Teaching & Training for Development

brac: ICT and Education

2010-03-10T01:57:00.001-08:00

Bangladesh

is yet to achieve the standard status in the field of ICT. Post-primary basic And Continuing Education (PACE) Programme of BRAC has taken initiative to help government to achieve the very status and, is involved in many aspects of quality improvement of secondary education specially to enhance IT skills among the students and community. PACE is catering on Computer Aided Learning activities for the students of secondary schools of Bangladesh and Gonokendro activities for the mass of the communities.

BRAC started developing the Computer Aided Learning programme in 2004 to improve the teaching capacity of the teachers and to make the classes much more interesting, interactive and exciting for the students so that they become interested and want to stay in school more than their usual time. The broader objectives of the Computer Aided Learning (CAL) are - to move from the teacher centred classroom to a more interactive one, to make the class more interactive and engaging, to ensure conceptual clarity and better application, to increase teachers’ understanding of the lessons, self learning provision for both teachers and students and to familiarize the rural students and teachers with the modern computer technology. PACE developed learning software on English Language learning and on General Mathematics based on the National Curriculum. For the implementation of the programme PACE is providing some special support – a computer, a multimedia projector with big screen and a two hour’s capacity UPS each secondary school (22 schools in 6 districts). PACE stepped towards with some other additional help – training to teachers, extensive follow up and feedback, arranging workshop on critical findings and giving technical support.

BRAC undertook an initiative in 1999 to offer IT facilities to community. PACE has provided 1013 (as of January 2010) Gonokendros (learning centres) in selected areas with computers. The objectives of the Gonokendro are: to increase the habit of reading, to create an opportunity of getting the knowledge about home and abroad, to make the communities familiarized with IT, to develop the Gonokendros as information centre of the communities, to help the youth to be free from moral degradation, to ensure the participation of women in every activity. The learning centres offer computer training in three packages: Children’s package, Students' package and a General package. The duration of training is one month for the Children's and Students' packages and three months for the General. In the case of Children’s and Students’ packages, a physically challenged or an ultra-poor student is provided with training free of charge. The librarians facilitate the training courses. They are supported by a 12-day basic, six-day refresher and 18-day advance training to enable them to run the computer-training packages effectively.

PACE has a plan to extend its IT support to 1500 Gonokendros (Learning centres) attached with secondary schools in a standard scale.

A Poem written in Bangla

2010-02-09T01:09:00.000-08:00

eûi“cx Kó

‡gvQv‡Ïi“j nK

ILv‡b ZvKvb...

H †Zv `iRvi Icv‡k,

‡bB!!

wQj †Zv ILv‡bB!

n¨vu, n¨vu ILv‡bB wQj...gqjvi Szwo‡Z,

‡gvoK-ew›` me Kó¸‡jv|

nq‡Zv myBcvi G‡m wb‡q wM‡q‡Q,

‡d‡j‡Q Wvówe‡b, Ag„‡Zi Avkvq wQu‡o‡Q-

‡gvoK Kz°z‡Ui `j, Kó¸‡jv me Qz‡U wM‡q‡Q...

‡mB †_‡K QzUwQ AvgivI-

K‡ói wcQz wcQz - ewY©j me Kó|

myL bv‡gi GK AwjK Kó,

`y:L bv‡gi GK wbhv©wZZ Kó,

Av‡eM bv‡gi GK D”QwjZ Kó-

e¨vwa bv‡gi Av‡ivwcZ Kó,

evnvix me Kó|

K‡ói wcQz wb‡q

dinv` †hw`b wkwii Rb¨,

gûqv †hw`b b‡`i Puv‡`i Rb¨ g‡i †Mj -

‡mB †_‡K QzUwQ AvgivI,

QzUwQ †Zv QzUwQB - wcQz wcQz

‡cÖg bv‡gi GK `yiv‡ivM¨ K‡ói wcQy|

N‡mwUiv †hw`b †_‡K wmsnvmb `L‡j †gvnvweó

‡mB †_‡K Avgiv QzUwQ

¶gZv bv‡gi AhvwPZ K‡ói wcQz|

‡Pw½m, ZvZvi, Bs‡iRiv

‡hw`b †_‡K jy‡Ui †bkvq gË

‡mB †_‡K AvgivI QzUwQ

m¤ú` bv‡gi c&ªv°wjZ wKQz K‡ói wcQy|

Ck¦i †hw`b å¤§vÛ bvgK gnv`k©b

m„wó Kij - †mB †_‡K Aš—nxb QzUwQ

`k©b bvgK we‡kwlZ K‡ói wcQy|

cyZvK© †hw`b wK¬I‡cUªvi

Awb›` ‡mŠ›`‡h©¨i K_v e‡j †M‡jb

‡mw`b †_‡KB Avgiv QzUwQ

‡mŠ›`‡h©¨ bvgK GK AwZiwÄZ K‡ói wcQy|

Av”Qv Kó¸‡jv hw` me g‡i †hZ,

c„w_exUv wK Z‡e †ue‡P †hZ?

