CHAPTER FOUR

FINDINGS

4.0 INTRODUCTION

This Chapter provides detailed analyses of the major findings from the different informants. Based

on the pre-meditated research outline and procedure, the findings are the result of the investigation

based data collected from in-depth interviews and documents analysis. Findings in this Chapter

are organized based on the relevant Research Questions. Each Research Question leads to several

Interview Questions which form the basis of the sub-themes.

This Chapter is divided into five Sections. Based on Research Question No. One, Section One

explores the factors which influence the quality of educational program and practice of BRAC pre-

schools from the perspective of administrators as well as teachers. Section Two investigates

teacher’s role in improving quality of BRAC pre-schools. Section three analyzes the perception of

BRAC Administrators in providing quality management in terms of curriculum, teaching

methodology, educational program and practice and educational leadership of BRAC pre-schools.

Section Four finds out the role of parents in improving quality of BRAC pre-schools. Finally,

Section Five, attempts to discover the strengths and weaknesses of BRAC pre-schools.

Four administrators of BRAC, three teachers and three parents as informants participated in this

study. The followings are the detailed analyses of each Interview Questions according to the

Research Questions. The findings are explored on the basis of the main ideas as well as themes.

Factors influencing the quality of BRAC educational program and practice from the

perspectives of administrators and teachers

As indicated in Chapter One, the purpose of the study is to find out the factors which play an

important role in ensuring quality of educational program and practice of BRAC pre-schools. For

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this purpose, four BRAC officials of Netrakona district and three BRAC pre-school teachers of

the same district were selected in this study. This part of this thesis thus explores the components

influencing the quality of BRAC educational program and practice by administrators and teachers

through semi-structured interview. The purpose of this part is to provide an overview of BRAC

pre-schools and its educational program and practice. The informants were involved in an in-depth

interview with a view to digging out the factors influencing quality education in BRAC educational

program and practice. The idea is to know from the interviewees factors affecting the quality of

BRAC educational programme and practice of its pre-schools.

4.1. Quality Education

Ensuring quality in education has become the focus of concern at the present situation. It is very

important to provide quality education as quality education happens to be the foundation of a

developed nation and no progress or positive change is possible without quality education.

Therefore, it was appropriate when the informants were asked about the factors which affect the

quality of BRAC educational programme and practice. The informants provided numerous views

regarding the factors relating to quality education such as its features, ways to provide quality

education and obstacles to improvement of quality education. From their responses, a general

theme namely quality education and sub-themes consisting of quality teachers, positive changes

in behavior and moral education were derived.

4.1.1 Quality Teachers

Since education is the backbone of a nation, it is considered that quality teachers are the backbone

of quality education. Quality education can’t be achieved without an effective or skilled teacher.

One of the most senior BRAC administrators, Mr. Karim viewed that the quality of education can

be ensured, if there are skilled teachers in the educational institutions. If there is a lack of skilled

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or effective teacher, quality education suffers. Moreover, reluctance of a teacher to teach

effectively leads to a gap in quality education. A skilled teacher, hence is a must in the educational

institution since he/she creates such a learning environment where students actively participate and

make the learning more effective. In this regard, he described:

It can be said that there are so many factors which ensure the qualities.
Firstly, a skilled teacher, if there is any skilled teacher then obviously the
standard will be better. We have seen and it has been seen that if there is
any reluctance with the teachers, then some gaps arise. And that gaps
cannot be fulfilled. First we select a skilled teacher.

Mr. Karim, however did not specify the features of a skilled teacher. A skilled teacher, therefore

is supposed to have not only knowledge of the content but also the skill of delivering the lessons

successfully in the classroom. While commenting on quality education, another BRAC

administrator, Mr. Malek similarly stressed that a good teacher is an important factor who plays a

key role in providing quality education. A good teacher knows the art better in making the

classroom enjoyable to the learners. He emphasized:

“An ideal teacher means she will have a group of joyful students. If the
teacher is good and if she follows guidelines then of course quality education
will be achieved.” If there is refreshers and counseling for the teachers and if
the teachers apply these then that will be quality education.”

It is considered that, one of the most influential factors is the availability of teachers in

guaranteeing quality in education. He added that a quality of an ideal teacher makes their lessons

enjoyable to the learners and therefore, learners grow curiosity to know more. Teacher’s quality

has a lasting effect on student’s academic learning as well as achievement. Hence, teacher’s

pedagogical knowledge also contributes a lot in making education successful to the learners. An

effective teacher’s pedagogical knowledge can provide quality education and the teacher handles

the students with more care, love and affection. According to the observation of Mr. Malek, the

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skill of a teacher is sharpened by refreshers and counselling courses. Teachers should apply the

techniques and art in the classroom adopted from the training with a view to making learning more

effective. He further observed:

“actually what we understand in behavior of the learners by quality

education is that where there should be a good teacher, good education,
then again sufficient quantity of materials and articles. There should be
methods of demonstration teaching techniques.”

To him, a lot of factors are associated in providing quality education. Quality education consists

of not only good teachers but also other factors like good institution, safe environment, sufficient

teaching aids, and well balanced curriculum. Moreover, it is observed that students enjoy the

lessons better under the guidance of an effective teacher. He asserted that the teacher’s pedagogical

knowledge contribute to teacher’s effectiveness. There must be an effective method of teaching

technique adopted by a quality teacher in order to make education successful. If the teacher is not

able to skillfully deliver the lesson or using teaching aids in the classroom, quality education

definitely will not be achieved. Use of teaching aids in the classroom is one of the important factors

of effective classroom. In order to facilitate successful learning, teaching aid plays very active role.

It helps the learners to engage into different activities and learners can easily comprehend the

lesson. For this reason, teachers should have mastery to deliver the lessons effectively with

appropriate teaching materials.

Even though the two senior administrators emphasized that quality teachers are the most influential

factor in providing quality education, other informants did not focus on it. It may be due to their

different views, perceptions as well as experiences too.

4.1.1.1 Positive changes in behavior of students

Learning is the process of gaining knowledge or modifying existing behavior, skills, values or

preferences. Education refers to relatively permanent changes in behavior occurring as a result of

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experience of a human being. If Education fails to bring positive changes in the entire person, it

will lose its fruitfulness. Positive changes in behavior take place through quality education. In

addition, the education which fails to meet the challenges in the life of future of a human being,

can never be regarded as quality education. Education has to address the issue faced by a human

being in the life of the future. Otherwise, the purpose of the education won’t be achieved.

Mr. Malek, an administrator of BRAC stressed that, quality education ensures positive changes in

the behavior of the students and students are able to utilize that education in their own life in future.

Quality education is that education which addresses the present issues and future needs of the

learners so that learners can face the challenges of practical life. Education plays a key role in

developing a new lifestyle specific for a society based on knowledge and learning. His observation

is as follows:

“It is that education by which some positive changes are found in the
behavior of the children and it is that education which can be used by the
students in own life in future.

Similarly, Mrs. Orpa, one of the female administrators of BRAC also held the same opinion that

quality education includes positive changes in behavior and it also makes a strong foundation of a

human being. Quality education is such education which can be of practical use in the life of a

human being. Necessary positive changes in the minds of a man takes place through quality

education. Positive qualities or values like tolerance, friendship, sympathy and fellow feelings

which are so vital for human civilization can best be developed only through quality education.

Positive changes therefore, should begin at the pre-school level. She believed that “Quality

Education is that education which brings positive changes in mind and makes foundation for future

in the practical life of a men.”

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Not only administrators but teachers also agreed that quality education has to bring positive change

in behavior of the children and make all round development of the students. The contribution of

quality education are many.

Mrs. Salma, a teacher of BRAC pre-school touching the same point mentioned that “Quality

Education is that education which brings positive changes in children’s behavior and also drive

them towards development by physical, psychological, emotional and others.”

Education is the fullest development of mind, body and soul. Education also pre-supposes

knowledge of health and nutrition thereby influencing the physical development of human being.

Along with this, education brings about emotional as well spiritual changes in human mind.

Another teacher, Mrs. Rima likewise observed, “That education which brings positive changes in

human mind is the characteristics of education. Majority of the informants were of the same

opinion that quality education ensures positive changes in behavior and makes a strong foundation

for future in the life of a man. Education also provides necessary skills for practical life which help

people to lead a meaningful and comfortable life.

4.1.2 Moral Education

Education is the acquisition of knowledge and the combination of literacy, numeracy, ethics as

well as morale values. Education bears a multipurpose function. The purpose of education is not

only to achieve academic certificates rather form the character with some positive traits such as

honesty, sincerity, sympathy, empathy, fellow feeling, humanistic tendency etc. Moral values,

therefore are required since it helps the individual to inculcate a sense of respect for the seniors,

sobriety, tolerance, truthfulness, sacrifice etc. To promote student’s moral development and

formation of character, there is no alternative to moral education. Moral education is considered

as one of the major components of quality education. Moral education is that education through

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which the individual acquires virtues or moral habits namely attitudes, values and skills and learn

to distinguish between the measurement of doing right and wrong in their daily life. Moral

education teaches honesty, hard work, respect for elders, fellow feelings, kindness, forgiveness

which helps to be a good human being with a good personality. It aims at developing students

morally specifically making children pious, honest, patriotic, responsible, empathetic etc. It helps

to lead a good life, become more productive and good citizens of the society as well as maintain a

good relationship in their personal and professional lives. The future of a nation is shaped in the

classroom therefore, ensuring moral education in the educational institution is very much essential.

Moral education is a part and parcel of every school curriculum as it helps the child to possess

numerous virtues which are necessary for survival. Moreover, education without morality or value

is not only meaningless but harmful also.

Schools have much more influence to ensure moral education since it helps to make good citizens

who are basically the most important assets of a nation. Moral education therefore, has to be

ensured since childhood in the school. If the inculcation of morality, ethics as well as values are

taught in the school, no doubt, a well-balanced nation will be developed. Moral education is very

much necessary to build a moral society as the future of any country depends on moral values

imparted during their student life.

