Faculty Publications

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Erratum to: Defining and measuring literacy: facing the reality
(© 2011 International Review of Education, 2011-08) Ahmed, Manzoor; BRAC Institute of Educational Development
Defining and measuring literacy: facing the reality
(© 2011 Springer Science+Business Media B.V., 2011-08) Ahmed, Manzoor; BRAC Institute of Educational Development
Increasing recognition of a broadened concept of literacy challenges policy-makers and practitioners to re-define literacy operationally, develop and apply appropriate methods of assessing literacy and consider and act upon the consequent policy implications. This task is given a new urgency by the call of the Belém Framework for Action to "recognise literacy as a continuum" in the framework of lifelong learning; and to develop "appropriate assessment methods and instruments" in surveys and collection of data. This paper reviews the evolution of the concept of literacy and the emerging new consensus about it. It examines the initial experience of the Literacy Assessment and Monitoring Programme (LAMP) of the UNESCO Institute for Statistics as a methodology in assessing literacy and the potential of "simpler" alternatives, taking the Education Watch survey in Bangladesh as an example. The policy implications for literacy programmes of the broadened definition and a new assessment approach are noted.
Quality with equity in primary education: implications of high stakes assessments on teacher practice in Bangladesh
(© 2015 Springer Netherlands, 2015-01) Park, Jaddon; BRAC Institute of Educational Development
The purpose of this study is to investigate the teacher change process and understand how the variability of primary school teachers' in Bangladesh implementation of innovative pedagogies, such as active learning, refl ects attitudes, behaviors, and concerns about the new education policy promoting high stakes exams. Qualitative data was collected from a sample of 10 teachers in 10 rural primary schools. Interviews were also conducted with staff responsible for the teachers' professional development. Four main fi ndings emerged. First, teachers suggested that the exams infl uenced their behavior and led them to question the pedagogic appropriateness of active learning. Second, the increasing focus on exam results seemed indicative of a larger trend towards placing greater value on high stakes exams. Third, exams were to serve as a common standard of outcomes for all students, yet defi ciencies in technical preparation, development of concepts and methods of competency-based assessment, and clarity about purposes and use of the assessment have become obstacles to sound teacher practice and undermine the purposes of assessment. Fourth, donor support for assessment and high stakes examination at the primary level has provided legitimacy to problematic assessment policy and practices.
The education system
(© 2016 Taylor and Francis Inc., 2016-01) Ahmed, Manzoor; BRAC Institute of Educational Development
In the past decade, Bangladesh has achieved significant social and economic progress. Despite high population density, a limited natural-resource base, underdeveloped infrastructure, frequent natural disasters and political uncertainty, the country has recorded positive developments in terms of broad economic and social indicators. This Handbook presents a comprehensive and interdisciplinary resource on the politics, society and economy of Bangladesh today. Divided into six thematic sections, the Handbook focuses on relevant issues and trends on: History and the making of contemporary Bangladesh Politics and institutions Economy and development Energy and environment State, society and rights Security and external relations Written by a team of international experts in the field, the chapters provide an accessible and up-to-date insight into contemporary Bangladesh. The Handbook will be of interest to students and academics of South Asian studies, as well as policymakers, journalists and others who wish to learn more about this increasingly important country.
Real time monitoring for the most vulnerable: pre-primary education in Bangladesh
(© 2013 Institute of Development Studies, 2013) Akhter, Mahmuda; Chaudhuri, Jay; BRAC Institute of Educational Development
One of the most unique examples of real-time monitoring supported by UNICEF is found in Bangladesh in the pre-primary education (PPE) programme operated by BRAC. Randomisation techniques are used for school selection by monitors as well as for intra-classroom sampling to test learning outcomes. Monitoring is a multi-level decentralised learning process that allows staff members to compare actual performance, outputs and results against standards. Monitoring duties are executed by the programme staff themselves as well as by the organisation. The intent is to promote internal programme learning, not just logical framework type reporting, and builds on the recognition that monitoring is only effective if it enables responses to programme implementation. The BRAC initiative demonstrates that monitoring with a real-time component can be central to a strategy emphasising learning outcomes. It also shows that ICTs are not a necessary ingredient of 'real-time' monitoring despite the current fashion in thinking.
School drop out in Bangladesh: insights using panel data
(© 2012 Elsevier Ltd., 2013) Sabatés, Ricardo; Hossain, Altaf; Lewin, Keith M.; BRAC Institute of Educational Development
This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4-15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home.