wPš—vi welq!!

wPš—v bv‡gi `yóz K‡ói wcQz...

weÁvb bv‡gi hvwš—&ªK Kó,

BwZnvm bv‡gi †cŠb:cywbK wKQz Kó,

mf¨Zv bv‡gi f½yi Kó,

eûi“cx me Kó|

Altruism and Chaatrabandhu (the article written in Bangla

2010-02-09T00:30:00.000-08:00

civ_©ciZv I QvÎeÜy : A_©bxwZi bZzb Aa¨vq

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BD‡ivc, Av‡gwiKvq †¯^”Qv‡mex Kv‡Ri †hgb we¯—…wZ †Zgb Avo¤^i| evsjv‡`‡k Gi cwiwa I we¯—…wZ ¶y`ª n‡jI Lye GKUv weij bq| cÖwZwU †¯^”Qv‡mex KvRB †Kvb bv †Kvb mvgvwRK ev RvZxq mgm¨v cÖwZKvi ev cÖwZ‡iv‡a cwiPvwjZ| Ges Gi cÖwZwUB jvf ‡jvKmv‡bi LwZqvb ewnf©~Z gnwZ D‡`¨vM iƒ‡cB Av‡›`vwjZ| A_©bxwZi m~PK bvgK †Kvb †eovRv‡j Ave„Z nIqvi cÖviw¤¢K †Kvb B”Qv bv _vK‡jI, †¯^”Qv‡mex Kv‡Ri iƒcUvB Ggb †h, Zv A_©bxwZ‡K ¯^qswµqfv‡eB nvZQvwb †`q| ÔQvÎeÜÕy I Gi e¨wZµg bq| ZvB G‡K A_©‰bwZK Av‡›`vj‡bi wewbwg©Z fvebv ej‡jI AZ¨yw³ n‡ebv e‡jB wek¦vm|

‡Kb ÔQvÎeÜÕy †K A_©bxwZi wewbwg©Z fvebv ejv P‡j, Zv bx‡Pi DcvË †_‡K wKQzUv cÖZxqgvb nq| GB DcvË¸‡jv Uv½vBj †Rjvi MÖvgxb †cÖ¶vcU †_‡K M„nxZ-

‡Rjv	‡g›Ui msL¨v	‡g›Ui cÖwZ QvÎ	‡gvU QvÎ	QvÎ cÖwZ gvwmK wUDkb (GK welq) UvKvq	‡Rjvq AwffveK‡`i gvwmK †gvU mvkªq UvKvq	‡Rjvq AwffveK‡`i evwl©K †gvU mvkªq UvKvq
Uv½vBj	2663	1.37	3667	200.00	733400.00	8800800.00