4.1.2.1 Imparting Value Based Education

Value is the measurement of doing something right and wrong. Similarly, morality refers to the

acquisition of some positive habits such as patriotism, religious, righteousness, tolerance,

sympathy, responsibility etc. In this materialistic world, people lack values such as honesty,

morality, generosity, kindness, sincerity, humanity which affects both socially and personally. At

present values and morality both are very much essential in the body of education system as it

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helps to become a good human being. Education, no doubt is quite an integrated process. Hence,

an educated person should possess all kinds of qualities which make him/her developed physically,

mentally, intellectually, emotionally as well as spiritually. Therefore, some interactive values like

love, peace, respect, tolerance, sympathy, fellow-feeling, forgiveness, co-existence and non-

violence also to be inculcated by the individuals. These values are truly indispensable, without

which, human being will be soulless and the society will be barren. It must be considered that

moral/value education as an integral part of education system which can save an individual from

the attack of malpractices of corruption, dishonesty, poverty, disrespect, mistrust, crime, mental

depression etc.

While commenting on quality education, the informant mentioned that the characteristics of

quality education are so many. Most of the informants believed that ethics, values as one of the

most important components of quality education. Mr. Rifat, a BRAC administrator in this regard,

pointed out values, morality, gentility, and respect for elders, well-manners, and attentiveness to

lessons etc. as characteristics of quality education. He observed as follows:

The characteristics of the quality education are acquiring values, morality,

sensitivity to environment and gentility, respectful to the seniors, well
behave to all and also to be attentive to lesson of that class where he /she
studies. And also he/she will apply these qualities in the society. I think these
are the characteristics of quality education.

Not only inculcation of values and morality but also the learners must have attentiveness to lesson and

environmental knowledge as these are linked to quality education. The learner has also to inculcate

gentility, sobriety, and well behavior and adopt those in their personal lives so that smooth interaction

with others takes place. If the values are not adopted by the individual, the society will be soulless and

spiritless too.

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Value, a necessary component of holistic education approach which helps learners to internalize the

values and translate them into their behavior. Education without value is like a boat without a rudder

therefore, education has to be value based. Value is regarded as a necessary component of holistic

education approach which helps the learners to internalize the values and translate them into their

behavior. Value based education helps the learners to perform academically better and develop skills to

adjust personally as well as socially. He further emphasized that “efforts to develop moral values,

characters and to be good citizen that I would say quality education”. To him, quality education includes

morality, values, good characters which help to become a good citizen of the society. A healthy and

prosperous nation can only be developed if education with value is evident in the education system. The

absence of moral values of an individual creates serious conflict both socially and personally, therefore,

the role of the school is much more important to implant values to the learners. Quality education can’t

take place without value, hence value based education has to be started from the school at very early

level. Value based education provides holistic approach and positive knowledge of culture which

reduces the negativity like violence, dishonesty, jealousy, hatred of the people. Another BRAC

administrator, Mr. Karim also believed that morality, values, creativity etc. are also the part of quality

education. He stressed:

What we understand the quality education is that morality among the

children, values. Will have the attitude for attention, setting creative
questions, they will have skills. And also will grow science based concept
in their mind. They will have exploring power and capacity and mentality to
live together with others

Education broadens/enlightens our mind and education with value purifies our heart. Value-based

Education provides us with skills and positive attitudinal changes which makes a good human

being. Education helps the individual to reach the highest position in the society whereas; Value

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Based Education takes the whole society to the top. Considering these, the necessity of value based

education is unquestionable.

He further emphasized:

With people, sympathy will be grown with the children. Will have co-
operative mentality. That aspects of life skills, some aspects of life skills
are practical for them. The education should be accepted with the
changes that are happening in the modern world, like that.

Value based education teaches cooperation and sympathy so that the learner develops good traits

to become a good human being. It also teaches practical skills which can be utilized in their future

lives and the purpose of education is served. Besides values, he emphasized that the learner has to

be attentive, creative and skilled which is considered as the contribution of quality education. Apart

from that, students should also have an inclination to scientific knowledge which will make them

more reasonable and creative too. Value based education is much needed in our society. Without

it, society will be unsafe and future generation of the country will be misled.

Mrs. Salma, a teacher of BRAC pre-school in relation to this, believed that morality is a necessary

component of quality education. Quality education must focus on morality/values as they are the guiding

principles of life and all round development of an individual. Quality education can never take place

without morality or values. She asserted:

What are the characteristics of quality education? The characteristics of

quality education, is that education which gives the moral education. That
education by which values, patriotism and good conducts are taught is
called quality education.

Patriotism is a feeling of love and having a sense of loyalty as well as responsibility for the

country which is regarded as necessary component of quality education. It is also a value

which is needed in the field of education in order to make a good citizen of the society. Good

behavior on the other hand refers to etiquette, well manners, gratitude etc. which enable us to

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live in the society well. Quality education hence, should promote both patriotism and good

conduct so that future society become truly patriot, more stable and productive.

Another teacher who is one of the most experienced and senior teacher in BRAC pre-school,

Mrs. Rima observed that quality education includes greetings and paying respect to the senior

too. Moreover, learning has to be practical oriented so that the learner can know the real

things and turn into action. She maintained:

Characteristics of quality education is that, a child exchange salam when

he/she meets any guardian. Say assalamualaikum, when I as teacher enter
into class room, if the students say assalamualaikum or good morning, and
also pay respect to the seniors, this is education. These are characteristics
of quality education, like that.

It is believed that education plays a major role in developing the leaners to be closely related

to the society by sharing values with other people. The standard of education will not be

achieved if the liquor/flavor of value is missing in the body of education system.

4.1.2.1.1 Education for practical life/Practical life-Oriented Education

Practical oriented education can be regarded as Issue Oriented Education which helps students

gain knowledge and real experiences. The education which is able to address the issue and can be

utilized in real lives is called practical oriented education which is regarded as an important criteria

of quality education. Education for practical life increases the efficiency and skills of the learners

and develop their intellect, creativity, problem-solving skills and self-management skills for life

adjustment. It also enhances the confidence as well as the ability of the learner to solve the

problems faced by them in their real lives. Quality education will suffer if the education fails to

address the challenges of the present situation and meet the future needs of the society. Hence, a

responsible system of education is required in order to make the learners more positive, creative,

social and confident to adjust both present life and future lives. Quality education is that education

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strengthen the ability of the learner to overcome the challenges of present time and meet the

demands of future. A good number of the informants remarked that education has to be practical

life oriented as it is one of the important features of quality education. It furthermore makes

foundation for future in practical life of a man. It is also observed that Practical Oriented Education

bears much importance and significance in overall development of students as it increases

efficiency, creativity and the skill of the learners.

4.1.4.1. Teaching and Learning Material (TLM)

Effective Teaching Learning Material (TLM) is an integral part of quality education as it facilitates

both successful teaching as well as learning. It is discovered that the students can learn easily when

the lesson is presented with attractive and colorful learning materials. Mr. Malek, a very efficient

and experienced BRAC administrator in this regard stressed:

The characteristics of quality education are here the materials with keeping
similarity with lessons along with practical materials. There should be field
trip keeping consistency with the lessons. If there is group activities that
should be shared with children. Those who in behind- there should be
system to mixing stronger and weaker students. If the teacher calls them to
come to board she should have love and affection.

Learning materials should be similar along with the lessons so that the learner can connect it to

what they already understand and know how to utilize that. If the TLM lacks

consistency/coherence, the delivery of the lesson will lose its effectiveness. TLM therefore should

be applied by the teacher in the classroom in order to provide education which has to be practically

oriented.

Field trip is also considered as another part of practical oriented education and effective

educational activity that create interest and engagement in student’s learning. Students get clear

picture and hold more positive feelings regarding the topic through field trip. Field trip provides a

lot of opportunities to the students to learn practically as well as efficiently. It helps students to

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bridge between theoretical and practical education which results in sustainable education.

Students easily see the things, manipulate or participate actively through the field trip

since student’s experience goes beyond course contents. By this way, students not only

learn the lessons but also develop close interaction among their friends and grow curiosity to learn

more. He further stated that there should be system of combining slow learners and good students

so that learner’s interaction takes place for better academic achievement. Moreover, slow learners

can be taken care with much love and affection in order to make education more effective. A

teacher has also to be effective in implementing teaching and learning materials in the classroom

which will enable the learner to receive education practically. For example, a teacher may call

students come on the dais and write on the blackboard/whiteboard with a view to justifying the

effectiveness of the lesson. It is rightly observed that TLM significantly contribute to student’s

academic achievement by enabling the learner to explore knowledge independently and utilize

practically.

One female administrator of BRAC, Mrs. Orpa in the same manner viewed that the education

which contributes to all round development of the children and can be utilized by them in their

future lives is considered as quality education. She described:

The characteristics of quality education are that education is useful in life

of the people. And it is also science, language related. There are six
developments in the student group. The quality education plays roles to
achieve the developments.

Education has to be practically implemented by the learners, otherwise, the aim of the education

can’t be achieved/served. If quality education is ensured/provided, students can gain numerous

qualities such as communication skills, social skills, life-skills, scientific knowledge etc. These

helps them to lead their lives confidently and overcome all odds faced by them. Students

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furthermore, become more enthusiastic, spirited, and dynamic by receiving such practical life

oriented education.

Mrs. Rima, a very experienced teacher in BRAC pre-school similarly observed that quality

education is that education which helps learners to learn properly and utilize it in their daily lives.

She described as follows:

“Quality education means that education what I give to a child and that
the child could utilize it, like that. That means which education I gave to
the child could use it and did not do anything contrary to that education,
this is like that. Any education learned, good sides of education that have
been learned, this is quality education.”

She further added that after receiving education, the students are able to differentiate between

effectiveness and ineffectiveness of the acquisition of knowledge and manage their lives/utilize

properly. Moreover, after having education, if a student does not behave adversely or negatively,

it is considered as quality education.

By and large, both administrators and teachers agreed that there is no alternative to practical

oriented education rather it has a strong positive influence on student’s overall development and

academic achievement. If the education is practical, students actively participate in learning and

acquires skills and competencies too which strengthen their confidence level in managing any

challenges or issues faced by them.

4.1.4 Joyful Learning

Joyful learning is a vital component in the setting of learning since it makes learning participatory

and interactive. The joy of learning bears much significance on student’s achievement as well as

academic development like problem solving skills, cognitive skills, social and communication

skills. It involves student’s engagement, interest, activity and experience that enables the learners

to be more creative and productive. Because, in this process, students engage themselves into

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different activities such as play, fun clapping, storytelling, rhyme recitation, song, dance etc.

