Research Reports (2002): Social Studies, Vol – XXIX

Permanent URI for this collectionhttps://hdl.handle.net/10361/13010

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Quality of baseline data: the case of PRIME project
(Research and Evaluation Division, Brac, 2002-12) Md. Abul Kalam
This study attempted to assess the quality of baseline data of the Primary Initiative in Mainstream Education project of BRAC Education Programme coliccted through census done by locally recruited interviewers. A sample survey of 900 households under census was done. Of these 900 households 100 were re-surveyed. Inter-observer agreement or concordance was used in assessing the quality of data. The measurement of interobserver agreement indicated that there were less than 10% cases in each variable in which a disagreement between observers of sample survey and re-survey was found. This further indicated an acceptable level of the quality of data in sample survey as well as resurvey. However, the study indicated that there were more than I 0% cases even more than 30% cases in each variable in which a disagreement between observers of census and sample survey was evident. This further indicated an unacceptable level of the quality of data in census. Thus, the study raises a question about the quality of data in census. Any interpretation of the census data with this unacceptable level of quality might be misleading. It is therefore, suggested that one should be careful in using the census data for a more realistic interpretation otherwise it would give misleading picture of the situation which further would mislead the intervention. The study also suggests, in any census in future it is to be ensured that proper, adequate and sufficient training is provided to interviewers with a well-explained manual. It further suggests that proper and adequate monitoring/supervision by the supervisors has to be done to ensure the quality of data and that the data are properly collected.
Socioeconomic differentials of the members of BRAC Gonokendra Patltagar
(Research and Evaluation Division, Brac, 2002-06) Khan, Md. Kaisar A
This study aimed to document the socioeconomic background of the members of BRAC Gonokendra (community-based library). to identify why some members did not avail its services and why some members of the Management Committee did not play an active role in managing the pathagars. A total of 904 members were selected through systematic random sampling. Besides, 74 general users and 26 members of the Management Committee were selected purposively. The study revealed that the programme successfully mobilised the literate rural people of all age groups as well as all economic strata. More male members attended than female members, but female members borrowed more books than male members. Children and students of lower grades were more regular in attendance and borrowed more books than members of higher age groups and the students of higher grades. Amongst the non-student members, the higher educated were more regular in attendance than the lower educated, and borrowed more books. Lack of interest of the members towards pathagars, lack of reading habit, students' tum over from the associated schools or colleges, lack of new arrivals of reading materials, and pressure of academic study seemed to be the major reasons for not availing the services of the pathagars. On the other hand, members of the Management Committee did not play an active role due to dependency on BRAC staff, lack of practice of power, and involvement in occupational activities. It was realised that there still have rooms to extend its services among the target population. Thus, extensive campaigns are needed to motivate the members as well as the community to maximize the use of pathagars. At the same time, a participatory management system may be applied to ensure more close community involvement in managing the pathagars.
Status of BRAC graduates in secondary schools: an exploratory investigation
(Research and Evaluation Division, Brac, 2002-10) Khan, Md. Kaisar A
This study aimed at examining the status of BRAC graduates in formal secondary schools. Three hundred and twenty BRAC graduates from 20 NFPE schools who were transferred to grade VI in formal schools in 1999 were chosen randomly as programme group. An equal number of non-BRAC students of the same batch from the same secondary schools were chosen randomly as control group. The selected students were interviewed using a structured questionnaire. To assess their level of attainment in secondary schools, marks obtained in the annual examinations in different classes (class VI, VII and VIII) were collected from the concerned schools. Besides, 72 teachers from 8 secondary schools, 6 NFPE teachers, 62 ongoing and 43 dropout students of programme group, 53 ongoing and 21 dropout students of control group were interviewed in-depth. Ninety six guardians of the selected students (55 programme and 41 control groups) and 29 BRAC staff were also interviewed. The study revealed that till June 2002, about 55% ofthe students of the programme group and 73% of the control group were continuing in secondary schools. The rate of continuation for girls of both the groups was higher than boys. Although, the students of the programme group obtained comparatively lower marks than the control group in the school examination, the differences were not statically significant. Both the groups of students felt difficulties mainly in English and Mathematics and the students of programme group felt difficulties with teaching-learning in formal system. The teaching-learning system, economic crisis, involvement in income earning activities and practice of early marriage were the major impediments for continuing study especially for the former BRAC students. It is concluded that unless schools take the leading responsibility in teaching daily lessons in the classrooms, and BRAC's supports are continued at the secondary level, level of retention and attainment of the BRAC graduates in secondary school may not be at an acceptable level.
