BANGLADESH-ROUND 1

Study on Teachers’ Training System of Primary and Secondary Education in Bangladesh

Submitted to UNESCO Bangladesh December 2008

By Mr. Saleh Motin Mr. A N S Habibur Rahman Ms. Nishat Jahan

Yukta 1/3 (3rd Floor) Block A, Lalmatia Dhaka-1207 Tel. 9124981 e-mail: [email protected]

TABLE OF CONTENTS Executive Summary Acronyms Section 1: Background of the study Section 2: Objectives of the study

2 4 5 8

Section 3: The Methodology 2.1 Selection criteria 2.2. Respondents of the study 2.3. Tools/instruments of data collection 2.4. Activities conducted

9

Section 4: Data Collection Section 5: The Analysis and Findings 5.1 Primary Teachers’ Training 5.1.a Certificate in Education course 5.1.b Other trainings

11 19

5.2 Secondary Teachers’ Training 5.2.a Bachelor of Education (B.Ed) course 5.2.b Other trainings 5.3 Education Policy • Early Childhood Care and Education (ECCE): • Primary Education • Secondary Education 5.4 Issues to be concerned • Inclusive Education • Gender • Human rights • Multilingual Education Section 6: Major Recommendations 6.1 At the level of Primary Education 6.2 At the level of Secondary Education 6.3 Common Issues of concern Section 7: Conclusion

42

46

Annexure (Translated version) Annexure-1: FGD guidelines Annexure-2: Interview questionnaire

1

EXECUTIVE SUMMARY This report presents the major findings of the Study on Teachers’ training system of Primary and Secondary Education in Bangladesh conducted during the period of October to December 2008. The major objectives of the study were to identify relevance of teachers training curricula, materials, pedagogy and methodology at the primary and secondary education levels, teachers’ qualification and capacity gaps and constraints to deliver the knowledge and skill achieved from the trainings. Moreover, the objectives of the study also included assessment of gender equity, human rights, multilingual education and flexibility in the teachers training curriculum, which are essential to meet the diverse needs of the learners and capacitate the teachers to deal with the issues. The study followed two approaches: a) survey, meeting and focus group discussions with the instructors of the training institutes and the teachers; and b) analyzing available documents, e.g. policy papers, course materials, etc. related to primary and secondary teachers’ training. The survey and focus group discussions were conducted in 8 districts of the country namely Dhaka, Gazipur, Rajshahi, Chapai Nawabganj, Bogra, Netrokona, Bhola and Mymensing. The study also included individual interviews of 235 teachers and instructors and 22 Focus Group Discussions. The teachers and instructors expressed their views and attitude towards the current teachers training system and on the issues of inclusive education, gender equity, human rights as well as multilingual education. The report has been organized in seven sections. Section one describes the background or premises of the study; section two presents the objectives of the study; section three elaborates the methodology; section four presents few samples of the data collected through the survey and focus group discussions; section five narrates findings along with recommendations that came out from the focus group discussions and individual interviews with the teachers and instructors; and section six ends with a compilation of major recommendations incorporating the summary findings of the study. The study shows that there is a serious gap of coordination among the Directorate of Primary Education (DPE), National Curriculum and Textbook Board, National Academy of Primary Education (NAPE) and Primary Training Institutes. As a result the quality of teacher training is suffering. It is recommended in the report that coordination among DPE, NCTB, PTI and NAPE should be strengthened so that changes in the national curriculum for primary education are properly reflected in the C-in-Ed Course. The study also shows that trainees do not have adequate opportunities to have hands on experience on pedagogical matters during their training. As they are not properly trained, it is difficult for them to manage the classroom and create an interactive teaching-learning environment. Another major problem in this regard is the class size. 43% of the interviewees mentioned that they were unable to apply their training skills due to the large number of students in the classroom. 13.6% of the respondents identified inadequacy of

2

time as a big problem. The study recommends that the problem of student-teacher ratio should immediately be resolved in order to ensure quality education. The major recommendations are related to the one-year C-in-Ed course, which needs to be reviewed and updated as appropriate for the learner-centred teaching-learning process so as to make it well balanced with theoretical as well as practical aspects. It is also strongly recommended that the physical facilities of the practice teaching centres should be conducive and duration of the practice teaching should be half of the total time of the course. Private Colleges under the National University, private universities and Bangladesh Open University run B.Ed Course for about 300 contact hours while the original course run by the TTCs is of 1200 contact hours. Most of the private universities lack sufficient teaching practice for the trainees; instead they adopt simulation which cannot bring forth the result as teaching practice might yield. So it is recommended that B.Ed trainings for the secondary school teachers offered by the private Teachers’ Training Colleges should be of the similar standard as provided by the government Teachers’ Training Colleges. All B.Ed providers should adhere to the stipulated 1200 contact hours for the B.Ed Course in order to ensure quality B.Ed training. The out-campus teachers training colleges of the Dhaka-based private universities providing low quality of training should either be closed or brought under regulatory framework of close monitoring. In recent years, Teaching Quality Improvement Secondary Education Project (TQISEP) introduced modules on different teaching-learning subjects both for the trainers and trainees, which are interactive and participatory according the participants. The study team suggests that this project should be mainstreamed to ensure sustainability of its success. There is only one Vocational Teachers Training College run by the government having very limited capacity in terms of teaching staff and learning facilities while there are 64 Government Technical Schools and 1224 private schools having vocational course. This area also needs to be upgraded. The study recommends that the curricula of PTIs and Teachers' Training Colleges should have provisions to accommodate issues of gender equity, inclusive education and human rights as well as multilingual education. Special training on inclusive education should also be designed for the teachers to deal with the related issues in the classroom.

3

ACRONYMS

ATEO : B.Ed : B. P.Ed: BHPI: BOU: C in Ed: CRP: CPD: DPE: ECCE: ES: EFA: ELTIP: FGD: GOB: GER: HSTTI: HSC: ICT: IE: IER: M.Ed: M.A: M.Sc: M.Com: M.S.S: MoE: NAPE: NCTB : NER: NGO: PS: PTI: SSC: TQI: TP: TS: TTC: RS: TEO: TOT: TQISEP: UNESCO: UPE:

Assistant Thana Education Officer Bachelor of Education Bachelor in Physical Education Bangladesh Health and Physiotherapy Institute Bangladesh Open University Certificate in Education Centre for Rehabilitation of the Paralysed Continuous Professional Development Directorate of Primary Education Early Childhood Care and Education Educational Studies Education for All English Language Teaching Improvement Project Focus Group Discussion Government of Bangladesh Gross Enrolment rate Higher Secondary Teachers’ Training Institute Higher Secondary Certificate Information & Communication Technology Inclusive Education Institute of Education and Research Master of Education Master of Arts Master of Science Master of Commerce Master of Social Science Ministry of Education National Academy of Primary Education National Curriculum and Textbook Board Net Enrolment Rate Non Government Organizations Professional Studies Primary Teachers’ Training Institute Secondary School Certificate Teaching Quality Improvement Teaching Practice Teaching Studies Teachers’ Training Colleges Technology Information & Research Studies Thana Education Officer Training of Trainers Teaching Quality Improvement Secondary Education Project United Nations Educational Scientific and Cultural Organization Universal Primary Education

4

SECTION 1: BACKGROUND OF THE STUDY Since independence many efforts have been undertaken to achieve Universal Primary Education (UPE) and this national objective was explicitly reflected in the constitution of Bangladesh. Each government that came to power appointed at least one education commission since 1971 to 2000 and there were five commissions within this time, one task force and one committee for education and also a national committee for primary education. Albeit education receives the highest allocation of resources in the social sector of Bangladesh, the quality of education is degrading alarmingly. The Constitution not only states of free and compulsory primary education, but also advocates for women education with provision that it should reach out to the poor, disadvantaged and handicapped. Against this backdrop, manifold steps like Primary Education (Compulsory) Act 1990, National Education Policy 2000, Education for All (EFA), Dakar Framework for Action (2000), National Plan of Action 2003-2015, etc. are undertaken to ensure education for all irrespective of race, class and gender in order to enhance their urge for equal rights, capacitate them to participate in the national life at all levels, ensure participation in socio-economic development and alleviation of poverty; and to help in economic progress through self employment so that they can actively participate in developing Bangladesh as a prosperous country. Through all these efforts, a rapid growth has been there during the last 15 years in terms of participation and completion rate and a strong overall growth in the system of primary education. The Gross Enrolment rate (GER) reached 93.7% for boys and 96.3% for the girls in the year 2006. The official data suggests an over all Net Enrolment Rate (NER) of 87.2% for the boys whereas 90.1% for the girls1. The female stipend programme in secondary level has increased the enrollment rate of the girls to a higher level than the boys. Unfortunately, this apparently high rate of enrollment could not ensure access to education of the children with mental, physical or intellectual difficulties or the children from minority or disadvantaged communities who need special care and attention in the school so as to be a regular member of the broader society. On the other hand, the success in achieving the quantitative targets has failed to bring essential learning attainment level for all learners in respect of achieving quality education. There are many factors impeding achievement of the essential level of teachers’ qualification, knowledge, skill and attitude for clear understanding and practice for need-based teaching. Need-based curriculum, teaching learning materials and teaching aids, methodologies practiced in curriculum implementation are not appropriate to reach out quality education to all, particularly disadvantaged and deprived race and women. Appropriate Teacher Training is one of the most important factors, in the context of teaching learning process, to enhance quality of education. The present conventional, theory oriented, and inadequate approach of training need to be addressed in bringing about quality changes to cope with the demand of time. Moreover, facilities are 1

Bangladesh Educational Statistics 2006, BANBEIS 5

inadequate in comparison to the needs. Even national curriculum documents as well as the renewed and modified textbooks are not made available to the trainers (instructors) and trainees causing an adverse impact in the training process as a whole. In view of national obligation to reach quality education, a programme to reform teacher training in the light of teacher education has been underway. A competency based teacher education curriculum has been developed to improve quality of primary education through enhancing competency, commitment and professionalism of teachers. There are 56 Primary Training Institutes (PTI) in different locations to conduct primary teachers training. In all, 52 of the 64 districts have one or more Primary Training Institute(s) located in each of them, with Bogra, Rajshahi, Chapai Nawabganj and Chittagong having two each. The districts without a PTI are: (1) Narayanganj, (2) Shariatpur, (3) Gopalgonj, (4) Rajbari, (5) Sherpur, (6) Jhalakati, (7) Khagrachhari, (8) Bandarban, (9) Lalmonirhat, (10), Narail, (11) Meherpur, and (12) Dhaka. The only non-government PTI of the country is located in Netrokona. There is also a government acknowledged C-in-Ed course on special education (to be transformed into inclusive education soon) run by Centre for Rehabilitation of the Paralysed (CRP), a nongovernment organization in Savar, 20 km away from Dhaka. There are 14 Govt. Teachers' Training Colleges (TTC), 119 Private TTCs, 5 Higher Secondary Teachers' Training Institute (HSTTI), Physical Education College, Vocational Teacher Training College (VTTC) and Technical Teacher Training College. Bangladesh Open University also provides teacher training to secondary school teachers. Some private universities also have B.Ed and other type of teacher education programmes. Institute of Education and Research (IER) also provides Honours and Masters degree in education. Apart from the abovementioned institutes, there are about 12 categories of permanent training set-ups for training of teachers at the primary and secondary levels. But other than the government institutes, most of the private institutes are providing very low quality trainings. This limited number of mainstream government training institutes cannot meet the total need for training of the teachers. Moreover, these institutes do not have the capacity to monitor, follow up or improve the training courses on a regular basis. According to a Baseline Survey, with reference to in-service training, only 27% of the teachers working in government primary schools and 30% of those working in Registered Non Govt. Primary Schools had received subject-based training, whereas 35% of all

6

teachers had received training in teaching methods in classrooms. The same survey reveals that 71.9% teachers had received C-in-Ed training.2 National Academy for Primary Education (NAPE) has the role of training the PTI Instructors, officials of different levels and conducting PTI examinations including scholarship examination at the end of Grade V for primary level of education and related research activities as an apex training and research institute of primary education. It has recently been made autonomous. National Curriculum and Text Book Board (NCTB) is responsible for the development of curriculum and textbooks, but proper coordination of NCTB with the training institutes is absent which consequently affects quality of the system. Existing strategies and programmes for overall development of education and its quality are inadequate and inappropriate. Education systems are not equipped to manage learners from diverse backgrounds and with individual needs. In order to achieve sustainable change and improvement, the systems in practice need to be reformed. On the other hand the issues of gender equality, human rights, inclusiveness in education, and rights to mother tongue as the medium of instruction are not incorporated in the mainstream education yet. With this backdrop in view, UNESCO Dhaka with the support of UNESCO Regional Office Bangkok decided to undertake a study to review the primary and secondary teachers’ training system to contribute to the qualitative improvement of the primary and secondary education of Bangladesh.