Alternative scenarios for BRAC University
(© 2013 Emerald Group Publishing Limited., 2013) Inayatullah, Sohail Tahir; Ahmed, Shakil; Alam, Pushpita; Davis, Susan; Hashemi, Syed; BRAC Institute of Educational Development
Purpose: This article aims to present the scenarios, visions and strategies that resulted from a three day foresight workshop for BRAC University in Rajendrapur, Bangladesh. Design/methodology/approach: The workshops used the "six pillars" approach to foresight. The methods used included: The futures triangle, emerging issues analysis, the futures wheel, The Sarkar game and macrohistory, causal layered analysis, the integrated scenario method, visioning and backcasting. The workshop was held over three days in Rajendrapur, Bangladesh. Findings: Three visions were developed: "Advancing knowledge with a human face" - a future that integrates liberal arts and real world specialization; "BRAC to the future - an eco-system of leaders" - a future where the university becomes a social laboratory of innovation; and, "BUG - BRAC University Global," - a global future where the university leverages BRAC's mission to save and serve the world. Research limitations/implications: The visions are considered complementary and are being used to develop the university's strategic plan and new campus design. Practical implications: This model of foresight provides a practical model for engaging in planning the long-term future especially when there are a diversity of interests and stakeholders. The workshop has led to real world changes in strategy and funding. Social implications: This model of foresight provides a practical model for engaging in planning the long-term future especially when there is a diversity of interests and stakeholders. The workshop has led to real world changes in strategy and funding. Originality/value: This was the first foresight project/workshop held for BRAC University.
Squaring the circle: EFA in the post-2015 global agenda
(© 2014 Elsevier Ltd., 2014-11) Ahmed, Manzoor; BRAC Institute of Educational Development
The Millennium Development Goals (MDGs) and Education for All (EFA) initiative have influenced educational development in poor countries both positively and negatively. From the perspective of Bangladesh, international assistance in the context of EFA and MDG has led to expansion at the cost of educational outcomes with quality and equity, to put it with only mild simplification. There will be unfinished tasks beyond 2015. But the future has to be envisioned with a lens broader and deeper beyond the unrealized and yet 'minimalist' 2015 agenda. Two inter-connected questions arise. The challenge in Bangladesh and other developing countries is how the global agenda, reflecting common essential goals (thus the least common denominator), can be taken as the floor rather than the ceiling by adapting, broadening and deepening global goals and indicators for the country. A related concern is how international cooperation can be supportive rather than confining. They pose a dilemma of squaring the circle, so to speak.This paper, drawing on the on-going process and substance of civil society discussion in Bangladesh, looks at the two questions. Experience in Bangladesh may bear similarity to and be relevant at least for other countries in South Asia.
Erotic desires and practices in cyberspace: "virtual reality" of the non-heterosexual middle class in Bangladesh
(© 2014 Asian Institute of Technology, 2014) Karim, Shuchi; BRAC Institute of Educational Development
Sexually diverse and marginalized groups are constantly challenged to create spaces for realizing their sexual fantasies, desires and politics within the all-pervasiveness of heterosexual spaces. Technology has brought about the possibility of creating spaces that are simultaneously private and public. In the context of Bangladesh, technology, specifically in the form of computers, mobile phones, and the internet, is rapidly gaining accessibility and popularity, resulting in opportunities for many to link up with local, regional, and global communities. Cyberspace is being used both by individuals and groups to set up communities, and go beyond the realization of personal erotic desires, to take up sexual politics and activism. Taking sexuality, gender, class and space as its central concepts, this article looks into ways in which cyberspace and technology affect the cultural and political dimensions of sexualities, identities, and sexual rights activism in the contemporary urban Bangladesh. The study focuses on non-normative homosexual groups and individuals using the internet. Using qualitative research methods, it looks into non-normative sexualities as expressed, practiced and organized through two Bangladesh-based same-sex online networks and groups: one online gay group and one online lesbian group in the year 2009. Findings from this study show how within cyberspace, the public and private overlap, intertwine, and make erotic desires and identities deeply unstable, permeable, inexact, and ambiguous. The sexual spatiality of public spaces, especially the relatively new arena of the virtual world, shows the contradictions of conformity and resistance to heteronormativity present in contemporary lives. Gender, class, and age are significant factors in creating hierarchies, discriminations and exclusionary spaces that are new but influential, especially in sexual politics.
