Research Reports (2003): Social Studies, Vol – XXXIII

Permanent URI for this collectionhttps://hdl.handle.net/10361/13291

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Socioeconomic background of the learners' households and the issue of financial sustainability: the case of BRAC primary schools
(BRAC Research and Evaluation Division (RED), 2003-12) Kalam, Md. Abul
The study attempted to know the socio-economic condition of the community around school, their perception, views and opinions about BRAC primary schools and their quality; and people's willingness to pay for education. The study was conducted in two BRAC primary school areas of Rangpur and Modhupur having good and not so good performance respectively in paying fee. A census with about 400 households around each of the sample schools and group discussions with different groups were done for the purpose using structured questionnaire and checklists. The study reveals that household average education and annual income levels are found to play influential role in keeping the household regular or irregular in paying tuition fee as well as making them willing to pay for education. It is also observed that the proposed rate of tuition fee in BRAC primary schools is reasonable or even lower compared to private cost of primary education in Bangladesh and fee in other fee-paying schools in the locality. A significant proportion of the community around the schools is willing to pay the amount the BRAC primary schools proposed. However, BRAC primary schools could not attract much of the households those are socio-economically potential households for BRAC primary schools. Potential client for BRAe primary schools may be the households having average education of five or more years of schooling with (i) fair amount of land with service or business as main source of income and have more than one sources of income, or (ii) big land holding with agricultural work as main source of income and have more than one sources of income. Moreover, the study reveals a need for well-designed publicity about the schools and developing the schools in some aspects of those community people perceived as the characteristics of a good school.
Material fees in the BRAC operated community schools: should it be reviewed?
(BRAC Research and Evaluation Division (RED), 2003-06) Khan, Md. Kaisar Ali
This study aimed at examining whether the rate of material fees that is charged to the students in the BRAC-run community schools should be reviewed. Information was collected from guardians of 550 students of 11 BRAC-run community schools. Some qualitative information was also gathered from the guardians, teachers of the concerned community schools, the members of School Management Committees, community people and concerned BRAC staff. Data show that a large proportion of the students came from extremely poor and socioeconomically backward households. Majority schools were located in the socioeconomically backward and coastal areas. Majority of the household heads were engaged in such occupations that yield very low income and had no education. Majority of them had no arable land. Thus, they were not in position to pay the material fees regularly. The findings suggest to reduce the amount of fees to an extent the service receivers will be able to pay. At the same time the existing system of fees realisation may be reviewed since it was not effective enough.
Literacy in Bangladesh: need for a new vision (Education Watch 2002)
(BRAC Research and Evaluation Division (RED), 2003) Ahmed, Manzoor; Nath, Samir Ranjan; Ahmed, Kazi Saleh
Literacy for a learning society: a collective effort with broader vision needed
(BRAC Research and Evaluation Division (RED), 2003-11) Nath, Samir Ranjan; Ahmed, Manzoor; Ahmed, Kazi Saleh
Based on the application of a purposefully designed test of literacy skills on a nationwide sample, the Education Watch established a benchmark for the literacy situation of the population 11 years and above in Bangladesh. Over a hundred investigators, half of them women, collected data and administered literacy tests on 13,145 people from 3,840 households in 268 rural and urban communities in all 64 districts in October and November 2002. Statistically valid and reliable estimates were made of literacy rates for the population 11 years and above and 15 years and above, as well as, separately for females and males, urban metropolitan centres and municipal areas, and rural areas of six divisions. The policy implications of the findings are also presented at the end. It is expected that the findings of this Education Watch would end the prevailing confusion about the literacy status of the population in the country and serve as the baseline for future planning and assessment of progress in literacy, non formal education and lifelong education.
Factors affecting performance of the ethnic minority students in secondary schools
(BRAC Research and Evaluation Division (RED), 2003-12) Kalam, Md. Abul
BRAC started working with secondary education through its post primary basic education program since 2001. After piloting in 20 schools BRAC is now operating this program in 250 schools of which 175 have different proportions of ethnic minority students. This particular study attempted to explore the level of and factors affecting the performance of the ethnic minority students in secondary schools. Five schools having at least 25% ethnic minority students, one from five areas of Kalmakanda, Kulaura, Haluaghat, Panchbibi and Dhamoirhat were selected purposively for the study. Three methods/techniques of classroom observation, scanning of documents and group discussion with teachers, ethnic minority students and their parents, were followed for data collection using checklists. The study found that ethnic minority students were lagged behind their Bangalee classmates in their performances in terms of completion, noncompletion, dropout and repetition in different classes, attendance at school, and results in public and school examinations. Several factors were found which might affect ethnic minority students' performance in secondary schools. Prominent among these factors were attitude of teachers towards ethnic minority students' potentiality; poor economic condition; relationship with Bagalee classmates; treatment by teachers in the classroom; private tutor dependent education; lack of helping hand in study at home; lack of awareness among parents; attendance at school; lack of security; lack of educational environment at home, etc. The study also found that schools' responses to these factors was very few with limited or no results. Furthermore, the study gained some suggestions from different groups of respondents for improving the situation.
