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Follow-up Review of Primary Teachers’ Training Program in
Bangladesh
Final Report
Submitted by
Professor Dr Md. Abul Ehsan
Team Leader & Director
Institute of Education & Research,
University of Dhaka
Submitted to
Mr. Derek Elias
Director and Representative
UNESCO Dhaka
House: 122, Block F, Road: 1
Banani, Dhaka
With the Support of UNESCO Bangkok and the Japan Funds-in-Trust
Under the Project on
Reorienting Quality Teacher Education towards EFA and ESD
July 26, 2011
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ACRONYMS
ACR Annual Confidential Report
AUEO Assistant Upazila Education Officer
B.Ed Bachelor of Education
BHPI Bangladesh Health Professions Institute
BNFE Bureau of Non formal Education
BRAC Bangladesh Rural Advancement Committee
C-in-Ed Certificate in Education
CRP Centre for Rehabilitation of the Paralyzed
DA Daily Allowance
DAM Dhaka Ahsania Mission
DPE Directorate of Primary Education
DPEd Diploma in Primary Education
DPEO District Primary Education Officer
FGD Focus Group Discussion
HSC Higher Secondary Certificate
ICT Information Communication Technology
M.Ed Master of Education
MoPME Ministry of Primary and Mass Education
MLSS Member of the Lower Subordinate Staff
NAPE National Academy for Primary Education
NCTB National Curriculum and Textbook Board
NGO Non Governmental Organization
OHP Over Head Projector
PEDP Primary Education Development Program
Ph.D Doctor of philosophy
PTA Parents Teachers Association
PTI Primary Teacher Training Institute
SMC School Managing Committee
SSC Secondary School Certificate
TA Travel Allowance
UEO Upazila Education Officer
URC Upazila Resource Centre
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TABLE OF CONTENTS
Acronyms
Table of Contents
List of Tables
Annex
Executive Summary
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CHAPTER 1: INTRODUCTION 1-6
1.1. Background and Rationale
1.2. Objectives of the Study
1.2.1. Specific Objectives
1.3. Limitations of the Study
1.4. Structure of the Report
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CHAPTER 2 : METHODOLOGY OF THE STUDY 7-10
2.1. Introduction
2.2. Documents Survey
2.3. Opinion Survey
2.4. The Sample
2.5. Tools for Data Collection
2.6. Recruitment and Training of Field Investigator
2.7. Data Collection Procedure
2.8. Data Processing and Analysis
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CHAPTER 3: FINDINGS AND DISCUSSION: FACTS, IDEAS AND OPINIONS 11-34
3.1. Introduction
3.2. Educational Background of Respondents
3.3. Job Experiences
3.4. Administrative and Academic Works
3.5. Likes and Dislikes of Superintendents, Instructors, and Supervisors
3.6. Curriculum and Textbooks/Instructional Materials
3.6.1. Conceptual and Factual Errors in C-in-Ed Textbooks
3.6.2. Gender Discrimination in Textbooks
3.6.3. Addition and Deletion of Topics
3.6.4. Up-to-datedness of C-in-Ed Textbooks
3.6.5 Strengths and Weaknesses of Curriculum and Textbooks
3.6.6 Effectiveness of C-in-Ed Program
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3.6.7 Suitability of Textbooks on Foundation Course
3.6.8 Inconsistence in the Existing C-in-Ed Textbooks
3.7. Teaching-learning Activities/Pedagogy
3.7.1. Class Size of PTIs and Schools
3.7.2. Vacant Post of Instructors
3.7.3 Teaching Load of Instructors and School Teachers per Week
3.7.4 Teaching-Learning Process in the Classroom
3.7.5 Teaching Aids
3.7.6 Co-curricular Activities
3.7.7 Supervision and Monitoring
3.8. Opportunities, Problems and Challenges
3.8.1. Facilities/Opportunities Available in the PTIs
3.8.2. Facilities/Opportunities Available in the schools
3.8.3. Needs Expressed Regarding Facilities/Opportunities
3.8.4. Facilities/Opportunities Expected for Creating a Good Learning
Environment
3.8.5. Trainees’ Training Expectation and Fulfillment of Expectations
3.8.6. Specific Problems Faced by the Superintendents, Instructors,
teachers and Supervisors
3.8.7. Job Satisfaction
3.8.8 Awareness on DPEd Training:
3.9 Inclusive Education and Gender equality
3.9.1. Fulfillment of the Needs of Different Ethnic Group, Special
Needs Children and Slow Learners
3.9.2. Trainee Teachers with Special Needs
3.10. Overall Strengths and Weaknesses of C-in-Ed Training Program
3.10.1. Instructors and Teachers’ Opinion
3.10.2 Supervisors’ opinion
3.11. Suggestions for Improvement of Training
3.11.1. Suggestion for Improving Teaching Learning Environment
3.11.2. Suggestion for Professional Development
3.11.3. Effectiveness of C-In-Ed program for preparing good primary
teachers
3.12. Case Study on Good Practices of Primary Teacher Training
3.12.1. Good Practices (formal education)
3.12.2. Good Practices (non-formal education)
3.13 Focus Group Discussion with SMC
3.14 C-in-Ed for Special Education
3.15 In-depth Review of Education Policy (2010)
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3.15.1 Pre-primary and primary Education
3.15.2 Teachers Training
3.15.3 Special Education and Physically Challenged Students
3.15. 4 Women’s Education
3.15.5 Status, Rights and Responsibilities of Teachers
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CHAPTER 4: CONCLUSION AND RECOMMENDATIONS
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4.1 Summary of Main Findings
4.2 Recommendations
4.3 References
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LIST OF TABLES
Table 1.1: Curriculum structure of C-in-Ed program
Table 2.1: The sample size
Table 3.1: Qualifications of Superintendents, Instructors and Trainee Teachers
Table 3.2: Activities other than Classroom Teaching
Table 3.3: Difficulty Level and Suitability of Textbooks
Table 3.4: Opinion of Instructors and Trainees on Teaching-Learning
Table 3.5: Use of Teaching Aids in the Classroom
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ANNEX
1. Interview questionnaire for PTI Superintendents
2. Interview questionnaire for PTI Instructors
3. Interview questionnaire for trainee teachers
4. Interview questionnaire for primary school teachers/head teachers
5. Interview questionnaire for DPEO/UEO/AUEO
6. FGD guidelines for SMC members
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Executive Summary
Introduction:
The present study is a follow up review of primary teachers’ training system in Bangladesh
to further analyze the need, capacity and implementation gaps identified in the study on
Teachers’ Training System carried out in 2009. More importantly, the review study aimed to
survey the current status of primary teachers’ training program and identify national good
practices that could potentially bridge or overcome some of the previously identified
capacity gaps. A research team of IER, University of Dhaka has conducted the study.
Objectives of the study
a. Review of National Education Policy (2009) with focus on teachers’ development
in the formal and non-formal primary education in Bangladesh.
b. Review and situation analysis of primary teachers training system. The focus
should be on:
Training needs
Curriculum and text book
Training materials
Training pedagogy and methodology used in the training system and
problems to follow the curricula as well as to meet the diverse needs of
the teachers
c. Examine the coordination within DPE’s teacher training program for primary
teachers and with other providers of such training including NFE.
Specific Objectives
1. Identify teachers’ qualification and capacity gaps and constraints in the context
of knowledge, attitude, behavior, lack of teaching skills.
