Childhood Poverty and Education in Bangladesh: Policy implications for disadvantaged children

This paper is based on a recent study carried out as a part of the Visiting Research Fellowship at the UNICEF Office of Research. It offers a theoretical understanding of childhood poverty and educational exclusion, building on the empirical findings of the fieldwork carried out in Bangladesh to develop case studies addressing the questions, why do so many socio-economically disadvantaged children tend to drop out from formal secondary school, and why do some succeed? After exploring the challenges of childhood poverty and educational exclusion, it shows how the challenges could be mitigated through attention to the ecology of human development. This paper demonstrates a better understanding of childhood poverty and education in relation to the theoretical perspective through drawing together empirical evidence, summarising and interpreting it, in a more integrated manner and context. On the basis of this examination of the phenomenon, research findings have translated into recommendations for policy and practice to improve formal secondary schooling for socio-economically disadvantaged children in Bangladesh

Nonformal education for sustainable development: A Bangladeshi perspective

Sustainable development means ‘development that meets the needs of the present without compromising the ability of future generations to meet their needs’ (WCED, 1987:43). Meanwhile, any education worth the name is a life-long process for the betterment of human well-being. The social purposes of education are located in the long term, and it is right therefore that education should be oriented towards the construction and maintenance of a sustainable future. However, many children in developing countries get very little education. They have little chance to attend even low-quality primary schools, and dropout and failure rates are alarming; many leave semi-literate, soon to relapse into illiteracy, with disastrous consequences for their participation as individuals in the creation of a sustainable world. Moreover, the majority of those who are at school experience a traditional, formal education paradigm, aimed primarily at selecting and building human capital for economic growth. This paradigm is seen to be increasingly at odds with the concept of education for sustainability. Since the 1960s, nonformal education has comprised a wide spectrum of educational and training activities organised outside the formal school system. Innovative learning methods are aimed at the development of practical skills, including matters of health, sanitation, literacy, to be applied in real life situations. As an alternative approach to basic education, the nonformal sector as a whole thus increases pressure for change in the wider education system. Drawing on a three-year empirical study of young people at the point of transition between the nonformal and formal sectors of schooling in Bangladesh, this paper will develop a framework for analysing how the nonformal education paradigm could usefully and realistically increase practice for sustainability in the formal system

Enhancing student employability in collaboration with the industry: case study of a partnership with Amazon Web Services Academy

The continuous increase in tuition fees in high education in many countries requires justification by the university authorities of what students receive from them in return. One of the key factors of student recruitment is values for money and quality learning experiences including hands-on industry training that can guarantee immediate employment for the graduates. This article describes redesigning the curriculum of a cloud computing undergraduate module in collaboration with Amazon Web Services (AWS) Academy. Industry-based practical hands-on labs were incorporated into this module for engineering students to improve their practical knowledge and skills related to the Internet of Things. Through an innovative approach, this practitioner research introduces industry best practices and hands-on labs in cloud computing. In this approach, academic theories were incorporated in cloud computing with their applications through industry attachment. It enables students to have both the theoretical and practical knowledge and skills for ensuring their careers in the field of cloud computing. The study finds that students tend to be more engaged and learn better when theoretical knowledge and understanding are combined with real-world applications through the attachment with the industry

Police Education in the United Kingdom: Challenges and Future Directions

This chapter outlines the historical development of police education in the United Kingdom, more precisely in England and Wales, and highlights new strategies and planning for the professional development of the police. There is a plethora of research carried out regarding professionalism in policing to meet the needs and challenges of the twenty-first century. Considering the recent developments in police education and training, this chapter mainly discusses three newly introduced routes for recruitment and education of police constables under the Policing Education Qualifications Framework (PEQF), namely Police Constable Degree Apprenticeship (PCDA), Degree Holder Entry Programme (DHEP), and Pre-Join Degree (PJD). Higher education institutions (HEIs), in partnership with the police forces, are providing professional qualifications for policing as a graduate level profession. Though they have made remarkable progress in developing police education programmes, they are facing various challenges in implementing the qualification framework. This chapter also explores pedagogical aspects of police education including the effectiveness and contrast between different forms of teaching and learning. While featuring the challenges and prospects of the new police education programmes, this chapter also outlines different aspects of partnership for delivering these professional qualification programmes

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

PhD fieldwork in developing countries – The issue of time

Educational field research in developing country contexts often exposes the fragility of mutual understanding and the tensions of diversity between researchers and those with whom they are researching. Postgraduate researchers face particular challenges arising from their lack of experience, and from the focused, individual nature of their enquiry. Logistical, emotional and ethical issues present themselves, even for researchers studying their cultures of origin. This paper seeks to learn some lessons from the experiences of a group of researchers doing fieldwork in developing countries for the first time, as part of their PhD. A review of the literature around fieldwork reveals substantially conflicting guidance for field researchers. Practical tips (Robson et al, 1991; Nash, 2000) contrast with the writings of anthropologists such as Geertz (1988), Rosaldo (1993) or Scheper-Hughes (1992), suggesting unavoidable complexities in terms of ethics, the building and maintenance of relationships, and the perceptions of both the researcher and those with whom he or she is researching. The experiences of a group of individual PhD field researchers form the central section of the paper, making use of a framework in which each sets out to explore examples of the relationships between the person of the researcher; the activities of the research, and a central but easily-overlooked feature of the field: the issue of time. These relationships are seen to impact on the nature of the main and often contentious object of academic research, data: its nature, its validity and reliability; or more broadly, on the development of a deeper understanding of individuals and institutions. Part of the power of these examples lies in the range of contexts and individuals represented. Activity theory is used as a basic framework through which to interrogate these experiences. Finally, the arguments of literature are challenged and developed in relation to these experiences, leading to some propositions but also exploring some critical questions, to form a useful basis for further discussion. The experiences of the authors might be of interest to other researchers doing fieldwork in the developing world

PhD fieldwork in developing countries – The issue of time.

