Welcome

Bangladesh Rural Advancement Committee

Founder:Sir Fazle Hasan Abed(Knighted by Queen Elizabeth2010)

BRAC

• Facts about BRAC: Country of origin: Bangladesh Started working as relief and rehabilitation

project Year of Establishment: 1972 Number of Countries serving: 11 Service areas: 14

Core Programmes• Microfinance• Agriculture and Food

Security Programme (AFSP)• Enterprise• BRAC Education Program

(BEP)• Community Empowerment

Program (CEP)• Migration• Health, Nutrition &

Population Programme• Water, Sanitation &

Hygienic (WASH)• Gender, Justice & Diversity• Specially Targeted Ultra

Poor (STUP)• Disaster, Environment &

Climate Change (DECC)• Human Rights & Legal Aid

Services (HRLS)

BRAC Education Programme (BEP)

Operating in: 6 countriesMain Focus: BRAC Primary Schools (4 years) ‘Second Chance of Learning’For Disadvantaged Students (Poverty,

violence, displacement and discrimination)7,00,000 students (8 to 14 years)Basic Education to 10 million students, about

5 million from NFPS

BRAC Education Programme (BEP)Pre-Primary

School Program

Primary School

Program

Post Primary Basic &

Continuing Education

Adolescent Developmen

t Program

STAR

Pre-primary School (1 year)

Pre-primary School ProgrammeObjective: to support unprivileged children to prepare them for Mainstream Primary EducationFeatures: 15, 164 teachers (100%female) & schools 4,33,658 students (99.07% transfer rate) 25- 30 students (61.29% girls) 3 hours of schooling Fun and activity based Block teaching (1-5) Weekly training Subject trainer (Specialized) Instructor

Teaching- learning process

• Well decorated classroom• Well manageable sitting arrangements• Joyful and interactive teaching- learning• Emphasizing the practice of extra curricular

activities• Emphasizes on Physical facilities of

classrooms, classroom renovation

BRAC Primary School

Features of Non-formal Primary Schools

• 22,618 schools (One room school)• 6,70,815 students (63.93% girls)• 22,699 teachers (One teacher/school)• 33 students (avg.)• 4 years• BRAC develops textbooks and other materials for up to

Grade III• Government textbooks are used in Grades IV and V• Core subjects: Mathematics, Social sciences and English• drop out rate <5% (94.14% transfer rate)

4 years Primary Schooling

Class 1

Class 2

Class 3

Class 4

Class 5

9

9

9

10

11

48 Months

Teaching- learning process

• Student centricity• Well decorated classrooms• Best practices in primary school• Effective use of teaching materials• Well manageable sitting arrangements• Joyful and interactive teaching- learning• Regular assessment (No terminal exam)• Lovely presentation of various extra curricular

activities

Adolescent and youth development program (Kishori Kendro/ Club)

Life skills and LivelihoodLeadership developmentWell decorated club roomSkills development trainingEngagement of both male and femaleSpontaneous participation in cultural activitiesReproductive health, early marriage, women’s

legal rights etc.

BRAC Kishori Club Cricket Tournament

Limitations of Kishori Kendro

• Computer training• Insufficient indoor games• Inter club cultural competition• Poor number of male members• Absence of national newspaper

Community learning center (Gono Kendro)

964 librariesChild cornerMicro museumMore than 1000s of books, newspaper and

magazineColorful posters, inspiring quotes and annual

calendarTV and Computer with internet connectionMobile Libraries

Post- primary Basic & Continuing Education (Gono Kendro)

Set up in a formal school

BRAC community partnership

Fixed librarian

Access to All

STAR

Is a non- formal apprenticeship based technical and vocational training model

Need based trainingStudent mentoring initiativese-learning materials

Other Education Projects

• Children with Special Needs• Education for Ethnic Children (EEC)• Projects:

a. Education Support Programme (ESP)b. Formal & Community Schoolc. TBS (Tracking of BRAC Graduates at secondary schools)

d. Shishu Niketan: Home for Children e. Shikkha Tari: Boat School

BRAC Education Boat (শি�ক্ষাতরী)

Comparative AnalysisCountries Education

Programme

Total population

reached

No of schools

No of Students

No of teachers trained

Bangladesh Five Programmes

9.3 million 37,782 11,04,473 37,863

Afghanistan Community based

3.28 million 4,042 1,23,115 21,751

Philippines Community based

62,128 1,220 38,084 1,220

Pakistan Community based

55,695 705 21,000 1,355

South Sudan

One teacher one

classroom

- 525 15,750 -

Uganda Scholarship & IDP Camp

20,704 122 2,309 98

Afghanistan (2002) • Community based girls’ education project in

AfghanistanObjective: to improve equitable access to quality education for girls and boys in 12 provinces through 4,000 community based schools and improving quality of 4,000 government schools teacher.

