Research Reports (2004): Social Studies, Vol – XXXIV

Permanent URI for this collectionhttps://hdl.handle.net/10361/13284

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Case studies of quality primary education in Bangladesh
(BRAC Research and Evaluation Division (RED), 2004-10) Nath, Samir Ranjan; Mahbub, Amina; Shahjamal, Mirja M; Kabir, Md. Mahbubul; Zafar, Tata
How do some primary schools in Bangladesh succeed despite of well documented constrains they face? The major primary education research programmes conducted in Bangladesh over recent years have consistently demonstrated that the inputs to primary education are insufficient and often of poor quality, teaching and learning processes remain limited to a very narrow range of practice, and achievement levels are disappointingly low. Findings of the PSPMP study, Education Watch, ESTEEM classroom research and several official government documents and statistics reflect all the above. So how is it that certain schools manage to provide a high quality of education in the circumstances, when the problems exist for all? The survey-based methods commonly used to study the factors determining educational opportunity and outcomes have taken us some distance in understanding success and failure, but the complexity of the school as a living community demands that further insights be obtained by expanding the horizons of our research activities. To this end, the present study attempts to draw on anthropological and ethnographic research traditions to achieve original insights into what it feels like to live in and be part of a school, which really makes a difference. The quality of education has been defined in a broader sense, which includes strong community participation in school improvement, leadership quality of the school heads, teachers' active participation in mentoring the learners, healthy teaching learning atmosphere in the classrooms, putting students in the centre of educational setting, and learning achievement of the students. It has recognized that having all these characteristics in one school is too much to want - a school can be successful in any one or more of the above areas. Six case studies have prepared on purposively selected six successful primary schools in Bangladesh - five of these schools are government and one is registered non-government. These are located in six different districts viz., Bandarban, Chittagong, Dhaka, Jessore, Nawabganj and Pabna. Selection of the schools was guided by the Steering Committee fom1ed for the study. The Research and Evaluation Division of BRAC conducted the study.
RETA- 6oo8: gender and good governance issues in local government of Bangladesh: a baseline report of extension phase
(BRAC Research and Evaluation Division (RED), 2004) Siddiquee, Md. Shahadat Hossain
Looking at ins and outs: a process documentation research on education for indigenous children programme
(BRAC Research and Evaluation Division (RED), 2004-05) Kabir, Md. Mahbubul; Nath, Samir Ranjan; Zaman, Shahaduz
Looking at Ins and Outs is a process documentation study on BRAC's Education for Indigenous Children (EIC) programme. BRAC's EIC programme was designed with a view to ensuring the general provision of education for indigenous children. Since out-set in 2002, it has been receiving enthusiasm from many stakeholders and non-stakeholders. When a planned extension of this programme was undertaken, a Process Documentation Research (PDR), a unique way of monitoring and assessing development work, seemed very useful. In this study, the different stages up to school opening process had been documented. Following were the stages consider for the study: 1) Staff foundation training, 2) School inaugural workshop, 3) School opening session, 4) Material development. Though there are many pros and cons, we found EIC programme striving to make an indigenous child friendly schooling system. Targeted community people seemed co-operative and optimistic. To ensure a compressive inclusion of the indigenous children in primary education and to give a break through in overall development of indigenous people, EIC programme requires many pragmatic supports from different stakeholders. PDR team, as a close stakeholder, was committed to give knowledge support through documentation. PDR findings would be justified if it could make some contribution on the planning and successful implementation of the programme.
Evaluating training cascade mechanism: a methodology and a case study
(BRAC Research and Evaluation Division (RED), 2004) Rafi, Mohammad
Training has increasingly turned into an important NGO tool for rural development in Asia and Africa. Such an use has made it essential to assess the impact of these training sessions. Again a good portion of these sessions are offered through cascade mechanism. There has been a skepticism on the effectiveness of this mechanism. In response to the above need and skepticism the paper assessed the effectiveness of social development training and the caseade mechanisms under the Human Rights and Legal Education program of Bangladesh Rural Advancement Committee. A theoretical framework was developed and used for the assessment. The findings show that the training was effective in producing desired changes and the cascade mechanism was an effective training tool.
Competencies achievement of BRAC NFPE students improving
(BRAC Research and Evaluation Division (RED), 2004-06) Nath, Samir Ranjan; Shahjamal, Mirja M
Competency achievement of the students of BRAC non- fonnal primary schools at the end of their primary cycle was assessed and reported in this article. Four cohorts of students were considered and brought under assessment at the end of respective academic cycle. They are the students of second, third, fourth and fifth batches completing the courses between 2000 and 2003. The findings reveal that overall perfonnance of the NFPE graduates increased over time. The graduates of the recent years are getting more homogeneous than the previous years and inter-school variation significantly reduced over the period. Gender difference in achievement also decreased recently. A collective effort of the teachers, programme organisers and the management was urged to keep this trend on.

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