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Challenges and Prospects of Geography Teaching at Secondary Level: A Case Study on Rangpur District
(University of Rajshahi, 2011) Shah, D.M. Feroz; Rumi, Sayed Rafiqul Alam
The present research was an attempt to study the challenges and prospects of Geography teaching at the secondary level of education in Bangladesh and to suggest some ways out. Though the study was based on the status and challenges of Geography teaching in Bangladesh, in the course of the study the researcher has tried to identify needs for teaching Geography in schools as well as needs for Geography teachers for professional development. Mixed method was used to conduct the study. This study employed questionnaire survey, face-to-face interview, document analysis, and observations to collect data. Sample size was 240 (Students: 200, Geography teachers: 20, Head teachers: 20). Random sampling procedure was used to select the respondents from students of class nine and ten. All the Geography teachers, head teachers were selected from each study schools.
Challenges of Teaching and Learning Mathematics at Secondary Level in Bangladesh
(University of Rajshahi, 2015) Kafi, Md. Abdul; Mondal, Md. Nazrul Islam; Islam, Md. Nurul
The present thesis entitled “Challenges of Teaching and Learning Mathematics at Secondary Level in Bangladesh” explores the challenges of teachers and students faced in teaching and learning mathematics at secondary level in Bangladesh. The Government of Bangladesh likes to turn the students into human resource by providing them proper education at the secondary level particularly developing their mathematical skills as many of them give up their education after finishing secondary education. The study focuses on the things included in the textbooks which have made them interactive, feelings of mathematics teachers as well as of students for the textbooks, teachers’ skills and knowledge required for using` the textbooks successfully in the classroom, that teachers are really doing with the teaching materials in textbooks, their problems and difficulties in using the textbooks, the ways of overcoming these difficulties, the training available for improving teachers’ teaching skills, students’ difficulties in using the textbooks and the means of overcoming teachers’ as well students’ difficulties in using the textbooks successfully in the classroom to achieve the objectives mentioned in the preface of the textbooks. Therefore it was very crucial to carry on the research in order to know what is really happening in the classroom of mathematics. The study was designed to investigate some key questions which were derived from its aims along with the question related to the objectives. Main objectives of the study are i) to find out the challenges of urban and rural mathematics teachers are facing in the classroom in teaching mathematics, ii) to find out the problems of urban and rural student are facing in the classroom in learning mathematics and iii) to find out the significant factors that are affecting teaching and learning in urban and rural area. The study was qualitative in nature data were both qualitative and quantitative. All the Head teachers, Mathematics teachers and students of class nine and ten of Rajshahi district in Bangladesh constituted the population of the study. The required data have been collected from 40 secondary schools 20 from urban and 20 from rural of four upazila under the district of Rajshahi through questionnaires and interviews of the respondent’s mathematics teacher and students and total sample size was 520. Study area, schools and teachers are selected purposively and students are selected by using Simple Random Sampling (SRS) method through random number table. As the main focus in the study was on the teaching-learning process in the mathematics classroom, an observation checklist has prepared which contents 30 observation for selected schools in order to get a complete picture of how teachers and students are teach and learn and what really happens in the classroom. Most of the teachers except a very few were found to enter the class without lesson plans, so their classes were not structured and the objectives of the particular lessons were far behind from being realized. On the other hand, where teachers had lesson plans, teaching went on smoothly, every task was done and students were happy. In most classes teachers failed to create healthy atmosphere as they did not use any warmer. A significant change was noticed in correcting students’ mistakes. Students reported that their teachers are gentle, but they like to see their teachers more gentle in correcting mistakes and they don’t like to be punished in the classroom. Most of the teachers entered the classroom with no smile on their faces and students were found fearful in these classes. In a few classes students were very lively and enjoyed their learning as their teachers were very friendly and smiling. The logistic regression coefficients of educational qualification, professional training, time allocation and type of schools on the SSC result 2008 are 20.339, 0.192, 0.177 and 0.916 respectively and these are positive in sign. The odds ratio educational qualification and type of schools have 6.809 and 2.500 times higher impact and time allocation have (1-0.577)x100=42.3% lower impact as compared to the coefficient professional training (reference category) on the SSC result of the year 2008 in the school of urban area. The logistic regression coefficients of educational qualification, professional training, time allocation and type of schools on the SSC result 2009 are 20.107, 0.496, 0.288 and 1.792 respectively and these are positive in sign of urban area. The logistic regression coefficients of professional training, time allocation and type of schools on the SSC result 2010 are 19.476, 39.827 and 1.792 respectively and these are positive in sign and educational qualification is -38.727 negative in sign, of urban area. The regression coefficients of professional training, time allocation and types of schools are 17.765, 33.264, and 2.672 and educational qualification -31.892 respectively on the SSC result 2011 in the school of urban area. The odds ratio corresponding to the variables professional training type of schools and educational qualification are 3.729, 7.000 and 0.213 respectively. It indicates that the variables professional training and type of schools have 3.729 and 7.000 times higher impact and educational qualification has (1-0.213) x100=78.7% lower impact as compared to the coefficient time allocation on the SSC result of the year 2011 in the school of urban area. The regression coefficients of teacher corresponding to educational qualification and professional training are -0.693, -19.909 respectively and these are in negative in sign and time allocation 22.106 in positive sign of rural area. The odds ratio professional training has 2.258 times higher impact and educational qualification has (1-0.500) x 100=50% lower impact as compared to the coefficient time allocation on the SSC result of the year 2011 in the school of rural area on the SSC result 2011 than that of variable time allocation (reference category). The regression coefficients of teacher corresponding to professional training, time allocation and type of schools are 1.552, 0.458 and 2.514 respectively and these are positive in sign and educational qualification -1.218 is negative in sign on the SSC result 2o12of urban area. Finally it is conducted on the basis of the information as well as the opinions expressed by the respondents that the present contents of mathematics are hard which discourages the students to solve math problems. Moreover, students need to undergo extra labor and privet tuition to do well in the exam of mathematics subject. Secondary level is very important in the education system of Bangladesh. Many subjects taught at this level. Mathematics was one of the major subjects that were compulsory for all secondary students but the teacher who were teaching the subject did not have enough knowledge in modern teaching method. It may conclude that the challenges identified in this study are more or less similar in all over Bangladesh. The findings suggested that the concerned authority would take immediate measures to get rid of the challenges of teaching mathematics of the secondary level in Bangladesh.