Factors affecting the utilisation of postpartum care among young mothers in Bangladesh
(© 2011 Blackwell Publishing Ltd., 2011-03) Mosiur Rahman, Md.; Haque, Syed Emdadul Mdadul; Zahan, Sarwar
This article addresses the hypothesis that predisposing, enabling and need factors of households influence utilisation of postpartum care among the young mothers according to the timing and type of providers. To reach our goal Bangladesh Demographic and Health Survey of 2007 data (n=2376) were used. Findings revealed that only one-third of the young mothers received postpartum care. Postpartum care by medically trained personnel and within the most critical period (within 48h after delivery) was found to be very low (25.5 and 16.6%). Regarding postpartum morbidities, only one-fifth to one-half of the women reporting a complication consulted medically trained providers. Indeed, between one third and two thirds did not seek any postpartum care. The highest percentages contacting healthcare providers were for convulsions and the lowest was when the baby's hands or feet came first. The stronger influence of the mother's education and antenatal care on the utilisation of postpartum care is consistent with findings from other studies. Concern of the husband or family about pregnancy complications showed a significant and positive impact on the utilisation of postpartum care. Multivariate analysis showed that mother's age at delivery, residence, education, antenatal care, place of delivery, wealth, husband's occupation, husband's concern about pregnancy complications and mother's permission to go to a health centre alone were likely to affect utilisation of postpartum care services. The results indicate urgent needs in Bangladesh for an awareness-raising program highlighting the importance and availability of postpartum care; for strategies to improve the availability and accessibility of antenatal care services and skilled birth attendance, including focused financial support; for women's education to be given high priority; and to enable women to exercise their rights to control their freedom of movement, own health care and access to economic resources.
Noninstitutional births and newborn care practices among adolescent mothers in Bangladesh
(© 2011 JOGNN - Journal of Obstetric, Gynecologic, and Neonatal Nursing, 2011) Rahman, Mosiur Mosiur; Haque, Syed Emdadul Mdadul; Zahan, Sarwar; Islam, Ohidul; BRAC Institute of Educational Development
Objective: To describe home-based newborn care practices among adolescent mothers in Bangladesh and to identify sociodemographic, antenatal care (ANC), and delivery care factors associated with these practices. Design: The 2007 Bangladesh Demographic Health Survey, conducted from March 24 to August 11, 2007. Setting: Selected urban and rural areas of Bangladesh. Participants: A total of 580 adolescent women (aged 15-19 years) who had ever been married with noninstitutional births and having at least one child younger than 3 years of age. Methods: Outcomes included complete cord care, complete thermal protection, initiation of early breastfeeding, and postnatal care within 24 hours of birth. Descriptive statistics and multivariate logistic regression methods were employed in analyzing the data. Results: Only 42.8% and 5.1% newborns received complete cord care and complete thermal protection. Only 44.6% of newborns were breastfed within 1 hour of birth. The proportion of the newborns that received postnatal care within 24 hours of birth was 9%, and of them 11% received care from medically trained providers (MTP). Higher level of maternal education and richest bands of wealth were associated with complete thermal care and postnatal care within 24 hours of birth but not with complete cord care and early breastfeeding. Use of sufficient ANC and assisted births by MTP were significantly associated with several of the newborn care practices. Conclusions: The association between newborn care practices of the adolescent mothers and sufficient ANC and skilled birth attendance suggest that expanding skilled birth attendance and providing ANC may be an effective strategy to promote essential and preventive newborn care.
Issues with families and children in a disaster context: a qualitative perspective from rural Bangladesh
(© 2015 Elsevier Ltd., 2015-09) Akhter, Syeda Rezwana; Sarkar, Ratan Kumar; Dutta, Mitul; Khanom, Roxana; Akter, Nasima; Chowdhury, Md. Raihan; Sultan, Mainus; BRAC Institute of Educational Development
Natural disasters such as floods and cyclones have repeatedly devastated lives and destroyed the belongings of people. This is especially so for children and their families in Bangladesh. This study analyzed the specific aspects of vulnerability of children (birth to eight years) and their families in natural disasters and their resilience and preparedness in natural disaster contexts. Qualitative field data suggest that, when faced with extreme natural forces, people suffered but coped with their changed situation. The data showed that families, who sometimes lost everything, had their way of living drastically changed. They had to live a life that was not preferable or emotionally acceptable to them. Women and children are affected most during any disastrous situation. Throughout this study it was evident that trauma brought fear and disturbance, which made children feel anxious, even after the cessation of the disaster. Both physical and mental illness appeared in specific cases. It was also found that children felt helpless and frustrated in terms of school-related issues, a lack of space to play, and scarcity of food. Instinctive survival strategies and intra-community cooperation improved coping post cyclone. This study recommends that disaster reduction strategies should include activities for enhancing services for birth to eight year olds in disaster settings and encourage mitigation while being aware of localized realities, which affect each community's coping mechanisms and ability to adapt.