2

Baseline survey 2005, Directorate of Primary Education, Ministry of Primary and Mass Education 7

SECTION 2: OBJECTIVES OF THE STUDY It is widely recognised that improvement in the education system call for reform in the existing teacher training system. Teachers very often lack the necessary teaching skills. The teaching materials are poorly designed, and due importance is not given on the support of and networking amongst teachers. UNESCO is also of the opinion that the current strategies and programmes are inadequate and not appropriate enough to improve the education system and ensure the right of children and youth to quality education. Since the government has an obligation to ensure this right and identify gaps in meeting this obligation, it is then quite important to understand what gaps are there in the field of teachers training. UNESCO therefore planned to undertake this study on the teachers’ training system in the country in order to support the Government to improve the quality of teacher training programme. The objectives of the study are • to review the education policy, teachers' training curricula, teachers' training materials, teachers' training pedagogy and methodology; •

to examine the relevance of teachers training curricula, materials, pedagogy and methodology to meet the diverse needs of learners;

•

to assess teacher’s qualification and teacher’s capacity gaps and constraints in the context of knowledge, attitudes, behaviors and lack of teaching skills and practice of right based teaching needed for application of proper and appropriate methodology and pedagogy in curricula transactions; and

•

to examine the possibilities of inclusion of the issues of gender equity, human rights, multilingual education and flexibility to meet the diverse needs of learners.

8

SECTION 3: THE METHODOLOGY This study is mainly based on the data collected from the stakeholders through survey, focus group discussion and reviewing the policy documents on teachers’ training system in Bangladesh from the perspective of teachers’ needs, gender equity, inclusive education, mother-tongue based education in the multilingual world and human rights education. Available documents and materials were collected, studied and analyzed. Both primary and secondary data were made available for the study through conducting focus group discussion, situational interview/analysis of teachers training system and curriculum assessment covering Early Childhood Care and Education (ECCE), Primary education and Secondary education in the backdrop of identifying key capacity gaps and constraints of trainers and trainees in implementing the relevant curricula. Interactions were made with responsible government officials, representatives of Teachers’ Training Colleges (TTC), Primary Training Institutes (PTI), Higher Secondary Teachers’ Training Institute (HSTTI), and primary and secondary school teachers. Available secondary literature was also collected, studied and analyzed. Participatory interactions were made with concerned groups. Focus Group Discussions (FGD) were arranged with concerned people including instructors, school teachers, etc. In-depth reviews of the situation were conducted through a set of questionnaire and field observation. All 3 types of teachers’ training institutes, National Institute for Developing Instructors and 2 types of training implementing organizations were covered in the survey. The following categories were considered: • Primary Teachers’ Training Institute (PTI) • Teachers’ Training College (TTC) • Higher Secondary Teachers’ Training Institute (HSTTI) • National Academy of Primary Education (NAPE) • Primary school • Secondary school 3.1 Selection criteria Different geographic locations were selected for the survey, i.e. Mymensingh, Gazipur, Dhaka, Rajshahi, Bogra, Netrokona, Bhola, and Chapai Nawabganj which included both urban and rural schools. Of these areas, the team selected the following locations for some specific reasons: 1. Gazipur: For field test, survey and discussion with the PTI instructors and teachers; 2. Dhaka: To observe inclusive education focused PTI course; 3. Netrokona : For the Non-govt. Primary Teachers’ Training Institute; 4. Mymensingh : For the National Academy for Primary Education and PTI; 5. Rajshahi : To visit PTI, TTC, HSTTI and primary and secondary schools; 6. Chapai Nawabganj: For indigenous people and rural school teachers;

9

7. Bogra : To visit primary and secondary schools; 8. Bhola : To get opinion from a coastal location. 3.2. Respondents of the study Diversities in terms of involvement and responsibilities of the stakeholders were also taken into consideration. The following respondents were selected for the survey: • Instructors of PTI • Teaching Staff of TTC • Teaching Staff of HSTTI • Primary School Teachers • Secondary School Teachers • Specialists of NAPE, and • Education professionals. The main respondents of the study were the trainers/instructors and teachers for whom major recommendations would be made. 3.3 Tools/instruments of data collection Structured interview, unstructured conversation, meeting and dialogue and focus group discussion were adopted to collect primary data. A set of questionnaires for the survey were prepared and the draft questionnaires were pre-tested. [Annex- : Questionnaires for Interviews] Guidelines for Focus Group Discussion (FGD) were also developed. [Annex- : Guideline for FGD]

The following documents were reviewed to make secondary data available: 1. Education Policy 2000 2. Primary Teachers Training (C in Ed) curriculum and materials; 3. Secondary Teachers’ Training (B.Ed) curriculum and materials; Number of meetings were held with respondents from NCTB, Department of Primary Education, professionals from IER, training instructors and teachers. 3.4. Activities conducted The Study Team conducted the following activities in order to collect information and synthesize the report: • Policy analysis and compilation of secondary data; • Course material analysis and compilation of data; • Survey through structured questionnaire; • Practical observations through field visits; • Structured Discussion (individual and focus groups) with concerned actors and beneficiaries; • Interviews with concerned stakeholders at the local and national level. The study team consolidated and analyzed the data and information obtained from the survey, FGD, meetings and policy documents analysis, and developed a set of recommendations. 10

SECTION 4: DATA COLLECTION The Study team used different tools for collecting data and information. Structured questionnaires and FGD guidelines were developed to collect information from the stakeholders. The 8 districts selected for the study were Mymensingh, Gazipur, Dhaka, Rajshahi, Bogra, Netrokona, Bhola, and Chapai Nawabganj where there were PTI, TTC, NAPE, HSTTI and both urban and rural schools. Two types of tools were chosen for the assessment— a) Focus Group Discussion (FGD) and b) Individual Interview by structured questionnaire. The following techniques were used to ensure a meaningful understanding of the situation. Method Focus Group Discussion (FGD)

Description A group of 6-12 respondents from a homogeneous category participated in the discussion. A predetermined guide was followed to direct the discussion.

Interview using aPeople participated in the structured questionnaire survey individually.

Output A comfortable environment was created to discuss the experiences and attitude towards management of teachers’ training, curriculum, materials, and methods, etc. Qualitative information were collected about the groups’ perception, attitudes and experiences of teaching methods and dealing with issues of concern. Individual's perception and opinion about management of teachers’ training, curriculum, materials, etc. were collected.

The team conducted 24 FGDs with 240 persons e.g. trainers/instructors of PTI, TTC and HSTTC; teachers receiving C-in-Ed and B.Ed degree, and education professionals. Of the FGDs, nine groups were directly related to primary education, fourteen groups were involved in secondary education and one group formed with education professionals. Table-2: Type & number of respondents /organisations participated in the FGD Sl Name of place No. of Type of Participants participants 1. Primary Training Institute (PTI) Gazipur 9 Instructor 2. Primary Training Institute (PTI) Rajshahi 6 Instructor 3. Primary Training Institute (PTI) Rajshahi 23 Trainee teacher 4. Primary Training Institute (PTI), Mymensing 4 Superintendent & Instructor 5. CRP, Savar, Dhaka 8 Instructor & Teacher

11

6.

Chapulia Model Govt Primary School, Gazipur

10

Trained Teacher

7.

Kamalapur Bolia dying Primary school, Godagari, Rajshahi Char Fashion Model Govt. Primary School, Bhola Dhaka

1

Teacher

12

Primary Teacher

6

8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

Dattapara Primary School, Gazipur TDH Govt. Primary School, Gazipur Joydevpur Govt. girls high School NoonGola High School, Bogra Alhaj Abdul Karim girls high school, Bogra Golgofur girl's high school, Bolia Ghata, Godagari, Rajshahi Haripur girl's high school, Chapai Nawabganj Kamal Uddin high school Chapai Nawabganj River View high school, Rajshahi Rajabari Hat high school Godagari, Rajshahi Bolia dying Adarsha high School, Godagari, Rajshahi Agrani High School & College, Rajshahi Teacher Training College, Rajshahi Higher Secondary Teachers' Training Institute (HSTTI), Rajshahi National Academy of Primary Teachers (NAPE)

8 10 15 8 11 11

Education professionals Trained Teacher Trained Teacher Trained Teacher Trained Teacher Trained Teacher Trained Teacher

11

Trained Teacher

10

Trained Teacher

11 13

Trained Teacher Trained Teacher

5

Trained Teacher

12 21 9

Trained Teacher Instructor Instructor

6

Director & other officials

Total

240

The team interviewed 15 primary teachers training instructors, 98 primary teachers, 21 secondary teachers training instructors and 102 secondary teachers using the structured questionnaire. Table-3: Type & number of respondents interviewed Sl. Name 1 2 3 4 5 6 7 8 9 10 11 12 13

Dattapara Primary School, Tongi, Gazipur Deora Mudafa Govt. Primary School, Gazipur Bonomala Reg. Govt. Primary School, Gazipur Rawshon Ershad Govt. Primary School, Gazipur Gazipur Govt. Primary School, Gazipur Haji Mohiuddin Govt. Reg. Primary School, Gazipur Morkul Govt. Primary School, Gazipur Gutia Govt. Primary School, Gazipur Silmun Reg. Primary School, Gazipur T. D. H. Govt. Primary School, Gazipur Haji Piar Ali Govt. Primary School, Gazipur Pagar Govt. Primary School, Gazipur Arichpur Govt. Primary School, Gazipur

No. of Participants 10

Type of participants Primary Teacher

1 2 1 2 1

" " " ' "

1 2 1 6 1 2 6

" " " " " " "

12

14 15 16 17 18 19 20

3 6 3 5 1 10 1

" " " " " " "

21

Auch Para Govt. Primary School, Gazipur Shahid Smrti Govt. Primary School, Gazipur Satish Govt. Primary School, Gazipur Noagao Govt. Primary School, Gazipur Teora Mustafa Govt. Primary School, Gazipur Chapulia Model Govt Primary School, Gazipur Kamalapur Balia Dying Govt.Primary School, Godagari, Chapi Nawabgang Primary Training Institute (PTI), Gazipur

33

22 23 24

Primary Training Institute (PTI), Gazipur Primary Training Institute (PTI) Rajshahi Teachers Training Centre (TTC) Rajshahi

8 7 21

25 26

River view High School, Rajshahi Rajshahi Bholanath Biswaswar Hindu Academy, Rajshahi Bolia Dying Model High School, Rajshahi Haripur girls High School, Chapi Nawabganj KamalUddin girls High School, Chapai Nawabganj NoonGola High School, Bogra Al.Haj Abdul Karim girls High School, Bogra Joydev Pur Girls High School, Gazipur Rajbarhi Hat High School, Godagari, Chapai Nawabganj Golgofur Girls High School & College, Chapai Nawabganj Agrani High School & College Total

12 14

Primary Teacher (trainee) Primary Instructor " Secondary Instructor Secondary Teacher "

5 11 10

" " "

6 9 12 6

" " " "

8

"

9 235

"

27 28 29 30 31 32 33 34 35

The findings of the field survey have been based on interaction with different stakeholders i.e. trainers/instructors, teachers, and education professionals as mentioned under 'methodology'. Some findings of the Interview and FGD are presented below. The collected data and information are elaborately analysed in Section 5. Academic qualification of the instructors The study team visited 3 PTIs and found all of the instructors having Masters Degree. In addition to the Masters degree 53% of the respondents also had Master of Education (M.Ed) degree while only 20% had B.Ed degree. Academic background of the interviewed instructors was as follows: Table-4: Professional qualification of the instructors

B.Ed/ M.Ed M.Ed B.Ed Not B.Ed/M.Ed Total

Total Count 8 3 4 15

% of Total 53.3% 20.0% 26.7% 100.0%

13

Academic background of the primary teachers The teachers in government primary schools have various educational backgrounds. It is found in the survey that of the 92 teachers interviewed, 26% had the highest degree of education (MA/M.Sc/M.Com/MSS). 35% teachers had graduation degree (Bachelor) and 15% teachers had passed Secondary School Certificate (SSC). All the teachers interviewed for this study either had or was in the process of having the C-in-Ed degree. Table-5: Academic background of the primary teachers

Name of Degree

Total No. 14 21 32 24 1 92

SSC HSC BA MA Fazil Total

Ratio % 15.21% 22.82% 34.78% 26.08% 1.0% 100.0%

Academic background of the secondary teachers Of the secondary teachers surveyed, 58.90% teachers were Graduates, about one-third (35.30%) were post-Graduates, 1.2% had Higher Secondary Certificate (HSC) and the remaining passed Kamil (3.5%). About 60% of the respondents had Bachelor of Education (B.Ed) degree. Table-6: Academic background of the secondary teachers

Name of Degree No. HSC Graduate Post Graduate Kamil (Religion based master degree) Not Mentioned Total

Total Ratio %

1 50 30 3

1.2% 58.90% 35.30% 3.5%

1 85

1.2% 100.0%

Methods suitable for the PTI trainee Amongst the 45 PTI instructors interviewed by the team, 15.55% thought that questionanswer was the most suitable method for the C-in-Ed training. Another 15.55% regarded projection as the suitable method, while 13.33% respondents considered observation an appropriate method. Table-7: Methods suitable for the PTI trainee

Answer Not Mentioned Participatory Demonstration Observation Examination Experiment based work Mixed MWTL Project work Total

No

Ratio (%)

