Browsing by Author "Kalam, Md. Abul"

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An analysis of the situation of community schools in Bangladesh
(BRAC Research and Evaluation Division (RED), 1999-12) Kalam, Md. Abul; Hadi, Abdullahel
Contributing towards a strengthening of the government's Universal Primary Education Programme- Education For All- by the year 2000, has been one of the important aims of BRAC education programme. To materialize this aim BRAC has been providing Non- Formal Primary Education to the 'out of school' and 'out of reach' students, for more than a decade. Apart from this, BRAC education programme started, though in a small scale. its own formal primary schools very recently. In course of operating its education programme, BRAC has established a relationship with the education departments of the government. specially Directorate of Non-formal Education (DNFE). The community school programme is the most recent addition to such collaborative programmes. The government officially handed over 67 non-functioning community schools to BRAC by the end of 1998, of which 33 have already been started by BRAC. This study attempted to assess the situation of these non-functioning community schools. The objectives of the study were 10: i) assess current and previous condition of community schools; ii) know more about the quality of teachers; iii) prepare a learners' profile; iv) document the causes of non-functioning of the community schools; and v) obtain information for future evaluation.
An evaluation of primary text materials in terms of the coverage of graded attainable terminal competencies
(BRAC Research and Evaluation Division (RED), 2000-04) Kalam, Md. Abul; Ghosh, Sanat K.
The world conference on Education for All 1990, at Jomtien, Thailand, set a new goal for the developing countries around the world to educate people of these countries with basic education. As a signatory to the declaration of this conference, Bangladesh in to impart basic education to at least 80% of school-age children by the year 2000. To serve tills purpose the Compulsory Primary Education Act was passed, and 53 terminal competencies attainable after five year primary education cycle have been identified and the text materials have also been revised accordingly. The Government of Bangladesh introduced competency-based education system in five year primary education cycle in 1992. The 'Education Watch' has undertaken a study this year 'Education Watch 2000' focusing on the learners' achievements at the end of primary level in terms of attainable terminal competencies. The particular study presented in this paper, as part of 'Education Watch 2000', focused on the evaluation of text materials (grade I to V) prepared by the NCTB in terms of the extent of coverage of graded learning continua and attainable terminal competencies specified for the achievements of learners at the end of five year primary education cycle.
EFFECT OF STRENGTH ON COTTON AND BLENDED MATTRESS FABRIC PRODUCED BY MECHANICAL PROCESSING SYSTEM
(Daffodil International University, 2011-07-01) Kalam, Md. Abul; Jafrin, Shamina; Haque, Md. Tahzibul
Mattress fabric is one time used fabric. It need not require for washing. In this perspective, a project was taken to replace 100% cotton mattress fabric instead of Jute-Cotton blended mattress fabric. It is seen that Jute: Cotton blended mattress fabric posses similar properties to the 100% cotton mattress fabric. Bursting strength is an important factor for mattress fabric. From the comparison result, it is also seen that the bursting strength of 80:20/Jute: Cotton blended mattress fabric is nearer to the 100% cotton mattress fabric. On the other hand, blended mattress fabric is cheaper than 100% Cotton mattress fabric. Hence, blended mattress fabric may be the replacement of 100% cotton mattress fabric.
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.
Impact of the BRAC Education Programme on the adolescents
(BRAC Research and Evaluation Division (RED), 1999-08) Hossain, Md. Altaf; Kalam, Md. Abul
Social institutions and services are seldom as good as they could be and even arrangement that worked well sometimes fail under changing social conditions. Some form of evaluation for improvement is therefore necessary. The ultimate goal of the Non Formal Primary Education (NFPE) programme is to help achieve BRAC's two broad objectives of poverty alleviation and empowerment of the poor. On this reckoning BRAC's education programme is very much closer to social programme, and impact evaluation of the programme is intended therefore to measure the magnitude and the extent to which the programme causes changes in the desired direction in the target population. Moreover, the world. which the NFPE programme is preparing young people to enter, is undergoing continuous and rapid change. Therefore. this type of impact evaluation is essential to understand programme's internal strength in improving learners' ability to adapt with the changing socioeconomic milieu and to measure their anticipated development in the light of the goal set by the programme.
Learners' achievement in Chandina learning improvement project: an evaluation
(BRAC Research and Evaluation Division (RED), 1998-07) Kalam, Md. Abul; Akter, Shaheen
Learning achievement of the students after completion of grade five from BRAC schools
(BRAC Research and Evaluation Division (RED), 1999-11) Hossain, Md. Altaf; Akter, Shaheen; Kalam, Md. Abul
The Non-Formal Primary Education (NFPE) programme of BRAC introduced class four and five to its curriculum to mesh with the formal primary education. BRAC launched this primary education programme in its 1000 schools throughout the country on a pilot basis and provided one-year additional schooling to cover classes four and five. At the end of the first cycle, this study is initiated to evaluate the performance of the learners to measure the overall performance of the programme.
Mothers understanding of the role in children's language development
(BRAC University, 2012) Begum, Asma; Kalam, Md. Abul; Sharma, Dr. Adarsh
Research-led curriculum development: pilot study on Mathematics
(BRAC Research and Evaluation Division (RED), 2000-08) Kalam, Md. Abul; Ashrafuzzaman, SK. Md.; Bareque, Md Abdul; Imam, Syeda Rumnaz
The EDU of BRAC's education program has made changes in its curriculum based on the monitoring, research and internal Survey reports which suggested that learners faced difficulty with many sections of different subject areas. The new curriculum covers the competencies specified by the NCTB, and gives focus on making books more activity based and providing separate workbooks and teachers' guides. This pilot study attempted to develop an assessment methodology for assessing what learners know, can do and understand in terms of expected learning outcome as well as the appropriateness of content, context and methodology for achieving expected learning outcome, in order to evaluate the curriculum towards research-led curriculum development with special reference to problem solving in Mathematics of grade 4. This study being part 1 of two studies is a joint study of RED and EDU.
Research-led curriculum development: pilot study on social studies
(BRAC Research and Evaluation Division (RED), 2000-08) Imam, Syeda Rumnaz; Howlader, Vibekananda; Khatun, Marzina; Kalam, Md. Abul
BRAC's EDU has been working to develop effective materials for it's learners from early on. In phase II the focus was on providing improved materials and refining curriculum to suit the needs of the learners. In the case of social studies it was decided to be activity based and would focus on developing the life skills of rural children (NFPE, 1999). This pilot study is an attempt to develop an assessment methodology for assessing what learners' know, can do and understand for achieving expected learning outcome, in order to evaluate the curriculum towards research-led curriculum development with special reference to knowledge, and understanding level of the learners of grade II. This is is a joint study of Research and Evaluation Division and Education Development Unit of BRAC.
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.