2. Indentify gaps between policy and practice at the institutional level.
3. Determine the inclusiveness and pedagogical approach in the existing
curriculum in terms of diversity of learners, gender equity, human rights and
language differences.
4. Identify gaps between the philosophy of inclusion and lack of participation.
5. Identify attitudes of the trained and non-trained teachers towards the current
training system.
6. Identify good practices of the primary teacher training program prevailing in the
country.
7. Recommendations on the following areas:
a. improving teaching learning activities, curriculum and textbooks
b. ensuring effectiveness of practice teaching during the training of teachers
c. strengthening monitoring, supervision and mentoring
d. coordination of DPE’s teacher training program with other providers
e. inclusive education and gender equality and multilingual education to
meet the diversity of learners to attain EFA
f. strengthening teacher training and training of trainers
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Methodology:
For conducting the study both document review and opinion survey were mainly adopted as
the methods of research. The sample survey covered 14 PTIs and 14 primary schools from
14 districts of Bangladesh. Data collected from seven categories of respondents such as
PTI superintendents, Instructors, trainee teachers, school teachers and key personnel from
DPE, NCTB, NAPE, and DPEO/UEO/AUEO and two NGOs. The total number of
respondents was 140. The study used 5 sets of interview questionnaire and one FGD
guidelines. To identify good practices two case studies were conducted.
Summary of Main Findings:
Educational Background and Experiences
Data indicates that most of the superintendents (78.5%), instructors (75%), DPEOs
(92.3%), UEOs (83.3%) and AUEOs (91.6%) interviewed have good academic and
professional background with master’s degree in basic subjects.
All Superintendents, Instructors, DPEOs, UEOs and AUEOs interviewed have sufficient
job experiences, but only a few of them have teaching experiences in the primary
schools.
The number of instructors’ posts remaining vacant ranges from 2 to 5 except Gazipur
PTI where there is no vacant post. However, vacant posts are being filled up by the
experimental school teachers who are not very skilled in teacher training.
Administrative and Academic Works
.The superintendent’s role is dominated by regular administrative duties such as
preparing staff salary, pension, TA/DA, ACR etc. as well as communicating to higher
authorities. Yet their training does not necessarily prepare them well for these types of
work.
Majority instructors are engaged in various academic activities. However, some
instructors also mentioned that they have to do official work in addition to teaching.
In addition to class teaching the school teachers usually do survey work, preparation of
voter list, participation in vaccination activities, office works, SMC/PTA meeting, home
visit, study tour etc.
Likes and dislikes
In general, the superintendents and instructors prefer dealing with professional activities
such as classroom teaching and observation, supervision of teaching practice,
discussion with student problems, supervising co-curricular activities and arranging
short training courses.
The instructors usually dislikes hostel management, election duty, conducting social
work, full time staying in PTI and evaluating answer scripts. On the other hand, school
teachers specifically dislike voter list preparation, crowded classrooms, discrimination in
selection for training, less opportunity for promotion and official works.
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Opportunities, Problems and Challenges
The superintendents and instructors expected a good learning environment and
teacher-student ratio of 1:35, and one shift training. On the other hand, school teachers’
expectations were enhancement of pay scale, less teaching load, and more training for
doing their duties effectively.
Before entering into the PTI, the trainees had some expectations such as acquiring
practical knowledge and skills on pedagogy, ICT, developing professional skills and
child development and learning. Some expectations were fulfilled but they could not fully
acquire knowledge on ICT, child development and learning.
DPEO/UEO/AUEO also expected primary education cadre service, higher scale,
promotion and overseas training, residential facilities, reward for good work, devolving of
power etc.
The problems encountered in managing the PTI include shortage of skilled and
experienced instructors, multimedia projector, dealing with problems of overcrowded
classrooms, double shift training, practice teaching supervision without transport, co-
ordination among different management officials etc.
Curriculum and Textbooks
Most of the superintendents, instructors and trainee teachers felt that the existing C-in-
Ed curriculum and textbooks had many weaknesses, particularly in terms of its over-
theoretical nature and its lack of consonance with the primary school curriculum.
Both superintendents and instructors also felt that there is no gender discrimination in
the C-in-Ed textbooks. However, existing C-in-Ed curriculum does not fulfill the needs of
ethnic minorities, children with special needs and slow learners.
On the question of applying acquired knowledge and skills from the C-in-Ed training in
the classroom, the entire school teachers sample stated positively. However, classroom
observation shows that the teachers do not apply the participatory teaching methods.
The majority respondents felt that existing C-in-Ed foundation courses are more or less
suitable. According to them the “Evaluation of learning and personality development”
course is comparatively difficult from other courses.
All the PTI superintendents and great majority of the instructors know about the DPEd
training program which is going to be implemented soon. But only a few of them were
able to indicate the major focus of DPEd program.
Teaching-learning Activities
On an average the class size of the PTIs is more than 60 trainees per class. Teaching
loads within the present two-shift system are too heavy in the opinion of most
instructors.
A majority of instructors (75%) stated that they teach in the classroom using lecture and
question-answer method and this was confirmed by 96.4% trainee teachers.
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According to opinion of majority school teachers (64.3%), they usually use lecture,
group work and question answer as the methods of teaching.
Chalkboard is still the prime teaching aid used in the classroom but a few teachers’ uses
real objects (Flower, leaf, soil etc.) in the classroom.
All categories of respondents informed that during C-in-Ed training various co-curricular
activities were held and they had actively participated in these works.
Supervision and Monitoring
DPEOs and UEOs usually visit 3-5 schools whereas AUEOs visit 9-10 schools in a
month. This means that on an average an AUEO can visit a school 5 to 6 times in a
year. During school visit they mainly observe school environment, attendance of
teachers and students, verification of register and records etc.
Inclusive Education, Gender Equality and Multilingual Education
In the sample 14 PTIs only 6 physically disabled persons are attending in the C-in-Ed
training course. For them, the PTIs take some special measures like, special seating
arrangement, allowing one attendant with them in the classroom, behaving
sympathetically and allotting special hostel room in the ground floor and considering
special seat during examination. In every experimental school, there is provision of an
entrance ramp for the disabled learner.
The school teachers stated that they would give equal attention to all the learners
irrespective of gender, disability and slow learners. They have also started inclusive
approaches in their teaching-learning activities but intensive training is still required to
make pedagogy all inclusive.
The national education policy (2010) does not give emphasis on the concept of
inclusiveness and inclusive education. However, the policy has proposed specific
guidelines for physically challenged students, children with special needs, children of
ethnic groups and gender equality.
The education policy has proposed that mother tongue must be the medium of
instruction but, since Bangladesh has a diverse culture and people with different mother
tongues, there should have multilingual medium of instructions for them.
Good Practices of Primary Teacher Training Program (Formal Education)
Teaching-learning activities: The instructors usually conduct their classes in a
friendly and joyful environment. They also try to maintain inclusiveness during
interactions with the trainees.
Good library and ICT facilities: Each library of PTI has sufficient reference books
and textbooks. The PTIs have computer laboratory facilities of 20 computers
connected with internet in two computers. There is also a multimedia projector for
power point presentation.
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Planned management: Every PTI follows an annual action plan to conduct their
day-to-day academic and administrative activities.
Co-curricular activities: The co-curricular activities of the PTIs are very
remarkable. The trainee teachers regularly participate various cultural activities
including debate, drama, games and sports etc.
Social work: The trainee teachers along with instructors participate twice in a week
for cleaning the campus. They also take part in gardening and agricultural activities
in groups.