7 16 7 6 1 1 3 2 2 45

15.55 35.54 15.55 13.33 2.22 2.22 6.66 4.44 4.44 100

14

Reasons behind inability to practice the training received 43% of the interviewees mentioned that they were unable to practice the skill received from the C-in-Ed training due to large number of students in the classroom. 13.6% of the respondents identified inadequate time as a problem, and 13% of the respondents mentioned lack of materials as one of the reasons. Table-8: Reasons behind inability to practice the training received

Reason Large class size/ pupil-teacher ratio Shortage of time Shortage of Material Activities outside school Shortage of infrastructure/ facility Classroom situation is different from the practice teaching situation Situational constraints Difference between teaching and training Lack of follow-up Others Total

Percentage of respondents 43.0 13.6 13 6.5 6.5 3.3 3.3 3.3 3.3 4.5 100

The team conducted 24 Focus Group Discussions (FGD) with different type of stakeholders as mentioned before. A summary of some discussions on C-in-Ed Course is presented below. The summary of the discussions on different training courses, impact of the courses, expectations from the courses and all other issues related to the teachers training system is also analyzed and presented in Section 5. Instructor Candidates having completed B.Ed course can be appointed as Instructor for the C-in-Ed Course. However, they cannot receive any training before hand, though some short-term trainings are offered by National Academy for Primary Education (NAPE). Some of the existing instructors received training from abroad. Almost all the Primary Training Institutes (PTI) have severe shortage of instructors to run one shift, but they run two shifts with the same number of instructors who feel reluctance and less attentive to conduct the second shift of the C-in-Ed Courses. This is mainly because they do not get any satisfactory incentives for conducting the second shift. The trainees on the other hand think that the instructors are not always just with them; they are in fear of not being judged fairly, since the instructors are in a position to determine grade of the trainees with some good number of marks. Instructors of the PTIs although had never been directly involved in classroom teaching of the children, they are responsible for supervising the practice teaching of the trainees. Supervision of all trainees is not adequate due to inadequate number of instructors conducting double shifts and location of the schools which are far away from the PTIs. However, Bangladesh Health and Physiotherapy Institute (BHPI), situated in the Campus of CRP, a well reputed organization working for persons with disabilities, has been seen as the only institute in the country offering Cin-Ed designed for inclusive education.

15

Design of C-in-Ed Course Albeit the C-in-Ed Course is designed for one year, its theoretical aspects constitute the most part of the course. Some less important subjects are included in the Course, while some subjects worth learning for the trainees have remained excluded. The school administration in different countries, history of education in Bangladesh etc. deem not as important as the success stories and good classroom practices of other countries. The book on Child Psychology is again over-burdened with too many theories, but no focus is there on the care of 5-11 year-old children for their mental growth. Information on the curriculum for primary education is not updated in the C-in-Ed Course, and the changes made in the national curriculum for primary education are not reflected in the curriculum. No books are there for teaching music, fine arts and physical education, for which these subjects do not get due importance. Although Information & Communication Technology (ICT) is important for the present day education for working world, C-in-Ed Course is yet to put importance on ICT. The issue of gender equity is almost absent resulting no change in the trainees in terms of their knowledge on gender issues. The policy for primary education says about inclusive education for indigenous and disadvantaged children and also children with disabilities, but this is totally neglected in the C-in-Ed curriculum. Trainees are sent to the surrounding schools for practice teaching, but they cannot attain adequate skills in teaching-learning techniques as too many trainees are engaged in one school at the same time hampering the practice teaching environment as required.

Methodology The trainees mostly experience one-way teaching rather than two-way learning. Some instructors with their own initiative create some kind of interactive learning situation in the classroom, but in most cases one-way lecture method is adopted. But trainees think that it could suffice to have the books and they could learn it by self-learning without classroom teaching. Trainees are provided with allowances to develop materials, but not with any support for preparing and using teaching learning aids. And, for using the activity-based teaching learning aids—the practice teaching centres are not appropriate in terms of space, contact time and number of learners. The instructors are not given the responsibility for follow-up after completion of the one year training and teachers do not get any support if they are in any problem. The textbooks provided to the trainees of the PTIs during their training are taken back and all that the teachers learn from the training is gradually lost.

Implementation Many teachers after their training want to apply their skills at their respective schools, but they fail in doing so due to excessive number of students in the classroom. Every teacher has to teach different subjects for long hours and so they become tired and cannot prepare their lesson plan at home which affects their teaching-learning quality. Teachers are also required to conduct various services of the government—including survey, vaccination and polling duties, which deter them to use their skills attained from the training. Primary schools in the country do not get any support for preparing teaching-learning aids for use in the classroom, which is again non-ensuring of doing the needful.

Other Training Obtained by Teachers After recruitment, the newly appointed teachers receive foundation training through teaching at their schools under guidance of their trained colleagues. C-in-Ed training is considered in service training. After completion of this training, teachers have no opportunity to attend any regular 16

training course, neither of short term nor long term. A subject-based training course is undergoing for all teachers, but very few of them have received this training so far. Instructors of the Upazila Resource Centre provide a seven-day ToT to some teachers who again provide other teachers with training of five-day duration. Such training has not yet been evaluated and therefore benefits from such training are difficult to say. Different projects of the Directorate of Primary Education provided scope to some teachers from all over the country to receive short-term training from home and abroad. Even The British Council is providing a seven-day training on English. All these trainings have some multiplying effects on other teachers in improving their teaching-learning quality. The Directorate of Primary Education sometimes arranges workshops on different issues like gender and inclusive education, which are inadequate in number and short in duration.

Special Education/Inclusive Education Bangladesh Health and Physiotherapy Institute (BHPI) initiated an equivalent C-in-Ed Course with special focus on inclusive education of the children with disabilities. BHPI is established by Centre for Rehabilitation of the Paralyzed (CRP) in its own campus. CRP started a school for the children with disabilities in 1996 and developed a curriculum for their teachers’ training, which is equivalent to government C-in-Ed Course and got approval of NAPE. The trainee teachers and the instructors participate together in teaching-learning activities for the children with special needs through which they learn how children with different degrees of disabilities should be taught. After the training, participants get the same certificate as issued for the government C-in-Ed Course—but with ‘Special Education’ earmarked on it. BHPI is yet to receive any government grant and unable to provide allowances as the participants of the PTIs are paid. It is worth mentioning that all children cannot be enrolled in the mainstream education, but from mild to moderately disabled children are enrolled. There are some weaknesses of the C-in-Ed Special Course. It does not follow up and cannot extend support to the trained teachers for any solution to the teaching-learning problems. BHPI has no inter-exchange and interaction with the mainstream education and training system and it has not yet been acquainted in the country compared to its essentiality. Recommendations Instructor • It has to be ensured that all instructors receive primary education related induction training before they are engaged as instructors for the C-in-Ed Course, which can be designed and offered by NAPE. • Vacant positions of the instructors at the existing PTIs have to be fulfilled so that trained instructors are available for ensuring quality teaching learning of the C-in-Ed Course. • Instructors should have firsthand experience in classroom activities including practice teaching of the trainees before they are engaged in conducting training and supervising practice teaching. Design of C-in-Ed Course • The one-year C-in-Ed Course should be reviewed and updated as appropriate for the learnercentred teaching learning process, which should be well balanced with theoretical and practical aspects. • C-in-Ed Course should be redesigned taking into account the matters of child psychology and mental growth of the children in order that teachers can easily understand the need for joyful learning of the children. • Any information and changes in the national curriculum for primary education should properly be reflected in the C-in-Ed Course.

17

• •

•

The C-in-Ed Course trainees must have books on music, fine arts and physical education for teachers training on the mentioned subjects. Information & Communication Technology (ICT) should be incorporated in the C-in-Ed Course to keep up with the present day working world, which must have to be introduced within a possible short time and made available on a regular basis. The issue of gender equity should be addressed in the C-in-Ed Course in a manner that children taught by the trained teachers learn to act with gender sensitivity in their school, family and community.

Methodology • Learner-centred and activity-based teaching learning should be ensured for the trainees in order that the same teaching learning process is followed in the school. • Necessary support has to be extended to the trainees along with the existing allowances for developing materials and preparing and using teaching learning aids. • Physical facilities of the practice teaching centres should be conducive with appropriate timing for sustainable achievement of activity-based teaching learning skills. • Instructors of the PTIs should meet the trainees after completion of the one year course at least once within a year to follow up and get feedback of the training. • Trainers should be allowed to take the textbooks after completion of the training so that they can refer to what they learnt and practice the needful at their own school. Implementation • There should be an interrelation between training and implementation at the school level reflecting that training is made appropriate for implementation and the implementation process equally appropriate for the output of the training. Other Training obtained by Teachers • A continuous professional development is needed for the teachers. This can be done through daylong workshops, seminars and short-term training courses arranged on a regular basis. Upazila Resource Centre and Upazila Education Office can jointly organize and ensure such events for all teachers. Objectives of such workshops can be to impart updated knowledge and skills on subjects, innovative ideas for teaching learning, dissemination of good practices and developing learner-centred activities. A decentralized process of implementation can be appropriate for undertaking such initiative. Inclusive Education • The issue of inclusive education is absent in the C-in-Ed Course. Directorate of Primary Education is nowadays addressing the issue through workshops, which is not adequate in terms of both quality and quantity. A well-designed curriculum needs to be in place for the C-in-Ed Course, to bring and retain especially the mild and moderately disabled children in schools. • Many people think of Bangladesh to be a monolingual country, forgetting that ethnic minorities constitute 3% of the total population whose languages and cultures are different. There is no essential and additional facility to ensure the compulsory primary education for children from these non-Bangalee communities. Issues of inclusive education should also be incorporated with due importance both in the C-in-Ed Course and the national curriculum of primary education.

18

SECTION 5: THE ANALYSIS AND FINDINGS In this section, the teacher training system for primary and secondary education in Bangladesh has been analyzed from the perspective of its management system, course design, course materials and human resources as well as of the issues of Early Childhood Care and Education (ECCE), gender equity, inclusive education, mother-tongue based multilingual education, and human rights education reflected in the relevant policies. The findings of the study are based on document analysis, field observation and interaction at different levels i.e. trainers/instructors, teachers and experts as mentioned under 'methodology'. The team conducted a survey using structured questionnaires as well as focus group discussions (FGD) to collect primary data. The Team has used the on-site summaries to synthesize themes across the groups. The team conducted 24 FGDs with 240 persons e.g. trainers/instructors of PTI, TTC and HSTTC; teachers received C-in-Ed and B.Ed degree, and education professionals. Of these FGDs, nine groups were directly related to primary education, fourteen groups were involved in secondary education and one group from education professionals. The team interviewed 15 primary teachers training instructors, 98 primary teachers, 21 secondary teachers training instructors and 102 secondary teachers using the structured questionnaire. The analysis and findings of the situation and documents along with some recommendations under four broad categories are presented below: • Primary Teachers’ Training • Secondary Teachers’ Training • Education Policy • Issues to be concerned 5.1 Primary Teachers’ Training 5.1.1 Certificate in Education (C in Ed) course 5.1.1.a Management

The main teachers’ training for the mainstream primary education system is a one-year course titled Certificate-in-Education (C-in-Ed). This is an accredited course which is considered to be an under-graduate level certificate. Primary Training Institutes (PTIs) offer this Course; presently 55 government PTIs are working throughout the country. Apart from this, one non-government PTI offers training to adibasi/indigenous teachers and another non-government organization (Centre for Rehabilitation of the ParalysedCRP) provides an equivalent to C-in-Ed course to the teachers on Special Education (it is going to be reviewed and transformed into inclusive education soon) in a very small scale.

19

The government PTIs are offering C-in-Ed course in two shifts so as to cover more number of teachers. Of the two shifts, one runs during July-June and another during January-December. The present organizational capacity of the PTIs has constraint to run two quality shifts simultaneously. Each PTI is supposed to have 12 instructors including a Superintendent mainly responsible for the administrative work but many of the posts are vacant due to administrative complexities. There is an institution called National Academy for Primary Education (NAPE) which has the role of training the PTI Instructors, officials of different levels and conducting PTI examinations and related research activities as an apex training and research institute of primary education. But NAPE has no effective control over the appropriate implementation of the curriculum. During the discussions the PTI instructors mentioned that they were not officially informed about the changes in the national primary curriculum and textbooks developed by the National Curriculum and Textbook Board (NCTB). The instructors also complained that they did not get the teachers guide from the NCTB. They collected it themselves. It seems that there is a lack of coordination among DPE, NCTB, PTIs and NAPE. In this context it needs to be mentioned that the teacher’s guides for the recently modified textbooks have not been produced yet. Recommendations • Coordination between DPE, NCTB, PTI and NAPE should be strengthened; • Provisions should be made for the instructors of the PTIs to meet the trainees after completion of the one year course at least once in a year to follow up and get feedback of the training. • Provision of systematic monitoring in the training system should be introduced; • The textbooks provided to the trainees of the PTIs during their training are taken back and all that the teachers learn from the training is gradually lost. Trainees should be allowed to take the textbooks away after the training is over, so that they can refer to what they learnt from the training and practice the needful at their own school. • Necessary technical support has to be extended to the trainees along with the existing allowances for developing materials, and preparing and using teaching learning aids. • Physical facilities of the practice teaching centres should be conducive with appropriate timing for sustainable achievement of activity-based teaching learning skills. 5.1.1.b The Course The present curriculum for C-in-Ed course was developed in the year 2000, which includes 22 chapters and 2 Annexes. Curriculum of the one year C-in-Ed course includes: (i) Introduction to the Course (ii) Objectives (iii) Learning Outcome (iv) Contents, and (v) Instruction on Developing Textbooks (including size of the volume/number of pages).

