Research Reports (1998): Social Studies, Vol – XIX

Permanent URI for this collectionhttps://hdl.handle.net/10361/13362

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Regional variation and changes in competencies of BRAC graduates and their enrollment status in formal schools
(BRAC Research and Evaluation Division (RED), 1998-02) Imam, Syeda Rumnaz; Nath, Samir Ranjan
This study aimed at examining the regional variation and changes in basic competency and enrolment rate of BRAC graduates. This is a secondary analysis of Nath's study on assessing the level of basic competencies of BRAC graduates in 1995 and 1997. Significant regional variation and changes in the level of basis competency and enrolment rate were observed. It was evident that in both the years competency level of the graduates of eastem region was significantly more poor than that of the other regions. Competency level of the graduates of southern region has decreased significantly in 1997. Regional variation was the second most significant predictor of enrolment status of BRAC graduates of 1997 but it had no significant effect on enrolment rate in 1995. In 1997, enrolment rate of the graduates of central region was significantly lower than that of the other regions and was higher in the northern region. Enrollment rate of the graduates of central region decreased in 1997. Male enrolment in eastern region was significantly higher than the female in 1997. This study did not have the adequate data to find the reasons lying behind regional variation and changes in competency level of BRAC graduates. Further study is needed to identify the reasons.
Reasons behind discontinuation of BRAC teachers in Non-Formal Primary Education programme
(BRAC Research and Evaluation Division (RED), 1998-06) Khan, Kaisar A
This study aimed at examining the reasons of discontinuation of NFPE teachers. To achieve the objective, 259 dropped out and 252 in-service teachers were interviewed from two former NFPE regions through a semi-structured questionnaire. Beside this, to collect qualitative information, 16 focus group discussions with the NFPE staff and the in-service: teachers were conducted. The findings show that teacher's discontinuation was frequently not related to a single factor, but rather a contribution of several socio-cultural, personal and organisational factors was responsible. These factors included: physical illness, poor remuneration, extensive household chores, workload with the school-related activities and pedagogical weakness of the teachers. It was realized that the stated factors were not directly associated with the discontinuation. These factors reduced the motivational level of the teachers as well as their attachment towards the job. As the job was insecure and had no future prospect the teachers gave lesser priority to the continuation of their service.
Performance and effectiveness of School Management Committees (SMC) of BRAC schools
(BRAC Research and Evaluation Division (RED), 1998) Sultan, Sania
The study examined the School Management Committees of NFPE schools. With the knowledge of supposed ineffectiveness of the committees, the goal was to find out what practices could be reinstated, or what could be done differently in order to have proper and effective management committees in all BRAC schools. By conducting focus Group Discussions with eight Management Committees from two NFPE areas, the study determined a few areas of concern, such as committee formation, participation, orientation, monitoring, supervision and so forth. The study suggests that an orientation must be provided to all the members when the committee is formed, about their duties, responsibilities, and obligations. Such an orientation session may involve greater community participation, so that the school community and parents become aware of the existence of the committee and it's responsibilities. The process of committee formation has to be made more participatory so that the community is more involved. The attendance of committee members at monthly parents meetings must be ascertained at the end of each year and frequently absent members could be requested to tum his/ her responsibilities to another motivated and aspiring parent or guardian for smooth running of the SMC activities. Proper monitoring of management committee ·activities must be carried out throughout the year, so that accountability is ensured.
Opening new schools under current admission procedure: problems and options
(BRAC Research and Evaluation Division (RED), 1998) Hadi, Abdullahel
Using data from a representative cluster survey, the author concludes that the possibility to open new BRAC schools under current admission procedure would be difficult because of the lack of adequate number of children. Findings reveal that only 16.7 percent children a~ed 6-15 are out-of-school. Among them, the proportion of girls is less (13.9%) than boys (19.2%). Of the two models, BRAC will face more difficulty in getting students for NFPE than BOEC. The author suggests that the current admission policy be revised to include younger (<8 years) and boys, and the children of socioeconomically better off sections of the community.
Micro-credit and women's mobility: is there a link?
(BRAC Research and Evaluation Division (RED), 1998-07) Islam, Momena
Levels of basic competencies of the BRAC school graduates of 1995 and 1997
(BRAC Research and Evaluation Division (RED), 1998-04) Nath, Samir Ranjan; Imam, Syeda Rumnaz; Chowdhury, A Mushtaque R.