Gender equity and inclusiveness: The instructors and trainees are aware about
inclusive education and follow the principles of gender equity and inclusiveness in
their classrooms.
Good Practices of Primary Teacher Training Program (Non-formal Education)
Basic Training: After recruitment the teachers undergo initial training course for twelve days. The training consists primarily of pedagogical knowledge, subject knowledge and practice. Teachers are encouraged to view themselves as facilitators in the classroom, practice child friendly active learning, and give importance of children attendance.
Teacher Refreshers: A batch consisting of 10-20 women teachers teaching at the same level and in the same areas meet for a full day every month with the field staff to review the curriculum for the next month.
Resource Teachers, Batch Trainer and Master Trainers: The resource teacher is responsible for supervising the classrooms of her fellow teachers. A batch trainer is responsible for instructing her fellow teachers in a particular subject. The Master Trainer provides support to teachers and encourages flexibility in terms of trying out new teaching techniques and ideas.
Multi-grade Teaching Learning Approach: Dhaka Ahsania Mission’s UNIQUE project on multi-grade teaching approach is specially a good practice of non-formal education. The system brings out of school and disadvantaged children to the mainstream and helps accelerate the 'Education for All' program. The curriculum and training materials are flexible. The attractive feature of multi-grade system is its close participation, consideration of multicultural and multilingual issues.
Supportive Supervision, Monitoring and Evaluation: One supervisor usually monitors 20-25 primary schools and 10-15 pre-primary schools selected at random. There is provision of regular assessment (formative and summative). Monitors observe all classes and subjects on a given day in order to assess teacher-student interactions and the delivery of lessons. They then share their views with teachers and take corrective measures.
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Recommendations
A. Improving Teaching Learning Activities, Curriculum and Textbooks
1. PTI classrooms are overcrowded with heavy teaching load of instructors and less
contact hour hampering quality teaching. Therefore, it is necessary to abolish
double-shift system and create more posts of instructors and thus maintaining a
teacher-student ratio of 1: 35 for achieving quality education.
2. To improve learning environment every classroom of PTI should be fitted with one
computer and multimedia projector.
3. It is necessary to ensure regular practical works in the computer laboratory under
the supervision of a skilled instructor or computer operator.
4. It is an urgent need to implement the new DPEd curriculum framework, already
approved by the government, as early as possible.
5. Teacher’s salary structure and promotion opportunities should also be improved by
implementing the primary education career ladder recommended in various reports.
B. Strengthening Monitoring, Supervision and Mentoring
6. The monitoring and supervision systems should be strengthened including mentoring
and coaching as a system of effective training.
7. Vacant posts of AUEOs should be filled up creating more posts of academic
supervisor. Intensive training should also be arranged for these officers.
8. The recruitment rules of DPEOs, UEOs and AUEOs should be changed so that
persons having good academic and professional degree could be selected for these
posts.
9. Suitable transport to the AUEOs should be provided and they could be relieved of
other administrative duties. Transport allowances or fuel cost should also be
increased.
C. Inclusive Education, Gender Equality and Multilingual Education
10. Measure should be taken to supply wheel chair, hearing machine, Braille system etc.
free of cost for the disabled.
11. It is necessary to incorporate inclusive education in the DPEd curriculum which is
going to be implemented by 2013.
12. All gender biased concepts, texts and messages prevailing in the school curriculum
and training modules should be identified and replaced with gender and inclusive
sensitive messages and information.
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13. Special in-service short training for teachers should be provided regularly based on
specific inclusive education contents and concepts.
14. Multilingual textbooks should be developed for the ethnic minority teachers and
learners to help them for better communication.
D. Strengthening Teacher Training and Training of Trainers
15. The present sub-cluster and subject-based training should be continued making them more need based/demand based.
16. All primary teachers should participate in school level weekly meetings to deal with problems of pedagogical content knowledge (PCK).
17. Provision of regular academic supervision, mentoring, monitoring and follow up in training system should be introduced by head teachers and AUEOs.
18. It is recommended that coordination among the DPE, NAPE, NCTB and PTIs, should
be strengthened.
19. Good practices of teaching-learning strategies followed inside and outside the countries can be taken into consideration during training of teachers.
20. Newly recruited teachers without any professional degree should complete an
induction training course before starting the school year.
CHAPTER I
INTRODUCTION
1.1 . Background and Rationale
Bangladesh with a population of more than 150 million and despite being a poor country
has recognized education as a basic human right. The constitutional provision clearly states
that the state will eradicate illiteracy and establish uniform, mass-oriented universal system
of education which would relate education to the needs of the society. Another constitutional
directive obliges Govt. to provide equal opportunities to its entire citizen as it says that the
state shall not discriminate against any citizen on the grounds of religion, race, caste, sex or
region. To provide equitable access opportunities to all children primary education was
made universal, compulsory and free. Being a signatory to International Declarations on
Child’s Rights (CRCs), CEDAW and Education For All (EFA), Dakar Framework For Action
(2000), Bangladesh embraces all the six goals of EFA in making primary education
accessible to all achieving gender-parity, improving quality and encouraging early childhood
care and education (ECCE). Especially, the Government has adopted various policies and
operational frameworks on ECCE, inclusive education, children with diverse backgrounds
and abilities, equivalency framework between formal and non-formal education.
The present education system in Bangladesh comprises the three major stages, viz.,
primary, secondary and higher education, divided into formal and non-formal streams. The
primary education sector is the largest national enterprise with more than 16 million
students attending 81,508 educational institutions (comprising ten types of schools) served
by more than 361 thousand teachers (figures for 2009). The vast majority of schools is
government primary schools (GPS) or registered non-government primary schools
(RNGPS); about 75 percent of the schools are under MoPME and around 83 percent of
enrolled children are in those schools. Similarly, more than 74 percent of primary teachers
work in MoPME schools.
In recent years, the primary education sector has made commendable progress in
increasing gross enrolment from 97.5 percent in 2001 to 99% in 2010. This success in
quantitative expansion is attributed to various government programs under PEDP-I and
PEDP-II. Gender parity or equity in access was achieved in 2005 in both primary and
secondary education and has been maintained steadily. As regards the quality in primary
education various survey findings provide a discouraging scenario. The quality in primary
education has been deteriorating. The government and the donor agencies are now
concerned and taking steps to revert the trend. With this background the PEDP3 is going to
be implemented from July 2011 that emphasizes the whole primary education sector plus
gradual inclusion of one preprimary year. PEDP3‘s overall objective is: “quality education for
all our children.” This goal will be approached through these specific objectives: to establish
“an efficient, inclusive and equitable primary education system delivering effective and
relevant child-friendly learning to all Bangladesh’s children from pre-primary through Grade
V primary.”
According to the National education policy (2010), ‘primary stage forms the foundation of
subsequent levels of education, so delivery of quality primary education is a must.’ The
Policy has proposed to improve quality of primary education by-
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Extending duration of primary education from 5 years (class V) to 8 years (class
VIII);
Revising primary curricula to make them relevant to learners needs;
Revising existing C-in-Ed program which will be one year and half instead of one;
Maintaining a teacher-student ratio of 1:30 in the primary classes;
Delivering education to the students of disadvantage community and small ethnic
groups and the disabled learners by responding to their special needs.
In establishing quality primary education, teaching and learning should be at the center of
all activities in schools. Teachers are known to be the architects of implementing quality
education. Efficient and skilled teachers can develop excellent teaching programs and
implement them in schools. Training is the vital way of building teacher’s skill and efficiency
to enable them to make their classroom teaching effective and attractive to the children. So,
teacher education is extremely necessary to mould and build teachers’ efficiency and skill.