Creativity and Self Concept of Secondary School Students as Function of Gender, Academic Achievement and Socio-Economic Status
(University of Rajshahi, 2014) Ahmed, Rasel; Haque, Md. Enamul
The present study designed to investigate the creativity and self concept of secondary school students of Bangladesh with reference to gender, academic achievement and socio-economic status. Towards this end, the study was conducted on 320 secondary school students (160 Boys and 160 girls) selected purposively from Rajshahi City, Bangladesh. In light of the review of literature, it was hypothesized that 1) boys would possess more creative abilities and higher self concept than girls (H1), 2) high achiever students would possess more creative abilities and higher self concept than low achiever students (H2), 3) the respondents of upper middle SES would possess more creative abilities and higher self concept than the respondents belong to lower middle SES (H3), 4) there would be a significant positive relationship between creativity and self concept of secondary school students (H4), 5) secondary school students’ creativity can be predicted by their self concept (H5), 6) secondary school students’ creativity can be predicted by different dimensions of self concept. (H6) and 7) secondary school students’ self concept can be predicted by different dimensions of creativity. (H7). Following standard procedures, the measuring instruments used in this study were (i) Demographic and Personal Information Sheet, (ii) ‘Creativity Scale’ developed by the researcher (iii) ‘Self Concept Scale’ developed by the researcher. Obtained data were analyzed through mean, SD, t-value, correlation coefficients and regression analyses. Results of the study provided confirmation to the hypotheses. t-value indicated that secondary school students’ creativity and self concept significantly differed with reference to academic achievement and socioeconomic status but with reference to gender, only the self concept of secondary school students significantly differed. Correlation coefficients indicated that secondary school students’ creativity was significantly positively associated with their self concept. The value of adjusted R2 through regression analyses revealed that creativity was one of the strongest predictors to explain 71.9% variance of self concept of secondary school students. Standardized Beta (b) coefficients also showed that the increases of 1 standard deviation unit in creativity, increases .849 standard deviation unit in self concept. Furthermore, part correlation coefficient also indicated that the unique contribution of ‘creativity’ to explain the variance in self concept of secondary school students was 72.08%. The value of Adjusted R2 through regression analysis also revealed that as predictor variables, physical self concept explained 48.5%, educational self concept explained 57.6%, scholastic competence explained 58.3%, moral self concept explained 56.7%, social self concept explained 58.0% and global self worth explained 59.4% variances of criterion variable or creativity. Thus, different dimensions of self concept (i.e. physical self concept, educational self concept, scholastic competence, moral self concept, social self concept and global self worth) were stronger predictors to explain secondary school students’ creativity. Again as predictor variables, artistry explained 55.4%, intellectuality explained 60.5%, disciplined imagination explained 55.9%, self strength explained 49.9%, inquisitiveness explained 49.9% and environmental sensitivity explained 48.4% variances of criterion variable or self concept. Thus, different dimensions of creativity (i.e. artistry, intellectuality, disciplined imagination, self strength, inquisitiveness and environmental sensitivity) were stronger predictors to explain secondary school students’ self concept.
Disparity in Primary education of Bangladesh and Its Adverse Impact: A Comparative Study of Rural and Urban Education
(2011) Ferdous, Most. Asma; Islam, Md. Nurul
Bangladesh is a large populated country in a very small area. The natural rescores is insufficient for this population. In our country 85% people live in rural area. That's why more than 85% children live in rural area. The facilities of Primary Eduction in rural area are lower than urban. The rural people are less conscious than the people of urban. Beside this, Bangladesh wants to achieve Millennium Development Goal. To ensure primary education for all children and to remove poverty, it needs to find the lacking of primary education system because it is the foundation of all educations. The aim of the proposed study is to explore the disparity of primary education between rural and urban area and its adverse impact in Bangladesh. We have seen various disparities in primary education from the history of Bengal. These disparities were between higher and lower class, Hindu and Muslim. The Pakistani rulers have made clear disparity in education sector between East and West Pakistan. At that time the education of Bengal also neglected. Bangladesh has tried her best to improve the education but still now there are some disparities in primary education between urban and rural area. We have find that the primary students of urban area are more skilled, punctual and their school attendance also higher than the students of rural area. The beneficiaries of urban primary education are more aware in socio-political and legal issues than that of rural. Not only this, the former students of Urban Primary Education are doing better in economic changes on livelihood than that of Rural Primary Education. The main findings of the study are the disparities of those education by the name; nutrition, schooling and knowledge. The adverse impacts of those disparities are parent's education, awareness and economic condition. The disparity and adverse impact are rolling circularly. To stop this circle, necessary steps will be implemented.
Education and Health: A Cross-Cultural Comparison among Muslim, Hindu and Santal Communities in Rajshahi District
(University of Rajshahi, 2014) Hossain, Md. Afzal; Uddin, Md. Emaj
Young adult men across the ethnic groups, unlike young adult women, suffer from physical and mental health problems. Social survey approach which includes wider social, economic, political, religious, cultural and environmental factors to analyze and compare public physical and mental health across age, sex, social class, ethnicity, religion, and region is very popular. Of the social factors, education shapes health in many pathways, including physiological process, socioeconomic status, sociodemographic status, life style, and psychosocial process. Ross and Mirowsky’s (1999, 2003) human capital theory of learned effectiveness and research has shown that lower educational attainment is linked to poorer subjective physical health, mediating through lower socioeconomic, higher socio-demographic pressure, and unhealthy life style among general population. Although relationship of lower education to poorer SPH among the general people and minority ethnic groups in abroad was remarkable, mediating through socioeconomic status, sociodemographic factors, and life style, there is no particular social survey study on how socioeconomic status, demographic factor, and lifestyle links between education and subjective physical health among Muslim, Hindu and Santal Men in rural Bangladesh. The main aim of the study, however, is to examine and compare the relationships between level of formal education and subjective physical health status, mediating through socioeconomic status (occupation, income & family property), sociodemographic status (age structure, marriage & family pattern), and lifestyle (sense of personal control, timing of meal, bathing, smoking) between Muslim, Hindu and Santal adult Men in Godagari, Rajshahi district. Based on human capital theory of learned effectiveness by Mirowsky and Ross (1999, 2003) we hypothesized that lower educational attainment of Santal adult men than the Hindu and Muslim young adult men is significantly associated with their poorer SPH, mediating through their lower socioeconomic attainment, higher demographic pressure, and unhealthier lifestyle in Godagari, Rajshahi district, Bangladesh.In so doing, 550 young adult men of the ethnic groups whose ages 20-50 years were randomly selected. The findings of the study suggested that lower level of educational attainment was associated with very poor subjective physical health among the Santal men than the Hindu and Muslim men. After adjusting for demographic, socioeconomic and lifestyle, secondary and above educational category was positively related to very poor and poor health outcomes in the Hindu and Muslim men than in the Santal men. These findings may contribute to attain subjective feelings about educational and sociodemographic discrimination of the ethnic group, Hindu that may enhance their subjective physical health status attainment and social well-being. These findings on the relationship of education to health may also promote social progress, social change, and social policy development among the ethnic communities in rural Bangladesh.
