Browsing by Author "Khan, Kaisar A"

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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.
Perception of BRAC graduates studying in Madrassah on some selected social and cultural issues: a comparative study
(BRAC Research and Evaluation Division (RED), 2001-12) Khan, Kaisar A
This study aimed at exploring perception of BRAC graduates studying in grade IX in Madrassah on some social and cultural issues. The issues were chosen based on empirical knowledge of the author that are generally perceived and practiced especially by women from religious point of view. Forty-four BRAC graduates (girls) studying in Madrassah were selected as study group. Equal number of girl students from each of three other categories of student, i.e., BRAC graduates studying in high school, non-BRAC students studying in high school and in Madrassah were chosen as control groups. The respondents were interviewed in groups. The study reveals that majority of the BRAC graduates studying in both Madrassah and high schools had progressive perception on most of the issues. Some of both the groups of BRAC graduates had some degrees of religious fanaticism and superstitious beliefs on some of the issues. BRAC graduates studying in Madrassah had more progressive perception on most of the issues compared to the non-BRAC students studying in Madrassah. Non-BRAC students studying in high schools had more progressive perception on the issues compared to the other three groups. Perception of mothers and their daughters on the issues was not seemed to be associated. It was realised that Madrassah education alone was not responsible for the backward perceptions of the respondents, rather influence of religious fanaticism and fundamentalism from time immemorial were also responsible. As the girl students studying in higher classes in schools and in Madrassahs still have backward perceptions on social, religious and cultural issues, the government and/or NGOs should take it into consideration to strengthen development efforts.
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.