Beruflich Dokumente
Kultur Dokumente
Prepared by:
Farzana Parvin, M. Phil. Fellow
&
Fahmida Haque, PhD Fellow
Bangladesh University of Professionals (BUP) Mirpur Cantonment, Dhaka
Objectives:
The objectives of present paper are to detect and identify the problems of primary education in Bangladesh and, therefore, tend a case study on Alokita Mission School to identify how these problems are being focused and how pragmatic measures are taken to reduce the problems. Therefore, the following objectives are being focused in the study:
Objectives
The study would ascertain the existing problems in primary education system in Bangladesh. would try to find out an overview of the formal primary education in Bangladesh. ascertain the role of innovative programs that have been initiated in primary education by both government and non-government agencies. try to determine the economic, social and cultural barriers for effective primary education.
Objectives
would determine whether the existing teachers training facilities for primary teachers is adequate. ascertain whether the present infrastructural facilities for primary education are sufficient. determine whether the present equipments for primary education are plenty and pertinent. Try to focus on the innovative programs that Alokita Mission School (AMS) has taken to provide quality education at low cost which would ensure high attendance and retention as well as a high rate of success. Whether Bangladesh would achieve the MDG.
Methodology
This paper covers the quest for qualitative improvement of primary education in Bangladesh. In addition quantitative and strategic need has been identified through analysis of primary and secondary data collected from different sources.
Management problems
Lack of field level work experience Lack of initiatives for promotion of administrative officials Shortage of staff Engagement of the staff in other tasks Inadequate allowance for Assistant Upazila Education Officer for school visit
Slogan: We Go, We Love, We Serve Mission: The mission of Alokita Mission School is to provide quality education. History of the school: The Alokita Mission School started at Duaripara, Mirpur slum area in 2007 with two small rooms and three volunteers. At the beginning of the school there were only 40 children. Pupils: The poor and deprived children mostly come from slum are studying here.
Parents: The parents can not effort basic human needs. Most of the fathers are rickshaw puller or day labor, and mothers are maid servant or garments worker.
Objectives:
To give quality education to the poor and marginal class up to primary level; To give primary health service for the students, To keep contacts with neighboring schools and maintain effective networks among them; To develop the students through different extra-curricular and cocurricular activities; To patronize the talent and meritorious students of the school through scholarship programs.
Some positive aspects of AMS that tends to lessen the above problems:
Through motivation and regular meeting, AMS encourages guardians to send their girls to schools The enrollment rate of boys and girls is almost equal in AMS. AMS prioritize small classes; student: teacher ratio is 1:37. Supervision of the teachers is high with visits from Agape Mission authority time-totime that incline them to their profession. Regular Teachers Development Workshop
Some positive aspects of AMS that tends to lessen the above problems:
To develop the skill of the teachers, Teachers Evaluation Test (TET) has been regularly performed. AMS arrange guardian meeting quarterly to share the performances of the students. Extra-curricular activities Annual Cultural Program and Graduation Cultural development: Extreme poverty often makes life devoid of decency as well as aesthetic sense. But when the children are in school, they speak in correct language, do not behave wrongly, and feel like they the member of privileged society.
Some positive aspects of AMS that tends to lessen the above problems:
Womens mobility has increased: Because of education, the mobility of women has increased. Now a growing girl sits in a tea stall serving the customers and doing bookkeeping. Similarly, girls are found to move with the household merchandise across the slum, sitting in a market corner, and doing similar other activities previously done only by boys. From acquaintance to solidarity: Through elementary education with life, orientation has been made available at the doorstep of the learners. Instead of rote learning the participants reflect on themselves as human beings. As girls, they examine their relationship with boys and other male members of the society at family, household and community levels. What they learn, they try to apply in practical life.
Conclusion
The victories made by the state in expanding education should not be dismissed in this dialogue. The successes cannot be attributed to organizations like BRAC alone. But it must not be forgotten that the success of education programs cannot be measured on statistics like literacy rates alone. Likewise, simply providing the opportunity for education is not enough. Education needs to be encouraged for all children regardless of their place in life.
Conclusion
By addressing the above problems Bangladesh will be much more likely to succeed in providing its population with high-quality, universal primary education. This will provide the basis for sustainable economic and social development in the nation.
Thank you