Education Culture of the District of Naogaon Up to 1971: Its Impact on the Society
(University of Rajshahi, 2014) Hossain, Md. Amjad; Kashem, Md. Abul
This thesis entitled, "Education Culture of the District of Naogaon up to 1971: Its Impact On the Society", provides an overview on the education, its condition, the historical background, and development in Naogaon under greater Rajshahi up to 1971, and also its Impact on the people at large of the district of Naogaon with reference to the economic, social, political and religious conditions of th􀀍 people of the district. In referring to the practical condition of Naogaon district, references have been also made to the entire Bengal. With the introduction of English education in India, by the British, the traditional, religious and indigenous education culture declined which resulted a negative impact on the mind of the people losing their conventional education system for years together. Intact the introduction of modern English education by the English, the East India Company Government played the part of a blessing in disguise for the people of India and also that of the district of Naogaon. Therefore, this thesis includes more the positive effect of the impact of the culture of modern English education introduced and spread during the specified Naogaon area and time up to 1971. The research work comprises the following chapters 1. Introduction (Objectives, Justification, Methodology of the Study); This introductory chapter mostly deals with what education and education culture are. It also raises the reasons of selecting Naogaon as a region for such research on education culture. In this chapter the methodologies, the objectives, the usefulness, the scope the limitations and the review of the existing literature related to this topic have been also dealt with. 2. Education Culture at Naogaon Prior to British Rule in India; This second chapter deals with the prevailing education systems, education culture and its characteristics in Naogaon in relation to that of the other regions of its surrounding areas and Bengal in different historical ages. 3. British Education Policy in Bengal (1757-1947) and its impact in Naogaon; In this third chapter, the education policies adopted by the British Government in Bengal since 1757 to 1947 have been dealt with. The impact of the same in Naogaon has been also shown here. 4.Establishment of Educational Institutions in Naogaon Up to 1971; The fourth chapter mostly is about the genesis of the educational institutions and that of education culture either by the government sponsorship or by people's contribution at Naogaon area. 5.Contribution of the Educational Institutions and Educated Personalities of theNaogaon Area in the Spread of Education Culture; This 5th chapter specially comprises of the educated personalities and education movements in the 19th and 20th centuries at Naogaon area through the foundation of several educational institutions. 6.Social Impact of Education Culture in Naogaon up to 1971; In this chapter an assessment has been made to show the impact of education culture in different affairs on Naogaon society upto the later part of 20th century. 7.Conclusion. As a background of the education culture in Naogaon area I have analysed in details the impact of western education on the Hindu, Muslim and other communities of Bengal and Naogaon area. As fore runners of the educational institutional of the Naogaon area, the history of the establishment of several educational institutions such as Boalia English School in 1828 (Now Rajshahi _Collegiate School) P.N. Girls' School in 1888, Rajshahi Madrasah and the Rajshahi College in 1873 has been reviewed in an analytical manner to show its impact on Naogaon area. The establishment of Rajshahi College in 1873 is the epoch-making incident in the history of spreading higher education culture in the region of Rajshahi. With the passage of time however, since 1828, there were established several educational institutes in Naogaon and their impact on the people and society is not far to seek as a culture. Efforts have been made in this research to enquire the facts of the development of the educational institutes in the different thanas and localities under Naogaon district with special emphasis on education culture developed as a consequence. In writing this monogram different secondary and· primary materials such as books, reports, records, the files of different records, letters, correspondences, registers, lectures, journals, papers, periodicals and interviews of several persons and elite of the respective areas of Naogaon have been collected.
Effectiveness of Communicative Textbooks in English Language Teaching at Secondary Schools in Bangladesh
(University of Rajshahi, 2010) Begum, Musammat Rokeya; Rehman, Aali Areefur; Islam, Md. Jahurul
This thesis is a study of the effectiveness of communicative textbooks in English language teaching at secondary schools in Bangladesh in order to find out some useful means with the help of which English teachers can successfully teach the communicative textbooks in the classroom and students can learn the four language skills - listening, speaking, reading and writing. In the textbooks for classes 6 to 10 communicative approach has been integrated along with traditional method as a teaching and learning methodology to provide ample opportunities for practising English in the classroom. The purpose of introducing the communicative textbooks at the secondary level is to raise the standard of English language teaching and learning in order to make students competent in English. The Government of Bangladesh likes to turn them into human resource by providing them proper education at the secondary level particularly developing their English skills as many of them give up their education after finishing secondary education. The study focuses on the things included in the textbooks which have made them interactive and learner-centred, feelings of English teachers as well as of students for the communicative textbooks, teachers' skills and knowledge required for using the textbooks successfully in the classroom, what teachers are really doing with the teaching materials in the textbooks, their problems and difficulties in using the textbooks, the ways of overcoming these difficulties, the training available for improving teachers' teaching skills, students' difficulties in using the textbooks and the means of overcoming teachers' as well students' difficulties in using the textbooks successfully in the classroom to achieve the objectives mentioned in the preface of the textbooks. So it was very crucial to carry on the research in order to know what is really happening in the classroom with the communicative textbooks. The study is divided into five chapters: Introduction, Review of literature, Study Design, Report on Research Findings and Reflections on Research Findings, Conclusions and Recommendations. Some pa1iicular aims were laid down in the study with a view to getting an overall picture of the English language classroom at secondary schools. In order to achieve the aims the study was carried on having in mind a hypothesis - Teachers are unhappy with communicative textbooks as they are not content-based lacking interesting materials. The hypothesis raised some questions in the researcher's mind and these questions helped her collect relevant data and information for the study. The study was designed to investigate some key questions which were derived from its aims along with the questions related to the hypothesis. As the main focus in the study was on the teaching-learning process in the English language classroom, observation was chosen as the main technique of gathering data on the English language classroom in order to get a complete picture of how teachers and students are using the communicative textbooks and what really happens in the classroom. Along with observation interview was also used as one of the main techniques for collecting data directly from teachers and students as they are the real agents of implementation of communicative textbooks. In the study elicitation was also used to elicit data from the English language specialists, national consultants, communicative textbook writers and editors, administrators, college teachers and teacher trainers. The purpose was to see what people in different professions are thinking about the communicative textbooks and their implementation in secondary schools. Documents such as the curriculum, syllabus, reports, baseline survey and textbooks were also used as important sources of data and information. Triangulation was essential for data collection as the purpose was to have a deep insight into the teaching-learning process in the context of school which is very complex. The findings show that all teachers except one are happy or very happy with the textbooks as they are task-based and focus on four skills-listening, speaking, reading and writing. Like their teachers students are very happy as the topics are taken from known urban and rural settings and national and international contexts. Both teachers and students believe that if all tasks of a lesson are done in the classroom, they wil I learn English very well. EL T specialists, textbook writers, editors, administrators, college teachers and others do not find any problem with the textbooks, however they think that the English teachers of secondary schools do not have the required skills, knowledge and proficiency to use the textbooks successfully in the classroom. All of them put emphasis on providing proper training which must be continual and there must be a planned system of monitoring teachers to support in the classroom until they develop all necessary skills for teaching