Basically a child needs more activity and involvement in making learning meaningful and

successful. Hence, rhymes, storytelling, music, dance, used as an effective technique for promoting

joyful learning especially for the young learners. Nothing can be as effective as rhymes or songs

in making children’s learning sustainable. Both rhymes and songs are considered to be important

enjoyable activity of a pre-school classroom which contributes to teach basic and social skills. Pre-

schoolers enjoy the lesson and interact more if the lesson is conducted through music, dance and

songs. Successful education won’t take place if the learning is not interesting and enjoyable to the

learners. Moreover, the purpose of education will remain half-hearted, if the children are pushed

to learning by force. Since, children of today are the leaders of tomorrow, education, therefore

should take place in such a way so that they can learn with interest and develop creativity, curiosity

and skills.

4.1.4.1. Learning through Fun

One of the most important features of quality education is learning through fun. Fun in learning is

a great way to provide lots of opportunities especially to young learners to interact with each other,

have fun and learn successfully. It furthermore, promotes learning and helps preschoolers to

acquire language, pre-reading, writing skills etc. which makes learning more authentic. Fun in

learning can be ensured through lots of exercises such as play, rhyme, storytelling, music, dance

etc. These help students actively take part in the classroom and make the lessons enjoyable and

successful to the learners. Mrs. Rima, a BRAC pre-school educator in this regard, expressed that

“what education means, education means, there are other things to learn like dancing, singing

rhymes, alphabets, counting , English etc. Other things are there as characteristics”. Learning can

best take place if it is conducted through enjoyable activities namely dance, songs, music etc.

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These types of activities help preschoolers develop their language and communication skills.

Rhymes and songs especially contain alphabets, numbers, counting, habits and rhythm that

children learn and recall easily. The informant emphasized that pre-school education must focus

on dance, music, rhyme and play as these are considered as the most important components of

quality education. Another teacher of BRAC pre-school, Mrs. Jenny also supported the statement

of Mrs. Rima and remarked:

The characteristics of Quality education are let the children be grown up

spontaneously and assist them to develop their merits. To do this there are
facilities for reciting rhymes and poetry, dancing, singing. The children
participate in these items spontaneously and can build self.
She indicated that rhyme and song continue to play a vital role in the development of preschool

learners. Students love to sing, dance and play role of the characters according to the rhyme learned

from the school. When students are asked by the teacher or anyone to recite a rhyme, they love to

present with their creativity. As a consequence, their confidence level becomes very high,

spontaneity and sense of self is strengthened. The informant believed that pre-school children

develop their merit, spontaneity, language and literacy skills by learning rhymes, music and poetry

in the classroom. Rhyme and music help students to express themselves overcoming their shyness

and it also improves their spelling and reading ability at early stage.

Mr. Karim, an officer, of BRAC educational programme indicated that learning environment is

regarded as a key factor to ensure fun in learning. Education at pre-school level lacks quality if there is

no fun and enjoyable activities in the classroom. Learning environment thus, should be friendly and

enjoyable so that learners actively participate in the classroom and comfortably collect learning

materials, in order to get sustainable education. He further considered that student’s willingness to go

to school and friendly relations between teachers and students are important components of sustainable

education. He also added that, learning mentality of the students should grow in such a way that there

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will be no complexity among students. Rather they will be free to ask question with spontaneity and

creativity thus grow. To him, sympathy for the children, co-operative mentality, life-skills, adjustment

with the happenings of the modern world are the key components of quality education. He described it

as follows:

In the present context the characteristic of quality education is – quality has

become more important than basic education where children will go to school
willingly. Good relations will be there among the students and teachers.
Learning mentality will be grown in the children. There will be no complexity
with them. Asking questions mentality of asking creative question will be
grow.

He further added that quality has become much more important in the field of education. It is

believed that without quality, education is soulless and ineffective since quality education provides

suitable and safe learning environment for the children which encourages them to go to the school

willingly. A healthy and friendly relationship exist between teachers and students in a favorable

learning environment. Learning environment includes both physical and emotional environment

which are extremely important for both teachers as well as the learners. Students like to go to the

school and know more in a favorable learning environment which reduces dropout rates. It is

hence, very important that learning should be enjoyable so that quality education can take place

effectively.

4.1.2 Features of quality education of BRAC pre-schools

The informants were expected to have some more clear idea about the common features of quality

education especially of BRAC pre-schools. Characteristics of quality education are so many as there is

no single definition for quality in education. The researcher also wanted to investigate from the

informants whether these features existed in the BRAC pre-schools or not. Informants provided numerous

attributes regarding BRAC pre-schools. Some of them viewed co-curricular activities, effective

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monitoring while others observed group work, parental involvement are also not at the least as the quality

indicators of BRAC pre-schools.

4.1.2.1 Impact of Co-Curricular Activities on Student’s Academic Performance

A school, a social organization especially where teaching and learning take place. In a school,

though there are students of different background or culture, it should provide an equal opportunity

for all students to receive education successfully. There is a strong demand for quality education

for which effective teaching and learning is obligatory. Moreover, quality education refers to the

holistic development of a child. Hence, education, should be comprehensive so that a child can

fully be developed and play his/her role effectively in the society.

It is undoubtedly recognized that co-curricular activities play a major role for the development of

student’s personality and improving classroom performance. The activities that take place outside

academic curricular/syllabus is regarded as co-curricular activities. Co-curricular activities are

mostly voluntary and are not considered as integral part of curriculum. Co-curricular activities in

pre-school can be done in different forms such as sports, rhyme recitation, music, dance, drawing

etc. Student’s engagement in different activities in school displays their positive attitude and

voluntary connection to their school. Every child may not be same at their merit level since they

possess multiple intelligence. It is very common that someone may be very expert in academic

subjects like English, Math, Science, while others may show their interest in Arts or Crafts. It is

revealed that pre-school students want to participate more in enjoyable activities in the classroom

like drawing, music or dance rather than any other subject. When young learners/pre-scholars take

part in co-curricular activities, they develop curiosity in learning as well as commitment towards

school which result in good behavior, higher grade, better academic achievement and successful

school completion. It helps student to develop the holistic personality, experience understanding

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and the spirit of healthy competition. It also enhances student’s practical and professional skills

for a better future.

4.1.2.1.1 Co-Curricular Activities

Co-curricular activity is regarded as a vital part of education since it enhances numerous

competencies and skills too. It is though an extension of formal/regular course of the study, it is

well connected with academic learning. It is evident that in BRAC pre-schools, co-curricular

activities are given much emphasis as part of education. Children are found engaging these types

of activities such as dance, songs, recitation etc.

While commenting on the features of BRAC pre-schools, both administrators and teachers agreed

that co-curricular activities as one of the main characteristics of BRAC pre-schools. Co-curricular

activities though are an exclusion of formal courses of study, it influences students positively like

having better grades, academic achievement and positive behavior. It contributes to the

development of numerous competencies and skills and prevents dropout rates of the students and

increase the possibilities of higher academic achievements.

Mr. Karim, a BRAC administrator indicated that beside academic program, students are

encouraged to take part in co-curricular activities such as dance, songs, recitation etc. which makes

class more interesting and enjoyable to them. Children especially enjoy these types of activities

conducted in the classroom as it helps students develop spontaneity, creativity and practical skills.

He stated:

Then beside learning some co-curricular activities are also there which
are called recreations, like dancing, singing, drawing. Through this some
spontaneities are found among the students.

Co-curricular activities especially strengthen the classroom learning since activities such as rhyme,

song are connected/related to contents. These activities are found to be related to not only academic

19
performance but also measures student’s all round development. It therefore helps students to have

better understanding of the lessons and generate ideas freely.

Participation in co-curricular activities on the other hand, ensures positives changes in the behavior

of the students like self-confidence, self-esteem and courage’s-curricular activities, helps students

develop their leadership qualities, problem-solving skills, critical-thinking etc. which enable the

learners improve school performance and successful school completion. Mr. Rifat, another

administrator of BRAC also believed that beside academic, co-curricular activities encourage

students to take part in those activities so that students become more confident, courageous and

spontaneous. He stressed:

Teach them the alphabets, counting, awareness to environment.

Besides these introduce them with co curriculum through which build
them as a good citizen in the society. So to develop them to primary
education by developing the quality of education and in various way

Acquisition of multi-faced knowledge helps an individual to become a good citizen of the society.

The informant asserted that the main objectives of BRAC pre-school is to make students competent

and ready for the next stage of education. Besides, teaching literacy and numeracy, students are

given clear concepts on various issues like environmental knowledge, cleanliness etc. He said that

“Our main objective is to grow up the children of remote area of BRAC nursery classes as

competent. Students make their learning more meaningful through different exercises like music,

rhymes, games and sports which make them physically fit and mentally sound.

Regarding the features of BRAC pre-schools, some of the teachers of BRAC pre-schools namely,

Mrs. Rima and Mrs. Salma hold the same opinion that the standard of education provided by

BRAC pre-school is very good. Because, teaching and learning of BRAC pre-school take place

through lots of enjoyable activities and interesting exercises. These allows children to enjoy the

lesson and perform actively in the classroom. She emphasized:

20
 The qualities of BRAC preschools are good. Qualities are good, you
see that we teach the children dancing, singing, rhymes, acting,
writings so many things. So due to these we say qualities are good,
standard is good.

Students are taught dancing, music, role play and different types of activities that make them eager

to learn. They learn in an enjoyable manner, creativity thus grows. Learning without joy becomes

burden on the children and they start showing apathy towards learning. Learning, therefore should

take place at a suitable atmosphere and adopt effective pedagogy with a view to ensuring quality

education.

She further indicated that various types of activities are conducted before starting formal class.

She stated “What learning you can say that here it begins with physical exercise, national anthem,

patriotic songs, group works.” BRAC pre-schools allows children to perform better both in

academic and in extracurricular activities through numerous engagement in the classroom.

Different types of co-curricular activities along with formal education discovers the hidden

potentiality of the students and make them good human being for the society.

BRAC pre-school teacher, Mrs. Salma in the same manner indicated that the qualities of BRAC

pre-schools are better than any other schools, since through exercises, students receive practical

knowledge rather than bookish knowledge. This is one of the exceptions of BRAC pre-schools.

Teaching and learning conducted in BRAC pre-school is more practical which draws attention of

others. She mentioned:

The qualities of BRAC preschool are better. Here dance, songs, rhymes
etc. are taught practically not by bookish. These are taught practically
and through experience with us.”