School evaluation mechanism in BRAC education programme
(Research and Evaluation Division, Brac, 2002-07) Nath, Samir R
This paper aims to examine the existing school evaluation provision in BRAC non-formal primary education programme. Information for this paper, was collected through scanning of existing documents, and discussing with the programme personnel at various levels. The examination focuses the process of evaluating school quality considering school as a unit of analysis. It was observed that there is a school evaluation system in BRAC education programme. Although the system is not sound enough it serves the programme with some limitations. There is possibility that all attempts regarding school improvement are not reflected in the evaluation process. This paper also analyses the limitations in current practices and provides suggestions for improvements.
Achievement of competencies of the students of BRAC non-formal primary schools
(Research and Evaluation Division, Brac, 2002-08) Nath, Samir R
Socioeconomic impact of BRAC Schools
(Research and Evaluation Division, Brac, 2002) Hossain, Altaf; Nath, Samir R; Choudhury, AMR
BRAC, one of the largest NGOs in Bangladesh, stru1ed the Non-formal Primary Education (NFPE) programme to help achieve its twin objectives of poverty alleviation and empowerment of the poor. BRAC firmly believes that the raising of the education standard is one of the most effective ways to improve the country's human development records. Many children are deprived of education because of poverty and gender. BRAC developed NFPE programme for those children who had no access to schooling or for those who dropped out. It was expected that NFPE will help them participate effectively in their own socio-economic development by increasing their literacy, numeracy and required life skills. The NFPE programme was started in 1985 with 22 non-formal schools for children aged 8-10 and 11-16 years and by the end of 1999, the total number of schools reached 34,000 and children graduating over 1.5 million. This clearly shows the success of the programme. Recent studies have observed that children of BRAC schools perform better than their counterparts in formal schools in attaining basic education in general and life skills knowledge and writing in particular. However, a very limited attempt has been made to explore the socio-economic effects of NFPE. Therefore it was important to assess the extent to which NFPE contributes to such changes in the desired direction.
Time distribution in different teaching-learning activities in BRAC schools
(Research and Evaluation Division, Brac, 2002-08) Shahjamal, Mirja M
This study aimed to explore different teaching-learning activities in BRAC schools, distribution of time in different activities and its relationship with students learning achievement. The study was done in 30 fifth grade NFPE schools located in a rural area. Fieldwork for the study was done in September 2001. Sixteen teaching-learning activities were found that occurred in the classrooms. It was observed that over two thirds of the total class time was spend in doing more than one activity. Evaluation of the students was the most time-consuming activity in the schools, which took 28% of the total time. The other popular activities were students' individual activities, correction of home task by the teachers, investigation of previous knowledge, teacher's discussion about text contents, blackboard use by the teacher and textbook reading by the students. Less amount of time was spent in roll call, textbook reading by the teacher and assembly. Not much variation was observed in this regard when data were analysed by subject or period. In general, the teachers spent more time in teaching Mathematics and less time for Bangia. No significant relationship was found between time distribution and performance ofthe students.