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evsjv‡`‡ki A_©bxwZ‡Z Uv½vBj †Rjvi †g›Ui‡`i †`q †gvU DcvR©‡bi w`‡K `„wó †`qv hvK| GB wnmvewU AcP©ywbwU K÷ g‡Wj Abyhvqx M„wnZ hv, †mevLv‡Z †g›Ui‡`i †`q mgqwfwËK †gvU kªg I Mo Av‡qi Dci wbf©ikxj| Z‡e, †h‡nZz evsjv‡`‡ki †¶‡Î b~b¨Zg gRyix GLbI wba©vwiZ bq, ZvB LvZwfwËK Mo gRyixi Dci wbf©i Ki‡Z n‡q‡Q| Ges GB LvZwfwËK Mo gRyixI m¤ú~b©iƒ‡c cÖvB‡fU wUDkb Lv‡Zi Dci wfwË K‡i wba©vib Kiv n‡q‡Q| cÖvB‡fU wUDkb wd AÂjwfwËK wfbœ nq - ivRavbx‡Z 500 UvKv cÖwZwelq ‰`wbK 1N›Uv K‡i gv‡m 12 w`‡bi Rb¨, wefvMxq kn‡i 400 UvKv cÖwZwelq ‰`wbK 1N›Uv K‡i gv‡m 16 w`‡bi Rb¨, †Rjv kn‡i 300 UvKv cÖwZwelq ‰`wbK 1N›Uv K‡i gv‡m 24 w`‡bi Rb¨ Ges Dc†Rjv kn‡i 200 UvKv cÖwZwelq ‰`wbK 1N›Uv K‡i gv‡m 24 w`‡bi Rb¨| GKRb wk¶K b~b¨Zg GK e¨vP cov‡jI Zvui gvwmK Mo Avq nq 3250 UvKv| Ges N›Uvq 162.50 UvKv| Uv½vBj †Rjvq †g›UiMb w`‡b M‡o 1 N›Uv †mev †`q| A_©vr 2663 Rb †g›Ui 2008 mv‡j †gvU 766944 N›Uv †mev w`‡q‡Q| Ges LvZwfwËK Mo gRyix 162.50 UvKv ( †ekx nIqv ¯^vfvweK) aiv n‡j 2008 mv‡j cÖvq mv‡o 10 †KvwU UvKv g~‡j¨i kªg w`‡q‡Q| cÖwZ †Rjvq †g›Ui msL¨v I Zv‡`i †`q Mo †mev Uv½vBj †Rjvi Abyiƒc †i‡L hw` GBiKg Kg©m~Px‡K evsjv‡`‡ki mKj (64) †Rjvq cwiPvjbv Kiv hvq Z‡e evsjv‡`‡ki †gvU RvZxq Av‡q eQ‡i b~b¨Zg 665 †KvwU UvKv g~‡j¨i kªg†mev hy³ n‡e| Z‡e, A‡b‡KB †mevLv‡Z webvcvwikªwgK wfwË‡Z †`q Ae`vb‡K ‡gvU RvZxq Drcv`‡b k~b¨ e‡j we‡ePbv K‡ib| Zv‡`i g‡Z, †h kªg †mevLv‡Z webvcvwikªwg‡K †`qv nq Zv hw` Avqea©bg~jK Lv‡Z †`qv nq, Z‡eB ‡gvU RvZxq Drcv`b e„w× cv‡e| GB welqwUI M‡elbvi `vve iv‡L|

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eZ©gvb miKvi wWwRUvj evsjv‡`k Movi †h A½xKvi K‡i‡Q Zv e¨qmvkªqx I `ª“Z AR©bkxj n‡e hw` ÔQvÎeÜyÕi gZ †m”Qv‡mex Kv‡Ri †¶Î e„w×i gva¨‡g DÏvg Zvi“‡b¨i D”Qj AskMÖnb wbwðZ Ki‡Z cv‡i| Ges Aek¨B 2013 mv‡ji c~‡e©B GK Ab¨iKg evsjv‡`k cÖwZwôZ n‡e e‡j wek¦vm| G‡K ¯^cœ e‡j g‡b n‡Z cv‡i Ges GB ¯^cœ †`LvUv‡K kvwãK Avo¤^i e‡j åg n‡Z cv‡i ˆewK| wKš‘ GB kãvo¤^iB †h GKw`b Rxeb I `¶Zv weKv‡ki g‡š¿ AbyiwbZ n‡ebv, Zv wbwðqB wbwðZfv‡e ejv hvqbv|

cÖvB‡fU wUDkb Lv‡Z Mo Avq:

¯’vb	gv_vwcQz cÖvB‡fU wUDkb wd (cÖwZ welq/gvm) UvKv (ˆ`wbK 1 N›Uv K‡i gv‡m 20 N›Uv)	e¨vP cÖwZ QvÎ	AÂjwfwËK wk¶‡Ki gvwmK Avq (UvKv)	evsjv‡`‡k cÖvB‡fU wUDkb LvZ n‡Z wk¶‡Ki gvwmK Mo Avq (UvKv)	evsjv‡`‡k cÖvB‡fU wUDkb LvZ n‡Z wk¶‡Ki N›Uvq Mo Avq (UvKv)
ivRavbx	500.00	10	5000.00	13000.00 ¸ 4 = 3250.00	3250.00 ¸ 20 = 162.50
wefvMxq kni	400.00	10	4000.00
‡Rjv kni	300.00	10	3000.00
Dc‡Rjv wfwËK	200.00	5	1000.00
		‡gvU	13000.00

evsjv‡`‡ki A_©bxwZ‡Z Uv½vBj †Rjvi ‡g›U‡`i †`q ‡gvU DcvR©b (AcP©ywbwU K÷ g‡Wj Abyhvqx):