effectively. Among the interviewed teachers many of them are trying to use English in the classroom, however particularly the teachers of non-government schools do not feel comfo1table to use English in the classroom and they demanded language improvement training along with methodology training. EL T professionals also gave importance on language proficiency training which can help teachers to improve their proficiency. Besides the lack in language proficiency English teachers face other difficulties in using the communicative techniques such as they cannot use pair and group work as the classes are large, they have to teach in 5/6 classes in a day in non-government schools and 4 classes in government schools, students are not regular particularly in non-government schools, teachers cannot finish all the tasks of a lesson within fixed time, and teachers in non-government schools are asked by the school heads to practise model answers from the guide books. Most of the teachers do not like to teach the lessons on listening and speaking as these two skills are not tested in the examination. Most of the observed lessons were on reading skill, however in most classes loud reading was practised. Nevertheless many students prefer silent reading to enhance their understanding and some trained teachers were found to involve students in silent reading. Teaching materials on four skills were not properly used and most of the teachers were found to ask comprehension questions and multiple choice questions and they avoided tasks on writing. A few teachers were found to use pair and group work and students enjoyed learning English in these classes. All students like to work either in pairs or groups and they prefer group work when they have to solve difficult tasks as they think group members can find the solutions working together. Nevertheless, few teachers use pair and group work. Even many trained teachers are not interested in using them as they are difficult to use in large classes which are very natural at secondary schools in Bangladesh. Most of the teachers except a very few were found to enter the class without lesson plans, so their classes were not structured and the objectives of the particular lessons were far behind from being realised. On the other hand, where teachers had lesson plans, teaching went on smoothly, every task was done and students were happy. In most classes teachers failed to create healthy atmosphere as they did not use any warmer. A significant change was noticed in correcting students' mistakes. Students reported that their teachers are gentle, but they like to see their teachers more gentle in correcting mistakes and they don't like to be punished in the classroom. Most of the teachers entered the classroom with no smile on their faces and students were found fearful in these classes. In a few classes students were very lively and enjoyed their learning as their teachers were very friendly and smiling. All teachers consider vocabulary teaching very important to learn English and they were found to teach vocabulary, but most of them except a few failed to teach them using communicative techniques. They feel it urgent to teach grammar, however few teachers were found to teach grammar using the context given in the lesson. A significant number of teachers as well as some students dislike some things particularly unclear pictures, and find difficulty with hard words in the textbook for classes 9 & IO and offered some suggestions to be considered. EL T experts also suggested for the evaluation of the textbooks for updating them. All of them suggested for research to find out what is really happening in the classroom. Though the formats of the question papers have been changed, question setters select question items from guidebooks and students of both government and non-government schools largely depend on guidebooks for getting good marks in English. So the examination fails to test students' communicative skills rather it tests students' memorisation skills. So the present testing system has a great negative impact on using the communicative textbooks in the classroom. It is, therefore, very important for the Ministry of Education to evaluate the communicative textbooks and carry on research to find out teachers' as well as students' difficulties and their needs. Considering teachers' and students' needs and their difficulties the textbooks need to be revised and updated. An adequate training for teachers requires to be arranged to enhance their required teaching skills and their language proficiency. Teachers also need to be motivated and take some steps on their own to develop their professionalism and should motivate students to learn English effectively using the communicative textbooks in the classroom. Along with training other supporting programmes such as English teachers association at the central and local levels and advisory services at the local level through local training centres are also important for providing continual support to English teachers of secondary schools. The study ends with a set of suggestions which might help the government to• provide support to English teachers of secondary schools on a continuous basis to increase their efficiency in teaching English and create some opportunities for teachers for being effective English teachers. In addition teachers are given some suggestions which can help them locally to meet their local needs.
Effectiveness of Ucep Curriculum in Achievement of its Objectives: A Study on Ucep Schools within Rajshahi Metropolitan Area
(University of Rajshahi, 2016) Ferdousi, Most. Aleya; Choudhary, Md. Shahidur Rahman
UCEP, Underprivileged Children’s Educational Program is working for the underprivileged urban children of Bangladesh, to turn them into human resources through providing education and vocational training in different trades. UCEP Schools possessed few but unique characteristics such as education, learn and work for these underprivileged children from the very beginning. UCEP was established in 1972 as a non-government organization. Initially UCEP worked with the concept of "community schools" to provide alternative schooling opportunity to the poor working children living in slums or on the streets of Dhaka city. During the period from 1972 to 2011, UCEP extended its support services to more than 1, 87,490 poor urban working children who enrolled as student in UCEP educational system. This research work has done to find out the effectiveness of UCEP curriculum in achievement of its objectives, which is an evaluative and analytical in nature. Data have been collected through social survey & case study methods and respondents were selected through simple random basis. There were six categories of respondents; present final year students of UCEP IGV and Technical Schools of Rajshahi, former students passed from different UCEP schools within Rajshahi metropolitan area who were appointed in different job sectors in different areas of Bangladesh, teachers of the UCEP IGV and technical schools situated within the Rajshahi metropolitan area, the guardians of UCEP students and also the employers who have employed students passed from UCEP. Empirical data have been collected from all six types of above mentioned respondents mainly through face to face interview with a six structured questionnaires. The questionnaire was pre-tested before finalizing. Underprivileged children are not like usual students and schools for them are not also alike other formal schools. UCEP curriculum is designed to make them attentive in lesson through in-house teaching-learning process as well as training to enter into job market or to be self-employed after finishing their curriculum. For this, UCEP runs a number of programs, as Integrated General and Vocational Education (IGVE), Technical Education (TE) and Employment Support Services (ESS) for students. The mission of these programs is to raise the socio-economic condition of the urban poor to a level which will enable them to effectively participate in national development with enhanced capacity and dignity and fulfillment of their basic rights. The target group of UCEP Bangladesh consists of working children of poor families living in urban slums. The major categories of such children are domestic servants, vendor/hawkers, factory workers, shop assistants, fire wood collectors or rag pickers, porters and day laborers. Its education policy is popularly known as integrated approach to education and employment hereby. It was found that about 76 percent students had a good relationship and adaptability with their school. From this study we also found that UCEP curriculum was easy to understand to almost all the students. The data also supports that UCEP students could easily understand the curriculum and there was a strong relationship between the types of education and the understanding level of their curriculum. Guardians found satisfied with UCEP education and training. To achieve guardians support and satisfaction, UCEP arranged regular guardians’ meeting for exchange of views which enabled creating a close relationship with school and parents. UCEP always claims that it has a good relationship between students and teachers. According to about 94 percent students, there was a strong relationship between them. There were 60.7 percent male and 39.3 percent female among the respondents. Another important thing was that 79.3 percent students came from unitary family. It was found that former students’ residential structure became better than current students. In this study, result shows that most of the family’s monthly income ranged from six thousands Taka to ten thousands Taka. Thirty percent families’ monthly income was three thousands Taka to six thousands Taka.