Changes in lives of Kishori Supervisors due to employment in BRAC Education Programme
(BRAC Research and Evaluation Division (RED), 2003-07) Khan, Md. Kaisar Ali; Hossain, Md. Altaf
This study aimed at exploring changes that occurred in the lives of Kisohri supervisors (KS) due to employment in the BRAC Education Programme CBEP). Twenty-six KSs, 24 non-KSs, 36 of their guardians, 67 community people and 5 regional sectors specialists of six Team Offices of BEP were interviewed. Findings reveal that due to employment, the KSs were benefited economically - they were no longer dependent on their households, especially for their schooling, rather they often provided economic supports to their households. Their social status, mobility and social network increased significantly. Their employment contributed to their schooling but it created problem in attending the classes held in the afternoon because they had to visit reading centers in the afternoon. As they had to work six days a week, it might cause poor attainment in schools. The study further reveals that adolescents' employment in the BRAC programme helped change economic and social culture of tOheir families, lead taking greater participation in the household's economic decision making, access to financial and economic resources, facilitated greater social freedom of mobility and created new social networks. It also discouraged practice of early marriage. Finally, considering the economic and social benefits of the girls it can be concluded that more adolescent girls can be employed following existing selection criteria. At the same time, it is necessary to explore ways of retaining their level of educational attainment at the school level.
Basic competencies of the graduates of BRAC non-formal primary schools declining
(BRAC Research and Evaluation Division (RED), 2003-01) Nath, Samir Ranjan
Based on the Declaration of the World Conference on Education for All 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 primary schools through this instrument. The instrument has four sections - reading, writing, numeracy and life skills knowledge. A respondent satisfying the set criteria in all the four areas was considered as having basic education. This report presents the basic educational status of the graduates of four cohorts of 1995, 1997, 1999 and 2001. Four independent samples were drawn from these four cohorts and the graduates were tested after nine/ten months of their graduation. Besides, re-test of the previously assessed graduates were done during the following surveys. Sampling design was similar in each survey. Children from three types of BRAC schools were assessed, these are Non Formal Primary Education (NFPE) and Basic Education for Older Children (BEOC) directly run by BRAC Education Programme, and NFPE under the Education Support Programme (ESP) operated by other NGOs with support from BRAC. The sample size for the four independent surveys was about 1,260 each. Not all former graduates were found in the re-surveys, for instance only a third of the graduates of 1995 were common in all the four surveys.
Adolescent-to-adolescent development a pilot assessment of adolescent peer organised network
(BRAC Research and Evaluation Division (RED), 2003-08) Khan, Md. Kaisar A; Nath, Samir Ranjan; Kabir, Md. Mahbubul
This is an early assessment of BRAC's Adolescent Peer Organised Network (APON) programme - an initiative towards adolescent-to-adolescent development in order to acquire and share knowledge through peer organised network. This study aimed to examine the knowledge of the participants of this programme, measure changes in their attitude, know status of knowledge dissemination, whether leadership skills are developed, and know perception of the course participants and others. Data were collected from 200 adolescents from two areas (team offices) of two regions under BRAC Education Programme. A half of the sampled adolescents was programme participants and the rest non-participants. The selected adolescents were interviewed using structured questionnaire, which contained a test and related questions. Focus group discussions were also held with the programme participants and their mothers separately. Findings reveal that the APON course participants had significantly better knowledge than the non-participants in different social, legal, health and environmental issues. Their attitude on some issues was positively different than the non-participants. The course participants disseminated their knowledge to others, especially among the peer adolescents. The initiative developed leadership quality among the participants to some extent. The course is being accepted gradually in the society. This course would benefit the adolescents if they can implement their knowledge in real life situation, for instance, through linking this course with occupation and everyday life and continuing the network for longer period.
Achievement of competencies of the students of BRAC non-formal primary schools, 2000-2002
(BRAC Research and Evaluation Division (RED), 2003-06) Nath, Samir Ranjan
Using the test instrument developed for Education Watch 2000, this study assessed the achievement of competencies of the students of BRAC non-formal primary schools. Three batches of students (second, third and fourth) completing full cycle of primary education within a time span of four years were the subjects of this study. The findings reveal that with regard to competency achievement the students of all the three batches performed equally. Both inter and intra school variations in performance reduced over time. However, gender gap, where girls were behind the boys, increased sharply. In order to increase overall performance and to reduce gender gap classroom teachings m Mathematics, Social Studies and General Science need to be examined carefully.

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