Uv½vBj †Rjvi

‡g›Ui msL¨v

‡g›U‡`i †`q Mo †mev N›Uv/gvm

‡g›U‡`i †`q Mo †mev N›Uv/eQi

‡g›U‡`i †`q ‡gvU mgq N›Uv/eQi

cÖvB‡fU wUDkb LvZ wfwËK N›Uvq Mo Avq

Uv½vBj †Rjvi ‡g›U‡`i †`q ‡gvU DcvR©b UvKv/eQi

64 †Rjvq AvbygvwbK

UvKv/eQi

2663

240

1597800

162.50

259642500

16617120000

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B‡gBj: musadderul@yahoo.com

Materials of English Week

2010-02-08T01:44:00.000-08:00

English Week

Timetable for 9-10 Students

Day

Session 1

9.00 – 10.00

Session 2

10.00 – 11.00

Session 3

11.00 – 12.00

Session 4

12.00 – 1.00

Session 5

1.00 – 1.30

Pre-test

Introduction

Self

Name

Class

Favourite subject, food, tree, game, fruit, person, drink, leisure interest

Sharing feelings

Future plan

Use of I, s/he, we, you, they, it

Use of my, her/ his, our, your, their, its

Family

Number of family members

Name of them

Profession

food, person, fruit they like

Their leisure interest

Identifying relationships from sample family tree

Making own family tree

School

Name of school

Location

Number of building, classroom, common room, washroom, office room, teachers’ lounge, library, computer lab, students, teachers, staff

Decoration of the rooms

Condition of play ground

Source of drinking water

Garden

Types of trees

Use of it, there

Review

Writing paragraph on

Self

family

school

Short play on Liberation war

Analysis of the play

Post-test

Games

Selection of PT & CPT

Forming Group

Giving primary guideline

Preparation for conducting students training

Essentials

New intervention: Initiated by English Team; PACE - BRAC

English Week

Timetable for 6-8 Students

Day

Session 1

9.00 – 10.00

Session 2

10.00 – 11.00

Session 3

11.00 – 12.00

Session 4

12.00 – 1.00

Session 5

1.00 – 1.30

Pre-test

Introduction

Self

Name

Class

Use of I, s/he, we, you, they, it

Use of my, her/ his, our, your, their, its

Self

Favourite subject, food, tree, game, fruit, person, drink, leisure interest

Self

Sharing feelings

Future plan

Review

Write a paragraph about yourself

Family

Number of family members

Name of them

Profession

food, person, fruit they like

Family

Their leisure interest

Identifying relationships from sample family tree

Makingown family tree

School

Name of school

Location

Number of building, classroom, common room, washroom, office room, teachers’ lounge, library, computer lab, students, teachers, staff

School

Condition of play ground

Source of drinking water

Garden

Types of trees

Use of it, there

Review

Write a paragraph about your family

Write a paragraph about your school

Short play on Liberation war

Analysis of the play

Writing on Liberation war

Post-test

Games

Closing

New intervention: Initiated by English Team; PACE - BRAC

Self

Name:

1) What is your name? / What’s ur name?

- My name is …………………………

- I am………………………………

2) Where do you live in?

- I live in………………………………

Class:

3) Which class do you read in?

- I read in class……………………….

- I am in class…………………………

Favourite:

4) What is your favourite………………….? /

Which ………………….do you like most?

- My favourite…………..is…………

- ………….is my favourite…………

- I like…………………………………

5) Who is your favourite person? /

Who do you like most?

- My favourite……….is………………

- ………….is my favourite…………

- I like………………………………………

Sharing feelings:

about parents, family members –

6) Do you love your…………………………………?

- Yes/ No, I do/don’t.

- Yes/ No, I love/don’t love.

7) Do they love you?

- Yes/ No, they do/don’t

- Yes/ No, they love/don’t love.

8) Who do you love much?

- I love my……………………………..

about desert, food, fruit –

9) Do you like…………………………………………

- Yes/ No, I do/don’t.

- It’s tasty/ yummy/ delicious/ sour/ acidic/ hot/ sweet/ spicy/ juicy/ luscious/ succulent/ lip-smacking/ mouthwatering/ tasteless …….