English Phobia among the School Children of Rural Areas in Bangladesh
(University of Rajshahi, 2012) Akhtaruzzaman, Md.; Yasmeen, Shahnaz
In this era of information and communication technology, English is a lingua franca. So, it goes without saying that learning English is essential for us and we must learn English well to keep pace with the advancing world. Despite a lot of efforts to boost up teaching and learning of English after independence, there has been no noteworthy improvement in the field. English, a compulsory discipline from the elementary to the tertiary level in Bangladesh now, is always a subject triggering tremendous phobia among the rural school children of our country irrespective of past and present. As a consequence, most of the students do badly in English. The deplorable situation prompts the researcher, an English teacher of a rural college, to conduct a study on it. The methodology of the study is the dovetail of theoretical and empirical study. The researcher develops the theoretical part of the thesis with relevant materials from a variety of books, papers, articles and magazines relating to the topic. The substantial data for the empirical study are gathered through field survey employing schedules, FGD and observation methods. The thesis is organized into five chapters. The first chapter of the highlights the -background environment, of the research problem, statement of the problem, analysis of the problem – environment justification and rationale, feasibility, practicality, contributions, encapsulated research methodology, the outline of the research along with its scope and limitations plus necessity and its objectives coupled with research questions. The second chapter encompasses a review of relevant literature, which manifests the relationship between phobia and English language learning. Chapter III deals with the research methodology. Chapter IV sheds light on analysis of data and results. And Chapter V, the final chapter, wraps up the thesis yielding some recommendations for the improvement of English language teaching and learning in Bangladesh dispelling English phobia and giving some hints for further research for future researchers keen to work in this field.
Environmental Impacts on Knee Osteoarthritis and It’s Sustainable Management using Therapeutic Agents
(University of Rajshahi, Rajshahi, 2018) Hossain, Md. Shahadat; Rahman, Md. Redwanur; Rahman, Md. Abdur
Osteoarthritis (OA) of the knee is the most common form of joint disease. It is one of the major causes of impaired function that reduces quality of life (QOL) worldwide. To evaluate the association between Environmental Impacts (weather, occupation, posture, age, sex, obesity, exercise, sports, diet, demographic, joint injury, hormone, bone density etc.) and knee pain among individuals with osteoarthritis (OA) (n=299). This prospective study evaluated men and women, aged 40 to 80yr, participating in a community-based, osteoarthritis exercise study (June 2012–June 2016). Weekly selfreported pain scores were collected using a visual analogue scale. Statistical tests, including regression and correlation analyses, were conducted. P values<0.001 were considered significant. To compare the effectiveness of sustainable management using different therapeutic agents (swimming exercise, quadriceps stretching exercise, mobilization exercise, deep transverse friction massage with hot pack). The mean temperature was 23°C with a low of 4°C and a high of 40°C. Most associations explored produced non-significant findings. However, among women with knee OA, higher pain was significantly associated with days of rising barometric pressure (P<0.001). While some associations were suggestive of a relationship, largely these findings indicate that weather is quite modestly, if at all, associated with pain from OA. Some occupational activities increase the risk of knee OA, although the influences of publication bias and heterogeneity are important limitations of this study. Both aerobic walking and home based quadriceps strengthening exercise reduce pain and disability from knee osteoarthritis but no difference between them was found on indirect comparison. Obesity was also significantly associated with knee OA There was no statistically significant interaction effect between BMI and gender, age or any of the other confounding variables. A moderate correlation was found between joint displacement detection threshold and age (r = 0.557 and r = 0.625 for the right knee and the left knee, respectively). The threshold was substantially and significantly different between the OA patients and the elderly controls.------
Exploring Barriers and Prospects of Implementing Student-centred Learning (SCL) Approaches at Secondary Level in Bangladesh
(University of Rajshahi, 2015) Riad, Sheikh Shahbaz; Rahman, Md. Faizar
The purpose of this phenomenological qualitative research study is to explore the barriers and prospects of implementing student-centred participatory learning approach in the secondary schools in Bangladesh, along with investigate the present mind sets of the class room teachers, students, head teachers and teacher educators on student-centred learning. The study is conducted through one to one interviews with six head teachers, ten teacher educators and focus group discussions with six groups of students and six groups of classroom teachers in six different secondary schools of Dhaka division. Besides, observation and field notes were taken from twelve classes to see what are actually happing in the classes. Findings of the study reveal that all stakeholders of the secondary level in Bangladesh reflect common understandings on student-centred learning and its objectives. The study also indicats that though teachers are highly positive to student-centred learning approach, they were not able to apply the techniques effectively because of some reasons like large class sizes, excessive class loads, lack of subject-based teachers, no time for before class preparation and lack of necessary teaching aids. The findings of the study also recommend that to overcome the barriers in the way of implementing student-centred learning approaches there need some steps. Class-wise number of students should be kept within 40. Number of classes per teacher per day should be brought in 4 out of 6. To get maximum benefits from teaching learning activities subject-based teachers’ recruitment should be ensured in every school. The major implications of the study reveal that for shifting from teachers’ dominating lecture paradigm to collaborative, interactive and democratic student-centred teaching-learning mode positive role of head teachers, special training for classroom teachers and ensuring monitoring with mentoring by teacher educators should be incorporated for overall school effectiveness and quality education.