20

Albeit the C-in-Ed course has been designed for one year, theoretical aspects constitute the major part of the course- which is again textured with less important contents of some subjects but devoid of important contents that should have taken in. To the trainees school administration in different countries, history of education in Bangladesh etc. deem not as important as the success stories of other countries of good practices in the classrooms. The book on Child Psychology is again over-burdened with many theories, but no focus is there on the care of 5-11 year-old children for their mental growth. Information on the curriculum for primary education is not updated and the changes made in the text books for primary education are not reflected in the curriculum of the Cin-ED course. Although Information & Communication Technology (ICT) is important for the present day world, C-in-Ed Course is yet to put importance on ICT. The issue of gender equity is almost absent in the curriculum, which brings forth no change in the trainees after their training in terms of their knowledge on gender issues. Trainees are sent to the surrounding schools for practice teaching, but they cannot attain adequate skills in teaching-learning techniques as too many trainees are engaged in one school at the same time hampering the practice teaching environment as required. The trainees are mostly experienced in one-way transactions rather than two-way interactive teaching learning activities. A few instructors create some kind of interactive learning situation in the classroom, but in most cases one-way lecture method is adopted. The trainees do not get opportunity to practice the teaching-learning activities in the classroom what they learn through classroom lecture during the course. The participants of the FGD also mentioned that the duration of practice teaching is not adequate. They prefer to have hands on experience rather than having theories in the classroom as lecture without demonstration. Since too many teachers are assigned for practice teaching in the same school (10-15 teachers at a time), they are not properly supervised by their instructors and thus can benefit little from the practice teaching. Trainees are provided with allowances for developing materials, but there is no systematic technical support provided in the course for preparing and using teaching learning aids. The schools are not appropriate in terms of space, contact time and number of learners for using teaching aids during practicum. The instructors are not given the responsibility for follow-up after completion of the one year training and teachers do not get any support if they face any problem at the school implementation level. In some cases they are assigned to visit few schools for monitoring in the catchments area but they have very little scope to take it seriously due to time constraint and lack of logistics support.

21

Some suggestions from the instructors regarding the improvement of the C-in-Ed course are presented below: Table-9: Suggestion for further improvement of C in Ed course

Suggestion Upgrade the C in Ed curriculum based on renewal and modification of the Primary Education Curriculum Increase budgetary allocation for education materials; short training & subject based training Follow-up, monitoring & assessment of curriculum implementation are essential Training should be based on new book Others Total

% 46.7 26.7 13.0 6.7 6.9 100.0

Recommendations • The one year C-in-Ed Course should be reviewed and updated as appropriate for the learner-centred teaching-learning process, which should be well balanced with theoretical and practical aspects in order that the same teaching learning process is followed in the school. • C-in-Ed Course should be redesigned taking into account matters of child psychology and mental growth of children in order that teachers can easily understand the need for joyful learning of the children. • Duration of practice teaching needs to be increased. • The changes in the national curriculum for primary education owing to renewal and modifications should be reflected in the C-in-Ed Course. • The C-in-Ed Course should have books and instructional materials on music, fine arts and physical education for teachers’ training on the respective subjects. • Information & Communication Technology (ICT) should be incorporated in C-in-Ed Course to keep up with the present world; • Relevant ICT equipment should be made available within a short time. 5.1.1.c Course Material C-in-Ed Course has the following 6 books to set the foundation of the teachers: i) Primary Education in Bangladesh: Principles, Strategy and Organization; ii) Importance of Primary Education and Primary Education System in Different Countries; iii) Introduction to Primary Education; iv) Child Psychology; v) Learning and Evaluation of Personality Development; vi) Teaching-Learning Methodology. An analysis of the books is presented below. i) Primary Education in Bangladesh: Principles, Strategy and Organization This book has three chapters, each of which includes specific contents on aspects of primary education. 22

Findings • The book Primary Education in Bangladesh: Principles, Strategy and Organization does not focus on any clear concept on education policy in Bangladesh; • Demerits of centralization and/or merits of decentralization of primary education are not focused. • The present day status of primary education is absent, and nothing about quality education is mentioned. ii) Importance of Primary Education and Primary Education System in Different Countries: This book comprises of the following 5 chapters: Primary Education in the National and International Context, Primary Education in Child Development, Primary Education in National Development, Primary Education in the Developed Countries, Primary Education in Developing Countries. Findings • The book Importance of Primary Education and Primary Education System in Different Countries describes primary education systems in different countries, but lacks an in-depth focus on the matter. • There is a little scope of learning from administrative structure of education described in the book. • Best practices of the teaching-learning methodology of other countries are absent in the course material. • The book lacks description of good classroom practices. iii) Introduction to Primary Education The book consists of the following five chapters. Chapter I: Concept of Primary Education, Chapter II: Chronological Forms of Primary Education in Bangladesh; Chapter III: Primary Education as in Different Education Commissions and Committee Reports; Chapter IV: Implementation Strategy of Universal and Compulsory Primary Education; Chapter V: Primary Education and Contemporary Realities. Findings • Problems of primary education are not described in this book, and there is no information on budget allocation for primary education. • Aims and objectives of primary education are not described. • Recent statistics of primary education (number and category of primary schools, description of the different forms of primary education etc.) are absent. iv)Child Psychology: This book has 7 chapters—i) Child Psychology; ii) Children and Their Needs; iii) Growth and Development; iv) Development of Imagination, Thinking and Language; v) Intelligence; vi) Children with Problems and Learning Difficulties; vii) Child Observation.

23

Findings • The book Child Psychology includes some theoretical aspects that are not updated with the modern theories of psychological evolution and seems unable to capacitate the teachers to inspire the psychological development in the children. • The course material has little scope to address the problems of the children with learning difficulties. • No psychological efforts and/or directions are there for mitigating children’s fear in learning language and mathematics. • Aspects of child psychology have been described in a nutshell. v) Learning and Evaluation of Personality Development This book consists of 5 chapters. Chapter I: Evaluation of Learning includes Assessment, Education Evaluation Methodology, and formative and summative evaluation. Chapter II: Child Personality Development and Assessment comprises of issues on Personality and its Traits, Child Personality Development, and Personality Assessment Technique and Scale. Chapter III: Scope and Classification of Learning and Competencies includes scope of learning, general, specific and behavioural objectives, principle of writing objectives, and goal, general objectives and terminal competencies, and subject-wise terminal competencies. Chapter IV: Test—focuses on achievement test and its classification, characteristics of good tests, and evaluation methodology of Class I and II. Chapter V: Statistical Analysis of Test Implementation and Results concentrates on classification of scores, distribution of frequencies, means of scores, standard deviation, and correlation. Findings • Most of the trainees said they hardly understand the content of the book Learning and Evaluation of Personality Development. • Such a subject is deemed necessary, but the difficult contents of the book are likely to provide little understanding to the teachers. vi) Teaching-Learning Methodology The book comprises of five chapters namely 1) Psychological Basis of Learning; 2) Development of Teaching-Learning Methodology; 3) Teaching-Learning Process and Technique; 4) Teaching-Learning Environment and 5) Lesson Plan. Findings • Classroom time management is absent in the book Teaching-Learning Methodology; • There is no instruction/chapter on the use of teaching-learning aids in the book; • The material provides inadequate preparation for lesson planning on different subjects; • Description of the content of the existing textbooks and development of the textbooks are absent in the book; • No emphasis is given on how to introduce alphabet and numeric to the new learners.

24

All the six books have exercises following each of the chapters so as to evaluate learning of the trainees. Lists of the reference books are also appended with at the end. There are some other books to improve subject-based teaching-learning capability of the teachers such as Bangla, Mathematics, English, Environmental Studies: Social Science, Environmental Studies: Science, and Religious Education. The subject-based books are meant for the teachers to be introduced with primary school textbooks and teachinglearning methodology. Some of these books put importance on teaching-learning methodology and some others are designed only for content learning on environmental, physical and religious issues. Participants appear in the examination of 1200 marks at the end of the course, with 200 marks for practice teaching on different subjects in some selected schools around the PTI, 200 marks for co-curricula activities and communication skills. The rest 800 marks are for theoretical tests. During the FGD some participants wanted the book on agriculture to be reviewed. Recommendations • • • • • • • • • • •

Changes in the national curriculum for primary education should properly be reflected in the C-in-Ed Course materials; Marks distribution should be reviewed with some higher marks on practice teaching; Modern concepts and methodologies should be introduced in the classroom to ensure quality education; Best practices of teaching-learning methodologies of some developed countries can be presented elaborately with demonstration; Modern psychological theories relevant to the psychological development of the children may be introduced in the book Child Psychology; Course material should address issues of the children with learning difficulties; The content of the book Learning and Evaluation of Personality Development can be made simplified; Details of classroom time management and instructions on the use of teaching-learning aids should be explained in the book Teaching-Learning Methodology; Trainees should have the opportunity to practice relevant skills needed for effective teachinglearning process; C-in-Ed and subject-based course materials should be distributed to the participants; Modern equipments should be made available at the training centre for demonstration and practice.

5.1.1 d PTI Instructor Candidates having completed Bachelor of Education (B.Ed) degree can be appointed as Instructor for PTI for the C-in-Ed Course. There is no scope of having pre-service training. Some short term in service trainings are offered by National Academy for Primary Education (NAPE). Some of the existing instructors received training from abroad. The study team visited 3 PTIs and found all of the instructors having Masters Degree. In addition to this 53% of the respondents had Master of Education (M.Ed) degree while only 20% had B.Ed degree too. Academic backgrounds of the interviewed instructors were as follows:

25

Table-10: Academic qualification of the instructors

B.Ed/ M.Ed M.Ed B.Ed Not B.Ed/M.Ed Total

Count 8 3 4 15

Total % of Total 53.3% 20.0% 26.7% 100.0%

Almost all the Primary Training Institutes (PTI) have severe shortage of instructors even to run one shift; nevertheless they are running two shifts. They feel reluctant and are less attentive to conduct the second shift of the C-in-Ed Course mainly because they do not get any incentives for conducting the additional shift and become tired after the first shift course conduction. The trainees on the other hand think that the instructors are not always fair with them; they are afraid of not being judged fairly while the instructors are in a position of distributing marks to determine the grade of the trainees. Instructors of the PTIs do not have any experience of classroom teaching of the children, but they are responsible for supervising the practice teaching of the trainees. On the other hand, supervision of all trainees is not possible due to inadequate number of instructors conducting double shifts and the long distance of the schools from PTIs. Recommendations • It has to be ensured that all instructors receive primary education related induction before they are engaged as instructors in PTI for the C-in-Ed Course, which can be designed and offered by NAPE. • Provision for pre service training should be created under NAPE. • Instructors should have firsthand experience on classroom activities including practice-teaching of the trainees before they are engaged in conducting training and supervising practice teaching. • Vacant positions of the instructors at the existing PTIs have to be filled up so that trained instructors are available for ensuring quality of C-in-Ed Course. 5.1.1.e Primary School Teacher The teachers in government primary schools are from various educational backgrounds. It is found in the survey that among 92 teachers interviewed, 26% have the highest degree (MA/MSc/MCom/MSS). 35% teachers have graduation degree (Bachelor) and 15% teachers have Secondary School Certificate (SSC). Table-11: Academic background of the primary teachers

Name of Degree SSC HSC BA MA Fazil Total

Total No. 14 21 32 24 1 92

% 15.21% 22.82% 34.78% 26.08% 1.0% 100.0% 26

The C-in-Ed is an in-service training course provided to the teachers after joining the school. Teachers are considered eligible for the C-in-Ed Course after getting into the job. Many teachers, after receiving the training, want to reflect their skills at their respective schools, but they fail to do it. While discussing with the teachers many reasons were identified behind their inability to apply their skills. Some of the reasons are shown in the table below, which came out from the structured interviews. Table-12: Reasons behind inability to practice the training recieved

Reason

Classroom situation is different from the practice teaching situation Situational constraints Difference between teaching and training Large class size/ pupil-teacher ratio Activities outside school Shortage of time Shortage of infrastructure/ facility Shortage of Material Lack of follow-up Others Total