13 p. -- Accepted ManuscriptEducational field research in developing country contexts often exposes the fragility of mutual understanding and the tensions of diversity between researchers and those with whom they are researching. Postgraduate researchers face particular challenges arising from their lack of experience, and from the focused, individual nature of their enquiry. Logistical, emotional and ethical issues present themselves, even for researchers studying their cultures of origin. This paper seeks to learn some lessons from the experiences of a group of researchers doing fieldwork in developing countries for the first time, as part of their PhD. A review of the literature around fieldwork reveals substantially conflicting guidance for field researchers. Practical tips (Robson et al, 1991; Nash, 2000) contrast with the writings of anthropologists such as Geertz (1988), Rosaldo (1993) or Scheper-Hughes (1992), suggesting unavoidable complexities in terms of ethics, the building and maintenance of relationships, and the perceptions of both the researcher and those with whom he or she is researching. The experiences of a group of individual PhD field researchers form the central section of the paper, making use of a framework in which each sets out to explore examples of the relationships between the person of the researcher; the activities of the research, and a central but easily-overlooked feature of the field: the issue of time. These relationships are seen to impact on the nature of the main and often contentious object of academic research, data: its nature, its validity and reliability; or more broadly, on the development of a deeper understanding of individuals and institutions. Part of the power of these examples lies in the range of contexts and individuals represented. Activity theory is used as a basic framework through which to interrogate these experiences. Finally, the arguments of literature are challenged and developed in relation to these experiences, leading to some propositions but also exploring some critical questions, to form a useful basis for further discussion. The experiences of the authors might be of interest to other researchers doing fieldwork in the developing world

Education in Emergencies, Mental Wellbeing and E-Learning

The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their adaptation journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers

Transition from Nonformal to Formal Education in Bangladesh: An Exploration of the Challenges Student Face

This book is an attempt to understand transitional challenges face by nonformal graduates when they move to mainstream formal high schools in Bangladesh. Nonformal schools run by NGOs give disadvantaged children access to basic education, and prepare them to enter or re-enter formal education. However, there is significant drop-out amongst students who make the transition between sectors, despite the high quality of learning in nonformal schools. This longitudinal study aimed to identify the challenges students face in making this transition. The focus was on students themselves, with a combination of qualitative and quantitative research techniques employed including interview, questionnaire survey, focus group discussion, photo-elicitation interview, observation and documentary analysis. Ecological systems theory (Bronfenbrenner, 1979) was taken as the overall theoretical framework for this study. Findings suggest that there is evidence of academic failure because of transitional challenges faced by the nonformal primary graduates at formal high schools. Poverty is not the only reason for dropping out from high school. The study aimed to identify priorities for better support to those students in nonformal education sector such that they can go on to achieve educational and other successes once integrated into the formal education sector. This study reveals that the protective educational strategies followed by the NGOs for disadvantaged children are effective approach to fulfil the immediate needs to increase school enrolment. However, the effort of providing education through nonformal system fails to link its education methods with mainstream formal schools. In addition, the field research generated theoretical insights into educational transition and offered four dimensional characteristics of such move to improve theoretical understanding of educational transition. After exploring the theoretical underpinning the study suggests, both preventive and skill-development strategies are viable solutions regarding the problem of school failure and transitional challenges during high school. Both are based on pedagogical and transitional theories and may work as strong forces to keep disadvantaged children in school and motivate them for better future. The findings of the study demonstrated that dropout data from two formal high schools closely matches the overall picture of dropout in high school in Bangladesh. The variations in academic achievements of cohorts of nonformal graduates in formal high schools presented here suggest the need to be cautious about claims in the literature. Finally through this study, disadvantaged nonformal graduate students had a unique opportunity to have their say and voice. They have contributed to the emerging debate about nonformal education, to the contemporary humanitarian approach of educational development and to theories of educational transition

Open and distance learning for teachers’ professional development: the English in Action (EIA) model for the global south

This chapter suggests that teachers’ professional development is going through a major transformation. For most countries in the Global South there is an acknowledgment that the quality of teacher education and the extent of the provision of training will need to be increased. By utilising new interactive forms of technology, open and distance learning has a great role to play in the process of teachers’ professional development. The school is increasingly seen as a place for learning within new models of teacher training programmes. In this era of increased mobile technology, all forms of teacher education programmes are exploring the possibilities of using technology in their contexts. Therefore the chapter, based on the pre-pilot study of the English in Action (EIA) Model, is suggesting that open and distance learning through the use of emerging technology is going to be a major contibution for teachers’ professional development to meet the crisis of inadequate qualified teacher supply in the Global South