In this regard, Primary Training Institutes (PTIs) play a vital role in preparing efficient
teachers. Hence, PTIs should be equipped with Instructors having good educational
background and professional skills, appropriate curriculum and other teaching materials,
proper and necessary facilities both physical and environmental and within an effective
management structure.
Unfortunately our present primary teacher education program is not able to produce such
qualified teachers. The New Education Policy of 2009 has similar observations as that “The
existing teachers training system of our country is very traditional, insufficient, certificate-
based, loaded with theoretical knowledge, incomplete in practical learning, based on rote
learning and conventional testing system”.
After the independence of Bangladesh, a National Curriculum Development Committee was
formed in 1975. The committee developed a new C-in-Ed curriculum for PTIs in 1978. The
National Academy for Primary Education (NAPE), established in 1978, has been
shouldering the responsibility of planning and implementing the C-in-Ed course. Textbooks,
both content based and professional subjects in the form of modules, were published and
have been used in C-in-Ed courses since 1985. Actually, this was the first introduction of
written books for the trainees. The C-in-Ed course was designed to meet the needs of both
pre-service and in-service training of teachers. Before 1987 many external trainees (who
were not in the teaching profession) were admitted into the PTIs. The external trainees after
completing the course wanted to have jobs as teachers in the primary schools but due to
lack of provision in the recruitment rules and competition in the selection process, the C-in-
Ed graduates were not successful all the time. Afterwards, the C-in-Ed program was
completely devoted to the in-service training of primary school teachers. In 1992, a
competency based primary curriculum was introduced in the country. So, C-in-Ed
curriculum had to be modified in order to cope with the new primary curriculum. However,
the modified curriculum and textbooks for C-in-Ed were implemented in 1994 on an
experimental basis with the expectation that it would be finalized and updated afterwards.
The structure of this curriculum being still in use is furnished in Table 1.1:
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Table 1.1: Curriculum structure of C-in-Ed program
Curriculum Areas
Subjects Allocation of Marks
Theory Practical Total
Module-1 (principles and concepts of primary education)
1 Introduction to primary education:
50 - 50
2.Importance of primary education and primary education system of different countries
50 - 50
3.Primary education of Bangladesh: principles, strategies and management
50 - 50
4. Child psychology 40 10 50
5. Learning methods 50 - 50
6. Evaluation of learning and personality development
50 - 50
Module-2 (Teaching learning strategies in primary education)
1. Bangla 2. English 3. Mathematics 4.Environmental studies (science) 5.Environmental studies (social science) 6.Religion (Islam/Hinduism/Christanity/Budhism) 7. Physical education 8. Art and craft 9. Music
80
80
80
80
80
50
20 - -
20
20
20
20
20 - -
15 15
100
100
100
100
100
50
20
15 15
Module-3 (Practice Teaching)
Practice Teaching
- 200 200
Module-4 Co-curricular activities
Related items - 100 100
Total 760 440 1200
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This curriculum is still in use in the PTIs. But, due to some inadequacy and lack of content
based pedagogy it was finally revised again by a team of expert from both national and
international under sponsorship of UNICEF in 2010. Existing C-in-Ed has been renamed as
DPEd with the increase of the duration from 12 months to 18 months. The structure of the
program is given below (Eyres et al., 2010):
Six Subject Knowledge
(SK) courses
Five Pedagogical
Knowledge (PK) courses
One professional
course
Bangla
Mathematics
EVS :Science
EVS: Social Studies
English
Expressive Arts
Teaching Bangla
Teaching Mathematics
Teaching EVS: Science
Teaching EVS: Social
Studies
Teaching English
Professional Studies
Teaching placement A
Teaching Placement B
The curriculum of the Diploma in Primary Education (DPEd) Program comprises twelve PTI-based courses and two school placement courses: 1) Teaching placement A and 2) Teaching Placement B. Time allocations for the two course types (26 weeks) reflect the equal status afforded to class-based learning and practical school-based learning.
A Study on Review of Teachers’ Training System (Motin et al., 2009) reveals that even
national primary curriculum reports and modified textbooks are not made available
sufficiently to the instructors and trainees in the PTIs which cause an adverse impact in the
training process as a whole. Currently, there are 56 (54 Govt. and 2 Non-Govt.) Primary
Training Institutes (PTI) located in 64 districts of Bangladesh. There are no PTIs in 12
districts whereas 4 districts have 2 PTIs each. In-service training or continuous professional
development (CPD) is mainly done through sub-cluster and subject-based training. In this
CPD training there is lack of inclusiveness in education, gender issue, human rights, and
rights to mother tongue as the medium of instruction for ethnic minorities which promote
UNESCO to fund the present study on primary teachers’ training system in Bangladesh.
The UNESCO Asia and Pacific Region Bureau for Education in Bangkok implemented a
regional project from October 2007 to June 2009 on “Strengthening Teacher Training to
Achieve EFA” in cooperation with the Japanese Funds-in-Trust. The project aimed to
improve the quality of teachers in the Asia-Pacific region by promoting reforms in national
pre-service and in service teacher education program. This was done through the
introduction of a holistic and rights-based perspective in regard to teacher education
policies, institutional aims and strategies, curricula, materials and methodologies. The
project had a broader goal: to support the growth of a framework of rights-based, inclusive
education and gender-responsive education in the region. Bangladesh also conducted the
study on teacher training program.
The present study is a follow up review of primary teachers’ training system in Bangladesh
to further analyze the need, capacity and implementation gaps identified in the study on
Teachers’ Training System carried out in 2009. More importantly, the review study aimed to
identify national good practices that could potentially bridge or overcome some of the
previously identified capacity gaps. This will lead to further discussion around rights-based
education issues in teacher education program in Bangladesh. So the follow up study has
been a continuation of the study conducted in 2009.
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1.2. Objectives of the study
a. Review of National Education Policy (2010) with focus on teachers’ development
in the formal and non-formal primary education in Bangladesh.
b. Review and situation analysis of primary teachers training system. The focus
should be on:
Training needs
Curriculum and text book
Training materials
Training pedagogy and methodology used in the training system and
problems to follow the curricula as well as to meet the diverse needs of
the teachers
c. Examine the coordination within DPE’s teacher training program for primary
teachers and with other providers of such training including NFE.
1.2.1 Specific Objectives
1. Identify teachers’ qualification and capacity gaps and constraints in the context
of knowledge, attitude, behavior, lack of teaching skills.
2. Indentify gaps between policy and practice at the institutional level.
3. Determine the inclusiveness and pedagogical approach in the existing
curriculum in terms of diversity of learners, gender equity, human rights and
language differences.
4. Identify gaps between the philosophy of inclusion and lack of participation.
5. Identify attitudes of the trained and non-trained teachers towards the current
training system.
6. Identify good practices of the primary teacher training program prevailing in the
country.
7. Recommendations on the following areas:
a. improving teaching learning activities, curriculum and textbooks
b. ensuring effectiveness of practice teaching during the training of teachers
c. strengthening monitoring, supervision and mentoring
d. coordination of DPE’s teacher training program with other providers
e. inclusive education and gender equality and multilingual education to
meet the diversity of learners to attain EFA
f. strengthening teacher training and training of trainers
1.3 Limitations of the Study:
This study was limited to only 14 PTIs of the country selected from 14 districts covering all
the administrative divisions. The sample was mainly purposive in nature and the data were
analyzed both quantitatively and qualitatively. So, the findings of the study do not fully
represent the opinions of all the PTIs in Bangladesh as strict sense of the term. In some
PTIs the superintendent was not available and in that case the opinion was collected from
assistance superintendents or senior instructors who were in charge of the superintendent.