Ratio (%) of respondents 3.3 3.3 3.3 43.0 6.5 13.6 6.5 13 3.3 4.5 100

43% of the interviewee mentioned that they were unable to practice the skill received from the C-in-Ed training due to large number of students in the classroom. Generally the class size in the primary school is very big. The teacher student ratio is approximately 52:1 on an average. 13.6% of the respondents identified inadequacy of time as a problem. Every teacher has to teach different subjects for long hours and so they become tired and cannot prepare their lesson plan at home which affects their teaching-learning quality. Teachers are also required to conduct various services of the government—including survey, vaccination and polling duties, which deter them to use their skills. Primary schools in the country do not get any support for preparing teaching-learning aids for use in the classroom, which is again non-ensuring of doing the needful. 13% of the respondents mentioned lack of material as one of the reasons. An in-depth analysis of the FGD shows that the skill received cannot be practiced in the classroom due to following reasons: a. The practice teaching environment during the training course is very much different from the real situation. The trainees get an ideal class size while practice during the training. They do not learn how to manage a bigger class size in reality. b. In theory the duration of practice teaching is for 3 months according to the course design but in most cases the duration of practice teaching is very short and does not get proper attention of the instructors. So teachers are not properly trained to manage the classroom situation. c. There is no follow up of the training that teachers received from PTIs. 27

d. The trained teachers are not given the books or other course materials which can be of great help in the post-training years. Many of the teachers receiving C-in-Ed training mentioned that the methodology of conducting the training and classes are very traditional and need to be changed. They also wanted to emphasize importance of hands on experience which is not given due importance during practice teaching. Recommendations • There should be an interrelation between training and implementation at the school level reflecting that training is made appropriate for implementation and the implementation process equally appropriate for the output of the training. • Student teacher ratio should be taken into account, which is a big problem for quality education. 5.1.2 Other trainings for Primary teachers After recruitment, newly appointed teachers receive foundation training through teaching at their schools under guidance of their trained colleagues. C-in-Ed training is considered an in-service training. After completion of this training, teachers have no systematic opportunity to attend any regular training course. Under the Directorate of Primary Education the Upazila Resource Centre is a new set up which provides ‘Accelerated Teacher Training Programme’ for professional development of the primary teachers. Only 40% of the URCs are functioning now. Instructors of the Upazila Resource Centre provide a seven-day subject-based ToT to some teachers who again provide other teachers with a training of five-day duration. Such training has not yet been evaluated and therefore benefits from such trainings are difficult to say. Different projects of the Directorate of Primary Education provided scopes to some teachers to receive short-term trainings from home and abroad. The British Council is also providing a seven-day training on English. All these trainings have some multiplying effects on other teachers in improving their teaching-learning quality. The Directorate of Primary Education sometimes arranges workshops on different issues like gender and inclusive education, which are inadequate in number and short in duration. Presently teachers are getting training on a single subject. But they want different subjectbased trainings as they are assigned to take classes on different subjects. Findings • An inadequate number of trainers are engaged to train teachers on English and Mathematics. As a consequence, many trainees fail to attain desired skill especially in English and Mathematics. • Presently teachers are getting training on a single subject. But they should be provided with subject-based trainings as they are assigned to take classes on different subjects.

28

Recommendations • A continuous professional development is needed for the teachers. This can be done through daylong workshop, seminar and short term training courses arranged on a regular basis. Upazila Resource Centre and Upazila Education Office can jointly organize and ensure such events for all teachers. Objectives of such workshops can be to impart updated knowledge and skills on subjects, innovative ideas for teaching learning, dissemination of good practices and developing learner-centred activities. A decentralized process of implementation can be appropriate for undertaking such initiative. • Duration of subject-based training and ToT can be 15 days and 21 days. • Teachers should get training on different subjects according to their needs. 5.2 Secondary Teachers’ Training 5.2.1 Bachelor of Education (B.Ed) course 5.2.1.a Management

The one year Bachelor of Education (B.Ed) course is the mainstream training course for the secondary school teachers run by the Teachers’ Training Colleges (TTCs) under the National University. There are 14 government teachers’ training colleges in Bangladesh, of which one provides training to the female teachers only. All these TTCs are residential, ran until 1990 for two decades. The subsequent years witnessed springing up of many private teachers’ training colleges in different cities in affiliation with the National University—the total number of which is difficult to say. All these TTCs have been established to address the increased need of the huge number of secondary school teachers in the country. Bangladesh Open University (BOU) is also running a B.Ed course. A number of Dhaka-based private universities have been providing B.Ed course in their out-campus located outside Dhaka; in most cases the quality of training provided by these institutions is lower than expected. The government teachers’ training colleges have a good number of teachers to conduct the B.Ed course, who are well trained both in home and abroad. They also conduct shortterm training under some projects for secondary education. The management structure of teachers’ training colleges is akin to that of the degree colleges in the country. Private teachers’ training colleges on the other hand do not have required number of teachers, most of them work on part-time basis. These colleges run B.Ed class once in a week, with no planned follow-up or contact with the trained teachers after completion of the training. TTCs do not have any provision for reviewing the B.Ed course curriculum. As a result it remains backdated, and lacks aspects conforming to the present day education in the country. Since having B.Ed is a prerequisite for promotion, increment and permanence of job, teachers without B.Ed try to get admitted to any institute providing B.Ed Course. As the government TTCs do not have adequate capacity to cater all teachers need to have B.Ed,

29

many private organisations and universities-run TTCs have mushroomed in the last couple of years. A large number of teachers expecting B.Ed training turn to the private teachers’ training colleges compromising with less contact hours and low quality of training only in order to avail the training with payment of salary and to place themselves in the competition of scale change and promotion. Recommendations • B.Ed trainings for the secondary school teachers offered by the private teachers’ training colleges should be of the similar standard as provided by the government teachers’ training colleges. • The out-campus teachers’ training colleges of Dhaka-based private universities’ providing low quality of training either should be closed or brought under regulatory framework of monitoring. • A central and local monitoring system has to be established to monitor training especially of the out-campus of the private universities and all other B.Ed providers in different cities. • All private teachers’ training colleges running two shifts of training should run one shift in order to increase contact hours. • A supportive follow up system of B.Ed course should be a part of the system. • There should be a wing in all TTCs to review the B.Ed course curriculum. 5.2.1.b The Course

The present B.Ed curriculum was developed in 1996, and was designed with 1200 contact hours. After that it has not yet been revised although there have been many changes in the country’s secondary education curriculum. Gender issues are addressed to some extent. It also includes four discussion sessions on inclusive education. The issue of human rights is absent in the curriculum. Initially, the volume of B.Ed curriculum was not in consistence with the course duration; this has been revised according to the duration in the recent years. Private universities and Bangladesh Open University (BOU) run their B.Ed Course for not more than 200 contact hours while the original course run by the TTCs is of 1200 hours. The one year B.Ed training is provided on the following five areas: • Professional Studies (PS) • Educational Studies (ES) • Technology Information & Research Studies (RS) • Teaching Studies (TS) and • Teaching Practice (TP) Marks distribution under the five areas is as follows: 1. Professional Studies (PS) 2. Teaching Practice (TP) 3. Educational Studies (ES) 4. Technology Information & Research Studies (RS)

100 300 200 100 30

5. Teaching Studies (TS)

300

(TS Part I- 150, TS Part II- 150) and

6. TS Optional

100

All trainees compulsorily have to study all seven courses under the first four areas (of 700 marks). The Teaching Studies has two Parts with five subjects each, and trainees have to choose any one subject (of 150 marks) from each of the Parts. In addition, there are five optional subjects—out of which trainees are to take any one subject (of 100 marks). As all TTCs of the country are running under affiliation of the National University, the ‘internal’ marks given on all subjects (other than optional) are cross-checked by the National University. The stipulated time for teaching practice is three months, which constitutes a very integral part of the B.Ed Course. Teaching practice provides the trainees an opportunity of developing concepts, confidence and expectations of teachers’ role through direct and indirect participation with expert teachers and learners. Trainees also get opportunities to attain professional excellence through feedbacks of their classroom performances. Albeit the question papers of the private universities and Bangladesh Open University (BOU) are different, they follow the same curriculum for B.Ed Course. Most of the private universities do not have teaching practice for the trainees; instead they adopt simulation which cannot bring forth the result as teaching practice may yield. In recent years, Teaching Quality Improvement Secondary Education Project (TQISEP) has introduced modules on different teaching-learning subjects both for the trainers and trainees, which are more interactive and participatory. But the materials of these trainings are not available to the trainees. If the modules are disseminated to the trainees, these can be of a great benefit to the teachers. Recommendations • All B.Ed providers should adhere to the stipulated 1200 contact hours for the B.Ed Course in order to ensure quality B.Ed training. • The existing curriculum of B.Ed Course should be reviewed and updated with the changes in the needs for the secondary school learners immediately. • Teaching Quality Improvement of Secondary Education Project (TQISEP) can be mainstreamed so as to ensure sustainability of its success. The course materials of TQISEP should be available to the trainees. • Contents of the new textbooks of the secondary level should properly be reflected in the curriculum of B.Ed Course. 5.2.1.c Secondary School Teacher

Teachers who complete B.Ed course with 1200 contact hours can use their skills more than those completing the course with less number of contact hours.

31

A one-year Bachelor in Physical Education (B P. Ed) is offered for the game teachers. After completion of the training, these teachers get little scope of using their skills at their schools. They are often engaged to teach other educational subjects. Although music, fine arts and crafts are included in the B.Ed course, these are not taught in most of the courses and thus the matter of creativity is mostly neglected. Most of the secondary schools do not have adequate number of teachers and remain under pressure with their regular duties. They cannot prepare lesson plan, conduct the class properly and cannot apply what they learn from the B.Ed course. The class size is so big that the trained teachers are often compelled to conduct the class in the commonplace traditional lecture method leading the learners to rote learning. Teachers having B.Ed training course do not get enough messages on indigenous issues through their training and cannot efficiently deal with learners from indigenous groups whose mother tongue is different, i.e. other than Bangla. The environment as required for applying skills learnt from the B.Ed course is absent at the schools. There is no allocation for preparing teaching learning aids. Teachers are compelled to engage themselves in other income generating activities since their salary and other benefits are inadequate, despite having sincerity and skills. In many cases, subject-based teachers are not recruited and many teachers have to teach other subjects in the classrooms. Recommendations • All TTCs should strictly follow the B.Ed curriculum and ensure training of 1200 contact hours for their trainees. • Subjects on sports, music, fine arts and crafts should get proper emphasis in the B.Ed curriculum. • Steps should be taken for reducing teacher-students’ ratio to a reasonable number so that trained teachers can apply their skills in the classroom and make it more learnercentred. • Issues related to ethnicity, disability and gender should be addressed properly in the B.Ed curriculum so as to enhance teachers’ capability in relevant situations. • There should be allocation for preparing teaching learning aids at the schools after completion of the B.Ed course. • Measures have to be taken to recruit subject-based teachers to ensure that the training skills are properly used in the classroom. 5.2.2 Other trainings for Secondary Teachers Teachers do not get any other regular training after completion of B.Ed course and no follow up is there at all. But some other sorts of trainings are available in all year round where many teachers participate in. These trainings are offered under different projects, so these get lost after phase out of the projects. The existing trainings include – • Teaching Quality Improvement (TQI) Course for 14 days, • Continuous Professional Development (CPD) Training for 6 days, 32

• •

Subject-based training for 6 days, and Workshops on different issues.

All these trainings include gender, inclusive education and other important topics, which are not adequate for B.Ed Course. Those who previously underwent B.Ed course lack skills in conducting interactive class. The present short-term trainings are adopting participatory method, which is contributing to some extent to be interactive. Some of these short-term training courses are being disseminated to a larger number of teachers through the process of developing master trainers amongst the teachers. But the duration of preparing the teachers as master trainers is not adequate. Although such short-term trainings are important, regular follow-up and refresher trainings are very essential for all the trained teachers. Such refresher trainings can contribute to enhancing and updating their attitude and skills and be conducive to adopting the good practices in this field. In addition, it will be of a great help for the trained teachers to remember and utilize inputs of the B.Ed Course if they are monitored/visited by the B.Ed teachers on a regular basis. Higher Secondary Teachers’ Training Institutes run some training courses e.g. Education Administration & Management, Subject based, Computer, Professional Development, Education Administration, Education Administration & Management, Education Management & Academic Supervision, etc. for the improvement of the teachers. The participants of these trainings are mainly the Principals and Teachers of Higher Secondary School & College, secondary school Head Teachers, Asst. Head Teachers and Asst. Teachers. Durations of these Training Courses range from 10 to 40 days. The instructors and teachers feel that these courses are very useful but the HSTTIs are not capable enough to cater to the huge demand of the teachers. Moreover most of the courses are project based and do not have sufficient fund to cover all teachers on a regular basis. The trainees think that if they get the TQISEP course materials they can study it themselves even without classroom teaching. What they need more is the opportunity to exercise modern teaching learning methodologies in a classroom environment during the training and in the school. Recommendations • The existing short-term teachers’ trainings should be reviewed to identify most appropriate trainings and capsulated them to make available at a time for all relevant teachers. • There should be a provision to bring the trained teachers to weeklong refresher training after every three years to help them keep up with modern concepts of teaching learning. • A system should be established in order that teachers of Teachers’ Training Colleges visit their trained teachers at reasonable intervals.

33

• •

Courses like Teaching Quality Improvement (TQI) and ELTIP need to be run regularly for all teachers. The infrastructure and human resources of the HSTTIs need to be improved to provide regular professional development courses for the secondary teachers.