Female administrator Mrs. Orpa observed that education provided by BRAC pre-school is more

practical oriented which allows students gather lots of experience and use it in their daily

21
affairs/life. Learning becomes successful and effective only when it is utilized in proper way. She

therefore believes that the education given by BRAC pre-school is effective since it is able to bring

positive changes among the children and thereby the aims of education is also achieved. She said,

“They receive all kinds of education practically. So I think regarding the standard of quality, that

education which is given by BRAC, brings positive changes.”

Co-curricular activities help things easier to students and enhances their experience which result

in higher academic achievement, culturally or intellectually development and aesthetic

enrichment. It furthermore helps student to realize the importance of education and utilize it in

their practical lives.

The contribution of co-curricular activities on student’s life is unquestionable. It prevents dropout

rates of the students and increase the possibilities of higher academic achievements. Students

moreover, learn discipline, patience, performing responsibility, showing respect by taking part in

co-curricular activities.

4.1.2.2 Influence of Monitoring and Evaluation for the Effectiveness of BRAC Pre-schools

Though monitoring and evaluation are mostly grouped together, both of them have some

differences in terms of their process and set of time. Monitoring is a systematic process used to

improve the inputs and activities of an organization with a view to reaching specified objectives

or outcomes. It is also used to promote good governance, improve management practices, and

ensure creativity and better accountability. It is hence, an integral part of day to day management

as it helps to check, supervise an activity aims at maintaining the standard of quality in the

organization.

Evaluation on the other hand, is used to assess the whole activities of an organization. To be more

specific, it intends to measure relevance, transparency, effectiveness and efficiency of activities

22
so as to achieve set of goals. Isolating errors and improving organizational performance is one of

the main purposes of evaluation. They, even though are, management tools, have distinct roles in

the development of an organization.

Monitoring is a systematic and ongoing process that tracks progress against desired goals and

ensures the quality in the management while, evaluation is conducted at specific areas to assess

the outcome of an organization. Monitoring furthermore, plays a crucial part of evaluation of a

school which influences better performance and academic result.

To oversee the overall performance of educational institution like school, college or university is

considered as educational monitoring. It is an analysis of an activity of a school which shows how

well is school performing, covering strengths and weaknesses. It also shows what is to be done for

further improvements, if there is any shortcomings in the organization. Evaluation on the contrary,

assess how well the whole process happened and whether it contains any shortcomings, strengths

or not.

Monitoring is usually undertaken by a team directly involved in the organization whereas

evaluation is best conducted by an outsider who can neutrally measure the strengths or weaknesses

of the organization. However, both monitoring and evaluation is important for the further wider

development of the organization identifying the strengths and challenges of the organization.

While recognizing their differences, it is important to keep in mind that both monitoring and

evaluation are interlinked with each other. Because it helps to improve present and future

management of outcomes and impact.

While discussing about the characteristics of BRAC pre-schools especially administrators believed

that educational monitoring and evaluation is a must in developing the progress and improving the

23
outcome. Through educational monitoring, leadership is put into practice that ensures school

improvement and enhances performance.

4.1.2.2.1 Educational Monitoring and Supervision

Educational monitoring is found to be an important variable to measure the effectiveness of BRAC

pre-schools. Educational monitoring refers to academic achievement of students, teacher’s

performance, skill as well as overall development of the school. It is a practice that strengthens

teacher’s skill and performance by overcoming their fault. Educational monitoring basically is

conducted by the Principal or a group of people who have direct involvement in this process.

BRAC managers supervise and assess the school’s performance, since there is no Principal or

Head master in BRAC pre-schools.

Monitoring and supervision of BRAC pre-schools by BRAC officers is another technique to

maintain quality in BRAC pre-schools. One of the administrators of BRAC, Mr. Malek

commented that there are some strategies taken by BRAC in order to provide quality in its pre-

schools. Among them monitoring by higher authorities plays a crucial role for the qualitative

development of BRAC pre-schools. He further elaborated:

“To ensure the qualities of education there is one worker in each cluster.
He has been given specific schools. He follows action plan and check
list. There are some school where the teachers are not so good. That’s
why we from Manager and above have to monitor these school. We find
out the weak sides of the teachers and show to them for covering up and
solve these.”

There is one worker in each cluster who intends to assess quality in the educational program of

each BRAC pre-school. Especially a BRAC officer acts as a Monitor who is in charge of specific

schools. He is responsible to upgrade the school’s performance by following action plan and

maintain checking progress against set goals. If any mistake or fault is found, necessary steps are

instantly taken to overcome. In addition, teachers are motivated to enhance their performance so

24
that quality can be guaranteed in BRAC pre-schools. The effectiveness of education mostly

depends on the teachers. If a teacher lacks skill, deep knowledge and the ability to build a rapport,

education definitely will loose its quality. It is therefore, necessary to improve teacher’s pedagogic

skills to facilitate teaching and learning process effectively.

Mr. Karim, another Manager of BRAC described elaborately the role of Monitor in supervising

BRAC pre-schools with a view to achieving quality. He indicated that, there is a team which

especially examines the progress and check the errors of the school as the quality of educational

process is not constant and certain. There is a strong monitoring group working under the leadership

of Program Organizer (PO) who visits school every day. Students are assessed motivating in terms

of their learning achievement for further effectiveness.

The Monitor supervises the students and finds out the gaps among the children and keep them

informed in this regard. Manager sits with Program Organizer (PO) and discusses matters pertaining

to necessary steps which can be taken for improvement. This shows how BRAC effectively tries to

make some policies and some plans to mitigate the learning obstacles of children. There is a

Manager also who sits with the Program Organizer (PO) to monitor the progress. In addition,

schools are visited on random basis. Each school is visited 8 times in a month. His observation is

as follows:

And Quality, here we have a special skilled group. We also have

Monitoring program. And there is one PO (Program Organizer) who visits
4 schools every day. By this method each school is visited 8 times in a
month. Then we have Monitor who finds out the gaps of on the children
if any and inform me. And that subjects there is Manager, Manager sits in
meeting with PO and discusses that subjects and takes necessary steps.
Besides, this I also do follow up visit these schools randomly. That policy
we have orthe policies we have are followed or not.

25
Attempts are made to maintain the quality of BRAC pre-schools through policies and rigorous

monitoring undertaken by BRAC. They monitor both teachers as well as students especially who

are in the educational setting so that education can take place successfully.

It is noteworthy that no teacher but only administrators considered monitoring as an effective tool

to measure quality in BRAC pre-schools. It may be due to the teacher’s lack of administrative

knowledge about the function of a school.

On the basis of the above discussion it is evident that there should be a monitoring and

evaluation system in the school. The purpose of monitoring is not only to provide answers to

the authority theoretically but also to improve their activities or process practically.

4.1.2.3 Teacher’s Quality Improvement

Teachers are one of the most dominant stakeholders of any educational system. Because, a teacher

plays a crucial role to make a good human being by transmitting/disseminating knowledge. It is

widely documented that the success of any education system relies on the efficiency of teachers

since teachers are the one who impart knowledge and maintain the standard of education. The

future and destiny of a nation also depends on the teachers as they mould the character, personality

and shape the future of a human being. Teacher’s quality therefore, matters since teachers are

considered as role model for the students. In order to improve teacher’s quality, professional

development or competency is very much essential.

It has been revealed from most of the BRAC officials that teacher’s training and workshop are

important ingredients of excellence in education. One of the BRAC Managers, Mr. Malek believed

that training like Refresher’s Course provided by BRAC truly helps BRAC pre-school teachers to

sharpen their professional skills, efficiency etc. Teachers can easily overcome their

faults/shortcomings through the refresher’s course as it is organized every month. Teachers get

26
chance to correct their mistakes by attending training programme organized by BRAC. They

furthermore, get an opportunity to know the pedagogic skills, academic matters and develop their

confidence level. In addition, Orientation course is also provided by the school which makes

teachers more competent and committed to their profession. He stated: “To do this what we do to

make a teacher qualitative in every month we arrange refreshers and orientation. School arranges

orientation and we provide the basic training.”

Touching the same point Mr. Karim, another BRAC officer viewed that Refreshers Course

arranged by BRAC plays a key role to sharpen teacher’s efficiency and professional skills. The

role of the teacher assumes greater significance in catering knowledge and maintaining the

standard at pre-school level. There is no alternative to training since it strengthens teacher’s

performance academically and professionally. Moreover, the professional development of a pre-

school teacher has to be of such at satisfactory/high level so that young learners can receive

knowledge effectively as well as spontaneously.

Mr. Malek, however viewed that the role of workshop is also not at the least to increase teacher’s

effectiveness. He commented, “As there is system for workshop. We call them in the workshop.”

Teachers can learn about a particular subject, new techniques by attending workshops which

enable them to achieve success in their professional field. Workshop help teachers to gain

experience, exchange ideas and demonstrate particular subject. On the other hand, teachers training

help teachers to perform duties successfully overcoming challenges faced by them in a planned or

organized way. To make teachers well informed of the content and skilled in delivering the lesson,

subject based training are arranged by BRAC. He stated:

We have also Master Trainer (MT). The Master Trainers teach the
teachers on subject basis. The subjects are Mathematics, English and
Science. The subject which seems to be hard to her to teach we help her

27
 to acquire sufficient skills through workshop to teach this subject.
Because we believe that until we develop the workers we cannot develop
the schools.

Subject based training provides the knowledge of content, curricula and characteristics which

affects learning. Basically, Master Trainers (MT) conduct subject based training. Subjects like

Mathematics, English and Science are discussed in that training which helps the teachers to

broaden their horizon of knowledge. He said that the subject which seems to be a bit difficult to

the teacher to teach, the trainers help him to acquire sufficient skills through training/workshop to

teach these subject. Because they believe that they cannot develop the schools until they develop

the teachers. He further explained that there are six Master Trainers (MTs) who provide full

cooperation to the teachers with a view to achieving the standard. He said:

I also like to tell you more that we have 6 MTs (Master Trainer) for six
subjects. These MTs help and cooperate the teacher. Which we call it
Remedial class. That also called practice teaching.

He further described that Program Organizer (PO) is responsible for supervising the school and

each school is visited 8 times monthly. By exploring the weakness or learning obstacles of a

school, Remedial class is provided to the teacher.

But we have only one teacher. But we have Program Organizer to look
after the schools. They have to visit the school 8 time in a month. And
working manager must know which subject is weak of a particular school
and inform earlier. According to this we arrange Remedial classes and
practical classes. There are 10 people here to help her. Due to this system
we could achieve success.