6
1.4 Structure of the Report:
It was decided to present the study report briefly within four chapters. The first chapter is the
introduction to the study dealing mainly with context, background, rationale and objectives
of the study. The second chapter describes detail research methodology containing nature
of the study along with literature review, sampling procedure, tools for data collection and
data processing and analysis. The title of chapter three is findings and discussion: Facts,
ideas and opinions. In this chapter analysis and interpretation of collected data were done
on 12 major areas. Case study on good practices of trainings and FGD discussion were
also included here. A summary of proposal given in National Education Policy (2009) on
pre-primary and primary education, training of teachers, inclusive education and gender
equality, human rights etc. was also included in this chapter. Then findings/results were
synthesized. Chapter four is conclusion and recommendations where focus was given on
major findings and recommendations of the study. In addition to above executive summary,
list of tables, references and annex were also included in the report.
7
CHAPTER 2
METHODOLOGY OF THE STUDY
2.1 Introduction
An outline of the methodological framework of the study is described in this chapter. It was
intended that the methodology would be so developed that the objectives were fully
achieved. The study will use both qualitative and quantitative approaches from secondary
and primary sources. The secondary data were collected through document survey while
the primary data were collected through sample survey from the opinion of different
categories of respondents. The study methodology consisted of the following activities:
Document survey
Opinion survey
Field observation
Case study
2.2 Documents Survey
At the outset of the study, relevant literature/documents and research studies were
thoroughly reviewed to familiarize researchers with the existing primary teacher training
systems and to have a clear understanding of the various issues relevant to the study. This
review also helped in designing the sample size, developing the questionnaires and the final
processing of the data. The following steps were undertaken in the review process:
Locating relevant literature/documents and research reports.
Collecting documents
Studying and analyzing the documents carefully
Synthesizing the relevant information.
The study team found the following documents relevant and gained insights for developing
methodology appropriate for the study.
Study on Teachers’ Training System of Primary and Secondary
Education in Bangladesh ( Motin et.al, 2009)
Situational analysis of current C-in-Ed program of PTIs in Bangladesh
(Ehsan et.al, 2004)
National Education Policy, 2010
Existing primary teacher training curriculum and textbooks (C-in- Ed)
PEDP3 draft final report( Fredi et al., 2011)
Framework for a Diploma in Primary Education (DPEd) (Eyres et al.,
2010)
National plan and strategy for primary teacher education and
development (Kraft et al., 2010)
Final report on comprehensive review of primary teacher education and
continuing professional development: A framework for reform (Kraft et al.,
2009)
8
2.3 Opinion Survey
The opinion survey covered the selected 14 PTIs from seven administrative divisions of
Bangladesh. It was decided to survey the opinion of PTI superintendents, instructors and
trainee teachers who have been actively participating in the implementation of the C-in-Ed
program. The survey also included primary school teachers/head teachers, supervisors
(DPEO, UEO, AUEO), SMC members and relevant NGO officials. This was felt necessary
for eliminating the subjective biases of the researchers that might enter into the
documentary study. The data were generated through direct field observations and in-depth
interview using structured questionnaires and FGD guidelines. The opinion survey also
supplemented the information already gathered from the documents and further provided
respondent’s points of view regarding strengths/good practices and weaknesses of the
existing program. Some important suggestions for improving the program were also elicited
through this survey.
2.4 The Sample
The purposive sampling was used in selecting PTIs nation-wide from all seven divisions
taking into consideration of cultural, geographical and socio-economic variations. The
following sample size was eventually selected. Table 2.1 shows the sample size by
divisions, districts, upazilla and schools.
Table 2.1: The sample size
Division, District and Upazila wise Distribution of Sample Schools and Category of
Respondents
Division District Upazila Schools Teachers/HT Trainee
Teacher
PTI
Instructors
PTI Super DPEO/U
EO/AUE
O
Barisal
Barisal
Babuganj 1
2
2
2
1 3
Bhola Borhanuddin 1 2
2
2
1 3
Chittagong
Feni
Sadar 1 2
2
2
1 3
Rangamati
Kaukhali 1
2
2
2
1 3
Dhaka
Gazipur Sadar 1
2
2
2
1 3
Mymensingh
Trisal
1
2
2
2
1 3
Khulna
Kushtia
Khoksha 1
2
2
2
1 3
Jhinaidah
Sadar
1
2
2
2
1 3
Rajshahi
Rajshahi Godagari 1 2 2 2 1 3
Shirajganj
Raiganj
1
2
2
2
1 3
Sylhet
Moulvibazar
Rajnagar
1
2
2
2
1 3
Sylhet Bishwanath 1 2
2
2
1 3
Rangpur
Gaibandha
Palashbari
1
2
2
2
1 3
Dinajpur Birganj 1 2
2
2
1 3
Total
14 14 14 28 28 28 14 42
9
Moreover, opinion of the following categories of respondents was also recorded:
SMC members/Chairman 14
DPE Officials (Training Division) 03
DPEOs 14
Relevant BNFE officials 03
Relevant NGO officials 06
(From BRAC, DAM and CRP)
NAPE 02
NCTB 02
2.5 Tools for Data Collection
The study used the following tools for collecting opinions from the respondents:
Interview questionnaire for PTI Superintendents
Interview questionnaire for PTI Instructors
Interview questionnaire for trainee teachers
Interview questionnaire for primary school teachers/head teachers
Interview questionnaire for DPEOs/UEOs/AUEOs
FGD guidelines for SMC members
Case study
The object of the interview questionnaire was to explore opinion of the respondents on the
primary teacher training programs. The justification for this was that the most useful
feedback could only come from the personnel working at the grassroots level. When they
eventually used the C-in-Ed program for their day-to-day teaching learning, they were in an
enviable position to assess its good points and weak points and could provide feedback to
the researchers.
The objective of the FGD guidelines was to explore the opinion of SMC members towards
learning environments of the school and suggestion for improvement. The case studies
were conducted on formal and non-formal primary teachers training programs with a view to
identifying the good practices of the training programs prevailing in Bangladesh.
2.6 Recruitment and Training of Field Investigator
A group of competent investigator/data collectors having a minimum qualification of
Bachelor degree preferably education and with previous work experience were recruited.
Female candidate was given preference. The field investigator underwent one day
orientation training conducted by the study team.
2.7 Data Collection Procedure
At the first stage, secondary data were collected from available literature/documents and
also through discussions with relevant PTI and NAPE personnel. At the second stage,
primary data were collected from the field through the use of interview questionnaires,
FGDs and case studies. For this purpose, the field investigators visited the entire sample
PTIs, DPEOs, UEOs, AUEOs, and primary schools located in 14 districts of the country
covering 7 administrative divisions. They personally interviewed all categories of
10
respondents and recorded the data. Thus it was possible to collect opinions from all the
respondents within a short span of time. At the third stage, a series of informal discussion
with the relevant officials of DPE, NAPE, NCTB, BNFE, NGOs (BRAC, DAM and CRP)
were held.
The timeframe was fixed for data collection from April 23 to 30, 2011. For observing other
activities in PTIs, the following areas were included:
Classrooms, superintendents office rooms, libraries, students hostel areas
Experimental school and other practice teaching schools.