5.3 Education Policy The study team undertook an in-depth study to review and analyze the prevailing situation of teachers training and their qualification to develop a comprehensive report on the policies, teachers’ training curricula, textual materials, pedagogy and training methodology used in the teachers training system in Bangladesh. The team studied and analyzed the education Policy focused mainly on the aspects of teachers' training, early childhood care education (ECCE), gender equity, inclusive education, instruction in mother tongues in the multilingual world, and human rights education. The first ever education commission for the country, known as Qudrat-e-Khuda commission, was constituted since the post-independence era. Qudrat-e-Khuda commission presented the nation with a comprehensive report in 7 volumes in 1974. Since then some more commissions and committees were constituted. But the reality is that the nation is yet to have an education policy approved by the Government and accepted by all. In this situation, the team decided to work on the latest national education policy of 2000 developed in the light of Qudrat-e-Khuda commission report 1974. The aims and objectives of the education policy 2000 placed in chapter one includes the following concerns among others: • To ensure proper quality at every level of education to strengthen and widen the knowledge, skills and attitude acquired in the previous stage (in accordance with various aims and objectives of education); to enable acquisition of new knowledge and skills and to encourage people to contribute in the system of education, especially in the field of primary, secondary and vocational education. •

To create equal opportunities for education in accordance with merit and aptitude for the purpose of building a society free from disparity.

•

To remove gender-bias in education irrespective of caste and creed.

The above concerns demonstrated the priorities of the policy regarding mainstream education of the country. Unfortunately, these aspirations are neither transformed into action through curriculum, textbooks and teachers’ training system nor reflected in the budget allocation. 5.3.1 Early Childhood Care and Education (ECCE) The phrase Early Childhood Care and Education (ECCE) is not mentioned in the National Education Policy, but the need of pre-primary education has been placed in chapter two under Pre primary and primary education in the education policy stating that 34

most of our children are first generation learners and pre-primary education for 5+ age group children will be useful in the context of preparation. It says that the main target of curriculum will be to create interest in the child towards education and school. But nothing has been mentioned regarding early childhood care. 5.3.2 Primary Education Primary Education is proposed in the policy to be universal, compulsory, free and of the same standard for all children of 6+ age group to enable the children to fulfill the basic needs of education by acquiring essential knowledge, skill, attitude, values and social consciousness for leading life properly and preparing for the next stage of education. Accordingly the policy unified curriculum will be followed in all educational institutions across the country. Mother tongue will be the medium of instruction other than 0-level and A-level. Since we have a diverse culture and people having different mother tongues live in this country the policy suggested multilingual medium of instruction by mentioning mother tongue as the medium of instruction. The team did not find any evidence of mother tongue as medium of instruction for the non-Bengali learners. Teachers' qualification will be minimum HSC/Secondary for class one to five and degree pass with second division for class six to eight. (when examination at the end of twelve classes will be called secondary examination in accordance with this education policy). For direct recruitment of Headmaster, the minimum qualification will be degree pass with second division and s/he is to acquire C-in-Ed and B.Ed (Primary) within three years. All teachers need to acquire C-in-Ed and undergo trainings. The present situation shows that 14% of the teachers are still under the required qualification and the capacity of the PTIs is not likely to fulfill the objective of providing C in Ed to all teachers within a short period. The policy has focused on teachers’ training very positively. According to the policy, teachers will be provided in-service training, and where feasible, foreign trainings will be arranged. The training institute will be equipped with suitable teachers and sufficient training materials. It also suggested teachers' training to be linked up with their promotion keeping the provision of direct recruitment for the higher posts. This action will encourage teachers’ to participate in the trainings more efficiently. This chapter also puts emphasis on the importance of NAPE, which is the capacity building organization for the PTIs, to be the centre of excellence for the upliftment of primary education. Chapter Seventeen titled Women Education suggested some positive changes in the syllabus of primary education towards gender equity. Following points describe gender sensitivity of the policy, which is yet to be translated into action:

35

•

•

Through proper changes in the syllabus of primary education, positive and progressive images of women and the issue of their equal rights should be highlighted so that the existing social attitude towards women changes. Biographies of a large number of great women and literary works by women need to be included in the textbooks of primary and secondary levels.

Findings: • The childhood care, the most important factor for childhood development, has been ignored totally. • Pre-Primary education has neither been introduced nor recognized, nor did it get due attention in the system though some schools have baby classes arranged by the respective schools on their own. • No provision for B.Ed (Primary) has been created; and qualifications for recruitment, promotion and grading of the teachers have not been put into the system for implementation. • Unified curriculum is not followed in all types of schools or as suggested. • Mother tongue is not introduced as the medium of instruction for non-Bengali groups. • NAPE does not have a very strong role in capacity building and regulating the PTIs and coordinating between the relevant authorities of education department. Recommendations: • Early Childhood Care and Development (ECCD) needs to be included in the system of Primary Education; • Unified curriculum should be followed in all types of schools; • Mother tongues have to be introduced as the medium of instruction irrespective of classes and communities; • Role of NAPE should be strengthened. 5.3.3 Secondary Education The secondary level of education has been placed in chapter four which puts emphasis on creating provision for the training of teachers in all subjects to equip them with skills for curriculum implementation. Presentation of ‘Teachers Training’ consisting of ‘Aims and Present State’ and ‘Strategy’ has been made in chapter Twenty Three. The importance of teachers training has been highlighted in achieving the aims and objectives in the context of teaching learning process leading to enhance quality of education. The present conventional, incomplete, theory oriented and inadequate practice teaching approach needs to be addressed to bring about positive changes to cope with the demand of time. The present training facilities are inadequate in comparison to the needs. There are fifteen Teacher Training Colleges including five non-government Teachers Training Colleges in the country for imparting training to the teachers of secondary levels. All of these colleges confer B.Ed degree; and training Colleges of Dhaka, Mymensingh (male training College) and Rajshahi confer M.Ed degree. There is an Institution of Education and Research under Dhaka University for higher training and 36

research. Besides, this Open University confers B.Ed. degree through distance education. It is necessary to increase number of teachers training institutes as well as that of trainings so as to improve the standard of training. Though there is no specific indication of incorporating dimensions of gender sensitivity, inclusiveness or human rights in the overall approach excluding a point Curriculum and syllabus for teachers’ training should be modernised, the general strategies suggested to be undertaken for teachers’ training are mostly impressive. Chapter seventeen titled ‘Women Education’ has been emphasized with a view to bring a large number of women under the umbrella of formal education and inspire them to pursue education from primary to higher and professional levels, and necessary facilities for women education must be provided in the educational institution at all levels. It also states that women must be involved in all policy formulation and decision making on education at all levels—the ministry, higher education, secondary education and primary education. Findings • There is no suggestion regarding use of the modern technique and methodology for teaching learning process. • The present training facilities are inadequate in comparison to the needs. • There is no indication of incorporating dimensions of gender sensitivity, inclusiveness or human rights in the overall approach of teachers’ training curriculum. Strategies identified completely lack the issue of gender equity, right based education, inclusive education and mother tongue based multilingual education. • The chapter on Women Education has put no suggestions to help implement the idea of gender equity in terms of teachers’ training. • Due importance has not been put on the various aspects of the teachers training, notably gender equity, inclusive education, multilingual education as well as human rights education. Recommendations • Teachers' training colleges should have provisions to accommodate the issues of gender equity, inclusive education, mother tongue-based multilingual education and human rights education in the curriculum, materials and activities. • Teachers' trainings at all levels for all teachers must be strengthened to minimize the capacity gaps by creating training facilities and increasing the number of trainings as needed. • The statement regarding Refreshers Training Course in the policy should be taken into account immediately; • The policy should suggest the monitoring and academic supervision as a built-in activity in the training system.

37

5.4 Issues to be concerned 5.4.1 Inclusive Education The National Education Policy does not include any specific policy or guideline to either address or facilitate inclusive education. Primary Teacher's Training Institutes have been training teachers at the primary school level to efficiently meet the needs of regular students. There is nothing about teaching strategies and methods for learners with any kind of difficulties or disabilities. The concept of inclusiveness has just been introduced as a workshop topic to orient the primary teachers’ trainers in a very small scale. Bangladesh Health and Physiotherapy Institute (BHPI) initiated an equivalent C-in-Ed Course with special focus on special education for the children with disabilities. BHPI is established by Centre for Rehabilitation of the Paralyzed (CRP) in its own campus. CRP started a school for the children with disabilities in 1996 and developed a curriculum for their teachers’ training which is equivalent to government C-in-Ed Course and got approval of NAPE. The trainee teachers and the instructors together participate in teaching-learning activities for the children with special needs through which they learn how children with different degrees of disabilities should be taught. After the training, participants get the same certificate as issued for the government C-in-Ed Course, but with ‘Special Education’ earmarked on it. BHPI is yet to receive any government grant and unable to provide allowances as the participants of the PTIs are paid. It is worth mentioning that all children with disabilities cannot be enrolled in the mainstream education, but from mild to moderately disabled children are allowed. There are some weaknesses of the C-in-Ed Special Course. It does not follow up and cannot extend support to the trained teachers for any solution to the teaching-learning problems. BHPI does not have any inter-exchange and interaction with the mainstream education and the training system and it has not yet been acquainted in the country compared to its essentiality. BHPI has reviewed and transformed its curriculum for inclusive education. They are preparing to submit it for government approval. This can be a pioneer initiative to take experience for replication or strengthening the training system for inclusive education. Recommendations • As the concept of inclusiveness interprets, the children having mental, physical or intellectual difficulties or the children from minority or disadvantaged communities need special care and attention to be a regular member of the broader society. To create a favourable environment for them a comprehensive approach should be undertaken from policy to practice to make the mainstream primary education inclusive. • The issue of inclusive education is absent in the C-in-Ed Course. Directorate of Primary Education is nowadays addressing the issue through workshops, which is not adequate in terms of both quality and quantity. A well designed curriculum needs to be there for C-in-Ed Course, to bring and retain especially the mild and moderately disabled children in schools.

38

• • • •

• •

BHPI can be a pioneer organisation to take experience for replication or strengthening the training system for inclusive education. Specific module on 'Inclusive Education' should be included in the Teachers' Training curriculum. Arrangements have to be made to supply necessary education materials for the special learners free of cost or at a low price. All negative concepts, text and images prevailing in the education curriculum of schools regarding people with difficulties/disabilities should be identified, and replaced with positive messages and information. Appropriate teaching materials should be developed according to the reference of curriculum. In order to introduce inclusive education in general schools, subject relating to the improvement of the special children should be included in the curriculum of PTI & Teacher’s Training College.

5.4.2 Gender The National Education Policy includes a chapter titled ‘Women Education’, which suggests some specific steps or guideline to improve women education situation. But there is no detail action suggested in the policy to make the teachers training system gender sensitive. The team studied the curricula and materials of the C-in-Ed and B-Ed courses and discussed issues related to gender equity with the respondents. There was no suggestion to help implement the idea of gender equity through teachers’ training system. The issue of addressing gender equity is quite absent in the teachers’ training course materials and training methodologies. These courses should have to be reviewed from the point of gender sensitivity. The discussion was guided and the books were reviewed from the following points of view: Theme • Does the material include a wide variety of human occupations, activities and interests open to both women and men? • Do the human experiences in the text include reference to both men and women? • Do the messages convey about society and a person's place in it implying equality of women and men? • Sexual division of labour and the reproductive role impose subordination and heavy domestic duties upon women; is there any thematic deviation from this attitude? • Are men described as noble characters or female are taken into consideration? Language Is the language used equally applicable to men and women, boys and girls? Is there any unnecessary use of the masculine noun?

39

Role Since multiple traditional roles of women prevent them from participating in the variety of life and in the decision-making process, the following points were reviewed • Do the materials show men and women, girls and boys in non-stereotyped roles, in positive and objective ways? • Are the roles portrayed equally valuable and appropriate for both men and women? • Are women portrayed positively in a variety of roles, whether they work inside or outside the home and whether or not they have children? • Are men and boys, women and girls shown in household and nurturing tasks? • Do men and women take part in the decision making process equally? • Does the girl play a subordinate role? Findings The number of female teachers has been increasing gradually, but there is a lack of gender sensitive attitude among the teachers and instructors. Male teachers are still very much resistant against female teachers’ employment and domestic involvement. Use of Words, Noun, Pronoun and Adjectives Masculine noun, pronoun and adjectives are used almost everywhere. Characterisation Most of the characters are male. Games Most of the games refered are entitled to boys. Boys are usually the players and girls are observers. Division of labour Boys/men are usually shown working outside the home where girls never participate. Biography Most of the biographies are of great men. Profession Professions outside the home are labeled as professions for the male. Recommendations • The issue of gender equity should be taken into account during the policy and training course development. • Specific module on 'gender equity' should be included in the Teachers' Training curriculum. • All gender biased or insensitive concepts, text and images prevailing in the education curriculum of schools should be identified and replaced with gender sensitive messages and information.