Though administrators gave much importance on teacher training, surprisingly teachers are found

less responsive to that

28
4.1.3 Factors help improving quality of education in BRAC pre-schools

4.1.3.1. Effective Educational Management System/Body

Both administrators and teachers were asked about the attributes of improving quality education

in BRAC pre-schools. Informants expressed different views regarding the factors which help

improve the standard of education in BRAC pre-schools. Some of them believed that strong

educational management system, effective teaching methodology and taking care of slow learners

etc. are the main striking features of quality education in BRAC pre-schools. School management

is a crucial part of any educational system. Educational management refers to managing

administrative, academic as well as financial matters in an integrated manner in order to perform

duties properly and achieve desired goals effectively. An effective educational management

furthermore focuses on continuous improvement of teaching and learning effectively to meet the

standards and expectation of students. Effective educational management includes effective

teaching system as an integral part of academic materials. Effective monitoring and supervision is

a part of administration and finance as the strength of a school.

In BRAC educational program and practice, BRAC managers/officers act as a school manager or

supervisor who basically oversees the programme with a desire to achieve educational goals

successfully. It is very prominent that most of the administrators remarked that monitoring or close

supervision is a powerful instrument to assess quality in BRAC pre-schools.

Mr. Malek, a BRAC official in the same manner asserted that supervision of schools by superior

authorities, co-operation from staff and implementation of decision at the right time, are the

important factors in improving quality in BRAC pre-schools. There are manpower at various levels

who supervise the schools and there is competition among the schools. The management staff at

all level, mainly strives for achieving quality education as their goal. His observation is as follows:

29
 To develop the qualities first of all I should say that there are so many
manpower who are associated with the BRAC Education Program. The
manpower are at various level, like Area, Branch and Regional level and
up to Head quarter. Top to Bottom all are engaged to ensure the qualities
of education. There is none who is not associated with this system.

The personnel starting from Headquarter to field level in BRAC Educational Progrmme (BEP)

play their roles very significantly in ensuring quality education. He furthermore indicated that in

order to ensure the qualities of our school there is cooperation from top to bottom like Regional

Office, Head Office, Area Office, Branch Office and a good result could be achieved. To maintain

quality is very much competitive nowadays, pre-school program by BRAC therefore has been

taken as a challenge. He further indicated:

We have taken it as a challenge. We think that there should be competition

with other schools. Today in this world if one is to get quality education
there must be competition. To ensure the qualities of our school there was
cooperation from top to bottom like Regional Office, Head Office, Area
Office, Branch Office. And we could achieve a good result in the previous
days.
.
It is also noteworthy that beside academic matters, delivering decision at right time and

implementation of that is another factor to achieve quality in BRAC pre-schools. He

commented that “we can send our decision at right time. The decisions were implemented

in time and we could achieve qualities till now.”

Mr. Rifat, another administrator of BRAC in the same manner stressed that close supervision is

one of the major strengths to maintain the quality in BRAC educational program and practice. He

indicated that Program Organizer (PO) provides training to the teachers and observe them closely.

PO also holds meeting with the guardians and discusses about the problems faced by them in the

school. If any problem is found, steps are taken to be solved collectively. He further indicated that,

the main objective is to make the children at home by grabbing the basic issues of the lessons of

the text books and to ensure the standard of the qualities and values. His observation is as follows:

30
 Actually Close supervision is essential to develop the qualities of BRAC
preschool. That what teacher will teach there must present our Program
Organizer. He will observe it intensively. Then the problems developed in
the guardians meeting are to be shared with guardians and will be solved
collectively. Preparing the children mentally by their co curriculum along
with other lessons. Our main objective is to make the children at home by
grabbing the basic issues of the lessons of the text books . And to ensure
the standard of the qualities and values.

It is evident BRAC personnel’s from top to bottom maintain high levels of collaboration and

communication among the staff so that they can perform their roles very efficiently and achieve

their goals collectively.

Creative Teaching technique

Creative teaching method is an application of innovative teaching style used to deliver meaningful

learning and experience. It is a tool to improve student’s problem solving skill and ensure student’s

engagement, interaction as well as spontaneous participation in the classroom.

The lady Mrs. Orpa gave an overview how students are taught with creativity and innovation in

BRAC pre-schools. She explained that before students entering formal learning process, they are

taught to draw circle and various pictures. By this, they develop their interest to learn before

receiving books. Since children naturally love to draw, they are taught through drawing various

pictures which encourage them to invest themselves in learning, and make learning participatory.

She stated:

We teach them to draw circle and various pictures. When they learn these,
they think that they are playing and drawing pictures. Through this method
they advance into a learning process. It happened before receiving books.
These causes help to develop our standard

Creative activities such as drawing, pictures, drama, music, dancing, learning games etc. ensure

active participation is the classroom. It is noteworthy that creative teaching method is one of the

factors/indicators to develop the student’s standard of education in BRAC pre-schools.

31
One of the BRAC pre-school teachers Mrs. Rima in this regard, explained more clearly about their

creative teaching approach adopted by BRAC pre-school teachers in the classroom. She said that

students of BRAC pre-schools are taught alphabets, numbers by drawing line which helps to have

proper shape of writing. Students, moreover are encouraged to write in the board which builds up

their high confidence level. She mentioned:

We teach the children writing in the school , like that. They use slate for
writing, they learn writing by drawing line , write alphabet and numbers by
drawing line. They write in board also. Through these the qualities improve.
And there are group works also, like that.

She further added BRAC pre-schools also provide game materials in order to make the classes

more creative and interactive to the students. Use of game materials is another way which makes

classes more interesting and enjoyable to the pre-schoolers. Materials like sink-float game are used

to make the students comprehend the lesson easily and practically. She mentioned:

In our school we have game materials, and other materials for children I don’t
know whether these are available in other schools or not. In our school we have
play materials and also sink-float game materials. We have materials to play
games to show which things floats in the water if it put in the dish and which
materials sink.

These types of activities moreover, help students enhance their performances and make

learning more sustainable. She further added, “We have also airplane game. Other games on

like identification of land transport and water transport etc.” Students can easily distinguish

between the transport moves on land, water or air. She asserted that learning with games have

certain objectives that makes learning enjoyable as well as interactive to the learner. It is

evident that student’s idea becomes clearer when they are shown real objects, traits and

differences in practical. Moreover, this approach ensures student’s engagement and

participation in the classroom successfully. She observed:

32
 There are systems to teach through games. We have such education. And also
have to learn if any one plays with boat ,with train or plane. Every games have
objectives. And there are learning behind all learning. But I don’t know whether
these kinds of learning process are available in other schools or not. But this
techniques of learning are available in our school , like that. We teach the children
with games. There are systems with games.

She described that there are some systems to apply creative method like teaching through games.

A teacher therefore, has to have the art and skill to use materials and make sure the materials

available to the classroom which results in student’s active participation. The informant, Mrs.

Rima emphasized that this sort of learning process may not be followed in other schools but BRAC

pre-school is successful in applying this procedures.

Mrs. Jenny, a BRAC pre-school educator emphasized that not only dance, music but also role play,

rhyme recitation as teaching components of creative method applied in the classroom in order to

make successful teaching learning process. She stated:

Except dance and singing. We do some other things to develop their

merits. Like rhymes, acting, rhymes by clapping. We impart them
knowledge to understand and self help.
Mr. Rifat, an administrator, however emphasized that the factors which help improve the quality

of education in BRAC pre-school are learning values, social awareness and environmental issues.

He considered that these types of education help the children to grow up as good citizens in future.

He observed that, “the students of BRAC pre-school learn not only the lessons, besides that they

learn values, social consciousness, environmental issues etc. I believe that for growing up in future

as a good citizen this standard of education will help.”

Though creative teaching technique ensures student’s interaction, it focuses less on the core

course curriculum. Majority of the informants indicated that BRAC pre-school adopts creative

teaching method to facilitate effective teaching and learning process. It is also found that BRAC

33
pre-schools lack enough educational aids/resources/kit for which creative methods may not be

applied in all schools.

4.1.4 Factors negatively affect quality education in BRAC pre-schools

4.1.4.1 Non-Cooperation from the Government

Answers varied while discussing the factors which negatively affect BRAC Pre-schools. It is

noteworthy from the discussion that there are many barriers to the improvement of quality

education in BRAC pre-schools. Mr. Karim, an administrator of BRAC, further said that, while

they work on behalf of the government, it seems that especially government primary schools

consider BRAC pre-school as rivals. He further said that, though they work on behalf of

Government, it seems that especially the government primary school teachers take BRAC pre-

schools as their rivals. In spite of rivalry attitude shown by the government, he admitted that

without the support and cooperation of the government, their educational programme is bound to

fail. He expresses his uncertainty about the standard of education provided by the government

since government is unwilling to lend a helping hand to the NGOs. He asserted:

Though though we work on behalf of government. But it seems to us that

specially the government primary school teachers take us as their rivals,
but they cooperate with us, otherwise we could not continue the programs.
But they have some negative attitudes like this. They consider us as their
rival. Regarding that matter I discussed with the teachers. In most of the
time it delays to collect the books from government office.

In this context, Mr. Malek also observed that rivalry attitude of government affects the educational

program of BRAC. He remarks, “Negative---as there is an issues like governmental/

nongovernmental, so government does not want that better should be done by the NGOs. This is

my opinion. I am not aware how much quality education has been achieved.”

He further remarked that it is not possible only by the government to ensure education all over

Bangladesh. There are many non-government organizations working for achieving quality though

34
government doesn’t want to recognize their contribution. If the government comes forward to

support the NGOs then it would have been better, he said. But here BRAC has to suffer to receive

these. He thought that it is negative influence. He elaborated:

What I think towards negative, it is like that education makes a person

sensitive. It is not possible only by the government to ensure education all
over Bangladesh. I think if the government comes forward to support the
NGOs then it would have been better. But here we have to suffer to receive
these. I think it is negative influence.

He further described how even BRAC suffers from the scarcity of material, money, method,

information and time which caused another negative influence. If they give books BRAC can

receive. But as the Prime Minister declares that on January 1, everybody will get books, it is not

ensured that BRAC pre-schools will get books on 1st day of January. He narrated:

Several time we speak about Material, Man, Money, Method, Information, and
Time but if we don’t get all these in time then of course negative influence takes
place. If they give us books we can receive. But as our Prime Minister
declares that on January 1 everybody will get books. But it is not ensured that
we will get books on 1st day of January.