Computer laboratories
Co-curricular and other practical activities such as: lesson plans, assignment
papers, preparation of teaching aids etc.
Physical education activities
2.8 Data Processing and Analysis
The data obtained through interview questionnaires, FGDs, case studies, documentary
survey and discussion were processed by research team members using standard
procedures. For analysis purposes both qualitative and quantitative methods of analysis
were used. For quantitative data percentages were calculated.
11
CHAPTER 3
FINDINGS AND DISCUSSION: FACTS, IDEAS AND OPINIONS
3.1 Introduction
This chapter is devoted to the analysis and interpretation of data gathered through Interview
questionnaires, FGD guidelines and field observation checklist.
The interview questionnaire was administered to seven categories of respondents namely,
PTI superintendents, instructors, teacher trainees DPEOs, UEOs, AUEOs and primary
school teachers. A total of 140 respondents from these seven categories participated in the
opinion survey. Of them, 14 were superintendents, 28 PTI instructors, 28 trainee teachers,
28 primary school teachers and 42 from DPEOs, UEOs and AUEOs. In addition 2 FGDs
were conducted with SMC members of the sample schools.
Responses to each question were tabulated, categorized and finally analyzed both in
quantitative and qualitative terms where found suitable under the following major areas:
1. Educational Background of Respondents
2. Job Experiences
3. Administrative and Academic Works
4. Likes and Dislikes of Superintendents, Instructors, and Supervisors
5. Curriculum and Textbooks/Instructional Materials
6. Teaching-learning Activities/Pedagogy
7. Opportunities, Problems and Challenges
8. Inclusive Education and Gender equality
9. Overall Strengths and Weaknesses of C-in-Ed Training Program
10. Suggestions for Improvement of Training
11. Case Study on Good Practices of Primary Teacher Training
12. Focus Group Discussion (FGD) of SMC
3.2 Educational Background of Respondents
The Academic and professional qualifications of PTI Superintendents, Instructors and
Trainee Teachers are shown in table 3.1
12
Table 3.1: Qualifications of Superintendents, Instructors and Trainee Teachers
Degree Superintendents
(N=14)
Instructors
(N=28)
Trainee Teachers
(N=28)
n % n % n %
Academic
SSC - - - - 1 3.5
HSC - - - - 8 28.5
Graduates 3 21.4 7 25 3 10.7
Masters 11 78.5 21 75 16 57.1
Professional
C-in-Ed 1 7.1 2 7.1 - -
B.Ed 10 71.4 21 75 - -
M.Ed 7 50 15 53.5 - -
Others - - 2 7.1 - -
It is seen from Table 3.1 that most of the superintendents (78.5%) and instructors (75%)
interviewed had a master’s degree in basic subjects, but the rest have bachelor degree.
Regarding situation of professional qualifications, all of them have either B.Ed or M.Ed
degree. In addition, only two instructors have C-in-Ed degree. It can be concluded that the
superintendents and the instructors of PTIs have good academic and professional
background. On the other hand, majority trainee teachers (57.1%) have master’s degree in
basic subjects, but 3 are graduates and only (28.5%) are HSC degree holders. So, newly
recruited teachers are academically in a good position.
Data indicates that majority school teachers (53.5%) have bachelor degree and 25%
possess master degree in basic subject, others have either HSC or SSC. Regarding the
professional degree, most of the teachers (96.4%) have C-in-Ed training and only 7.1%
have B.Ed. degree.
Most of the DPEOs (92.3%), UEOs (83.3%) and AUEOs (91.6%) have master’s degree in
basic subjects whereas one DPEO has PhD degree. Besides these, all the DPEOs except
one possess professional degree. Among them, 61.5% have B.Ed. and 30.8% have M.Ed.
degree. On the other hand, although majority UEOs (61.5%) and AUEOs (75%) have
professional degree, a considerable numbers do not have this degree. Out of 13 UEOs,
only 5 UEOs have C-in-Ed training.
3.3 Job Experiences
Data indicates that 50% of the superintendents have 0-5 year’s job experiences and the rest
have the experiences of 6-15 years. But among the superintendents only 2 had worked as
primary school teacher. On the other hand, the majority of the instructors (64.2%) have 16-
20 years of teaching experience as instructor. But, only 17.8% instructors worked previously
as a primary school teacher.
Majority school teachers (80.8%) have had more than 6 years of teaching experience but
others have below 5 years.
Most of the DPEOs have job experience ranging from 0-5 years. But, none of them have
any teaching experience in the primary schools.
13
Similarly, UEOs and AUEOs have some job experiences. Among the UEOs and AUEOs, a
few of them have teaching experiences in the primary schools.
3.4 Administrative and Academic Works
The superintendents, DPEO, UEO and AUEO were asked to identify their administrative
and academic works. In reply, they stated that they have to perform a number of tasks in
their day-to-day functions. These activities are given below according to priority:
Administrative work
PTI Superintendent DPEO/UEO/AUEO
Staff salary, pension, TA/DA, ACR etc. of
subordinate staffs
Regular office management including
salary, leave, transfer of teacher,
promotion, TA/DA, ACR etc.
Communication to higher authorities for
official needs
Official communication to higher
authorities
Organizing various short training
programs
Act as representative of DPE and
MOPME
Ensuring attendance of all staffs and
trainees
Ensuring attendance of all staff
Developing the annual work plan Staff Management
Staff Management Attend different administrative meetings
Monitoring development works of PTI
Supervising Hostel management
Celebration of National day’s
(Independence day, Victory day etc.)
Academic work
PTI Superintendent DPEO/UEO/AUEO
Class teaching and management School visit and classroom observation
C-in-Ed classroom observation Supervision and monitoring of national
assessment of Pupils for grade 3 to 5
Management of C-in-Ed examinations Conduct sub-cluster training
Supervising co-curricular activities Taking steps for reducing drop out
Supervision and assessment of teaching
practice
Visit URC, modal school and
experimental school1
Preparation of timetables
Work as internal and external examiner of
C-in-Ed
1 Government Primary school attached to the PTI
14
Engagement of Superintendents and Instructors in other Activities except Teaching
Table 3.2: Activities other than Classroom Teaching
Activities PTI Superintendents
(N=14)
PTI Instructors
(N=28)
n % n %
Co-curricular activities 13 92.8 28 100
School visit and report writing 5 35.7 11 29.2
Questions setting 1 7.1 5 17.8
Short training 3 21.4 17 60.7
Evaluation of answer scripts 3 21.4 19 67.8
Practical work 8 57.1 10 35.7
Supervise practice teaching 6 42.8 20 71.4
Work as hostel super 3 21.4 10 35.7
Social work 5 35.7 9 32.1
Preparing teaching aid - - 5 17.8
Making annual report - - 2 7.1
Official work - - 7 25
It is clear from Table 3.2 that majority superintendents and instructors are engaged in
various activities such as co-curricular, school visit and supervision of practice teaching,
evaluation of answer script, short training, practical work, social work etc. other than
teaching in the classroom. However some instructors also mentioned that they have to do
official work in addition to teaching.
The school teachers usually do the following specific works other than class teaching:
Survey work
Preparation of voter list
Participation in vaccination activities
Cleanliness of school ground
Annual sports
Mothers assembly/rally
Office works
Courtyard meeting
SMC/PTA meeting
Home visit
Study tour/picnic
3.5 Likes and Dislikes of Superintendents, Instructors, and Supervisors
The superintendents, instructors and supervisors (DPEO/UEO/AUEO) identified the
following likes and dislikes.