Future plan:

10) What do you want to be?

- I want to be………………………….

11) How do you want to help your parents?

12) If you get 1lac taka, how do you want to decorate your mother?

Use of I, s/he, we, you, they, it

1) I am………………….

2) She is…………………

3) He is…………………

4) You are…………..

5) We are……………

6) They are…………..

7) It is…………………..

Use of my, her/ his, our, your, their, its

1) This/ That is my……………….

2) This/ That is her………………

3) This/ That is his………………

4) This/ That is your…………..

5) This/ That is our……………..

6) This/ That is their…………..

(musadderul@gmail.com)

Family

Family Tree:

1) How many members do you have in your family?

2) Write down their name, profession and relationship with you

Relation	Name	Profession

· Identity

Relation With you	age	colour	hair	face

· They like

Relation With you	Food	Desert	Person

· Make your family tree

School

Name:

· What is the name of your school?

- The name of our school is………..

- ----------------------is our school.

Location:

· Where is it situated?

- It is situated…………………………..

Quantity:

· How many………………..are there in your school?

- There are…………..in our school.

Quality:

Decoration –

· How is your class decorated?

- Our classroom is decorated………..

- There are…….., …………, ..……..., ………., .........., ………. and ………

Learning environment –

1) Are your teachers helpful?

- Yes/ No

2) How do they help you?

3) Do your classmates help you?

- Yes/ No

4) How do they help you?

5) Do you get any chance to do co-curricular activities?

- Yes/ No

6) If yes, what are they?

- ……………, …………., ………………, …………. are our co-curricular activities.

Facilities:

7) What are the facilities you get from your school?

8) What is the condition of play ground of your school

9) What is the source of drinking water in your school?

10) Is it safe?

11) If yes, why is it safe?

(musadderul@yahoo.com)

Ekush O Ekattar (a short play)

by- Musadderul Hoque

Voice 1:

We the people of Bangladesh always try to live in peace. We love one another. We respect all religions. We do not like to disturb others’ belief. Our children enjoy their leisure in rhyme games –

Chorus:

Openti bioscope,

Nine ten tenscope,

Sultana bibiana,

Shaheb bibir boithok khana

Rajbarite jete, panshupuri khete

Paner age morich bata

Ispringe chabi ata

Jar nam renu bala

tare dilam muktar mala

Voice 2:

But the villains did not like that our people would live in peace. They tried

to disturb us. They looted our wealth, our rights. Though we are gentle, we do not want others to loot our wealth and rights.

Chorus:

O my mother! O my mother!

Do not think much.

We are your gentle children,

Do not be frightened (2)

If enemy comes, with our chests

We can make walls

(Mago bhabna keno…)

Voice 3:

In 1948, in Racecourse Moydan, Dhaka, Quede Azam Mohammad Ali Zinnah insulted Bangalies and declared –

Zinnah:

Urdu, only Urdu shall be the state Language of Pakistan!

Students:

No, never! No, never!

We don’t accept it!

We will not accept it!

Go to hell, Zinnah

Go to hell, Pakistan

State Language, State Language Bangla will be State Language!

(Ora amar mukher bhasha…)

Voice 4:

Movement continued. On 27 January 1952, Khwaja Nazimuddin said that only Urdu would be the state language of Pakistan. Students of DU formed Rastrabhasha Songram Porishad. They decided to make procession on 21^st February in 1952. But Government of East Pakistan imposed section 144 to prevent students’ movement. But unconquered Bangalies did not obey 144. They stepped forward with a procession 4 following 4 ignoring section 144 –

Procession:

State Language! State Language!

Bangla will be our State Language.

Our mother tongue,

Our soul tongue,

Bangla shall be our tongue.

(thash, thash, thash)

Voice 5:

Police fired upon the non-violent procession. Salam, Rafiq, Jobber, Borkot were dead instantly.

Procession:

21^st February is coloured

With my brother’s blood

Can I forget it!

Can I forget!

(a shaheed minar will be composed, and plyed the amar bhaier rokte…)

Chorus:

Forgetting Nazrul, forgetting Rabindra,

Children learn Pop, Rock ‘n Disco!

Forgetting Ekush, forgetting culture,

They are poisoning cancer, cancer!

Voice 6:

In 1956, Govt. of Pakistan approved Bangla and Urdu as state language. 1958, Ayub Khan declared ‘Marshal Law’. Arrested our great leader Bangabondhu Sheikh Mujibur Rahman. 1969, Political field took new turn. Mass-upsurge took place. Moulana Bhashani, in Polton Moydan, announced –

Bhashani:

We will break down jail to free Mujib.