In the same context, Mrs. Salma, a teacher of BRAC pre-school frustratingly uttered that “the

causes that influence negatively the quality education, are the books which are given for the

primary school, are not given to pre-primary school.” Though the government primary school

receives book from the beginning of the session, it is uncertain to BRAC pre-primary schools to

collect books timely due to various factors. BRAC pre-schools can’t start academic classes until

they receive books from the government. BRAC pre-schools even can’t start academic classes

until them receive books from the government. Government’s dual attitude is displayed

35
Since they linger to supply books to BRAC pre-schools. Like all the informants, the lady

administrator Mrs. Orpa is not also exceptional when she uttered that the government primary

schools definitely show a negative role towards the BRAC educational program. She believed that

government primary schools suffer from lack of students due to the establishment of BRAC pre-

schools. Therefore, government primary schools, don’t want to provide any cooperation to them.

She tactfully uttered that though some contrary factors exist while both NGO and government

work together, there is no backwardness in standard of quality. Her observation is as follows:

The causes behind the opposite influences are -now in government school
the primary school is compulsory. And also some NGOs are working. Due
to this it is seen that some contrary factors are affecting for this no
backwardness in standard of qualities. But creates little obstacle to initiate
the program.

Another teacher Mrs. Jenny, remarked that, other schools specially government primary schools

create problems for BRAC pre-schools. Those schools criticize about BRAC pre-schools. They

also spread rumor to their guardians against BRAC pre-schools with bad comments. The guardians

report these things to the BRAC pre-schools teachers, she further added. Her comments are as

follows:

The main obstacle here is how is our school. The other schools create story against us.
They comment very badly against us. They create obstacle on the path so that the NGOs
school cannot run properly. They also whisper to the guardians with bad comment. The
guardians report to us these things.

The government primary schools play an active role to damage the fame of the BRAC pre-schools

as they consider BRAC pre-schools as their main rivals.

Ways to ensure quality education in BRAC pre-schools

4.1.5 Random monitoring/Close Supervision

Education is an effective instrument which is very much crucial for the development of a nation,

Therefore, all different stages of education namely pre-primary, primary, secondary and tertiary

36
need to be of quality to ensure quality in education. Education institutions need to be managed

properly so that students can effectively play role towards national development. Supervision in

any educational institution is a vital component used to check inefficiency, mismanagement in

schools and explores the gap in the management of the school properly. The main objective of

supervision is to improve teaching and learning process and achieve set targets. Supervision can

be conducted in many forms like internally or externally. BRAC pre-schools are supervised by

internal officers of BRAC with a view to achieving the standard of education at pre-school level.

BRAC administrator Mr. Rifat who is in-charge of maintaining quality education believes that

close supervision is one of the requirements of guaranteeing quality education in the educational

institutions. In BRAC pre-schools supervision is performed by PO of BRAC who oversees and

provides specific instruction for teacher’s performance for professional development. Program

organizer (PO) observes the performance of a teacher very closely. He mentioned:

Close supervision is essential to develop the qualities of BRAC preschool.

That what teacher will teach there must present our Program Organizer. He
will observe it intensively. Then the problems developed in the guardians
meeting are to be shared with guardians and will be solved collectively .
Preparing the children mentally by their co curriculum along with other
lessons .

Open discussion takes place with the guardians in a meeting and steps are taken by BRAC officials

to eradicate the problems through the consultation with teachers as well as guardians. Beside

academic, students are also prepared in extracurricular activities.

He further state that “Our main objective is to make the children at home by grabbing the basic

issues of the lessons of the text books. And to ensure the standard of the qualities and values.”

Mr. Karim, another experienced officer of BRAC also stresses that random monitoring is one of

the traits of BRAC. He furthermore explained that the school is visited by strong working groups

and at least 15 schools are observed by the working group. Random Manager supervises that

37
working group regularly so as to asses whether schools are functioning properly or not. If any gap

is found, Random Manager identifies it at his own initiatives. He stated further that he also pays a

surprise visit to the schools with a view to overseeing whether the existing policies and curriculums

are followed or not. He described:

I have a very strong working group. There are 15 schools under each member of
working groups. He follows up regularly. He is followed up by Random Manager.
If there is any gap the Random Manager identifies it and shows it to them. Even then
he also visits schools at his own initiative randomly I also go to visit schools
randomly without the manager or worker to watch whether our existing policies and
curriculums are followed or not by the class teachers. And also after going there
ensure the quality whether these are going on track or not. These can be done by the
working force.

He explained that, he also visits the schools randomly without the Manager or worker to watch

whether the existing policies and curriculum are followed or not by the class teacher in BRAC pre-

schools. Attempts are made to ensure quality by paying frequent visit in BRAC pre-schools. His

observation is as follows:

----if there is any gap then we have monitoring. In Monitoring, we have two
types of monitoring. One is program monitoring and another is pre- monitoring.
The pre monitor also visits schools and report to me if he finds any issues like
on problems in curriculum or any weakness . Then we take necessary actions
on that basis. Thanks

BRAC follows two types of monitoring namely Program monitoring or Pre-monitoring. BRAC

schools are visited by pre-monitors who reports to the Area Manager. If there is any problem found

regarding management or curriculum, things are shared instantly with the Manager. Necessary

steps are taken to improve the management of the school.

According to Mr. Malek, an administrator, there is a hierarchy of officials for class supervision of

the pre-schools. He, for instance, emphasized that the officials are Programme Managers,

Programme Heads, Programme Co-coordinator and Director. After them there are Branch

Manager, Area Manager, and Regional Manager. There is one Monitor in every area who is

38
especially responsible for ensuring quality. He remarked that in their understanding Monitor means

Mirror. The informant further informed that the Monitor reports after each 3 months and visit the

school according to digit numbers which is unknown to others. He described:

As I spoke about the standard of the BRAC pre-school. The Branch Manager
of this organization is my older brother. Then there are Area manager, and
you know ---- there is Regional Manager. Above us there are Program
Manager, Program Head , PC and Director. That you know that there is one
Monitor in every Area Office. The Monitor is there to ensure the quality. In
our sense we understand that Monitor means Mirror. The Monitor reports
after each 3 months and make sampling. He will visit school according to
digit number which is unknown to others.

There is a system of evaluation to assess the performance of the students. In BRAC pre-schools

students’ performance are evaluated through some tests like terminal test or monthly test. He

further added that though evaluation on term basis like 1st Terminal, 2nd Terminal and Final

examination is conducted, there is also a separate page for monthly test. Student’s progress is

monitored on the basis of the lessons covered each month. Students result are well maintained and

kept recorded. Parents are shown the evaluation card and kept informed about their child’s progress

in the meeting. They brief about the performance of the children in every monthly meeting.

Through this system, parents are able to know their child’s achievement and help them

accordingly. By following these procedures, BRAC ensures quality. He narrated:

Before evaluation by visit we tell to ensure the quality of school. Though

we take examination of 1st. Terminal, 2nd terminal and Final examination.
Then there is separate page for evaluation in every month. And definite
chapter is there for evaluation. There are directory and cards for the
evaluation. There is also monthly --examination system. We inform the
evaluation record to the guardians in the meeting. We show the parents
where are the problems of his sons or daughter.

He further informed that teachers are given instructions and guidelines for effective teaching. For

instance, educational materials are provided to the students for their better understanding. To make

39
students more creative, they are discouraged to memorize. The above mentioned procedures are

followed in BRAC pre-schools to strengthen teacher’s skill and learner’s performance.

He described:

We also direct the teachers and the workers guidelines. And another thing we
do as we know that there is nothing to memorize the creative questions . We
try to do everything by giving materials..
BRAC Manager as Monitor sincerely performs his duties to maintain the standard of education in

BRAC pre-schools. The purpose of monitoring quality education will not be achieved if there is

absence of evaluation system of education in the. BRAC Managers, though they put much

emphasis on monitoring, only Mr. Malek informed clearly about the types of evaluation to assess

student’s performance conducted in BRAC pre-schools

Managing students in the classroom

4.1.5.2 Promoting education positively /Teaching with care

A classroom is a place where teachers instruct students and provide positive guidelines to a student

which helps him to reach specific educational goals. It is very common that in a classroom there

are students of different background, caliber, intelligence as well as cognitive abilities. The role of

a teacher is therefore, to explore the ability of the learner and educate taking into consideration all

those traits. The ability of the learner in the classroom is not the same to grab the lessons, it is

therefore very important for a teacher to manage the slow learners by diagnosing their difficulties.

To facilitate teaching learning process, a teacher has to select appropriate teaching styles and

materials in order to draw the attention of the students as well as ensured successful learning.

Another important step regarding ensuring quality education is that teachers teach the students

repeatedly unless it becomes reachable to the learners. She mentioned that teachers take special

care of the students. If any student is found absent, teachers try to know the reason and

40
communicate with the guardians to send the children to school. Thus, BRAC pre-school teachers

make sure student’s attendance in the classroom.

Mrs. Rima stated that, if any child cannot write a single alphabet then she helps the child

repeatedly, even teaching by directly catching the pen. This indicates that BRAC pre-school

teacher handles the students in the classes with much care and affection in order to make education

more successful. Teachers have to teach them. This is the single motto, she added. This is quality

of standard and the teachers ensure it that they must teach the child. Her observation is as follows:

Education too--- We ensure means if any child does not come to school then
collect information about the absence of that child. We try to bring the child
even by the guardians, we communicate for bringing this child to school.
Then you understand that, if any child cannot write a single alphabet then
we help the child repeatedly , even teaching by directly catching the pen,
like that. We have to teach them. This is our single motto. This is quality
of standard and we ensure it that we must teach the child.

In this perspective, BRAC pre-school teacher, Mrs. Jenny mentioned that quality is ensured

through lessons and various activities. In addition, students are assigned to different activities such

as home-work and class work. Moreover, students’ progress is daily monitored by recalling prior

knowledge in the classroom. Therefore, the children can be grown up in desired way and can build

their personality in a desired way, she stated. Her observations are as follows:

We ensure the qualities of education by giving lesson. In addition through

homework and other activities we ensure. We also verify daily the
students in the class room by asking lesson. That’s why the children can be
grown up in desired way and can build self beautifully.