15
Likes:
Superintendents Instructors Supervisors
Class teaching Class teaching Participate in co-curricular
activities with students
Classroom observation
and monitoring
School visit and
Supervising Practice
teaching
Meetings with teachers and
SMC members
Supervising co-curricular
activities
Organizing various short
training programs
School visit and classroom
observation
Discussion with trainees
about their problems
Supervising co-curricular
activities
Organizing various short
training programs
Social work
Collegial relationship Evaluating answer
scripts
Ensuring the cleanliness
of PTI campus
Practical work
Managing examination
effectively
Using ICT in the class
Supervision of URC C-in-Ed examinations
management
Dislikes:
Superintendents Instructors Supervisors
Indifference and neglect of
duties by the instructors
Hostel management Physical punishment
for the students
Taking disciplinary measures
against teaching and office
staff
School visit Transfer of teachers
Political pressure Conducting social work Political pressure
Conflict among the staff, both
instructors and support staff
Creating disturbances by the
outsider
Evaluating answer
scripts
Bureaucratic process
Irregular attendance of staff Full time staying in PTI Doing activities out of
job description
Taking frequent leave by the
instructors and trainees
Election duty
Irregularities of official works Participating in rallies
School teachers specifically like and dislike the following works
Likes:
Regular attendance
Joyful teaching-learning
Work with students
Participation in co-curricular activities likes, sports, cultural activities etc.
16
Dislikes:
Preparation of voter list and population census
Over loaded with class
Discrimination in selection for training
Less opportunity for promotion
Official works
3.6 Curriculum and Textbooks/Instructional Materials
3.6.1 Conceptual and Factual Errors in C-in-Ed Textbooks
According to opinions of most of the superintendents, the instructors and teacher
trainees, the percentages of conceptual and factual errors in all the existing C-in-Ed
textbooks are 1 to 10%.
3.6.2 Gender Discrimination in Textbooks
All the superintendents and 83% of instructors sample felt that there is no gender
discrimination in the C-in-Ed textbooks, where as 17% instructors differ with these
opinions.
3.6.3 Addition and Deletion of Topics
According to opinions of PTI superintendents and instructors a number of topics
need to be added or deleted from the C-in-Ed curriculum
Addition of Topics Deletion of Topics
Computer literacy Repetition of topics
Modern theory of learning Reducing too much theories
Hands on activities/practical works History of education
Inclusive education, gender and eve-
teasing (Sexual bullying)
Inferential Statistics
Action research Theories of physical education
Preparation of teaching aids Merging introduction to primary
education and importance of primary
education
Bad effect of corporal punishment Educational policy, strategy and
organization
Service rules
Values, ethics, duties and
responsibilities
Personal health and hygiene
Concept of lesson planning
Child development
Language skills development
3.6.4 Up-to-datedness of C-in-Ed Textbooks
Majority superintendents, instructors and trainee teachers felt that the existing textbooks are
not up-to-date in terms of modern concepts and latest information.
17
3.6.5 Strengths and Weaknesses of Curriculum and Textbooks
Strengths
Team work
Use of ICT (Computer lab)
Co-Curricular activities
Opportunities for practical work
Theory and information based textbooks
Teaching practice
Module based lesson
Weaknesses
Lack of modern information
Out dated textbooks
Teacher-centered approaches
No topic on job rules
Lack of reference books
No follow up
Lack of intensive monitoring
Repetition of contents
Less time for practice teaching
Lack of consistency between C-in-Ed and primary textbooks
Less practical work
3.6.6 Effectiveness of C-in-Ed Program
Most of the superintendents and instructors felt that the existing C-in-Ed program is not very
effective for preparing good primary school teachers. However, majority school teachers did
not agree with this view.
On the question of applying acquired knowledge and skills from the C-in-Ed training in the
classroom, the entire school teachers sample stated positively. They mentioned that they
were able to apply the following:
Use of chalkboard
Preparation of teaching aids
Lesson plan
Model, chart and other teaching aids
Development of questions
Discussion, question-answer and group work
3.6.7 Suitability of Textbooks on Foundation Course
On the question of suitability of Textbooks on foundation course, varied responses were
found. These are shown in table- below.
18
Table 3.3: Difficulty Level and Suitability of Textbooks
Subjects Superintendents
(N=14)
Instructors
(N=28)
Trainee teachers
(N=28)
Difficult Suitable Easy Difficult Suitable Easy Difficu
lt
Suitable Easy
Principles of
educational
strategies &
organization
2
(14.2)
7
(50)
5
(35.7)
3
(10.2)
13
(46.4)
10
(35.7)
8
(28.6)
15
(53.6)
5
(17.8)
Child
psychology
3
(21.4)
9
(64.2)
2
(14.2)
10
(35.7)
10
(35.7)
5
(17.8)
4
(14.3)
23
(82.1)
6
(21.4)
Evaluation
of learning
and
personality
development
9
(64.2)
4
(28.5)
1
(7.1)
12
(42.8)
11
(39.2)
3
(10.7)
8
(28.6)
17
(60.7)
3
(10.7)
Introduction
to primary
education
- 10
(71.4)
4
(28.5)
3
(10.2)
11
(39.2)
11
(39.2)
3
(10.7)
9
(32.1)
16
(57.1)
Importance
of primary
education
3
(21.4)
7
(50)
4
(28.5)
13
(46.4)
9
(32.1)
4
(14.2)
4
(14.2)
14
(50)
10
(35.7)
Teaching-
learning
methods
1
(7.1)
10
(71.4)
3
(21.4)
7
( 25)
14
(50)
6
(21.4)
5
(17.8)
18
(64.2)
5
(17.8)
In response to questions on suitability, difficulty and easiness of textbooks varied responses
were found from three categories of respondents. The majority respondents felt that all the
C-in-Ed foundation courses are more or less suitable. According to them the “Evaluation of
learning and personality development” is comparatively difficult from other courses and the
“Introduction to primary education” was found to be easier to most of them.
3.6.8 Inconsistency in the Existing C-in-Ed Textbooks
The respondents found the following inconsistencies in the existing textbooks of C-in-Ed
training:
Lack of up-to-date ideas and information
Repetition of contents in different subject
Inconsistency between contents of school textbooks and C-in-Ed textbooks
Theory based content
Printing mistakes
Lack of planned activities
Not life oriented or real examples
Lack of modern teaching-learning methods
Absence of contents on children with special needs
Papers and covers of textbooks are not attractive
Presentations of contents are not clear and easy
19
3.7 Teaching-learning Activities/Pedagogy
3.7.1 Class Size of PTIs and Schools
On an average the class size of the PTIs is more than 60 trainees per class whereas the
class size of primary schools is more than 50.
3.7.2 Vacant Post of Instructors
Of the 14 PTIs surveyed, it was found that the number of posts remaining vacant ranges
from 2 to 5 except Gazipur PTI where there is no vacant post. The vacant posts are now
filled up by the experimental school1 teachers attached to PTIs.
3.7.3 Teaching Load of Instructors and School Teachers per Week
The instructors usually take 18 to 30 classes per week, whereas the superintendents take 1
to 3 classes per week. Both instructors and superintendents felt that an instructor should
take 12 to 24 classes per week.
The school teachers usually take 30 to 48 classes per week but they felt that a teacher
should take 18 to 24 classes per week.