• Community based education for marginalised girls in Afghanistan

Objective: to improve the life chances of marginalised through 1,670 community based schools and improving quality of 2,000 government schools teachers and 4,000 peer mentors.

Pakistan (2007)•Objectives: to strengthen educational institutions and improve access to poor and young people by focusing on providing community-based education.• To support the government to increase enrolment • Minimise the gender disparity• Improve the quality of education by setting up schools within communities• Providing girl-friendly environments• Rigorous training of teachersProjects: 1. Pre primary and Primary Education

2. Education for Sindh project (MDG)

Uganda (2007)• 122 learning centers in Internally Displaced People (IDP) camps • to assist academically promising students from economically

disadvantaged backgrounds to access quality secondary and tertiary education.

Scholarship Programme:• Students receiving secondary school scholarship : 2,309• Districts covered: 91• Scholarship package includes

• tuition fees• uniforms• learning materials• monthly transportation• stipends

South Sudan (2007)• Education Programme follows a ‘one teacher one

classroom’ model where 30-33 students complete four years national curriculum within three years

• Programme goals:• Achieve the Millennium Development Goals concerning universal primary education• Gender parity in primary schools in the coming years

Philippines (2012)• Alternative Delivery Model (ADM) project

Objectives: To improve access and quality of pre-primary and primary education in the region, which suffers from a lack of educational infrastructure• Follows Philippines government curriculum• Women empowerment (Women leader in group)• 16 local NGOs manage remote BRAC schools• Kindergarten students are evaluated through Early childhood

checklist (ECD) and School Readiness Year-end Assessment (SReYA)• Assessing all learning centers, reaching out to Children with Special

Needs (CSN) and ensuring that they receive proper support from their schools

Extraordinary Achievements

• Passing rate: 100%• Women: Men ratio is 70:30 in BEP• Kishori Club (Girls from anywhere)• Women football competition• Women empowerment (Women leader in

group)• Making of Oral saline (ICDDRB) reached door

to door through BRAC in 90’s

Limitations

• Only 88 non- working days• Lack of physical facilities• Lack of specialization in teachers• Less enrollment rate of boys in Secondary

Education level

References• BRAC Educational Reports• BRAC Afghanistan: At a glance• BRAC Pakistan: At a glance• BRAC Philippines: At a glance• BRAC South Sudan: At a glance• BRAC Uganda: At a glance• http://www.brac.net/• http://education.brac.net/• http://www.brac.net/content/where-we-

work#.VQQzfI4oncu• http://en.wikipedia.org/wiki/BRAC_%28NGO%29

A Short Introduction to the CountryOfficial Name : Kingdom of Norway

Capital City: Oslo

Location:

Continent: Northern EuropeLatitude and longitude: 62° 00' N and 10° 00' EArea : 323,802 km² (125,020 sq. mi.)(not included the island territories of Svalbard and Jan Mayen (62,422 km²))

Population:

50,71, 553 Current populationmale 50.1% and female 49.9%Density is 15.7 people per square kilometerNationality: Norwegian(s).

Language:

Official Languages:

• Norwegian,• Lule Sami,

• Northern Sami, • Southern Sami

Recognised regional languages:

• Kven Romani , • Scandoromani

English is widely spoken.

Ethnic Groups

Norwegian, Sami; Foreign nationals from Nordic and other countries

Ethics

To provide a quality education to every citizen.

Egalitarian values with respect to education are quite strong.

Gender differences have been eliminated

All Norwegians attend local publicly funded schools.

The medium of instruction is Norwegian. The state undertakes to provide a substantial part of pre-school education in Sami.

Education System Of the Country

Education System

Primary /Elementary Education

Duration 7 years (Grades: 1–7)

lAge group of learners

6 to 12

lSubject taught In grade 1, Pupils spend their days playing educational games, learning social skills and basic education

In grades 2 through 7, They are introduced to Math, English, Norwegian, science, social studies, religion, and aesthetics.

• Assessment System

• Formative Assessment System with External Evaluation.

• No official grades are given at this level of study. But, teachers do write a comment on the performance of the students.

• Teaching-learning strategies

• The students spend most of their time playing educational games, learning the ABC’s and Basic English skills in a joyful environment.