Education Watch 2001 : renewed hope daunting challenges
(Research and Evaluation Division, Brac, 2002) Chowdhury, A Mushtaque R; Nath, Samir R; Choudhury, Rasheda K; Manzoor Ahmed
The Education Watch came into existence in 1998. The first report of the Watch titled Hope not Complacency: Stale of Primary Ed11cation in Bangladesh was published in 1999. The main purpose of this report was to look into internal efficiency of primary education sub-system. Although there were some radical revel<~tions, the report was an instant success. The stakeholders, the practitioners, the development partners and the civil society representatives accepted the report with enthusiasm. Encournged by the success and acceptance of the first Watclt we decided to devote the second Walcll to quality aspects of primary education. As it was not possible to deal with all the quality indic<~tors of primary education we picked up two mnjor issues, assessment of lenming achievement of students and tcacher education. The first Watch found out that there was considerable exp:-~nsion of prim:-~ry education nnd near gender parity. It can not, however, be said that we achieved similnr success so fM as qu<~lity is concerned. Quality assurance remJins J distnnt go;~ I. r:or the third Watclt we have decided to revisit the intern.1l efficiency scenario. Two additional are.1s included in this Waldt <~rc private cost of educc1tion c111d income nnd expenditure of schools, nnd literacy. Findings of the internal efficiency indicators showed consistency with the first Watch. There was reasonnble qunntit<~tiv<' expnnsion. 13ut qunlity rem<~ined illusive. The government, the policy plnnncrs c1nd the stakeholders need to be concerned ;~bout how to improve quality in t;~ndem with qu<~ntit;~tivc exp<lnsion. The other arcn of concern i~ the privntc cost of schooling. Primnry educntion is the constitutionnl obligntion of the government. It is supposed to be free nne! universnl. Unfortunately there is cost involved which v;~ries with school type. Pnrents and guarclinns are to pny ilbout half of the totnl costs of primnry eclucntion. This is a cnuse of concern because it mny restrict nccess to primnry education. As in the pnst 13RAC Rcsenrch <lncl Evilluntion Division under the nble leadership of Dr. A. M. R Chowdhury, Director Resenrch 13RAC ilnd Mr. Snmir Ranjnn Nnth, Senior Resenrch Statisticinn were responsible for fidd investigntion nnd prcpar<~tion of the report. !3oth of them deserve npprecintion for the commendnble work done. Dr. Manwor Ahmed former Director of UNICEF was also nssocinted with the prepnration of this report. I nm very thnnkful to him. Mr. Fnzle Hasan Abed, Ch<lir BRAC and Chair of the Board of Directors, CAMPE and a member, Advisory Bonrd of the Ed11cation Watch was very generous towJrds publication of the report. His in depth comments and generous support were invaluable. I thank him from the core of my henri. Ms. Rilsheda K Choudhury, Director, CAMPE and Member Secretary, Advisory 13onrd nnd Working Group of the Watch provided logistic support to the reseJrch team. She deserves our commendntion. A number of reviewers including Mr. Knzi Fazlur RnhmJn, Professor Kazi Saleh Ahmed, Ms. Joushnn Arn R<lhman <1nd Dr. Deborah Llewellyn deserve our thanks for their valuable comments to improve the report. Education Watch hils been possible due to generous finnnci<ll assistnnce received from the DepMtment for lntcmationnl Development (DFID), UK and Novib of the Netherlands. Wl' acknowledge their support. Many stnff members of CAMPE nnd 13RAC including Mr. FMuq A Choudhury, Mr. Muh<lmmed Shnfiul Alam, Mr. Subill K. Banik, Mr. Ruhul Am in Choudhury, Mr. Gins Uddin, Mr. Mirja Mohnmmnd Shilhj;~m<ll, Mr. Shnhidul lsbm, Mr. Shoeb Ahmed, Mr J<~shimul lslnm, Mr. Abdur Rnzzaque, Ms. Hosnenm D<lisy, Dr. lmran Malin, Mr. Khilndnkcr Ariful Islam, Mr. Monowilr Hossnin Khnndaker were involved in vuiOliS stnges of prepMation of the report. Their devotion and hnrd work is npprecinted. We illso th;mk Mr. Mohiuddin Ahmed of University Press Limited for :~greeing to publish the report with CAMPE nne! Mr. Abdnr Rnhm<~n for his co-opcrnlion. The report in drnft form wns shnred with importnnt stnkeholders including pr01ctilioners, civil society nnd NGO representntives and development purtners. We benefited from their suggestions. The unsung pnrticipnnts of this report nrc the thousnnds of students, p<~rents, gunrdiilnS nnd te;;~chers who pMticipntecl 01nd helped fidd investigation. Without their support and co·opcrntion the report would not hnve been possible. I th:-~nk them nil. We hope the report will be liScful to the stnkcholdcrs nnd will help improve primnry educntion scenario in Bnnglndesh.

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