Exploring Secondary English Teachers’ Perception on the Application of Sociolinguistic, Discourse and Strategic Competence
(University of Rajshahi, 2022) Rohaman, A.F.M. Mijanur; Jahan, Rubaiyat
This study examines English teachers’ perceptions and their actual teaching of communicative competence (CC) at secondary schools in Bangladesh. A contemporary literature survey on the Bangladeshi ELT scenario demonstrates that linguistic competence is a much-emphasized component in actual teaching practices in any English classroom, the other three components remain ignored to a larger extent. Hence, the study focuses on the facilitation of sociolinguistic, discourse and strategic communicative competence through ELT. The research design is primarily qualitative in nature and the data for this research were collected using a questionnaire survey and semi-structured interviews. While interview data recorded the participant teachers’ perceptions of the significance of CC along the side with their reported teaching practices of sociolinguistic, discourse and strategic competencies; the questionnaire survey extracted the teachers’ understanding of the concept of communicative competence. A total of 230 secondary English teachers from four different districts from two divisions in Bangladesh took part in the questionnaire survey and 12 teachers were interviewed. The findings of this research reveal the fact that there is a discrepancy between the views of the teachers and their actual teaching practices of sociolinguistic, discourse competence and strategic competence. This thesis puts light on the scenario that the practising teachers’ application of sociolinguistic competence waves from moderate to strong, discourse competence overlays within rare or weak; and the practice of strategic competence exists from weak to moderate. Thus, it can be concluded that the holistic scenario of application of the communicative competence by secondary English teachers waves from weak to moderate. One key implication of this study is the necessity of incorporating innovative techniques for improving the skills of the teachers in the rural, urban and semi-urban contexts in Bangladesh which are to be attained through different training. Assessment strategies should be redesigned in a way that students can be assessed all the required components of communicative competence.
Exploring the Graduates' Quality of Life Through Non-Formal Education Programmes in Bangladesh: Focus on Human Resource Development
(University of Rajshahi, 2024) Mukherjee, Pranab; Kashem, Md. Abul; Roy, Tapan Kumar
Non-Formal Education (NFE) programme is a remedial literacy programme which perform to impart the basic knowledge and skills to the under privileged people at outside the formal institution. NGOs have a vital role for working on NFE in Bangladesh. This study has attempted to explore the situation of human resource development and quality of life among graduates from skill-based NFE programmes in Bangladesh. Here, the skills acquisition and employment situation of the graduates have been examined and expressed the financial aspects of the graduates. This study also has identified the graduate's knowledge on physical well-being, individual well-being and social well-being which articulated the feature of quality of life of the graduates. This study has concentrated on convergent parallel mix method research approach under pragmatism paradigm. For this purpose, the quantitative and qualitative data has been gathered for better and deeper understanding of the research problems and to depict a significant conclusion. This study considers four categories of population i.e., the graduates from skill-based NFE programmes ofNGOs, trainer of the programmes, NGO officials and employers of the graduates. A representative number of samples have been drawn through probability sampling for the quantitative analysis and for the qualitative analysis followed by purposive sampling. Questionnaire survey, interview and content analysis have been applied to collect the data in a purposive mode. Both qualitative and quantitative data have been used simultaneously in this study. For data collection tools, questionnaires for surveys and interview schedule for interviewing have been used for primary sources data as well as the checklist for document analysis has been used for secondary sources of data. Three districts have been selected purposively from Rajshahi division: Nagoan, Natore and Rajshahi. The data have been collected from 385 graduates using questionnaire survey and 18 respondents (Trainers, Employers and NGO Officials) through in-depth interviewing. This study is observed that the disadvantaged group of people become moderate skilled from this NFE programme ofNGOs. The current study is found that the large number of graduates are employed with wage employment ( 49 percent) and only one fourth are self-employment (25 percent). The study has also revealed that the self-employment rate of the female graduates (31 percent) is higher than the male graduates (23 percent). From the study it is also remarkable that unemployment rate of female was 29 percent on the contrary male 24 percent. Additionally, this study also observed that separately the employment rate of female is amplified by 23 percent after getting training on the other hand the increased employment rate of male was 10 percent. It implies that the employment rate of women after completing training more than two times that of men. Conversely this study has articulated that more than one-fourth graduates are unemployed (26 percent) who are engaged in NFE programme. To find out the causes of unemployment, the study found that the content of entrepreneurial development is almost absent in the training manual, lack of micro credit facilities, lack of post-training communication to graduates with NGOs' authorities, minimum use of modem equipment during training, short time of internship period. lack of IT knowledge of the graduates etc. The findings of the study may important•• to the policy maker for encouraging the intensification of the programme for increasing the employment rate.
From Knowledge to Practice: The Current Status of Disaster Risk Reduction Education in Coastal Bangladesh
(2020) Uddin, Md. Ikhtiar; Islam, Md. Rabiul
A large amount of studies has been produced on disaster domain over the last decades. Many of previous studies have focused on the disaster risk reduction (DRR) related issues, yet there are gaps to focus on translating DRR knowledge into practice at the ground. Considering this gap, this study aims to explore the existing DRR education programs and its dissemination process to the community; reveal how coastal households practise DRR knowledge; and identify possible ways to strengthen DRR education programs. Findings show that government and NGOs have taken a good number of DRR education programs e.g. legal frameworks, public awareness, risk assessment and vulnerability mapping etc. They used several processes (e.g. training, workshop, group meeting, media etc.) to disseminate DRR knowledge to the cyclone affected communities. Majority of the households received DRR knowledge from the informal sources e.g. Union Parishad, NGO, media, family, neighbours, friends and voluntary organizations. The local community learned many issues on disaster preparedness and mitigation from the various formal and informal sources. The households practised the learned knowledge in various ways at the before and during disaster stages. However, a gap was found between achieved and practiced knowledge. This gap is due to a lack of technological and financial support, corruption and favoritism, lack of coordination, traditional attitude of local people, top-down approach of government and a gap between local and scientific knowledge. This study suggests that informal knowledge sources should be strengthened and tagged them with the mainstream sources of DRR knowledge. Besides, informal knowledge sources should be institutionalized through the effective intervention of government. At the same time, formal sources such as textbook, and formal education should be more focused on DRR issues. This study also argues that participatory-based training and workshop, role of local government and religious institutions, technological and financial support and bottom-up approach should be amplified for strengthening the initiatives of DRR education and its practice at the community level.
