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Now showing items 11-17 of 17
Exploring teacher’s professional development (TPD) interventions and its challenges in the Rohingya response education program
(Brac University, 2022-10)
Around 3,000,000 Rohingya children currently receive education in Cox’s Bazar Rohingya camps. "To what extent do the Rohingya children receive a quality education in the camp?" and how Teachers’ Professional Development ...
Inclusive education: inclusion of children with disabilities in Government Primary Schools (GPS) in Dhaka
(Brac University, 2022-10)
There have been numerous modifications to Bangladesh's educational system in the past two decades. Among those, one of the significant initiatives is implementing inclusive education for children with disabilities in the ...
Barriers to transition from primary to secondary schools in Chittagong hill tracts: is it all about ethnic background?
(Brac University, 2024-05)
Bangladesh's Chittagong Hill Tracts, home to several ethnic minority groups, have a lower
literacy rate than other regions. Several factors, including location, culture, way of living,
language, and parental perception, ...
Teacher’s quality in public schools in Afghanistan: exploring the perceptions of public schools’ stakeholders
(Brac University, 2024-06)
Teacher quality appeared to be the main concern not only in developing countries but also in most developed ones. This is because education as the basic human right should be provided for all equally; as the SDGs and ...
Teacher’s understanding of educational technology (EdTech) in the teaching and learning process at GPS in Chattogram
(Brac University, 2024-06)
This study explores the integration of educational technology (EdTech) in government primary schools (GPS) in Chattogram, focusing on teachers' perceptions, current practices, and the support and challenges they face. ...
From villages to lecture halls: exploring the adaptation of rural Afghan students to university culture and its impact on their career trajectories
(Brac University, 2024-08)
Rural students globally face significant challenges in transitioning to higher education, particularly in adapting culturally, academically and economically when moving to cities. In Afghanistan, this adaptation is hindered ...
Exploring the government primary school teachers’ perspectives on using formative assessment tools for students learning: a case study
(Brac University, 2024-08)
The study delves into the challenges and prospects of implementing formative assessment practices in Bangladesh's government primary schools. While recognizing its potential to enhance critical thinking and real-world ...