(Jeller tala bhangbo, Shekh Mujib ke anbo)

Procession:

Break down jail

Give Mujib hail

(Karar oi louha kopat…)

Voice 7:

1970, Awamileague won the election with single popularity. But the leaders of West Pakistan did not want, Bangladeshi leaders would lead Pakistan. President Yahia khan was trying to spend time. Some round table meetings were held on, but no result came out. Mujib understood their mind.

7^th March, 1971 – Bongobondhu Sheikh Mujib delivered his historical final decision in Racecourse Moydan–

Bongobondhu:

…If one more bullet is fired on, if anymore person of my country is killed, I request you – make each house a fort. …Get ready with whatever you have. …This movement is the movement for our freedom; this movement is the movement for our liberty.

(Bongobondhu –r dak)

Chorus:

Take stick, take pole,

Let’s go – make hole

For the hyenas;

Bongobondhu calls

Let’s go – make forts

Kill the hyenas.

Boitha nere – lathi ne

Durgo gorte chol;

Bongobondhu dak dieche

Durgo gori chol.

Voice 8:

25^th March, 1971 – Night was dark enough. People were sleeping. Pre-planned Operation Searchlight was started, Mujib was arrested on the night of 25–26 March at about 1:30 a.m. and, Pakistani hyenas marched on the streets towards houses and started genocide ---

(Sound of firings – scattered dead bodies will be composed of)

Chorus:

We’ll avenge

Its our chellenge

(Rokter protishodh nebo amra…)

Voice 9:

27^th March, 1971 – Ziaur Rahman announced the independence of Bangladesh –

Zia:

I, Major Ziaur Rahman, on behalf of our great National Leader, Bongobondhu Seikh Mujibur Rahman, do hereby ptoclaim the Independence of Bangladesh.

Voice 10:

One crore more people(women, children, aged) became refugee.

Exile-Government was formed in Muzibnagar on 17^th April. Mukti bahini was formed under the command of Gen. Ataul Goni Osmani. They took shelter in India and were trained by Indian Army. They started guerrilla fighting against Pakistani Army –

Chorus:

Guerrilla, we are

We are Guerrillas,

Stained with blood

Of independence

We are Guerrillas

We are new life

Sing the song of Independence

Sing the song for breaking chains

(Guerrilla amra…)

Voice 11:

Freedom fighters got support from common people everywhere. Teachers, farmers, rickshaw

pullars, day laborers usually helped them ignoring the threat of Pak army and their partners in crime - Razakars, Al-Badrs Al-Shams. and Even they sacrificed their lives to save freedom fighters (Mukti).

Farmers in Chorus:

Hey protect the crops.

Sharpen the knives,

Oath from the heart,

Swear to protect –

Crops planted in blood.

(Hei Samalo Dhan ho…)

Pakistani Soldier:

Aey bangal ka bachcha!

Tell, where is Mukti?

Farmer:

(keeps hand on chest)

Here is Mukti!

(Bhoy ki morone…)

Voice 12:

14^th December, 1971 – condemned Operation Searchlight of Pak hyenas took its final touch

They killed most of our intellectuals –

(Sound of firings – scattered dead bodies will be composed of)

(Muktir mondir shopan tole…)

Voice 13:

16^th December 1971, Lt. Gen A. A. K. Niazi, CO of East Pakistan Army forces signed the instrument of surrender. World watched the rise of a New Nation.

(Purbo digonte surjo uthechche…)

English Week (Step towards mass learners’ development)

2010-02-07T08:22:00.000-08:00

English Week

(Step towards mass learners’ development)

It has been quoted for many years that majority of the students of Bangladesh are unwilling to learn English. Educational experts identify the cause behind this unwillingness – shyness, fear and unfavourable environment. Very few steps are taken to solve these problems. GOs and NGOs have started to train the teachers in English. They encouraged co-curricular activities – Debate, Quiz test etcetera. But these are especially for some focused groups not for the mass learners. The usual announcement for these kinds of activities is like – ‘Those who are interested to join in a debate competition submit your name to the concern office on or before….’

Ha! Those who are..!! So, what is about the mass learners!! Selucus! No concern yet is there. Seminars and symposiums are going on with the elites and focused ones ending with lip-smacking lunch and dinners. Published in medias and chatted over on these for hours keeping the mass in dark.

