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IRIN Asia | BANGLADESH: Bringing education to the Bihari minority | Asia | Bangladesh |... - 0 views

www.irinnews.org/report.aspx

inclusive education Bangladesh

shared by Teachers Without Borders on 13 Sep 10 - No Cached
  • DHAKA, 27 August 2010 (IRIN) - Helping the over 200,000-strong Bihari minority in Bangladesh learn how to read and write is key to their full integration, say activists.
  • The once stateless, Urdu-speaking minority who only recently gained citizenship, were shut out of state schools for decades. “These communities are highly scarred having spent generations in the camp[s]… Though government schools have started enrolling Bihari children in the past 8-10 years, so much more needs to be done,” C.R. Abrar, the group’s coordinator, told IRIN.
  • In 1971 Biharis - named after their Indian region of origin - found themselves in a diplomatic dilemma: Linguistically tied to Urdu-speaking Pakistan, they were living in Bengali-speaking Bangladesh when the latter won independence from what today is Pakistan.
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  • Over half of all Biharis in Bangladesh are under 25, so the struggle for education resonates with them. “Without doubt literacy remains the biggest barrier to our assimilation,” said Ahmed Ilias, executive director of Al-Falah, Bangladesh, the only registered NGO working with the Bihari community.
Teachers Without Borders

BANGLADESH: School's In To Drive Poverty Out - IPS ipsnews.net - 0 views

ipsnews.net/news.asp

Bangladesh education EFA poverty girls girls' education

shared by Teachers Without Borders on 24 Nov 10 - No Cached
  • The poor, who make up some 45 percent of Bangladesh’s 164 million population, are the main beneficiaries of the country’s education efforts. In addition, girls have overtaken boys in rates of enrolment, attendance and completion of primary education. With over 94 percent net enrolment, Bangladesh is one of only a handful of the world’s least developed countries that are close to achieving the U.N. millennium development goals of 100 percent enrolment rate in primary schools by 2015.
  • For example, schools by the Bangladesh Rural Advancement Committee (BRAC) – whose 1.2 million students account for 76 percent of all students in NGO-operated primary schools – are unique in that local community members decide and implement all academic programmes in consultation with parents and stakeholders. "We enrol drop out (and) non-enrolled children – mostly girls – from poor families, ensure high attendance, child friendly pedagogy and high completion of five-year academic studies in our primary schools," Safiqul Islam, director of BRAC’s education programme, told IPS.
Teachers Without Borders

Manual on school safety: preparing schools for a safer tomorrow - Educational Materials... - 0 views

www.preventionweb.net/...v.php

school_safety disaster_preparedness hazards Bangladesh

shared by Teachers Without Borders on 20 Jan 11 - No Cached
  • This document presents a comprehensive methodology for school safety considering school-specific hazards, such as earthquake, flood, flash flood, cyclone, landslide, and tsunami. It also focuses on fire and road hazards and considers climate change related issues. This manual is specific to Bangladesh and aims to guide teachers and students to develop a disaster management plan that includes mitigation, preparedness and response planning.
  • Teachers Without Borders on 20 Jan 11
     
    This document presents a comprehensive methodology for school safety considering school-specific hazards, such as earthquake, flood, flash flood, cyclone, landslide, and tsunami. It also focuses on fire and road hazards and considers climate change related issues. This manual is specific to Bangladesh and aims to guide teachers and students to develop a disaster management plan that includes mitigation, preparedness and response planning.
Teachers Without Borders

Working Paper: Culture of safety in schools - mandatory or by choice - Documents & Publ... - 0 views

www.preventionweb.net/...v.php

disaster_preparedness hazards school_safety Bangladesh

shared by Teachers Without Borders on 20 Jan 11 - No Cached
  • Teachers Without Borders on 20 Jan 11
     
    This comprehensive manual on school safety intends to investigate and advocate how a culture of safety can be practiced or adopted to enable a safer environment (internal and external) for the future of Bangladesh, and especially for children.
Teachers Without Borders

ReliefWeb » Document » UN agency calls for more support for its school feedin... - 0 views

www.reliefweb.int/...MUMA-86W29M

WFP school_feeding

shared by Teachers Without Borders on 02 Jul 10 - Cached
  • Nancy Walters, the chief of school feeding policy at WFP, told a New York forum on hunger that the programmes have many benefits beyond the immediate goal of ensuring children do not go hungry. They help children stay in class, reduce levels of diseases and other health problems, empower girls, lift education standards and free many youngsters from having to work.
  • Some 66 million schoolchildren in dozens of countries currently receive meals through the programmes, and Ms. Walters said WFP would continue to fund and implement them with the help of its current partners.
  • "We have seen the impact of fortified biscuits on anaemia levels in Bangladesh, for example. We know about the impacts in terms of gender, social protection, stability, income transfer, freed parental labour, combating child labour impacts and how school feeding can be a platform to local production, nutrition, hygiene and HIV information." She also emphasized their value to efforts to reach the social and economic targets known as the Millennium Development Goals (MDGs), which have a target date of 2015.
Teachers Without Borders