40

5.4.3 Human rights As we understand that human rights are essential for survival, which include rights and freedom of expression, human dignity, creativity and intellectual as well as spiritual development. The Study Team found the respondents being not very sensitive to the issue of human rights. It was also found that issues of human rights and information about universal human rights declaration are absent in the teachers’ training course curriculum and materials. Recommendations • Teachers’ training courses should be reviewed from the point of human rights. • Specific module on 'Human Rights' should be included in the Teachers' Training curriculum. • Copy of Universal Human Declaration should be made available to the instructors and teachers. 5.4.4 Multilingual Education The education policy suggests mother tongue to be the medium of instruction in the schools. But in practice, there is no official arrangement for use of mother tongues as the medium of instruction for the minority groups or non-Bangalees (Bangla is not their 1st language). Education materials are not available in the languages of the minority groups other than in Bangla. Teachers need to have language skills and orientation on cultures to teach children in their respective mother tongues, which is not followed yet. Number of teachers coming from minority groups in the mainstream employment process is too small in comparison to the total requirement. Teachers from minority groups have a control over employment process only in the Chittagong Hill Tracts unlike other areas. A good number of children in the country do not speak Bangla. Their languages and cultures are different from the majority population. There is no essential additional facility to ensure the compulsory primary education for children of these non-Bangalee communities. These children may be brought to schools if measures can be taken to resolve their language problems. As the mother tongue based education has come up as a commitment in the policy, Teachers’ Training Institutions should create scope for teachers with different native languages to enable them to teach children in their respective mother tongues. Recommendations • Mother tongue based education has come up as a commitment in the policy. Teachers’ Training Institutions should therefore create scope for teachers with different native languages to enable them to teach children in their respective mother tongues. • More number of teachers from minority language groups should be trained and posted in their respective areas and communities. In case of unavailability of teachers from

41

• •

the minority groups, recruitment should carefully be made from the similar type of sensitive citizens. Materials should be developed in minority languages to help teachers and learners communicate better. Information on culture and livelihood of the minority groups should be there in the curriculum, modules and textbooks.

42

SECTION 6. MAJOR RECOMMENDATIONS After analyzing the prevailing situation of primary and secondary teachers’ training system of the country and the documents available, the team has made few recommendations considering the present gaps and future needs. The recommendations are developed through discussion with different stakeholders as mentioned before and presented here under the following categories. 6.1 At the level of Primary Education • The one year C-in-Ed Course should be reviewed and updated as appropriate for the learner-centred teaching-learning process, which should be well balanced with theoretical and practical aspects of the course. • Learner-centred and activity-based teaching learning should be ensured for the trainees in order that the same teaching learning process is followed in the school. • Activity based teaching-learning materials should be developed for the PTIs. • Duration of practice teaching should be extended up to six months. • Physical facilities of the practice teaching centres should be conducive with appropriate timing for sustainable achievement of activity-based teaching learning skills. • Provision of systematic monitoring and follow up in the training system should be introduced. • Any information and changes in the national curriculum for primary education should properly be reflected in the C-in-Ed Course. • As the team found serious gap between the DPE, NCTB and PTIs, it is recommended that coordination between NCTB, PTI and NAPE should be strengthened. • Course materials of C-in Ed and specifically of TQISEP, e.g. books, manuals, modules should be available to the trainees after the training. • Trainees should be supported for developing materials, and preparing and using teaching learning aids. • Modern equipments should be available in the training centre for demonstration and practice. • Modern concepts and methodologies of ensuring quality education in the classroom should be effectively introduced. • Best practices of teaching-learning methodologies of some developed countries can be presented elaborately with demonstration. • Modern psychological theories relevant to the psychological development of the children should be introduced in the book of Child Psychology. • The contents of the book Learning and Evaluation of Personality Development may be simplified. • Details of classroom time management and instructions on the use of teachinglearning aids should be explained in the book Teaching-Learning Methodology. • It has to be ensured that all instructors receive primary education related induction training before they are engaged as instructors for the C-in-Ed Course, which can be designed and offered by NAPE.

43

•

•

• •

• • • •

Instructors should have firsthand experience on classroom activities including practice-teaching of the trainees before they are engaged in conducting training and supervising practice teaching. Continuous professional development is needed for the teachers. This can be done through day-long workshop, seminar and short term training courses arranged on a regular basis. Upazila Resource Centre and Upazila Education Office can jointly organize and ensure events for all teachers. Duration of subject-based trainings and ToT can be 15 days and 21 days. There should be an interrelation between training and implementation at the school level reflecting that training is made appropriate for implementation and the implementation process equally appropriate for the output of the training. Student-teacher ratio is a big problem for quality education, and this should be addressed immediately. Early Childhood Care and Development needs to be introduced in the primary education system. Mother tongue has to be introduced as the medium of instruction irrespective of classes and communities. Role of NAPE should be strengthened.

6.2 At the level of Secondary Education • B.Ed trainings for the secondary school teachers offered by the private teachers’ training colleges should be of the similar standard as provided by the government teachers’ training colleges. All B.Ed providers should adhere to the stipulated 1200 contact hours for the B.Ed Course in order to ensure quality B.Ed training. The outcampus teachers’ training colleges of Dhaka-based private universities’ providing low quality of training either should be closed or brought under regulatory framework of monitoring quality. • A supportive follow up system of B.Ed course should be the part of the system. • There should be a wing in all TTCs to review the B.Ed course curriculum regularly. • Contents of the new textbooks of the secondary level should properly be reflected in the curriculum of B.Ed Course. • Subjects on sports, music, fine arts and crafts should get proper emphasis in the B.Ed curriculum. • There should be allocation for preparing teaching learning aids at the schools. • Measures have to be taken to recruit subject-based teachers to ensure that the training skills are properly used in the classroom. • The statement regarding Refreshers Training Course in the policy 2000 should be taken into account immediately. • Courses like Teaching Quality Improvement (TQI) and English Language Teaching Improvement Project (ELTIP) need to be run regularly for all teachers. The most appropriate existing short-term teachers’ trainings should be identified and capsulated to make available for all relevant teachers. • The physical and human resources of the HSTTIs need to be improved to provide regular professional development courses for the secondary teachers.

44

• •

Teaching Quality Improvement Secondary Education Project (TQISEP) should be mainstreamed so as to ensure sustainability of its success. Steps should be taken for reducing teacher-students’ ratio to a reasonable number so that trained teachers can apply their skills in the classroom and make it more learnercentred.

6.3 Common Issues of concern PTIs and Teachers' Training Colleges should have adequate provision to accommodate the issues of gender equity, inclusiveness, multilingual education, and human rights education in their curriculum, materials and activities. Inclusive Education • A comprehensive approach should be undertaken from the policy to the practice level to make the mainstream primary education inclusive. • In order to introduce inclusive education in general schools, subject relating to the improvement of the children with special needs should be included in the curriculum of PTI & Teacher’s Training College. • All negative concepts, text and images prevailing in the education curriculum of schools regarding people with difficulties/disabilities should be identified and replaced with positive messages and information. • Appropriate teaching materials should be developed according to the reference of curriculum. • Arrangements have to be made to supply necessary education materials for the learners with special needs free of cost or at a low price. Appropriate teaching materials should be developed according to the reference of curriculum. Gender The issue of addressing gender equity is quite absent in the teachers’ training course materials and training methodologies. These courses should be reviewed from the point of gender sensitivity thoroughly. • • •

The issue of gender equity should be taken into account during the policy and training course development. Specific module on 'gender equity' should be included in the Teachers' Training curriculum. All gender biased or insensitive concepts, text and images prevailing in the education curriculum of schools should be identified and replaced with gender sensitive messages and information.

Human rights The issues of human rights and information about universal human rights declaration are absent in the teachers’ training course curriculum and materials. These should be incorporated in the courses. • Teachers’ training courses should be reviewed from the point of human rights. • Specific module on 'Human Rights' should be included in the Teachers' Training curriculum. 45

•

Universal Human Declaration has to be made available to the instructors and teachers.

Multilingual Education Teachers’ Training Institutions should create scope for teachers having different native languages to be able to teach in the mother tongue. •

• • •

Since teachers need to have language skill and cultural orientation to teach in the mother tongue which is not introduced yet, it would be easier to train and increase number of teachers from minority language groups and post them in their respective areas. Materials can be developed in minority languages for better communication between teachers and learners. Information about the culture and livelihood of minority groups should be present in the curriculum, modules and text books. Appropriate teaching materials should be developed according to the reference of curriculum.

46

SECTION 7: CONCLUSION Major findings and recommendations have been presented in the preceding sections of the report. Since the overall objective of the teachers training system is to improve the quality of education—which mainly takes place in the classroom, findings of the study have been extracted accordingly from the analysis of teachers training system. The study shows that the teachers training institutes have not the expected capacity and coordination between different departments and agencies. One of the major causes of the inefficiency in the system is the unmanageable student-teacher ratio. Most of the teachers found unable to create an interactive teaching learning practice in such a classroom environment. The volume of the work was quite big and needed a little more time to do justice to the job. Moreover, it was the time of the national parliamentary election and annual examination of the schools in which the teachers also had to be engaged. The study team had to work very hard to transform its plan into action. However, the initial design of the study had to be adjusted with needs, e.g. 16 meetings and FGDs were planned to be held, but the study team had to go for altogether 24 so as to collect necessary data. Some planned workshops had also to be replaced by few more FGDs for practical reasons.

47

Annexure-1 FGE guidelines (Translated version)

48

Teachers’ Training Study Guideline for Focus Group discussion Primary Instructor

Subjects • •

• • • •

Do you think that the subjects taught in C-in-Ed training are sufficient to conduct the class for a teacher? It the answer is negative, why do you think so? Has the issue of gender or men and women equality been reflected in C-in-Ed training curriculum? If the answer is affirmative, please cite concrete example and how much have been reflected. Has the issue of human rights been placed in C-in-Ed curriculum? If the answer is affirmative, then cite concrete example how and how much have been reflected? Do you have any conception regarding inclusive education? Has inclusive education been placed in C-in-Ed training curriculum? If the answer is affirmative, then please cite concrete example how and how much have been reflected.

Methods What methods are taught in C-in-Ed curriculum to conduct teaching learning in the class room? • Is it taught how these methods are integrated with the contents and how to apply? • Do you think that the teachers' training course helps enhancing skills of teachers to conduct teaching learning efficiently? If the answer is affirmative, in what areas does the skill increase? •

Teaching Aids • • •

Do you think that the teaching aids used in teacher training course are sufficient and appropriate? Are there any teaching aids to use? Is there any manual for running the training course?

Evaluation • • • •

Is there any system of evaluation of the training after completion? Is there any means to know whether the teachers can apply this training? Do you have role to improve this training course? Please relate any suggestions or comments if you have.

49

Teachers’ Training Study Guideline for Focus Group discussion Primary Teacher Subject • •

• • • •

Do you think that the subjects taught in C-in-Ed training are sufficient to conduct the class for a teacher? It the answer is negative, why do you think so? Has the issue of gender or men and women equality been reflected in C-in-Ed training curriculum? If the answer is affirmative, please cite concrete example and how much have been reflected. Has the issue of human rights been placed in C-in-Ed curriculum? If the answer is affirmative, then cite concrete example how and how much have been reflected? Do you have any conception regarding inclusive education? Has inclusive education been placed in C-in-Ed training curriculum? If the answer is affirmative, then please cite concrete example how and how much have been reflected.

Methods • • •

What methods are taught in C-in-Ed curriculum to conduct teaching learning in the class room? Is it taught how these methods are integrated with the contents and how to apply? Do you think that the teachers' training course helps enhancing skills of teachers to conduct teaching learning efficiently? If the answer is affirmative, in what areas does the skill increase?

Teaching Aids Do you think that the teaching aids used in running the C-in-Ed training course are sufficient and appropriate?

Evaluation • • • •

What do you think of students need? Is the curriculum implemented in the class room is related to student need? Have you identified any of your previous weaknesses after receiving C-in-Ed training? Please relate if you have any suggestions or comments for the improvement of the training course.

50

Teachers’ Training Study Guideline for Focus Group discussion Secondary Instructor Subject How long is the duration of teachers' training Course? How many types of training are there for the teachers of secondary level? Do you think the subjects taught in the training are sufficient for a teacher to conduct the class properly and effectively? If the answer is negative, why don't you think? • Have the issues of gender equality been reflected in the teachers' training curriculum? • If the answer is positive, please cite concrete example how and how much have been reflected. • Have the issues of human rights been reflected in teachers training Curriculum? • If the answer is positive, please cite concrete example how and how much have been placed. • Do you have any conception regarding inclusive education? • Has the inclusive education been placed in teachers' training curriculum? If the answer is yes, please cite concrete example how and how much have been placed.

• • •

Methods • • •

What methods are taught to conduct teaching learning in the class room? Is it taught how these methods are integrated with the contents and how to apply? Do you think that the teachers' training course helps enhancing skills of teachers to conduct teaching learning efficiently? If the answer is affirmative, in what areas does the skill increase?

Teaching Aids • •

Do you think that the teaching aids used in running the training course are sufficient and appropriate? Are there any other aids those can be used? Is these any manual to carry on training course?

Evaluation • • •

Is there any system of evaluation after imparting of this training? Is there any monitoring system to know about the utilization of the training? Please, relate if you have any suggestion or comments for improvement of the training course.