Mrs. Salma, another BRAC pre-school teacher however asserted that by developing students

physically, physiologically as well as emotionally she tries to ensure quality education. She also

makes an attempt to bring changes in the behavior of the students since it is considered as one of

the features of education.

41
She described,

I ensure the qualities by that means what I try to developed like physics of
the children, physiologically, emotion etc. Also changes can be brought in
their behavior. How to developed them physically, physiologically that I
try. Other than this there are so many ways to help him.

Both the teacher specifically Mrs. Rima and Salma indicated that students are taken special care

by teachers in order to develop student’s academic excellence and achievement too. It is evident

that the teachers of BRAC pre-schools don’t linger to care about imparting knowledge to students.

The teaching style and approach adopted by pre-school teachers is very much effective to improve

students’ academic performance is common debate. All the teachers are found to be very caring

and committed to their profession.

4.1.5.2.1.1. Home visit by teachers

Even though there were lot of factors related to the improvement of quality education in BRAC

pre-schools, the teacher Mrs. Rima believed that home visit by teachers play a pivotal role in

providing quality education. She mentioned that adequate initiative is taken by teachers especially

to make the students regular in the school and improve their academic success.

She further explained that if the child is not regular in the school then she collects the information

about that child and communicates with the guardians. Even if she fails to bring back the students

to school, she pays a home-visit in person and motivate the guardian to send their children to

school. Home visit is an approach which reduces the gap between students and teachers. It

furthermore gives parents and teachers an opportunity to work together for the improvement of the

child’s poor classroom behavior and academic success. It aims at learning about the student’s need,

interests with a view to building relationship with teachers and parents.

42
Thus, they ensure student’s attendance in schools and make guardians aware of their children’s

education which facilitates effective learning. Taking care of slow learners is another major step

in ensuring quality in BRAC pre-schools. Her observations are as follows:

Guardian’s house visit means that if we can’t bring the child back to school
after doing all communication then we have to visit the guardian’s houses.
After going there we ask them what the cause of remain abstaining in the
school. We make them understand so that they send their child in the school,
like that. For this reason we have to visit house.

One of the most effective practices in BRAC pre-school is to pay home visit by BRAC pre-

school’s teachers. It is rightly observed that if school-home relationship is entertained

properly, effective teaching and learning process will take place no doubt.

4.1.6. Major obstacles

4.1.6.1 Bureaucracy of the government

Different obstacles to the improvement of quality BRAC educational programme were identified

from the informant’s observation. Though answers varied, some of their opinions were also found

same in this regard. While discussing about barriers to the improvement of quality education Mr.

Malek, a skilled administrator mentioned that “of course there are obstacles. What we understand

by obstacles that our government is declaring that there is qualitative development in education.”

He further emphasized that not only non-co-operation from the government but also negative role

of the government is also responsible for the qualitative improvement of BRAC educational

program and practice. Though government schools have created the employment opportunity for

teaching profession, it has successfully failed to provide quality education. He even expressed his

dissatisfaction since the standard of education is not being maintained properly.

He described:

We work in NGO. Once there were 37000 schools run by government. Now
it is 26000. I am telling it from my view I don’t know whether you will take

43
 it negatively or not. But what is doing is good. There is employment in
school. But most of the schools had space or not I did not know. But if this
26000 schools would have been taken slowly then their qualities could be
better and ensured. To say obstacles, the government is telling that our
quality in education has been increased. But what is the percentage of
education in Bangladesh? If we say 67, 63. My calculation from the statistics
that this percentage is 63%-67%. Now examination passing rate is 90%.

To him, quantity but not quality in the field of education is getting ensured. Though the percentage

of education is 63% to 67%, the passing rate of examination shown by the government is 90%.

These show the statistics of the government is not reliable in this regard and the figure of the

government shown inflated for the sake of achieving the propaganda of the government. He

believes that if the passing rate is high, the number of the dropped out students would be minimum.

Moreover, students will enroll the school if the percentage of dropout shown at lower level. It

indicates that government focuses more quantity rather than the improvement of quality in the field

of education. In that case, BRAC cannot go for the establishment of new schools since the dropped

out students are shown under the survey of the government. Moreover, BRAC is not allowed to

run their programme with the students who are dropped out. His observations are as follows:

If the passing rate is high in the primary level then dropout rate will be minimum. And if
the dropout rate is minimum then it can be said the children are enrolled in the school. In
that case their quality is increasing. There are some dropout students. We cannot open
school for these dropout students. Because when we try to do the government says that
these children are under our survey. Therefore, you cannot open school with these children.
In that case number of school is decreasing or in future if the 100% students read in all
level then it may be our necessity will not be needed.

The informant asserted that due to the rapid growth the government’s educational programme,

BRAC might loose the necessity to run their programme smoothly. He thought that, Government

policy in this regard is quite negative which is another barrier for BRAC educational programme.

44
4.1.6.1.1. Unavailability of Materials

Mr. Rifat, an administrator, on the contrary viewed that their programme is delayed by the

government but not BRAC rather the government doesn’t give much importance to their

programme. Basically they collect books from Upazila Education Office by requisition as books

are not provided by BRAC office. These are not therefore, supplied in time. He rather finds

poverty, parent’s ignorance and inability to provide food and clothing to children as important

factors which create to the obstacles to the improvement of BRAC educational program and

practice. He elaborated:

Actually though there are so many constrains socially the main limitation is
not receiving books as BRAC does not print books and are not supplied
from head office, so we have to arrange it from Upazilla education office by
requisition. But we cannot receive the books timely. Then other problems
also like poverty of the children, irregularity in attending, guardians
disability to provide food and cloth to the children. These are the limitations.

The informant does not only indicate the delay of receiving learning materials but also mentions

that insufficient budget is responsible to make their program slower. Mr. Karim, an administrator

clearly mentioned that one of the barriers is that unavailability of the books. Basically books

distributed by the government can’t be made available to the learners on time. It consumes a lot of

time to collect books from the government since non-government school like BRAC pre-schools

is not the first priority of the government. He mentioned, “actually there are so many barriers. This

can be said that books are received late.”

He asserted that, the main obstacle to the improvement of quality is that sometimes they face the

problems of materials. Materials like books or educational recourses are received late both from

the government and BRAC also. It is observed that it gets very late to collect books and other

materials from the government. He viewed:

45
 The main obstacles in development of quality, sometimes we face the
problems of materials. It is seen that some materials come from our school.
In that case sometimes it is delayed. On the other hand we receive materials
from government. In that case there rises some problems. Then actually these
do not influence more. In many cases if we are given the materials in time
then we also distribute timely. Then after there are some problems here. To
get materials there must be budget, budget is to be approved by the school.
There may be some gap , due to gap there rise some problems, like that .

If the materials are available on time, students can start their lesson in full swing from the very

beginning of the year. He mentioned that though the problem arises in receiving the materials, it

doesn’t influence much to hamper the programme. In addition, inadequate budget is found to be

another obstacle to the improvement of their educational programme. He further expressed as

regards the distribution of new books, the Government primary schools get the books on January

1, every year for distribution but BRAC pre-schools do not get the books even during the whole

month of January. Teaching and learning process in BRAC pre-school hence, suffers. His

observation is as follows:

And also it is observed that after distributing books among the government
schools they do it for the non-governmental schools. And to ours---means
the Prime Minister what told that , book festival would be held on January
1. But it could be seen that they might have got the books but we in
nongovernmental primary schools are not getting. In our case it is seen that
the whole January is gone. This like this constrain is feeling to me
personally.

Not only administrators but also BRAC pre-school teacher Mrs. Salma indicated that materials are

not delivered by BRAC on time. As a consequence, students suffer. She uttered,” Other than this

our office staff cannot give materials to the children.” Smooth learning doesn’t take place in BRAC

pre-schools owing to the late delivery of the materials. Unavailability of the materials are found as

one of the obstacles for the improvement of maintaining standard in BRAC pre-school education.

The government is not found much cooperative in supplying materials. It is also observed that the

management of BRAC is also not very much efficient in providing materials.

46
4.1.6.1.1.1 Charges of Tuition fees

While discussing about the negative influence, some more informants considered sudden charges

of tuition fee has created obstacle to the improvement of educational programme and practice of

BRAC pre-schools. An experienced BRAC pre-school educator, Mrs. Rima stressed that payment

of tuition fee is one of the major barriers which has created obstacle significantly for the smooth

functioning of BRAC pre-schools. She asserted repeatedly that “Now paying the tuition fees is a

big problem.” She further elaborated:

They do not want to educate their children for money. That is why we have
to visit the guardians repeatedly and make them understand. Even after such
efforts, some guardians are there who do not understand, this is big problem.
If BRAC would not have receive any money from the student then there
would have not been any problem. First problem this one.

Since payment of tuition fee becomes a burden for the parents, they do not want to provide

education to their child to BRAC pre-schools by paying tuition fee. Therefore, teachers’ are to

pay frequent visit to the guardians in order to motivate them to send heir child to school. Teachers

find it very difficult to convince the guardians as most of the guardians are not well educated. The

informant stressed that BRAC pre-schools would not suffer if there would not have been any

provision of paying tuition fee.

The teacher, Mrs. Rima indicated that tuition fee actually acts as a negative influence to the

improvement of quality in BRAC pre-schools. She for example, stated that BRAC used to conduct

school free of cost previously but recently they have charged Tk.150/-(One Hundred and Fifty) for

each child which has become a burden for some of the parents. Some parents are not interested to

send their children by paying tuition fees as earlier the education in BRAC pre-school was free.

She further added that most of the guardians show much reluctance to educate their child, when

47
they are asked to pay the tuition fee. The guardians moreover, think the amount of tuition fee is

quite high for them to pay. She described:

Negative influence means we used to conduct school free of cost. Earlier

BRAC Schools were free. Now it is seen that BRAC charges Tk.150.00
for each child. But the guardians do not want to pay this tuition fee money.
“if the money as tuition fee is demanded from the guardians, they say that
in previous days it was free. Now they will not pay this money.” This is
considered as one of the problems.

Just as Mrs. Rima, Mrs. Salma another teacher of BRAC believes that recent payment of tuition

fee has become very vulnerable to the guardians of BRAC pre-schools. The amount of tuition fee

is very much high to pay for most of the guardians. She asserted:

Here is some question of money earlier BRAC did not charge any money
to the guardians. But now they receive some amount of money which the
poor people cannot pay in time. Now it has become a burden to them.