Human Rights for Backward Section of Citizens with Special Reference to Education: A Study of Dhaka City Slum Dwellers
(University of Rajshahi, 2006) Rahaman, Md. Aminur; Rahman, M. Habibur
The dissertation entitled Human Rights for Backward Section of Citizens with Special Reference to Education: A Study of Dhaka City Slum Dwellers consisting of seven chapters mainly deals with education and human rights for backward people particularly Dhaka city slum dwellers. In so doing it has made an analysis as to the human rights and the plight of Dhaka city slum dwellers. The first chapter includes the statement of the problem, objectives, methodology, terminology, literature review, plan of work and research interest. Aimed objectives of the study are to make aware the slummy people to protect themselves through proper education and to suggest government and other concerned to set up Human Rights Commission and other mechanisms to ensure human rights. The study has used survey method which has been followed by personal interviews like questionnaires, schedules, observation and also used secondary materials related to this study such as reference books, journals, magazines periodicals, internets etc. Again information collected from news, talk show, and conversation has been used for the purpose. Chapter two analyses the data collected through field study. It has showed the deplorable condition about health, education, society and economy of the slum dwellers. It has prescribed that their socio-economic condition is too deleterious to solve in the city and so they must be rehabilitated as soon as possible in their respective villages. Infraction of human rights has also been shown in the chapter. Causes of being slum dwellers have been touched on the chapter. Chapter three discusses the abysmal plight of slummy people concerned. Promotion of human rights for slum dwellers and their awareness creation have been dwelt on the chapter with observation. Chapter four has shown the dismaying picture of educational condition of slummy people in Dhaka City. Impacts of education on human rights have been touched on this chapter. It has tried to vindicate that lack of proper education has produced the incidence of human rights violations. Chapter five highlights the education and shows the statistical relation between human rights and education. It tries to show that lack of proper education has produced the incidence of human rights violation. Analytical study on human rights and education has been pointed out in the chapter. Chapter six explores the various aspects of the constitution of Bangladesh highlighting the fundamental principles of state policy and fundamental rights. It also provides a comparative analysis of Universal Declaration of .Human Rights and Bangladesh constitution. It draws a comparison between human rights and fundamental rights. It also presents United Nations agreements on human rights and its approach to backward people. It has discussed the human rights documents relating to women and children and upon which the initiatives taken by the government and Non Governmental Organizations have been dealt. The role of government and other non-state actors to promote human rights situation through education has been discussed in the chapter. The conclusions of the present study have been dwelt on the chapter seven. This chapter includes summary, conclusion, suggestions and ways and means to revamp and revitalize the backward people. It has suggested some parameters to protect human rights. Despite the constitutional safeguard the abuse of human rights is rampant that occurs owing to indigence of proper education in the case of Dhaka city slum dwellers. The dissertation in dealing with human rights and education for Dhaka city slum dwellers reveals that the slum dwellers fate cannot be ensured without promoting governance through 'equality and equity' in entirety.
Impact of Education on Rice Production in Bangladesh: A Case Study of Three Villages of Shibganj Upazila of Bogra
(University of Rajshahi, 2014) Islam, Md. Sariful; Khan, M.Moazzem Hossain; Ali, Kazi Julfikar
This study examines the impact of education on rice production in Bangladesh. The study has been employed on farm level cross sectional data from the villages of Chapachil, Paschim Saidpur and Asrafpur of Shibganj Upazila of Bogra. The research approach is both qualitative and quantitative in nature. Farm level data used in this study are collected by employing random sampling technique. Structured questionnaire is used to collect data from 358 rice cultivators in the study area. The chi-square test, analysis of variance (ANOVA) and the econometric techniques ordinary least squares (OLS) and ridge regression methods are used to assess the impact of education on rice production. The results of the study show that education has a statistically significant and positive effect on rice production. The study also shows that input cost, labour cost, cultivable land and extension service have also statistically significant and positive effect on rice production. The policy suggestion of the study is that the government should emphasize on education through literacy campaigning, training and adult continuing education programs so that rice production is increased. In addition, the government should also take initiative so that farmers can easily adopt modern agricultural inputs.
Impact of Formal Education on Society and Environment: A Study on Pabna Sadar Upazila.
(University of Rajshahi, 2014) AI- Amin, Md.; Bhuiya, Md. Abu Bakr Siddique
Education is one of the most important forms of human capital investment. It is the basic need for socio-economic transformation and advancement of a country. No nation can prosper without education. It is also the prime ingredient of human resource development (Fifth Five Year Plan 2002). Education helps a man to understand what is right and what is wrong. It creates consciousness and develops awareness. It broadens out look, removes prejudice which are obstacle to social and spiritual development of human beings. The main purpose of education is to acquire knowledge. Knowledge removes the darkness. An educated man is an asset while an illiterate man is a liability to the society. In Bangladesh, educational development is not adequately enough to meet the needs and challenges of the time. Education can be imparted through formal or informal ways. Many people of our country are deprived of having basic education from formal institutions. Bangladesh government and various NGOs have taken different steps to enhance literacy rate through formal and non-formal education programs. The present study has been designed to study the impact of formal education on society and environment. What sorts of changes have been brought in our society and what changes are being observed in our socio-economic environment through formal education were the subject matter of the present study.