• Medium of Instruction

• Norwegian and English

Secondary Education

• 1.Lower Secondary School Grades: 8–10Age: 13-16 years

• 2.Upper Secondary Education and Training• Grades: VG1-VG3• Age: 16-19 years• Duration: 3 years• Leads to: Higher Education or Vocational Qualification

Lower Secondary Education

Duration 3 years (Grades: 8–10)lAge group of learners

13-16 years

lSubject taught Norwegian, Mathematics, Social ScienceChristianity, Religion and Ethics Education, Arts and Crafts, Natural Science, English- Foreign Languages/ Language In-depth Studies, Food and Health, Music, Physical Education, Student Council Work, Optional Programme Subject.

In the Lower Secondary

School pupils can in addition choose between another foreign languageand in-depth studies in Norwegian or English or Sami.

• Assessment System:

• Summative assessment

• Grading Mechanism• The grades are given to the students at the lower secondary level. • The grading scale is as follow• 6 stands for “Outstanding” proficiency in the subject• 5 stands for “Very good”• 4 stands for “Good”• 3 stands for “Fairly good”• 2 stands for “Low”• 1 stands for “Very low”

• Medium of Instruction : • Norwegian and English

• Teaching-learning strategies: Problem solving oriented, projects programmes, self-direction , answer explanation

•

Upper Secondary Education

• Upper secondary school consists of three more years of “optional” schooling.

• Upper secondary is practically unavoidable.• IT a compulsory subject.

• In 2006, a reform was introduced in secondary school called the Kunnskapsløftet. The reform allows pupils to follow either

• A general studies path • or

• A vocational studies path•

• Within these options, pupils have a choice of many other sub-paths

• Upper secondary education and training is organised in 12 different education programmes.

• Programmes for General Studies:

• Programme for Specialisation in General Studies• Programme for Sports and Physical Education• Programme for Music, Dance and Drama

• Vocational Education Programmes:

• Programme for Building and Construction• Programme for Design, Arts and Crafts• Programme for Electricity and Electronics• Programme for Health and Social Care• Programme for Media and Communication• Programme for Agriculture, Fishing and Forestry• Programme for Restaurant and Food Processing• Programme for Service and Transport• Programme for Technical and Industrial Production

Tertiary Education

• Higher education is anything beyond upper secondary school, and normally lasts 3 years or more.

• Higher education is broadly divided into:

• Universities• University colleges

Duration of Compulsory Education

• Compulsory schooling in Norway is 10 years (From 1997).

• Primary : 7 years (Grades: 1–7)

• Lower secondary: 3 years (Grades: 8–10)

• Norway is founded on the principle of a unified school system.• Provides equal and adapted education for all on the basis of a single

national curriculum.

• Elementary and lower secondary school are mandatory for all children aged 6–16

Technology in Education

• Games and Gamification• 3D Printing• Learning Analytics• Mobile Learning• Open Content• Online Learning• Immersive Learning Environments• Personalized Learning• Open Content

• IT students will get a free laptop

Moto of ICT in Norway Education

• People expect to be able to work, learn, and study whenever and wherever they want.

• The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging their

education system to revisit their roles as educators.

Innovations

• Norway’s top four innovations in school classrooms

• More external evaluation of primary school classrooms.• More use of student assessments for monitoring school progress.• More use of achievement data.• More parental involvement in school projects, programmes and trips.

• Norway’s top five innovations in pedagogic practice

• More self-direction in primary reading lessons.• More use of answer explanation in primary mathematics.• More relating of lessons to real life in primary school reading.• More Internet availability in primary and secondary classrooms.• More use of textbooks as primary resources in primary school science.

Comparative Analysis between Bangladesh and Norway Education System

Topics Norway Bangladesh

Pre school Highly encouraged Not so popular yet

Secondary Education Free for all Not free for all

Use of ICT Highly encouraged Rarely used

Emphasis Qualitative development Quantitative development

Basic Skills 5 4

Duration Of Basic Education 7 years 5 years

Curriculum National , Competency Based National , Competency Based

School system Unified inclusive school system Decentralized

Teacher Education For Primary level Bachelor degree

For Primary level Female: Only H.S.C

• Worthwhile

• The Sami curriculum and School

• The culture and traditions of the Sami community are part of the common Norwegian and Nordic culture.

• The national curriculum and the special Sami curriculum require all pupils to be acquainted with.

• In areas defined as Sami, teaching is given in accordance with the special Sami curriculum.

• Day-care facilities for Children

• From 1 January 1999,

• Children may enroll in the kindergartens from their first months until the age of 5.

• All municipalities in Norway have been legally obliged to provide day-care facilities before and after school hours for children attending the first four grades.

• Overtime programs for busy parents are offered in some kindergartens, along with programs taught in English.

•

Lessons to learn

• 5 Basic learning skills in Norway-

• Being able to read, • being able to express oneself orally,• being able to express oneself in writing,• being able to develop numeracy and • being able to use digital tools.

• Cont.• Joyful learning environment

• Cont.