The how I think questionnaire: assessing its psychometric properties in Bangladeshi culture
(© 2016 Elsevier, 2016) Karim, A. K M R; Begum, Taslima; BRAC Institute of Educational Development
There is growing importance of the How I Think (HIT) questionnaire in clinical practice and cognitive research. Since the development of the HIT (Barriga and Gibbs, Aggress. Behav., 1996; 22: 333-343), a number of validation studies have been done in various cultures. The aim of the present study was to translate the instrument into Bangla and validate in Bangladeshi culture. A total of 200 adolescents participated in the study. Exploratory factor analysis (EFA) of the data from 191 participants (88 girls and 103 boys; who provided complete responses) identified a four-factor structure of the HIT with 27 items. The four factors namely 'Catastrophizing and mislabeling', 'Emotional reasoning', 'Self-centeredness and blaming' and 'Overgeneralization' together explained 39.611% of the total variance. In line with the original scale we also defined four types of antisocial behavior. The HIT and its factors showed acceptable to good internal consistency (Cronbach's α = .83 for the HIT, and .40-.77 for its factors), and strong construct validity as revealed by the evidence of convergent and discriminant validity. Thus the Bangla version HIT appears to be valid and reliable, and therefore may be used in further research on cognitive distortions and antisocial behaviors in Bangladesh.
Lifelong learning in a learning society: are community learning centres the vehicle?
(© 2014 Brill, 2014) Ahmed, Manzoor; BRAC Institute of Educational Development
This chapter provides a historical perspective on the evolving concepts of lifelong learning and the learning society and makes the case for the community learning centre as a potential institutional vehicle for the promotion of adult and lifelong learning. It highlights the pertinence of lifelong learning/learning society in the post-2015 Development Agenda discourse. Arguments in favour of the community learning centre as a vehicle for lifelong learning/learning society are illustrated using the example of Bangladesh and drawing on parallels and contrasts with China and India. Finally, lessons derived from a recent review of the Asia-Pacific region are evaluated with respect to the development of strategic actions intended to offer adult and lifelong learning within and through community learning centres.
Reprint of: issues with families and children in a disaster context: a qualitative perspective from rural Bangladesh
(© 2015 Elsevier Ltd., 2015) Akhter, Syeda Rezwana; Sarkar, Ratan Kumar; Dutta, Mitul; Khanom, Roxana; Akter, Nasima; Chowdhury, Md. Raihan; Sultan, Mainus; BRAC Institute of Educational Development
Natural disasters such as floods and cyclones have repeatedly devastated lives and destroyed the belongings of people. This is especially so for children and their families in Bangladesh. This study analyzed the specific aspects of vulnerability of children (birth to eight years) and their families in natural disasters and their resilience and preparedness in natural disaster contexts. Qualitative field data suggest that, when faced with extreme natural forces, people suffered but coped with their changed situation. The data showed that families, who sometimes lost everything, had their way of living drastically changed. They had to live a life that was not preferable or emotionally acceptable to them. Women and children are affected most during any disastrous situation. Throughout this study it was evident that trauma brought fear and disturbance, which made children feel anxious, even after the cessation of the disaster. Both physical and mental illness appeared in specific cases. It was also found that children felt helpless and frustrated in terms of school-related issues, a lack of space to play, and scarcity of food. Instinctive survival strategies and intra-community cooperation improved coping post cyclone. This study recommends that disaster reduction strategies should include activities for enhancing services for birth to eight year olds in disaster settings and encourage mitigation while being aware of localized realities, which affect each community's coping mechanisms and ability to adapt.
Evaluation of a mathematics program for preprimary children in rural Bangladesh
(© 2012 Elsevier Ltd, 2012) Opel, Aftab; Zaman, Syeda Sazia; Khanom, Ferdousi; Aboud, Frances E.; BRAC Institute of Educational Development
A randomized evaluation of a 9-month comprehensive math program for preprimary Bangladeshi school children addressed skills such as numbers, measurement, shapes, patterns, and space. Nine schools were randomly selected for the Intervention group and nine for the Control group, with 12 children randomly selected from each to participate in testing. Pre- and posttested scores on each unit's skills and a cumulative test at the end were subjected to analyses of covariance. Intervention children doubled their scores on almost all tests while control children increased only slightly. Reasons for the program's effectiveness were discussed.
Relating development to quality of education: a study on the world bank's neoliberal policy discourse in education
(© 2014 Korean Educational Development Institute, 2014) Adhikary, Rino Wiseman; BRAC Institute of Educational Development
This article examines the way the World Bank policy discourse in education relates development to quality of education and the underlying agenda. It argues that development and education have been defined deficiently, adhering to neoliberal ideology that benchmarks economic outcome. The conceptual formulation of quality of education draws heavily from the business domain, which ensures operational compatibility between the pursued reductionist notion of development and the narrowed role of education it entails. In the World Bank's policy papers, this reductionist conceptualization of development and education, reinforced by corporatist construction of quality of education, facilitates the neoliberalization of education, mostly of higher education. This is textually worked out using effective discursive tools that "naturalize" the visibility of the neoliberal mandate, creating a moral obligatory aura camouflaged under a common sense-driven humanistic concern to achieve consensus. Recently, quality of education has been instrumentalized by the Bank to formulate a global super-structure for data collection and dissemination on learning outcomes to ensure neoliberal control and competition at all levels of education.

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