set a new goal for the developing countries around the world to educate people of these countries with basic education. As a signatory to the declaration of this conference, Bangladesh in to impart basic education to at least 80% of school-age children by the year 2000. To serve tills purpose the Compulsory Primary Education Act was passed, and 53 terminal competencies attainable after five year primary education cycle have been identified and the text materials have also been revised accordingly. The Government of Bangladesh introduced competency-based education system in five year primary education cycle in 1992. The 'Education Watch' has undertaken a study this year 'Education Watch 2000' focusing on the learners' achievements at the end of primary level in terms of attainable terminal competencies. The particular study presented in this paper, as part of 'Education Watch 2000', focused on the evaluation of text materials (grade I to V) prepared by the NCTB in terms of the extent of coverage of graded learning continua and attainable terminal competencies specified for the achievements of learners at the end of five year primary education cycle.
A follow-up study of the teachers of BRAC schools who lost their job due to shifting of school
(BRAC Research and Evaluation Division (RED), 2000-08) Khan, Md. Kaisar Ali
This study aimed at examining the changes that occur in the lives of the former teachers of BRAC schools who lost their job due to the shifting of schools after completion of the cycles. A total of 386 ex-teachers was selected randomly from 32 team offices and' interviewed with a structured questionnaire. Findings show that about 72 % of the teachers could use their teaching skills although they did not have schools. Sixty-three percent of the teachers perceived that their social status remained static, 25% perceived an increase, and 13% perceived a decrease. Seventy six percent of them expressed that due to the shifting of school their mobility decreased, while 15% reported an increase. Forty-nine percent of the teachers were found to be employed and the rest were unemployed. Seventy five percent of the teachers became economically poorer due to the incident, but majority of them who were employed, had benefited economically. Amongst those employed, 71% were engaged in tuition and teaching and the rest were engaged in services for NGOs, handicrafts, poultry rearing, etc. The employment status of the teachers was found to be an influential factor for changing social, economic and mobility status. Since employment is closely related to their economic and social development, they should be given opportunity to be engaged in income-earning activities to better their livelihoods.
A documentation on BRAC's Shastho shebika: exploring the possibilities of institutionalisation
(BRAC Research and Evaluation Division (RED), 2000-10) Mahbub, Amina
Shastho shebikas (SS) are health cadres, selected from BRAC's Village Organisations (VO). They are the nucleus of BRAC health programmes and are trained in preventative, promotive and curative aspects of health. As the frontline work force, their role and functions in BRAC health programmes are enormous. BRAC health programmes cover approximately thirty-five million people by mobilising these shastho shebikas. BRAC has been using the SS since 1977, and several studies have been done so far on different aspects relevant to the SS. The present study has made an effort to document the present situation of SS using various primary and secondary sources. Concurrently the study tried to explore the possibilities of institutionalise the activities of SSs in the community.
Research-led curriculum development: pilot study on social studies
(BRAC Research and Evaluation Division (RED), 2000-08) Imam, Syeda Rumnaz; Howlader, Vibekananda; Khatun, Marzina; Kalam, Md. Abul
BRAC's EDU has been working to develop effective materials for it's learners from early on. In phase II the focus was on providing improved materials and refining curriculum to suit the needs of the learners. In the case of social studies it was decided to be activity based and would focus on developing the life skills of rural children (NFPE, 1999). This pilot study is an attempt to develop an assessment methodology for assessing what learners' know, can do and understand for achieving expected learning outcome, in order to evaluate the curriculum towards research-led curriculum development with special reference to knowledge, and understanding level of the learners of grade II. This is is a joint study of Research and Evaluation Division and Education Development Unit of BRAC.
Research-led curriculum development: pilot study on Mathematics
(BRAC Research and Evaluation Division (RED), 2000-08) Kalam, Md. Abul; Ashrafuzzaman, SK. Md.; Bareque, Md Abdul; Imam, Syeda Rumnaz
The EDU of BRAC's education program has made changes in its curriculum based on the monitoring, research and internal Survey reports which suggested that learners faced difficulty with many sections of different subject areas. The new curriculum covers the competencies specified by the NCTB, and gives focus on making books more activity based and providing separate workbooks and teachers' guides. This pilot study attempted to develop an assessment methodology for assessing what learners know, can do and understand in terms of expected learning outcome as well as the appropriateness of content, context and methodology for achieving expected learning outcome, in order to evaluate the curriculum towards research-led curriculum development with special reference to problem solving in Mathematics of grade 4. This study being part 1 of two studies is a joint study of RED and EDU.

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