CRIN - Child Rights Information Network - Resources - - 0 views

www.crin.org/...infodetail.asp

schools Bangladesh corporal punishment

shared by Teachers Without Borders on 14 Aug 10 - Cached
  • [9 August 2010] - The Bangladeshi government has banned corporal punishment in all educational institutions across the country. The directive came weeks after the High Court had ordered the government to take steps to stop corporal punishment in primary and secondary schools. The government's order covers all schools, including madrassas. Beatings are widespread in Bangladeshi schools, even though human rights groups have been campaigning against them for years. In its latest directive, the education ministry banned what it described as inhuman and merciless punishment given to students in schools. Corporal punishment damaged the development of students, it said.
Teachers Without Borders

Education |P6 in Uganda pupils cannot do fractions - report - 2 views

www.monitor.co.ug/...-

education assessment teachers evaluation professional development Uganda

shared by Teachers Without Borders on 28 Jul 11 - No Cached
  • Although the introduction of Universal Primary Education (UPE) has boosted enrollment in primary schools (Uganda boasts 8.3 million children in primary schools compared to 2.3 million before 1997), numerous pupils continue to perform poorly at one of the most important aspects of basic education.
  • The report stated that, “Few primary six pupils demonstrated skills in other competences of ‘measures.’ Only about a third of the pupils (35.2 per cent) could for example tell the time shown on the clock face and merely 4.1 per cent of the pupils could apply the concept of capacity in real life situations.”The tests sampled pupils in 1,098 schools from all the districts in Uganda between the ages of nine and 15 and over.
  • Findings indicate that the main reason why pupils cannot practically apply what is taught in class is the teachers failure to identify the weakness of the pupils in the various areas of study.
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  • The report says: “the cause of this is failure to use assessment to diagnose pupils’ and to guide teaching and inadequate practice as these pupils do their work. Primary Six pupils, whose teachers had a university degree or Grade III teaching certificate, performed better than those whose head teachers had a Grade V teaching certificate. Pupils with head teachers who reside at school performed poorer than those whose head teachers live outside the school.”
  • Mokurai Cherlin on 29 Jul 11
     
    It is evident that the sources of these problems must be sought in earlier grades, and even in the experiences of Ugandan pre-schoolers. Compare them with what I describe at http://replacingtextbooks.wordpress.com/2011/07/25/higher-mathematics-for-children/ for children in the US. There are excellent materials on fractions online. See http://wiki.sugarlabs.org/go/Open_Education_Resources for links to some sites that have as many as 100,000 e-learning resources available. Even if students do not have computers, teachers who can access these lessons can adapt them for the classroom or for individual practice, and share them with teachers who do not have Web access. On the issue of fractions, see also http://wiki.sugarlabs.org/go/Activities/TurtleArt/Tutorials/Fractions for an approach that requires no computers, but will be enhanced with software activities fairly soon. If your students have trouble with these exercises, and you can tell us why, we will work with you and them to develop materials that meet their needs. You will also have to tell us if there are circular Ugandan foods that we can use in lessons for children who are not familiar with European/American cakes, pies, and pizza. ^_^ When you have a 4.1% success rate on a particular topic, and thus a 95.9% failure rate, it cannot be said that individual teachers have failed to recognize individual difficulties. This is evidence that the entire curriculum is misdesigned. I assume that this is some part of the holdover colonial education system from before independence, designed originally for European children, with no relation to the prior experi
Teachers Without Borders

Which countries spend more on arms than primary schools? | News | guardian.co.uk - 1 views

www.guardian.co.uk/...adult-literacy-war-crimes

developing nations teachers education conflict schools report

shared by Teachers Without Borders on 06 Apr 11 - No Cached
  • "When wars break out, international attention and media reporting invariably focus on the most immediate images of human suffering. Yet behind these images is a hidden crisis. Across many of the world's poorest countries, armed conflict is destroying not just school infrastructure, but the hopes and ambitions of generations of children."
  • According to the report's data, 21 developing countries spend more on arms than on primary schools. Meanwhile, only 2% of humanitarian aid goes towards education (with the vast majority of aid requests for education in conflict-affected states left unfulfilled).
  • The consequences are stark. In poor countries affected by conflict: 28 million children of primary school age are out of school (42% of the world's total) a child is twice as likely to die before their fifth birthday (compared with a child born in a poor but stable country) about 30% of the young people aged 15-24 are illiterate (compared with 7% in other poor countries)
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  • But while the Unesco report examines the effects of conflict on education, it criticises donor countries for skewing assistance towards a small group of "strategic" countries while neglecting the world's other equally poor and equally conflict-affected countries. While aid for basic education increased more than fivefold in Afghanistan during the past five years, for example, it stagnated or declined in other conflict-affected countries, such as Ivory Coast.
  • Globally, more children are going to school than ever before but, according to the report, the number of children out of school is falling far too slowly, and progress is far too varied across the different regions of the world.
  • Half-of the world's out-of-school children live in just 15 countries. The largest population of out-of-school children is in Nigeria (8.3 million), followed by Pakistan (7.3 million), India (5.6 million), Ethiopia (2.7 million), and Bangladesh (2 million)
  • In sub-Saharan Africa, about 10 million children drop out of school every year
  • It also points to key capacity gaps – for example, that another 1.9 million teachers will be needed by 2015 to achieve universal primary education
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