The secondary education system of Bangladesh faces several difficulties that have adverse effects in both the short and long run. The main problem schools face is the low enrolment (Secondary school participation, net enrolment ratio- male 40%, female 43%) and retention rate (20% of those enrolled in Grade 6 are able to complete Grade 10 and pass SSC examination) of their students. This is due to an excessively high student teacher ratio (1:34.11, according to BANBEIS, 2011), lack of proper teaching material and a non interactive teaching method which fails to inspire the students and promote creativity. To address the current challenges faced by the Secondary Education system in Bangladesh, BRAC has developed a unique approach of improving the quality of low performing Secondary Schools in rural areas through Public Private Partnership (PPP). A central insight in BRAC’s model is that creating a sustainable transformation requires the development of the teachers, students, management, and parents simultaneously. BRAC’s approach is highly adaptable and will also be able to complement and add value to Government of Bangladesh’s initiatives towards furthering education at secondary level.

Problem

The present teaching method of Bangladesh is a lecture based one way non interactive system where students get limited opportunities to participate. Classes are text book centric, theoretical knowledge based and there is a lack of peer interaction through group work, pair work and chain drills. This mainly due to the high teacher-student ratio, the average number of students in a rural secondary school classroom in Bangladesh ranges from 60 to 70. Students are not given proper opportunity to learn, which results in low performance and more worryingly the attitude that education is not important. Moreover, many teachers remain unaware of the importance of their own development and lack opportunity to further their careers. Regrettably the current and traditional teaching in the Secondary Schools of rural Bangladesh turns learning into a joyless experience and development of teachers and students are not emphasised heavily enough. If we want students to experience more in schools, if we want them to see learning as a joyful experience- we need to rethink how and what we teach.

Solution

BRAC recognises the importance of a holistic approach in rural areas. This involves the development of the teachers, students, management and parents all simultaneously to create a joyful learning environment. The goal of BRAC support to mainstream Secondary Schools is to ensure an enabling environment for learning. BRAC places emphasis on teaching skills in core subject areas and by improving the capacity of the School Management Committee (SMC) that started in 2001. Subject-based teacher training lies in its innovative modular approach provided by the Master trainer (MT) who are trained by BRAC Trainers. The MTs are selected from the most experienced teachers currently based in Secondary Schools. Their development adds a paradigm shift to the teaching development process. To address the problems of a non-interactive teaching method, the next initiative of BRAC was to promote Computer Aided Learning (CAL) in 2004. CAL makes the content easier to understand as it is interactive, stimulating for students as well as rewarding and motivating by adding visualisation and games to the teaching process. From 2006, BRAC took an initiative to develop a pool of student mentor to engage high performing students to assist their weaker peers, as needed. The Student Mentoring program promotes self-esteem, leadership and creativity among Secondary School students. In a follow up to this program in 2010, BRAC involved educated members of local community as volunteer tutors (Chhatrabandhu) to provide free after school tutor support to poor students to improve their academic performance.

Example

Mofizuddin Khan High School is a non-government Secondary School based in Gazipur district of Bangladesh where BRAC began assisting in 2004. It has 450 students from grade 6-10 and 15 teachers for different subjects. Teachers of the school have been given subject based training on English, Mathematics and General Science. From 2006, students are attaining training on mentoring. Computer Aided Learning (CAL) added a new dimension to the teaching method in 2009. According to the Head teacher, other teacher and SMC members- the holistic approach of BRAC have a great impact on the development of the school. Before BRAC’s involvement in the school, the Secondary School Certificate (SSC) pass rate in 2004 was 55% which rose to 82.35% in 2012. The average attendance rate of students in classes was 65- 70% in 2004 and now it is 90- 95%. The dropout rate was 15-20 students per year from the final Grade but in 2011 only one student didn’t attend the SSC exam. Teachers and students of this school praise the CAL method. It increases the interest of students and makes them more attentive in class. Difficult contents of geometry or trigonometry become easier for teachers to demonstrate in classes. Due to mentoring program, students are now becoming more responsive and creative in class. Students regularly clean the classrooms and school; involve themselves in creative works like wall magazine publication and debating. BRAC’s synergetic approach has created a joyful learning environment whereby students have developed greater aspirations.

Marketplace

BRAC does not view other NGO as competitors, rather we believe in working together with government, civil society and corporate partners. After BRAC’s arrived in Secondary Education in 2001, the Government of Bangladesh (GoB) initiated projects such as Teaching Quality Improvement (TQI), Secondary Education Quality and Access Enhancement Project (SEQAEP) to develop teachers’ capacity and to enhance the quality of education. GoB approaches focus on one or two components in teaching learning. So BRAC is proud to be the pioneer in the holistic development of the Secondary Education sector of Bangladesh. The GoB is supportive of BRAC due to its professional capacity, well managed supervision system and above all for its innovative approach which is not limited to the education sector.