• Literacy rate 100% • Extra 2 years for Special Needs.• Grading system• Only 2% students attained private schools.• ICT planning (From 2013 to 1018)

•Thank you..

References

• file:///C:/Users/POPI/Desktop/mumpi%201/Norway%20Grading%20System.html

• file:///C:/Users/POPI/Desktop/mumpi%201/Norway%20Education%20System.html

• file:///C:/Users/POPI/Desktop/mumpi%201/Norway%20Guide%20%20Schools%20in%20Norway,%20The%20Norwegian%20education%20system%20%20The%20Norwegian%20public%20education%20system%20is%20one.html

• file:///C:/Users/POPI/Desktop/mumpi%201/Medium%20of%20instruction%20-%20Wikipedia,%20the%2

• 0free%20encyclopedia.html

•

• File:///F:/mumpi/Norway%20Latitude%20and%20Longitude%20Map.html

• http://www.prweb.com/releases/2013-11/nmc-horizon-report-norway/prweb11325592.htm

• file:///F:/mumpi/Norway%20-%20Country%20Profile%20-%20Norge%20-%20Kongeriket%20Norge%20%20Tourism%20in%20the%20Kingdom%20of%20Norway.html

• file:///F:/mumpi/Norway%20population%202015%20%20%20Current%20population%20of%20Norway.html

An International model of world class education: The International

Baccalaureate

International Baccalaureate

• Begins 1960 in international school, which educated the children of globally mobile parents who worked principally in UN agencies and multinational companies.

• At first it is run only for the elite group but chronologically it is democratized In the public school, notably in North American country starting from 2012.

• A world class education is cognizant of globalization and the need for an education whose perspective extends across national frontiers.

Education programme of IB

Four education programmes of IB

1.Primary Years programme (1997) Age range:3-12 2.Middle years Programme (1994) Age range:11-163.Diploma programme (1970) Age range: 16-19 4.IB Career –related Certificate (2012) Age range:16-19

• In 1974 UNESCO advocated internationalization of education system and there defined some issues: peace, human right and democracy.

• In 1994 International Conference of Education in Geneva reconfirm these issues.

1. Values education for peace 2. Conflict resolution skills 3. Respect for cultural heritage and the environment 4. Intercultural understanding 5. Global issues and attitudes of solidarity at

international levels

The origins of the IB International baccalaureate begins in 1960 for international quality education for international mobile parents children's.

Advantage of International baccalaureate

• International baccalaureate develop students’ intellectual understanding, global issues, least one other language and understanding human condition on global perspective.

• IB programme makes a student with positive attitude, preserving the environment.

Advantage of International Baccalaureate count….

• IB develop inquiring, knowledgeable young people who help to create a better and more peaceful world through intercultural understanding and respect.

How and Why IB create graduates

• IB create students with in challenging programmes and rigorous assessment.

• IB programme encourage and teach students across the world to become active, compassionate and lifelong learners who understand other people.

Inclusiveness of IB • The IB is an inclusive programme. • Its diploma programme is perceived as a

course for a small, elite group of university – bound global nomads in expensive, private international school.

• Many IB schools provide access to less privileged members of the society.

• IB education responds to special needs. • IB also undertakes projects to provide a

world class education in difficult circumstances.

The Diploma Programme

• IB diploma programme covering the last two years of secondary education, first originated at the international school of Geneva in 1962 . Mainly three reason here for starting the course and these are

1. pedagogical ( to provide an education which emphasis of critical thinking) 2. Idealistic ( to promote intellectual understanding) 3. Pragmatic ( to provide a diploma degree international equivalent)

• Students must three subject at higher level and these are : theory of knowledge, extended essay and creativity ,action and service.

1 Theory of knowledge : It is interdisciplinary and epistemological, and challenges students to question the bases of knowledge.2. The creativity ,action and service (CAS) : There try to promote intercultural understanding and attention to global issues. 3. Extended Essay: It let them independent writing skills so necessary for topic of interest.

MIDDLE YEARS PROGRAM(MYP)

5 years course, aged 11 to 16

Content:•Language A•Language B•Humanities•Technology•Mathematics•Arts•Sciences•Physical education

PRIMARY YEARS PROGRAM(PYP)

Aged: 3 to 11/12

Domains•Communication•Critical thinking•Respect and understanding of others culture•Taking calculated risk•Responsible citizenship

ATTRIBUTION OF A WORLD-CLASS EDUCATION

•Independence•Shaping attitude

•Relevance•International perspective

COMPETENCIES A WORLD-CLASS EDUCATION

•Inquiries•Knowledgeable •Thinkers•Communications•Principled•Open-minded•Caring•Risk-takers•Balanced•Reflective

Thank you……