Parents and society at large are heavily involved in the state of education in the best schools in Bangladesh. Education officials and policymakers are puzzled by the lack of a visual effect on student achievement despite government initiatives, such as the schooling of thousands of teachers, the provision of education. resources such as computers, science and multimedia equipment, and even expand teachers’ salaries and benefits.
The sadness and frustration of well-meaning Americans and NGOs is no less intense. Although NGO programmes, carried out in the form of allocation with close monitoring and evaluation, have had significant effects on the quality of education, the effects at the end of allocations are dire as schools return to their same old modes of operation.
Despite the disappointing scenario, the paintings I have done in 50 schools across the country over the past 12 years demonstrate that a significant improvement in the quality of education is imaginable, even within existing limits. English language skills, math competition, ICT, sports, debates and cultural programs. Using student-centered classroom training strategies and engaging students in a variety of activities allowed them to expand leadership, team painting, problem-solving, and critical thinking skills. as well as to strengthen their character.
These schools were able to succeed because our assignment technique was based on the acceptance of teachers as true and their inherent preference to see students succeed. We also identified the positive characteristics of the rural environment, such as the open environment and the cohesion of the network. We provided training, showed undeniable routes, monitored and measured progress, and advocated for logistics.
However, the positive effects achieved through teachers and academics began to fade as we gradually reduced our direct involvement. Although the network was enthusiastic about the effects, they didn’t feel ownership of the effects, as they hadn’t participated in offering curtain help to the programs.
To build and delight in the 50 schools, I propose a new technique: we would first create a commitment and commitment between the network and the school with the non-unusual purpose of quality education. We would show how quality education for young people benefits everyone. and every member of the school and network. We advocate the shikkhar shamajik dayitto (Social Responsibility for Education – SSD) technique to help build a consensus that quality education is a basic right for young people and that society has a duty to help schools provide such education. .
In the SSD approach, the network takes on the role of providing the resources for quality education, and quality is achieved through the combined efforts of school and network. If good fortune is achieved, cooperative dating can continue and sustainability becomes an herbal component. of the result
At the school level, the fundamental paintings of the SSD are realized techniques of social mobilization through participatory debates. An action plan is developed in the form of shamajik ongikar (a social contract) that outlines the day-to-day roles and jobs of the school and community.
Years of cash testing have allowed us to make the quality schooling program undeniable, convenient, and effective. Basically, there are two school activities that pave the way for quality schooling: i) an undeniable pedagogy for teachers for active learning in the classroom through the combination of the organizational approach with the old chalk and duster approach; and ii) practical leadership team training among fellows in other school activities (English, mathematics, computer science, etc. ) and extracurricular activities (debate, sports, cultural activities, etc. ).
We believe that schools that adopt the curriculum with shamajik ongikar can become self-sufficient in a short period of time.
The program can be introduced in stages, achieving an agreement between the network and the school on the objectives of the stage. To build a solid foundation of learning that allows students to advance with competence and confidence, SSD’s effort can first target category VI, VII, and VIII fellows in rural high schools. Classes IX and X can be included if the school and network so desire.
There are more than 25,000 secondary schools in the country’s public education formula, the vast majority of which are rural. Achieving quality education in all schools in the country through a large injection of resources and budget as part of a general government policy would be time. consumer and prone to inconsistencies in delivery and receiving. A cutting-edge formula is now needed to move towards quality education within existing constraints. In agreement with some NGOs, this works with several schools that employ the SSD concept and has developed a framework for its effective implementation.
With a successful pilot test of the SSD concept, a crusade at the upazila level can be extended at the district, divisional and national levels. As each network takes care of its own schools, the task becomes more specific and feasible. The country can make a leap forward in quality education and be in a position to move forward from there.