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Programme for Developing Human Resources
Development of human resources through education and training underlie* all BRAC programmes and philosophies. BRAC believe* that material and financial resource* are necessary for improving the quality of life of the people. But all these resources remain potential without the development of the people.
BRAC also believe* that some basic education ts necessary to prepare the people for participation in development. Thi* ts manifested in the following observations of the Executive Director of BRAC : BRAC sees basic education as the foundation cornerstone of the future... an opportunity to accelerate the progress of mankind... for assuring a better world — not just for Bangladesh but for all mankind.
BRAC thus devised several educational strategies which have proven to be highly effective and replicable.
Approaches and Strategies BRAC pursues its broad educational objectives through two approaches, viz. Functional Education (FE) and Non-Formal Primary Education (NFPE). The former is aimed at raising the level of social awareness and literacy of the adult population and the latter to provide basic education to the children of poorer families.
This section highlights these two programmes — FE and NFPE — which have attained vast spatial growth. The latter expects an unprecedented expansion In the 1990s.
Non-Formal Primary Education
The Non-Formal Primary Education (NFPE) is an innovative approach to Improve the situation of basic literacy and numeracy in the country. The programme has attained phe nomenal growth in recent
This strategic intervention has attracted the attention of many scholars, policy makers and programme designers both in Bangladesh and outside The NFPE of BRAC and its activities were highlighted at the World Conference on Education held in 1990 at Bangkok. Thailand. It was acclaimed to be a successful model for replication
In line with the declaration of Education for All by the year 2000 . BRAC's NFPE ts being considered for large scale expansion to meet the target set In this sector.
The rationale behind this large scale expansion of NFPE lies tn the country's poor situation of education. Bangladesh rank* 107th in literacy among 133 countries, with a rate of 24 percent for those 15 years and above. Over 85 percent of the rural women can not read or write.
Around 44 percent of the primary school-age children do not enroll in any formal primary school. Of those who do enroll. 75 percent drop out before they complete five years of education. Most girls from poorer families never attend school.
The reasons are known to many, but the hurdles could hardly be overcome: unmotivated or absent teachers, lack of motivation and encourage ment from parents, non par tlcipation of the community, large classes, uninteresting
curriculum content, lack of books and other materials, fixed timing of schools, and expenses involved which compel these children to either work within or outside their homes.
The NFPE offers answers to all these Intriguing issues. It offers a replicable model capable of providing basic literacy and numeracy to the poorest rural children. The model includes many Interesting features.
The curriculum is innovative and relevant, the extra curricular activities are interesting to the children, the teachers are locally recruited para-professionals, the teach ing methods arc attractive for the learners, the class size is small, and there is an essential element of community involvement through regular parents-leachcr meeting.
What is more, the class hours are flexible which leave enough time for the children to help their families.
School Models
The Non-Formal Primary Education is designed to serve the needs of the children of poor landless families who arc largely unrcached by the formal primary education system. Girls arc a special focus of BRAC's NFPE programme.
After long experiment and analysis. BRAC has developed two primary school models di rccted to two different age groups. The first one. started in 1985, is a three-year programme for the children of 8-10 years old who have never enrolled In school, or have dropped out during class one.
This programme is called Non-Formal Primary Education (NFPE). The second one. started tn 1988, is a two year programme for children of 1 1-
16 years old who have never attended school. This model is called Primary Education for Older Children (PEOC). Over 70 percent of both NFPE and PEOC students arc girls. Education is free l?oth in the NFPE and PEOC school. Students are provided with books and other materials free of cost.
BRAC schools allow these children to continue their education and prepare them for entrance into formal schools starting at grade IV, thus opening up a new vista of learning.
Schools and Class Hours
All BRAC schools are located in the rural areas and meant for children of the poorest landless families. The
goal ts to enroll 70 percent girls. Villages are selected on the basis of parent demand, availability of target children and teacher.
In both types of school, NFPE and PEOC, class hours are flexible. Classes meet for two and a half hours each day. The timing convenient for each school ts decided Jointly by the teacher and the parent* lo suit seasonal work and religious needs. Classes are held six days a week for 268 day* each year.
Teacher
There Is one teacher for each BRAC school. The number of students is also fixed. 30 per school. The teacher is a local person, must have com plcted nine or more years of
school and must be married Preference 1* given to women who at present make up 75 percent of the teacher*
After selection, teacher* receive 12 day* of training tn one of the training centre* (TARC) of BRAC Afterwards they attend continuing refresher sessions one day each month. Teacher* are paid a nominal monthly allowance by BRAC
Teaching Materials and Methods
The overall objective of the NFPE curricula is to help the children achieve basic literacy, numeracy and social awareness. The curriculum is divided into three subject areas: Bangla. arithmetic and social studies. The latter emphasizes health, nutrition, hygiene, sanitation, safety and first aid, ecosystems, community, the countiy, the world and the very basic science.
Additionally, it includes participation of the students tn co-curricular activities like physical exercise, singing, dancing, drawing, crafts and games, as well as story book reading. This ensures high attendance.
Teaching materials like vernacular and arithmetic books are provided to the NFPE Students. In second and third years. English and social studies are added. All the reading materials are produced under a mass production system by BRAC. BRAC has also started publishing a Children's magazine which is now distributed in the schools.
In addition to books, each child receives one slate and slate pencils, wood pencils, erasers, rulers, a lap board and 12-13 note books a year.
Teaching methods take the form of undertaking structured lessons, discussion and preparation of lesson plans by trained teachers. The teacherstudent ratio is strictly maintained at 1:30 and never allowed to exceed.
The teaching method is intended to be learner centred and participatory. The BRAC schools want the children to be active participants In learning rather than passive recipients of information.
BRAC schools have no formal annual examination. The progress of the students is measured through carefully recorded, continuous assessment by the teacher, utilizing weekly and monthly tests. Students with learning difficulties and cases of individual problems are discussed In the monthly teachers training meetings and solutions are sought
The Curriculum of PEOC has been adapted ‘from the NFPE. The curriculum in this case is more functionally oriented. particularly in the second year, because many of the students are too old to transfer to the formal schools.
NFPE Is an expanding programme. Beginning with only 22 schools in 1985 the number till May 1991 has increased to 5,644. Out of this. 3.218 are NFPE and 2.426 PEOC schools. This indicate* a 99.61 percent increase over a period of five and a half year.
Some strategic changes have recently been made with regard to the implementation of the FE programme. One among these is concentration on 30 lessons that deal with social awareness.
With arrangement of Brae Report