51

Teachers’ Training Study Guideline for Focus Group discussion Secondary Teacher Subject: • • • • • • • •

Do you think that the subjects taught in teachers' training course are sufficient to conduct the class properly and effectively? If the answer is negative, Please write elaborately why do you think so? Has the issue of gender equality been reflected in teacher training curriculum? If the answer is affirmative, please cite example how and how much have been reflected. Has the issue of human rights been reflected? Do you have any conception regarding inclusive education? Has inclusive education been placed in teacher training curriculum? If the answer is affirmative, please cite concrete example how and how much have been placed?

Methods • • •

What methods are taught to conduct teaching learning in the class room? Is it taught how these methods are integrated with the contents and how to apply? Do you think that the teachers' training course helps enhancing skills of teachers to conduct teaching learning efficiently? If the answer is affirmative, in what areas does the skill increase?

Teaching Aids Do you think that the teaching aids used in the teacher training course are sufficient and appropriate? Why?

Evaluation Have you detected your previous weaknesses after having teacher training? Please relate any suggestion or comments if you have for improving the training course.

52

Annexure-2 Questionnaire (Translated version)

53

For Primary Instructor

Teachers' Training Survey

Pre-interview Information Notes for interviewer Put down all information below before beginning

1. Interviewer ID Number: 2. Date of Interview:

Day

3. Place of Interview:

District:

4. Name of

Month

Year

Institute :

5. Respondent ID Number: (Put down before Data entry)

6. Name of Respondent: 7. Sex:

Male

Female

8. Age: 9. Respondent's Highest Degree:

10. Have any foreign Degree?

Subject:

Name of the Degree:

11. Designation:

54

Preamble for Respondent The objectives of this survey, initiated by UNESCO, is to review the teachers training curriculum and its’ implementation to develop recommendations for Bangladesh Govt. We would like to thank and ensure you that all the information provided by you will be kept secret. So, you are requested to be free and open at the time of responding and providing information as far as possible. Do you have anything to know before beginning? 1. How long are you working as a teacher?

Years

please provide following information of your previous service if this is not first one. 2. Where did you work before? 3. Were you involved in training there? (Please, put mark ) A. Yes

B. No

4. Have you been trained in or outside the country? (Please, put mark )

B. No

5. If you have received training, please write Subject of training Location

A. Yes Duration

6. Have you been able to use the trainings in your present job? If yes, where? A. B. C. 7. How much of your academic and previous experience (if you have) been utilized for this position? (Please, put mark)

A. Completely

B. Partly

C. Not at all

Questions related to training methodology 8. What methods the primary teachers are taught for classroom teaching in the C-in Ed curriculum? A. B. C. 9. Pleas mention three methods suitable for the trainee. A. B. C. Question related to Subjects 10. Do you think the C in Ed training able to create awareness regarding human rights? (Please put mark)

A.Completely

B.Partly

C. Not at all

10.a. If the answer is yes, please write how?

11. Is there special subjects in C in Ed training for teaching the following children? (Please, put marks) A. Children form very poor family B. Handicapped children C. Children from tribal race and disadvantaged group

D. Others (Please, specified)

12. What types of problem do you face in implementing Primary teachers training curriculum in the context of men and women equality? (Please, put mark) A. Lack of interaction B. Women are shaky in demonstration C. Subjects are masculine D. Women pose less question E. Difficult to discuss reproductive health issues F. Comfortable in one way teaching

55

Question related to use of training material 13. What types of teaching aid you use in imparting training? (Please, put mark) A. Trainer’s Manual

B. Training Aid

C. Teacher's Guide

D. Reference Book

E. Others (please write specifically) 14. What aids of the followings do you think most important and relevant? (Please, put mark) A. Trainer's Manual C. Teacher's Guide E. Others (please, specified)

B. Training Aids D. Teacher's Guide

15. Do you know about the process of development of Primary teachers training curriculum? (please, put mark)

A. Yes

B. No

16. If the answer is yes, do you think that the process is appropriate?

A. Yes

B. No

A. Yes

B. No

17. If the answer is negative, Please explain.

18. Are you able to give proper input in all subjects in the context of preparation for practice teaching? (Please, put mark)

18.A. If the answer is negative, what subjects are to be more emphasised for preparation.

19. Please write, if you have any suggestions regarding the development of other training course including C in Ed for the Primary teachers?

Thank you for your cooperation.

56

For Primary Teacher

Teachers' Training Survey

Pre-interview Information Notes for interviewer Put down all information below before beginning

1. Interviewer ID Number: 2. Date of Interview:

Day

3. Place of Interview:

District:

4. Name of

Month

Year

School :

5. Respondent ID Number: (Put down before Data entry)

6. Name of Respondent: 7. Sex:

Male

Female

8. Age: 9. Respondent's Highest Degree:

10. Have any foreign Degree?

Subject:

Name of the Degree:

11. Designation: 57

Preamble for Respondent The objectives of this survey, initiated by UNESCO, is to review the teachers training curriculum and its’ implementation to develop recommendations for Bangladesh Govt. We would like to thank and ensure you that all the information provided by you will be kept secret. So, you are requested to be free and open at the time of responding and providing information as far as possible. Do you have anything to know before beginning? 1. How long are you working as a teacher?

Years

please provide following information of your previous service if this is not first one. 2. Where did you work before? 3. Were you involved in teaching there? (Please, put mark ) A. Yes

B. No

Question related to the training (C-in-Ed) contents 4. Pl. prioritise the importance of the contents of primary teaching learning according your choice A. Most important to you: B. Less important to you: C. Not important at all: 5. Please identify the deficiencies of the text books according learners development: A. B. C. D. 6. What problems you feel in teaching learning to create equal opportunities for boys and girls? A. B. C. 7. Is there any special subject in C-in-Ed for teacher training for the following learners? (Please, put mark) A. Children from very poor families B. Disable learner C. Children of marginalized including backward N. Others (Please, specified) and indigenous population Questions related to Teaching Learning Methodology 8. What methods have you learnt to conduct teaching learning in the classroom? A. B. C. D. E. F. 9. Do you have scope to use these methods in the classroom? (Please, put mark)

A. Completely

B. Partly

C. Not at all

10. If the answer is negative, please explain (according importance) A. B. C.

58

Questions related to realisation 11. What changes do you find in your teaching skill before and after the training? A. B. C. 12. What is your opinion about the trainers of C-in-Ed course? (Please, put mark) A. Very efficient B. Moderately efficient C. Not efficient 13. Please give your opinion on the duration of C-in-Ed course

14. Is there appropriate importance to all the subjects in preparation for practice teaching? (Please, put mark)

A.Completely

B.Partly

C. Not at all

14.1. If not, which subjects need more importance? A. B. C. 15 What are the weaknesses of C-in-Ed course? A. Curriculum related—:

1. 2. 3.

B. Training related—:

1. 2. 3.

C. Implementation in the classroom related—:1. 2. 3. 16. What qualification do you think essential for receiving C-in-Ed training? A. B. C. Other Training related Question 17. Have you received any training other than C-in-Ed? (Please, put mark) A. Yes 17.A. If received, please describe: Title of Training Place of training Name of Trainers

18. Have you received subject based training? 18.1: If yes, please describe:

A. Yes

B. No Duration

B. No

59

Title of Training

Place of training

Name of Trainers

Duration

18.2. If you received Training(s), what extend could you use the learning of the training in following areas? Area Usefulness (Please, put mark) A. C. Not at B. Partly Completely all Maximum use of learners time Teaching according learners’ demand Application of participatory methods Creating equal opportunity between boys and girls Creating interest among learners Assistance in learning of indigenous children Necessary steps for the disable children The concept of ensuring the rights of children 19. What could be added in subject based training? A. B. C. 20. Please put your suggestions, if any, for further improvement of the C-in-Ed course.

Thank you for your cooperation.

|

For PTI Trainees 60

Teachers' Training Survey

Pre-interview Information Notes for interviewer Put down all information below before beginning

1. Interviewer ID Number: 2. Date of Interview:

Day

3. Place of Interview:

District:

4. Name of

Month

Year

School:

5. Respondent ID Number: (Put down before Data entry)

6. Name of Respondent: 7. Sex:

Male

Female

8. Age: 9. Respondent's Highest Degree:

Subject:

9.1. Name of the Organisation : 10. Have any foreign Degree?

Name of the Degree:

11. Designation:

61

Preamble for Respondent The objectives of this survey, initiated by UNESCO, is to review the teachers training curriculum and its’ implementation to develop recommendations for Bangladesh Govt. We would like to thank and ensure you that all the information provided by you will be kept secret. So, you are requested to be free and open at the time of responding and providing information as far as possible. Do you have anything to know before beginning? Years

1. How long are you working as a teacher? please provide following information of your previous service if this is not first one. 2. Where did you work before? 3. Were you involved in teaching there? (Please, put mark )

A. Yes

B. No

4. Pl. prioritise the importance of the contents of primary teaching learning according your choice A. Most important to you: B. Less important to you: C. Not important at all: 5. What problems do you feel in teaching learning to create equal opportunities for boys and girls? A. B. C. 6. Are there any special subjects in C-in-Ed training for teaching learning of following children? (Please, put mark) A. Children from very poor families B. Disable learner C. Children of marginalized including backward N. Others (Please, specified) and indigenous population 7. What methods have you used for conducting teaching-learning activities in classroom? A.

B.

C.

D.

8. What methods are you learning at present? A.

B.

C.

D.

9. Which of the methods do you think are not much applicable in conducting class? A.

B.

C.

D.

10. What types of teaching aids are used to carry on training? A.

B.

C.

D.

11. What are the good aspects of this training course?

11.1. What are the reasons to consider them good?

12. What aspects do you find not so good in the training course?

62

12.1. Why do not you find them good?

13. What is the over all grades of the training in your opinion? (Please put mark) A. Trainers are more active

B. Trainees are more active

C. Teacher and trainees are equally active 14. Give your opinion regarding the duration of C-in-Ed course. (Please put mark) A. Sufficient

B. Insufficient

15. What qualification do you think essential for receiving C-in-Ed training? A. B. C. 16. Do you have any other training other than C-in-Ed ? (Please put mark) A. Yes 16.A. Please, write if you have training Name of the Training Location Training Provider

B. No Duration

17. Please, write if you have any suggestion or recommendation to improve this training course.

Thank you, for your cooperation

63

For Secondary Teachers

Teachers' Training Survey

Pre-interview Information

Notes for interviewer Put down all information below before beginning

1. Interviewer ID Number: 2. Date of Interview:

Day

3. Place of Interview:

District:

4. Name of

Month

Year

School:

5. Respondent ID Number: (Put down before Data entry) 6. Name of Respondent: 7. Sex:

Male

Female

8. Age: 9. Respondent's Highest Degree:

Subject:

9.1. Name of the Degree Provider : 10. Have any foreign Degree?

Name of the Degree:

11. Designation:

64

Preamble for Respondent The objectives of this survey, initiated by UNESCO, is to review the teachers training curriculum and its’ implementation to develop recommendations for Bangladesh Govt. We would like to thank and ensure you that all the information provided by you will be kept secret. So, you are requested to be free and open at the time of responding and providing information as far as possible. Do you have anything to know before beginning? Years

1. How long are you working as a teacher? please provide following information of your previous service if this is not first one. 2. Where did you work before? 3. Were you involved in teaching there? (Please, put mark ) A. Yes 4. Do you find your academic and working background useful for this job? How much?

A. Completely

B. No

B. Partly

C. Not at all

B. Partly

C. Not at all

Questions related to teaching methodology 5. What methods have you learnt to conduct teaching learning in the classroom? A. B. C.

D.

E.

F.

6. Is it possible to apply all these methods in the classroom? (Please mark)

A. Completely

7. Please explain if the answer is no.

8. If the answer is positive, is it taught how these contents to apply? (Please mark)

A. Completely

Questions related to Contents of the training 9. Do you think that the subjects taught in teachers' training course are sufficient for conducting the class properly? (Please mark)

B. Partly

A. Yes

C. Not at all B. No

10. Please write the reasons if the answer is negative. A. B. C. 11. Do you think the curriculum implemented in the classroom is suitable for the children in terms of their age and ability? (Please mark)

A. Completely

B. Partly

C. Not at all

11. 1. If the answer is positive, please write in what areas it is suitable. B. C. D. 11.2. If the answer is negative, please write the areas where it is not suitable. A. B. C.

65

12. What problems do you feel in teaching learning to create equal opportunities for boys and girls? A. B. C. Questions related to your realisation: 13. Have you found some of your previous weakness after being trained? A. B. C. 14. Do you think that your skill will be increased/has increased in conducting teaching learning process after being trained?

A. Yes

B. No

A. Yes

B. No

15. If the answer is positive, please write the areas where skill has enhanced? A. B. C. 16. Did You go through any training of similar types availing teachers' training? 17. If you had training, how long it was? Name of the Training

Location

Training Provider

18. How much of all these trainings you received are applicable during teaching in the classroom

A. Completely

B. Partly

Time

C. Not at all

19. Please write if you have any suggestions for improving the training course

Thank you for your cooperation.

66