‘‘English Week’’ is a new initiative of Post-primary Basic and Continuing Education (PACE) program of BRAC to ensure mass learners’ involvement. The objectives of English Week are – to remove students’ shyness in speaking English, to enhance students’ skills in speaking and basic writing, to make students interested in English language based cultural activities not confronting with own culture, to promote a group of Students’ Trainers from the students, and to ease the burden of the teachers to manage large classes and teaching. The week was celebrated by the students of Kalkini Sayed Abul Hosain Academy, Kalkini, Madaripur, from January 16 to January 21, 2010 (Saturday to Thursday). The celebration by the students was spontaneous.

The week was divided into two phases. The first halve of the week was for the students of classes IX and X; and the second halve of the week was for the students of classes VI, VII and VIII. In the first halve of the week the students were shared on four contents – about self, about family, about school and about the history of Language Movement and Liberation war of Bangladesh. The students of classes IX and X received one day TOT (Training of Trainer) in the last day of the first halve. In that TOT course, they learnt the basics of facilitation. They practiced on forming pairs and groups with the participants. They learnt the techniques of involving participants actively in a class. Students learnt the norms of elicitation and monitoring. At the end of the TOT 100 Students’ Trainers (20 core trainers and 80 co-trainers) 20 ‘Performers’ (for a short play) were promoted from the students of classes IX and X. In the last halve of the week the Students’ Trainers conducted sessions with the students of classes VI, VII and VIII in 20 groups (each group remains 16 -18 students). It is noted that, the number of students of the school is 499 – in classes 9-10 there are 142 students (attendance - 139), and in classes 6-8 there are 357 students (attendance - 320).

Students showed their performance in all aspects. These rural students used the week speaking in English always. Even they showed their creativity making flip-boards with bamboo. The Students’ Trainers used these flip-boardsf or conducting sessions with their fellow learners of classes VI to VIII.They made 20 flip-boards for the very 20 groups.

On the last day of the week, the performers staged a short play – ‘‘Ekush O Ekattar’’ written in English by Musadderul Hoque based on the history of Language Movement and Liberation War of Bangladesh. After two days of rehearsal they staged this difficult short play efficiently in front of the audience, who were mostly the students of classes 6-8. After the show the Students’ Trainers analyzed the history in English with their respective groups. The history was adopted from ‘Banglapedia’ by Asiatic Society of Bangladesh, ‘Bangladesher Muktijuddher Itihash’ by Dr. Mohammed Hannan, www.omorekush.com and http://en.wikipedia.org/wiki/Bangladesh_liberation_war . The choruses were translated from Jagoroner Gaan.

It is noted that without the cooperation of the Chair, the Headmaster and the teachers of that school the week would not have been launched. If all the SMC chairs of Bangladesh could be like Mr. Abul Kalam Azad, all the Headmasters could be like Mr. Hemayet Hosen, all the English teachers could be like Md. Hemayet Hossain and Mr. Tarun Kumar; we would get a different country. We, the seven Teachers’ Trainers from brac – PACE, were amazed watching the cooperative, collaborative and learning friendly environment of the school.

The students are enthusiastic enough. Their English teacher Md. Hemayet and Mr. Tarun Kumar made them the follower of Learning Toolkits (4R & 3I) – Readiness, Reflective, Resourceful and Resilient; Imaginative, Intuition, and Intelligence. They are always ready to do anything for their learning. When their English Teachers asked them to contribute to the expenditure for the week, they stepped forward willingly and managed TK. 4500 within three days and school authority managed the rest of the expenditure. When we told them that they needed black costumes for the short play, they made and collected these outlets within two days. At the end of the week, when we asked the Students’ Trainers how they may continue their learning of English, they spontaneously replied to arrange a review day in a month.

If this week could be celebrated by the entire primary, junior and secondary schools of Bangladesh, mass learners’ involvement and development could be promoted. I would like to encourage all the educational institutes to allocate working week for this ‘English Week’ to enhance learners’ skills in English language. Materials (Handout and Trainers’ Note) are prepared by English Team of brac – PACE. The concerned of education institutes may adapt the materials from brac-PACE or may create their own to meet the demand of their learners.

Musadderul Hoque

Teachers’ Trainer, English Team, brac – PACE

Cell phone: 01741-206199

email: musadderul@yahoo.com

Website: http://musadderul.weebly.com