Browsing by Author "Kabir, Md. Mahbubul"

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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.
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.
Effect of BRAC-PACE training on English language teachers of rural non-government secondary schools
(BRAC Research and Evaluation Division (RED), 2006-09) Rahman, Arifa; Kabir, Md. Mahbubul; Afroze, Rifat
This study investigated the effect of the BRAC-PACE training programme of English language teachers of rural non-government secondary schools. Introduced in 2001, it aims to enhance capacity of English teachers to help them cope with the demands of the revised curriculum. The study examined the change in the teachers in terms of their pedagogic skills, language skills development, knowledge about communicative language teaching (CLT) and their attitudes towards this new approach. The relevance of the training and the existing challenges were also investigated. The study findings point to a mixed picture. Positive signs are apparent in a general improvement on some particular issues but there are variations across districts and across age, gender, experience, and educational level of the groups. In spite of a general improvement in teachers’ knowledge about CLT and the skills involved in its application in the classroom, there is little evidence of much difference in the existing classroom practices of trained and non-trained teachers. More importantly, students are not being affected very much. Although most teachers perceive the training programme and the materials both relevant and useful for their professional development, they do not believe that CLT can be effectively applied in the classroom settings of the rural schools, thus implying a set of ingrained beliefs which influence teachers’ attitudes and behaviour in classroom. An understanding of cognition, context and the prevalent educational culture needs to be incorporated into the programme. An interaction with trainee-teachers’ perceptions and attitudes is likely to enable them to engage with and make sense of the training process. The issue of re-casting ideas within one’s own frame of reference in order to suit the local culture is emphasised.
Exploring low performance in education the case of Sylhet division overview
(Education Watch, 2009) Nath, Samir Ranjan; Kabir, Md. Mahbubul; Ahmed, Kazi Saleh; Roy, Goutam; Hossain, Awlad; Alam, S. M. Nurul; Chowdhury, Fazlul Karim; Mahbub, Amina; Chowdhury, A.M.R
Bangladesh has made progress in various arena of socio-economic development since its Independence in 1971. Such progress has been possible due to continuous and . collective effort of common people, the government and the development partners. However, sadly, after four decades of Independence, a high rate of poverty with huge income and wealth inequalities are the realities. Education is a key to address the challenges of development. The country has improved much in various aspects of educational attainment. Major improvement has occurred during the past two decades. An unfortunate feature of educational development in the country, however, is the inequity. Inequities exist in terms of school type, streams of education, geographical locations and socioeconomic status. Coexistence of development and inequity does not match with the spirit of our Constitution or the new Education Policy 2010. Elimination of inequity from education in Bangladesh is urgently needed. In-depth studies are required to understand the nature of such inequities, fonnulate policies for an equitable educational provision and proper implementation of such policies.Geographically, Sylhet division is a low performing region. This study explored the reasons behind the slow progress of Sylhet division in school education. This can be considered as a case study on Sylhet division in the broader context of regional deprivation in education.
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.
Needs of ethnic minority students for learning improvement in secondary schools
(BRAC Research and Evaluation Division (RED), 2005-12) Kabir, Md. Mahbubul; Nath, Samir Ranjan
This study aimed to investigate the needs of ethnic minority students for learning improvement in secondary schools through an in-depth understanding of the factors affecting their poor performance. Findings reconfirmed the poor performance of ethnic minority students. An analysis of influential factors within and outside of school indicated that a weak foundation in Bangla language along with continuous economic crises, teachers' inefficient teaching methods and irregular attendance, parental disinterest, other responsibilities outside school, weak educational foundation in primary school stimulated and perpetuated a sub-standard performance in general. Support systems in place seemed to upgrade a few good platforms at the same time neglecting the vast majority of pupils. This study revealed prime needs of ethnic minority students for learning improvement to be: developing a good foundation in Bangla as a second language; raising the quality of classroom teaching and need-based curriculum reinforcement for slow learners; sensitising teachers to issues specific to ethnic pupils; eradicating irregularities in the testing system; creating a space to facilitate increased interaction between ethnic and Bangali pupils; and developing a comprehensive support system for general and slow learners.