An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh.

BRAC initiated Computer Aided Learning (CAL) programme, the first ever in Bangladesh, to introduce ICT based materials in teaching-learning in 2004 Along with digital contents of Science, English and mathematics of secondary level, this programme provided basic ICT and content delivery training to the teachers of programme schools. A qualitative evaluation following the Realist Evaluation framework was designed to evaluate the programme mechanism, context and outcome. Data were collected from six secondary schools selected purposively. Findings showed that both teachers and students enjoyed the CAL materials and also believed that those materials had changed classroom scenario by improving learners’ attention and participation in classroom activities. However, significant difference was not observed between CAL and non-CAL classrooms. Teachers struggled to organise collaborative learning tasks such as group and pair works. Students also had limited participation in teaching-learning process. Irregular electricity supply sometimes hampered use of CAL materials. Furthermore, students had limited access to these materials. Bearing this context the recommendations were to focus more on teachers’ pedagogic improvement and to create more scopes for students’ self use of these materials

Learning Competency Framework and Approach for the Displaced Rohingya Children Living in Bangladesh: A Critical Review

This article is based on a critical review of the Learning Competency Framework and Approach (LCFA) developed for providing education to the Rohingya refugee children living in refugee camps in Bangladesh. A sectoral approach was adopted to develop the LCFA under the leadership of United Nations Children’s Fund (UNICEF). To review the LCFA, a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis was used as an analytical tool. The SWOT analysis showed that the major strengths of the LCFA include its emphasis on pedagogical aspects, the inclusion of content on life skills, and the scope of engaging communities in the implementation phase. However, the major limitations of the LCFA comprised of lack of contents on post-traumatic mental wellbeing, child abuse, trafficking, and technology. In addition, the volume of content seemed too heavy concerning the duration of the levels. It was not clear if the LCFA was a research-based output, other than consultations. Several challenges were identified by this critical review in implementing the LCFA in the Rohingya refugee camps in Bangladesh. These include a lack of understanding of the Rohingya children’s needs, including historical, physical (both geographical and infrastructural), and livelihood, the barrier to comprehending their language and culture, and existing resource constraints for implementing this framework. Considering the Rohingya people’s perspectives, this review makes suggestions to ensure the whole education process becomes more operational, effective, successful and sustainable

Teachersa Questioning Patterns versus Learnersa ResponsesTeachersa Questioning Patterns versus Learnersa Responses

Questioning had occupied an inseparable place in teaching-learning since many years The current study was initiated to explore what were the questioning patterns in Bangladeshi English language classrooms and how did the learners responded towards those patterns of questioning Using the mixed methodology of educational research data were collected from learners and teachers of five secondary schools Video 0bservation taking field note interview and focus group discussion were the data collection methods Though findings revealed classroom questioning as a common tradition a number of limitations existed there Most of the questions were closed and yes-no type questions which did not challenge learners to explain analyze or describe phenomenon More than ninety percent of the questions were asked from the knowledge subdomain of Bloom taxonomy The learners thus hardly got any scope to analyze or synthesize Moreover the asked questions were mostly known to the learners as these were selected from textbook Such sorts of questions could not touch the line of critical or analytical thinking Learners responses for open analytical or thought provoking questions were not satisfactory In this reality the suggestions from the study was to improve teachers skills of asking effective questions through the teacher development project

Teaching Grade Eight Science with Reference to the Science Curriculum

A mixed methodological approach was used to explore to what extent the science curriculum was being reflected in science teaching-learning of grade VIII students in Bangladesh. 160 students were randomly selected and 10 science teachers were purposively selected as study respondents. Fifteen science lessons were observed. Data were collected via student questionnaires, teacher interviews, and classroom observation checklists. Grade VIII science teaching-learning activities were not conducted according to the instructions of the science curriculum. Most teachers did not adhere to the curriculum and teacher's guide. Teachers mainly depended on lecture methods for delivering lessons. Learning by doing, demonstrating experiments, scientific inquiry, rational thinking, and analysing cause-effect relationships were noticeably absent. Teachers reported huge workloads and a lack of ingredients as reasons for not practising these activities. Teachers did not use teaching aids properly. Science teaching-learning was fully classroom centred, and students were never involved in any creative activities

Teaching and Learning in Higher Education in Bangladesh during the COVID-19 Pandemic: Learning from the Challenges

The higher education sector globally has gone through a transition because of the coronavirus outbreak, and as a result, many traditional higher education institutions across the globe have been forced to go online to provide education and arrange assessments so that their students could continue their education and complete their courses. Unlike developed countries, at the beginning of the lockdown, most of the higher education institutions in Bangladesh shut down their operations, and a few universities started moving toward online distance teaching and learning activities. Based on an empirical study, this article discusses the challenges of teaching and learning in higher education in Bangladesh during the COVID-19 lockdown. It also identifies good practices to overcome those challenges. An online survey was conducted to collect data from university teachers throughout the country. Findings from this study show that it was a great challenge for most universities to adopt online teaching and learning models at the beginning of the pandemic. Many factors, such as preparedness, limited resources including financial means, low digital literacy, internet connectivity and suitable physical and virtual infrastructure affected this transition. However, the findings also show that the COVID-19 pandemic created new opportunities for educators and practitioners to explore various professional development activities by trying out different digital pedagogies through practice and reflection. This article also highlights the immediate effect and long-term impact on teaching and learning regarding preparedness for future approaches to education in emergencies

Impact of education on sex workers and their children: case studies from Bangladesh

In Bangladesh, sex workers and their children are in a situation of exclusion where they are denied of even the most basic human rights. This article is based on a recent research carried out to explore the impact of education on sex workers and their children’s lives by gathering evidence on social exclusion and child abuse or protection in the context of their lives. The study focused on how education could be a vehicle for them to break the vicious cycle of exploitation. This was a mixed method interpretative study which employed qualitative and quantitative approaches. Quantitative data was generated through a questionnaire and qualitative data was generated through in-depth interviews and focus group discussions. Data was collected from different research participants such as sex workers, sex workers' children, teachers of sex workers’ children and NGO workers working in the research site. Thematic and descriptive statistics were used for data analysis to understand the challenges and barriers faced by sex workers and their children in their educational aspirations. The life of sex workers and their children is marginalised by the mainstream society. Though it is very difficult to break the vicious cycle of exploitation, education may be a stepping stone for them to create a better future. However, sex workers and their children need income generating vocational and technical education to earn and support their family. In the implication section of the article, policy recommendations have been made in order to achieve Education For All (EFA) targets and Millennium Development Goals (MDG), and to provide a second chance for these vulnerable people to have a better life