She said though “they are paying. Many of them are paying but some of them feel it as

burden.”

She however, viewed not only tuition fee but also other factors like poverty, unfavorable

location, and lack of awareness of the guardians are responsible for maintaining the

standard of education at BRAC pre-school level. To her, poverty is one of the reasons

which discourages parents to send their child to school. She further added that guardians

are not found enough educated and conscious of their child education. She mentioned:

The main obstacle for this issue is poverty. Mainly all BRAC pre-schools
are in rural areas. These are in rural areas and educate the children there
rather than urban area. But I rural areas there live so many people who are
extremely poor. And also guardians are not conscious.

Like the educators Mrs. Rima and Mrs. Salma, Mrs. Orpa, the lady officer of BRAC also agreed

that the charge of tuition fee creates barrier to the improvement of quality education in BRAC pre-

schools. Since most of the BRAC pre-schools are located in the rural area, the financial condition

48
of the guardian is not well enough to bear the educational expenses of the children. It is common

that schools located in poor areas face serious obstacles. She viewed that, “there is another issue.

We receive tuition fee. It is a problem for the guardians. Practically these are the obstacles.”

The most senior and experienced teacher, Mrs. Rima also considered that paying tuition fees

causes barrier to the improvement of quality in BRAC educational programme. Due to the charge

of tuition fees, guardians show indifferences about educating the child in BRAC pre-schools. For

this, teachers have to pay home visit after their school and keep contact with the guardians closely

which causes extra burden to the teachers. She mentioned:

Main constrain is that earlier when we did not conduct free school then
there were no any problem or constrain. Then every day the children used
to come to school regularly , then also the children and the guardians
followed our suggestions. Now paying the tuition fees is a big problem.
They do not want to educate their children for money. That is why we
have to visit the guardians repeatedly and make them understand . Even
after such efforts, some guardians are there who do not understand , this is
big problem . If BRAC would not have receive any money from the student
then there would have not been any problem. First problem this one.

She explained that earlier, the education provided by BRAC was completely free for which

students used to come to school regularly and parents used to follow advice from the teachers. But,

these days, guardians don’t want to educate their children by paying tuition fee in BRAC pre-

schools. Some of the guardians think that if they are to pay tuition fees, they will send their children

to other private schools in that case but not to BRAC pre-schools. Because earlier there was no

tuition fee charged by the students. Guardian feel that, if they send their children to BRAC school

with tuition fee, in such case they can send their children to any big school in the town, she

remarked. She thought that, payment of tuition fee paying is a big problem.

49
In this perspective, most of the BRAC pre-school educators held the same views that recent charge

of tuition fees discourages the parents to send their children to BRAC pre-schools since most of

the parents are poor as well as uneducated.

Though teachers make vigorous attempts to motivate the guardians to make their children regular

in the schools, some guardians are not able to understand that. Even after such efforts, some

guardians are there who do not understand and this is big problem. If BRAC would not have

received any money from the students then there would not have been any problem, she added

further.

4.1.6.1.1.1.1. Physical Learning Environment

Unfavorable physical learning environment is found to be another barrier to the improvement of

educational programme and practice of BRAC pre-schools. BRAC pre-school is operated on a

single room rented and most of the schools are located in rural areas. In a classroom there are 30

students accommodated. The school, furthermore lacks good location and playground which

affects positive learning atmosphere of BRAC pre-schools. While continuing the discussion

regarding obstacles to the improvement of quality in BRAC pre-schools, some of the informants

indicated that quality of BRAC pre-schools fall due to the ineffective learning atmosphere.

Physical positive learning environment is one of the dominant components to ensure quality in

early childhood education. Pre-schoolers are greatly impacted by the learning environment as it

encourages to develop students physically, emotionally, as well as socially. One of the

administrators, Mrs. Orpa stressed that the rent of the school is very minimum therefore, the

location of the most schools is not at favorable place. Most of the schools are at remote area

therefore, the schools lack sound atmosphere. She elaborated:

50
 The obstacles to develop the qualities of the activities of BRAC-that as
our school house is in the rural area so its rent is very minimum. Due to
this we cannot arrange a house in a sound environment. It is a problem.

Realizing the importance of positive learning environment, Mrs. Rima emphasized that

accommodation problem due to insufficient budget is a serious factor for affecting the quality in

BRAC pre-schools. The house rent charge provided by BRAC is very much inadequate for which

they don’t have enough space for free movement out of the house. BRAC spends very little amount

of money to run their educational programme and their rental charge is very minimum.

Mrs. Rima further added that even if any repair or maintenance of the school needed, BRAC

doesn’t want to provide that. In addition, the owner of the house also shows unwillingness to repair

that. She said, “the owner says that the rental money is not sufficient for me. So the owner does

not care and say many unwanted things about BRAC.” She mentioned:

There are other problems like class accommodation problem. The rent
charge which is paid by the BRAC is not sufficient to get an
accommodative house for school. The rent is insufficient. If the BRAC
wants to be done anything in the house the house owner is reluctant to
do this.----- That means the owner is not willing to do any repairing
work in the house.

The house owner wants BRAC to repair or do maintenance at their own initiative whereas BRAC

shows indifferences to that. These are the hindrances to effective learning. Basically teachers and

students suffer for that and ineffective education takes place. She further viewed:

Then there is problem for playground. Playground is specially required.

But there is no any playground in the school. It is problem. There is a
house for the school only. We arrange all activities like, sports,
teaching, dancing, and singing in this house. But we don’t have no any
space for free movement out of the house.

Another serious factor is that BRAC pre-schools don’t have any playground. It is undoubtedly said

that play is very much influential components to ensure quality in early childhood education. It

provides pre-schoolers plenty opportunities for their healthy development. The informant Mrs.

51
Rima stressed that play ground is very much essential for successful learning what BRAC pre-

school lacks. She finds it very difficult to arrange extracurricular activities namely sports, dancing,

music all in one room. Students feel furthermore, monotonous and teachers get very tired

conducting classes in a single room. She added that students are unable to move freely as there is

no playground in the school. Education will not bear any fruit without the playground especially

in pre-school level.

4.1.6.1.1.1.1.1 Single Teacher Based Teaching

It is no doubt, that classes conducted by single teacher is one of the important traits of BRAC pre-

schools. But question comes whether this approach gains any effectiveness or not. One of the

informants, BRAC pre-school teacher, Mrs. Salma indicated that single teacher based teaching

affects the quality in BRAC pre-schools as the teacher gets bored and feel monotonous in

conducting classes at a stretch for three hours. She mentioned that, though they are provided full

cooperation, there is obstacle that there is only one teacher. It is not possible for a single teacher

to conduct classes with full energy for 3 hours.

Mrs. Salma stated:

Yes, we get full cooperation for running the school. Other than this there is
obstacle that there is only one teacher. A single teacher does not take classes
with full energy for 3 hours.

She further mentioned, “In a class room there is only one teacher and students are 30 in

number.” It is important to mention that a teacher alone cannot run the school smoothly.

Teachers in BRAC pre-schools, therefore suffer due to heavy work load.

Mrs. Rima another teacher of BRAC pre-school also agreed that there is a problem with

single teacher. She for instance described that human being fall sick at any time. Therefore,

it is not very easy in taking classes at a stretch effectively. She uttered:

52
 Problem means with health suddenly a human being may feel sick. I also
feel monotonous . Not feel easy to take classes.

It is surprising that though she said that she finds problem with teaching at single handed,

later on she changed by saying ,”I feel this suddenly. But not always. If it happened always

then I could not take classes.”

Mr. Malek also provided mixed opinion regarding the teaching system of BRAC pre-

schools. He as an administrator realizes that it is burdensome and tiring for the teacher to

continue in the same class at a stretch at least for three hours. He therefore remarked, “ But

there is only one teacher in the school. But only one teacher cannot run the school.”

Like Mrs. Rima, the teacher of BRAC pre-school, Mr. Malek, an administrator of BRAC is

also found to modify his statement as he said that “there is a guide line that one teacher

can control how many students.” This show that one teacher is enough to control the class

by following the guidelines provided by BRAC.

Summary of the Findings

Quality education is a process where education is used on the all-round development of a human

being. Quality education aims at the fullest development of child’s health, mind and spirit. Quality

education at pre-school also pre-supposes quality teachers, quality infrastructure, effective

teaching learning materials and quality management. The features of quality education are

acquisition of numerous positive qualities such as values, morality, ethics, sensitivity to

environment, gentility, respect for the elder’s etiquette and well manners. Quality education

teaches creativity, tolerance and the capability to adjust in any situation. The main objectives of

quality education are ensuring morality, creativity, security, life-skill, scientific concept of mind

and positive changes in the mind. Quality education also encourages students participate in co

53
curricular activities which enables their confidence, spontaneity as well as creativity. It is alos

important to note that random monitoring, managing students with much care, promoting positive

education and home visit by teacher are the means to ensure quality education.

Quality education relates to all aspects of quality management of a school too. The stakeholders

like teachers, students, guardians and management, all have to work in a coordinated way to ensure

that a pre-school achieves all the characteristics of a quality school. The basic characteristics of

quality education is that it has become more important than basic education where children will

go to school willingly, learning mentality will grow among the children and there will be no

complexity. Teachers will encourage students to ask creative questions and education will be

related to life skills. Scientific mind will be encouraged and teachers will try to adjust the students

to change the environment of the world. Quality education has to be useful in life. It has to be

related to science and language.

The major obstacles are the problems of availability of materials in time, late delivery of some

materials from the Government, charges of tuition fee and single teacher based teaching of the

school. Due to non-co-operation on the part of government, BRAC is not allowed to open new

schools for the dropouts. Environment of the school is not favorable since location of the most

schools is in remote rural areas. Paying tuition fee is considered as a burden by the parents as most

of them are financially insolvent. Moreover, tuition fee is an obstacle which prevents parents from

sending their children to the school. Waiving tuition fee could solve the problem. When there was

no tuition fee at early stage of the BRAC pre-schools, attendance in the school was quite good.

Lack of awareness of the guardians is another obstacle which influences child’s learning. Single

teacher for the school is also another problem. Sometimes the teacher feels tired and monotonous

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after taking classes for 3 hours at a stress. The salary of the teachers also found is inadequate. It is

recommended that it should be raised.

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