Impact of General Educational Facilities on Intergenerational Social Mobility: A Study on Shibgonj Upazila, Chapai Nawabgonj District
(University of Rajshahi, 2013) Islam, Md. Tawhidul; Islam, Md. Fakrul
Education and education related facilities accelerate the degree of social changes. In this research social changes among the three generations (first, second and third) have been shown on the basis of availability of educational facilities. Generally, we know that education plays the role of a catalyst to bring about positive social change. Its influence on one’s life style, social consciousness, political participation, socio-economic participation, and health awareness is universally appreciated. However, this research shows that educational facilities facilitate social mobility. Social mobility is the movement of individual or sometimes groups between different positions in the hierarchies of stratification within any society. The development of education sector depends on providing educational facilities. But the general educational facilities are not available for all in Bangladesh. To educate the huge population, we need more and more educational institutions. But the education sector of our country is still facing various types of problems like shortage of funds, poor structure of school buildings, lack of books, furniture, playground, transportation, communication, entertainment facilities and also shortage of skilled teachers. It can be mentioned here that the facilities enjoyed by the respondents differ considerably. The respondents from first and second generation faced deficiency of educational facilities which affected their educational achievement. But respondents of the third generation did not face as much problems as compared to them. They have received these facilities and that is why they are more educated than the other two generations. So the trend of social mobility differs from one generation to the next generation. Socio-economic development of third generation is faster than the first and second generations. It can also be mentioned here that socio-economic development and trend of receiving educational facilities are not equal everywhere. This study shows that nearly 35% respondents of the first generation, 40.6% of the second generation and 70% respondents of the third generation received educational facilities adequately. For education, institution’s strategic planning needs to take into consideration for the infrastructure and its components. This study reveals that nearly 50% respondents of first generation received education under open field where nearly 90% respondents of third generation received their education within adequate structural facilities. None from first generation and 25% respondents from third generation received teaching Materials adequately in rural area. 75.2% from first generation, and 17.9% from the third generation did not receive this facility properly. At the same time 14.3% from first generation and 57.1% respondents from third generation received teaching Materials adequately in urban area. 38.1% from first generation, and 3.6% from the third generation did not receive this facility properly. Entertainment is an essential element to ensure a friendly educational environment. 28.6% respondents from third generation received entertainment facilities adequately in rural area. 42.9% respondents from third generation received entertainment facilities adequately in urban area. 52.2% respondents from first generation, 36.4% from second generation and 25% respondents from the third generation are engaged in agriculture in rural area. Only 8.7%, 9.1% and 28.6% respondents from first, and second, generation are engaged in service respectively. 61.9% respondents from first generation, 30.6% from second generation and 10.7% respondents from the third generation are engaged in agriculture in urban area. 4.8%, 12.2% and 46.4% respondents from first, second and third generation are engaged in service respectively. 4.3% respondents from first generation 2.8% respondents from the second generation and 3.6% respondents from the third generation income level is <50,000 in rural area. 19.1% respondents from first generation, 12.2% respondents from the second generation and 10.7% respondents from the third generation income level is <50,000 in urban area. 78.5% respondents from third generations income is above 1, 00,000 yearly. 65.2% respondents of first generation are illiterate, none of the respondents have H.S.C-Higher education level education where the second generation 5.5% respondents, and the third generation 39.3%respondents in rural area.42.9% respondents of first generation are illiterate, none of the respondents have H.S.C-Higher education level education where the second generation 13% respondents, and the third generation 46.4%respondents in urban area. Though the trend of receiving educational facilities increased from one generation to the next, it was not enough to ensure proper education and upward social mobility. Besides, people of urban areas receive more educational facilities than the people living in rural areas. The development activities of urban and rural areas are not the same due to this disparity. On the basis of some rural-urban comparison, this study suggests to reduce discrimination between rural and urban area in terms of access to educational facilities. If we can ensure equitable distribution of these facilities we may get a healthy, wealthy and educated nation in the near future.
Impact of Post-Secondary Education on Future Aspirations of Female Students Studying at University of Rajshahi
(University of Rajshahi, 2014) Sadi, Abira; Akmam, Wardatul
The prime goal of this research work was to find out the impact of post-secondary education on future aspirations of female Masters’ degree students (FMDS). The researcher wanted to find out about the future plans of those few women who did have access to higher education, i.e., how they wished to build their careers and contribute to their families, communities and their country, using their tertiary education. In its second phase, it endeavoured to find out the impact of achieving post-secondary education on future aspirations of women by comparing the future aspirations of female Master’s degree students’ with the aspirations of those women who did not acquire postsecondary education. As it comes up in the research, post-secondary education has a significant effect on shaping women’s dreams and a secured future. That is, postsecondary degree appeared as a positive factor in having a successful career, better family as well as a dignified social life. The methods used in order to achieve objectives of the study were both quantitative and qualitative in nature. With the help of social survey method and administering semistructured questionnaires, impacts of post-secondary education on future aspirations of female Master’s degree students have been discovered. About 150 female students of University of Rajshahi, who had already completed their Bachelor’s (Honours) degree and had enrolled into Master’s level of education (session 2009-2010) with their age ranging between 22 to 26 years, were selected as the respondents of this research work. They were selected by random sampling method. In order to find the impact of postsecondary education on future aspiration, matched pairs respondents (MPRs) of each of the FMDS respondents were selected. Matched pair of each of the FMDS respondents had similar age, father’s education, area of residence (rural/urban/sub-urban), and family income, but failed to achieve any post-secondary education, in spite of having completed higher secondary education. Impacts of post-secondary education on future aspirations were revealed through comparing the situation and opinions of the FMDS respondents and their matched pairs (MPRs) the most important facts that have been brought to light were that postsecondary education helped female students to become self-conscious and self dependent. Unmarried female Master’s degree students (FMDS) could play a vital role in selecting their own bridegroom at the time of their marriage. They could also gain the courage to reject marriage proposals with demands of dowry. Most of the FMDS had plans for a professional life. They were very much inspired to involve themselves in different socio-political activities to build the nation. The FMDS also had high ambitions regarding their children’s lives. Women with post-secondary education were better equipped to hold a high status in their own community, society and at national as well as international levels. The FMDS believed that their tertiary education would help them to go a long way in future. This study revealed that a less educated woman had a limited number of options as compared to a highly educated girl, who knew much more and could choose a better occupation in future by utilizing all the options she had. She knew which career would be better for her, and what type of person would be appropriate for her as a husband. She could always perform proper activities as a citizen. Post- secondary education also makes a woman empowered and helps to promote gender equity and encourages wider participation of women in the society. The study found that the post-secondary education was a significant factor that immensely influences the overall aspirations of women.
Impact of Special Education on Children with Autism in Bangladesh
(University of Rajshahi, 2015) Nazneen, Afroza; Banu, Akter
The present study is an empirical investigation on the impact of special education on children with autism in Bangladesh. The researcher investigates the existing study contents of special education for children with autism and compares the effect of special education on life status of children with autism and their pair groups. Five schools of Rajshahi Division were selected purposively. Three schools were within the Rajshahi City Corporation area, one school was in Sirajgang and the other one was in Bogra district. For the purpose of the study, the researcher selected two groups as respondents. One of them has taken special education at least for three years and the other one has never taken special education. Both groups were selected purposively. Then each group of children was divided as borderline, mild and moderate. Forty respondents who have been enrolled for receiving special education and forty respondents who have never been enrolled for receiving special education, all the parents of those children and all the teachers of these schools were the respondents. Data were collected through interview schedule, interview checklist, observation checklist and FGD questionnaires. As an exploratory research, a sequential mixed method design was applied for data collection and analysis. The study found that there is no unified curriculum, screening tool and intelligence scale for children with autism and other disabilities. So, different schools followed their self- developed study contents. It is essential to make a unified special education curriculum, screening tool and intelligence scale and to bring major changes in the teaching techniques to ensure quality education for them. The findings also showed that those who have taken special education they are benefitted from it but progress rate is very slow. Parents’ and teachers’ collaboration is very essential for their development. So, it is a team effort with parents and teachers for them. The conclusion includes a suggestion regarding the relevance of children with autism.