The education programme of BRAC is designed to provide quality basic education to the poor children of Bangladesh. Based on the Declaration of the World Conference on Education, 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 graduates of BRAC schools through this instrument. This report presents the basic educational and enrolment status qf the graduates of two cohorts of 1995 and 1997. Two independent samples were drawn from two cohorts and the learners were tested nine/ten months after their graduation. The sample from 1995 cohort was also tested in 1997. Children from three systems of BRAC schools were assessed: those in Non Formal Primary Education (NFPE) and in Basic Education for Older Children (BEOC) which was directly operated by BRAC, and NFPE under the Education Support Programme (ESP) whom are operated by other NGOs using the BRAC model. The sample sizes for the two independent surveys were J259 each. Among the 1259 graduates of 1995, 949 could be traced in 1997 (75%).
Historical perspective of immunization in Bangladesh
(BRAC Research and Evaluation Division (RED), 1998) Chowdhury, AMR; Ihtesham, Kazi
Gender difference in mathematics achievement among the graduates of BRAC schools
(BRAC Research and Evaluation Division (RED), 1998-05) Nath, Samir Ranjan
This study aims to explore the gender difference in mathematics achievement of the graduates of BRAC schools. Data generated in the numeracy section of the study on assessment of basic competencies of the graduates of BRAC schools of 1997 were analysed for this purpose. Two types of BRAC schools, viz., NFPE and BEOC, were considered in this study. Both bi-variate and multivariate approach were used to analyse the data. The findings of this study clearly showed that achievement in mathematics is significantly lower among girls than boys in BRAC schoQls (p<O.OOl). The gender variation was observed in both types of schools, however, the graduates of BEOC are more likely to do better in the test than the graduates of NFPE. Some suggestions were also made to improve the situation towards gender equity in mathematics learning in BRAC schools.
Children's performance in reading and writing Bangla: a comparison between BRAC and formal school
(BRAC Research and Evaluation Division (RED), 1998-01) Nath, Samir Ranjan
This report aims to compare the performance of the learners of non-formal schools of BRAC and formal schools in reading and writing Bangla Data were collected from five areas where a surveillance system was in operation. A sample of 480 children, equally distributed by study groups and sex. were randomly selected. This study reveals that NFPE graduates were more likely to have better skills in writing and overall t:est compared to their peers in formal schools. However, in reading both. the groups performed equally well. Measures such as proper training of teachers, regular parent-teacher meeting, and intensive supervision and monitoring of teaching learning activities may be a key to improve the overall education situation in Bangladesh.
Assessment of basic education: a comparison among BRAC, formal and never schooled children
(BRAC Research and Evaluation Division (RED), 1998-01) Nath, Samir Ranjan
This report aims to compare the level of basic education of the learners of non-formal schools of BRAC, formal schools and never schooled children. Data were collected from five areas where a surveillance system was in operation. A sample of 720 children, equally distributed by study groups and sex, were randomly selected. This study reveals that NFPE graduates were more likely to have better level of basic education compared to their peers in formal schools. None of the never schooled children had basic education. Neither the formal nor the non-formal system could reach the WCEFA goal to achieve an 80% level of basic education.
An analysis of classroom culture of BRAC schools
(BRAC Research and Evaluation Division (RED), 1998-07) Imam, Syeda Rumnaz; Khan, Kaisar A
This study aimed at examining the classroom culture of two types of BRAC schools, i.e., Non Formal Primary Education (NFPE) and Chandina Learning Improvement Project (CLIP). Two schools from each category were selected purposely, and each school was observed for a week. The NFPE schools are based mainly on large group method, according to which, the students are found to be seated in a large U shaped group and all the activities in the class are done within this group. On the other hand, CLIP schools are based mainly on small group method. The whole class is divided into five small groups, each containing 5-6 members and a group leader. Most of the classroom activities are done within these small groups in CLJP schools. Although the small group method has been implemented successfully in the educational processes in different countries, it does not seem to have been particularly successful in BRAC schools. Teacher's training and supervision of teachers skills need to be enhanced in order meet the goals set by a well-planned project like CLIP. The large group method seems to see more effective compared to the small group method. Some other drawbacks that were also found in the classroom practices in both types of schools were lack of adequate explanation of the lessons, pressure to recall lessons word by word, lack of pedagogical skills among the teachers, absence of the practice of asking questions to the teachers, some problems with the materials, gap in the process of supervision, and above all lack of gender sensitivity. The introduction of any innovative teaching method can not bring fruitful results unless the facilitators and the supervisors are trained enough to effective implementation. Thus, pedagogical skills of the teachers and supervision skills of the staff should be improved through effective training.
A study of the impact of BRAC's programme on the community networks in a village Matlab, Bangladesh
(BRAC Research and Evaluation Division (RED), 1998-09) Ara, Shamin; Bhuiya, Abbas; Chowdhury, AMR

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