3.7.4 Teaching-Learning Process in the Classroom
Table 3.4: Opinion of Instructors and Trainees on Teaching-Learning Process
Activities Instructors (N=28) Trainee teachers (N=28)
Always Sometimes Never Always Some-
times
Never
a) I teach in the
classroom using
lecture method
1
(3.6)
20
(71.4)
6
(21.4)
10
(35.7)
17
(60.7)
1
(3.6)
b) I give opportunities
for trainee’s group
discussion
9
(32.1)
19
(87.8)
- 6
(21.4)
10
(35.7)
12
(42.8)
c) I teach in the
classroom using
question-answer
techniques
24
(85.7)
4
(14.3)
- 17
(60.7)
11
(39.3)
-
d) I praise for correct
answers
27
(96.4)
1
(3.6)
- 27
(96.4)
1
(3.6)
-
e) I assess trainees to
know the progress of
lesson
19
(87.8)
9
(32.1)
- 22
(78.6)
6
(21.4)
-
f) I take feedback from
the trainees
11
(39.3)
16
(57.1)
1
(3.6)
11
(39.3)
17
(60.7)
-
g) I used teaching aids
during teaching
8
(28.6)
20
(71.4)
- 4
(14.3)
12
(42.8)
12
(42.8)
h) I give individual care
to all the trainees
during teaching
17
(60.7)
11
(39.3)
- 6
(21.6)
14
(50)
8
(28.6)
1 Government Primary school attached to the PTI
20
It is seen from the table that majority instructors (75%) teach in the classroom using lecture
method and this was confirmed by 96.4% trainee teachers. Although the instructors
acknowledged that they would arrange group discussion in the classroom, a considerable
number of trainee teachers (42.8%) did not share these view. The data also indicates that
the instructors usually used question-answer method, praise for correct answer and assess
student’s progress during teaching-learning. However, according to opinion of trainee
teachers (42.8%) instructors did not use teaching aids during teaching in the classroom.
Some trainee teachers (28.6%) also felt that the instructors could not give Individual care to
all the trainees equally.
On the other hand, the majority superintendent informed that their instructors usually use
discussion, lecture, demonstration and question-answer method during classroom
instructions in the PTIs. But, a few instructors sometimes use participatory methods like
group works, observation and experimentation.
According to opinion of majority school teachers they usually used lecture, group work and
question answer as the methods of teaching. They also stated that they also give equal
attention to all the learners irrespective of gender, disability and slow learners. Teacher’s
responses also indicate that they have started inclusive approaches in their teaching-
learning activities but intensive training still required to make pedagogy all inclusive. In
addition to that teachers indicated that they give positive feedback to the student and praise
tem for their performance. The teachers also acknowledged that they assess student
progress regularly.
On the question of using teaching aids in the classroom, almost all the teachers mentioned
about using globe/map, chart, pictures and illustration, real object, chalkboard, model etc.
Chalkboard is still the prime teaching aid use in the classroom but a few teacher uses real
object in the classroom.
3.7.5 Teaching Aids
Table 3.5: Use of Teaching Aids in the Classroom
Teaching aids Instructors (N=28) Trainee teachers (N=28)
Always Sometime
s
Very little Alway
s
Sometime
s
Very
little
Map/Globe - 20 (71.4) 8 (28.6) - 17 (60.7) 11
(39.3)
Chart/Picture/Illustra
tion
12 (42.8) 15 (53.6) 1 (3.6) 15
(53.6)
13 (46.4) -
Real object 4 (14.3) 20 (71.4) 4 (14.3) 6
(21.4)
20 (71.4) 2 (7.1)
Model 2 (7.1) 25 (89.2) 1 (3.6) 3
(10.7)
19 (67.8) 6
(21.4)
Projector/multimedia 1 (3.6) 6 (21.4) 21 (75) - 4 (14.3) 18
(64.3)
Chalk board 24 (85.7) 3 (10.7) 1 (3.6) - 7 (25) 18
(64.3)
Others 2 (7.1) 10 (35.7) 22 (78.6) 2 (7.1) - -
21
It is evident from the table 3.5 that according to opinion of majority instructors, they some
times use map/glob, chart/pictures/illustration, real objects and model during class teaching
whereas a few trainee teachers differ with this opinion. On the other hand, majority trainee
teachers informed that the instructors use multimedia occasionally during teaching-learning.
These opinions were supported by the superintendents of PTIs.
3.7.6 Co-curricular Activities
According to opinion of superintendents, instructors, trainee teachers and school teachers
during C-in-Ed training the following co-curricular activities are held (In order of priority):
Literary and cultural function
Annual sports and games
Study tour
Social works,
Tree plantation and gardening
Magazine and bulletin board
Celebration of national days
Debating, neat and cleanliness
3.7.7 Supervision and Monitoring
DPEOs and UEOs usually visit 3-5 schools whereas AUEOs visit 9-11 schools in a month.
During school visit they observed the following activities of the schools:
Physical environment of schools
Teaching learning process and use of teaching aids in the classroom
Administrative management of schools
Verification of different register and records
Attendance of teachers and students
Activities of SMC
Attention of disabled children
Co-curricular activities
3.8 Opportunities, Problems and Challenges
3.8.1 Facilities/Opportunities Available in the PTIs
The superintendents and instructors stated that they have got the following facilities for
doing their duties effectively:
Superintendents (N=14) Instructors (N=28)
Residential accommodation (100%) Co-operation of colleagues and staffs
(53.6%)
Telephone facilities (100%) Sufficient teaching aids (28.6%)
Internet or ICT facilities (71.4%) Multimedia/OHP (17.8%)
Financial help (28.6%) Co-operation of Trainees (17.8%)
Co-operation and advice of colleagues
(28.5%)
ICT lab (89.3%)
Co-operation of higher authorities
(14.2%)
Training allowance (14.3%)
Travel allowance (7.1%) Decorated classroom (7.1%)
Participation in workshop/Seminar (7.1%)
22
DPEO/UEO/AUEO informs that they are getting the following facilities other than salary for
doing their duties properly:
DPEO UEO and AUEO
Free transport with fuels Motorcycle and partial fuel cost
Computer, internet, fax, telephone TA/DA
Extra honorarium for attending
seminar/workshop
Computer, internet and telephone
Extra honorarium for attending
seminar/workshop
3.8.2 Facilities/Opportunities Available in the schools
The school teachers identified the following facilities that they get in the school but these
are not sufficient and the opportunity varies from school to school:
Necessary teaching-learning materials
Co-operation from colleagues, guardians and SMC members
Short training
3.8.3 Needs Expressed Regarding Facilities/Opportunities
The superintendents and instructors also stated that they would expect the following
facilities for doing their duties effectively:
Superintendents (N=14) Instructors (N=28)
Transport facilities (71.4%) Transport facilities for practice teaching
supervision (53.6%)
Manpower (21.4) Sufficient teaching aids (42.8%)
Photocopier (14.3%) Personal laptop/desktop (42.8)
Overseas training (14.3%) 100% honorarium for second shift
(42.8%)
Higher scale (14.3%) Quick promotion to senior scale (32.1%)
Infrastructure development (14.2%) ICT training (14.3%)
Basic training (7.1%) One shift training (10.7%)
Change of designation as principal
(7.1%)
Free internet facilities (10.7%)
Co-operation of local MP (7.1%) Two classes per day (10.7%)
Auditorium (7.1%) Travel allowance (10.7%)
Recognition of good practice (7.1%) Overseas training (10.7%)
Quick promotion to senior scale (7.1%) Subject based training (7.1%)
Laptop (7.1%) Research facilities (7.1%)
23
School teachers would expect the following facilities/Opportunities for doing their duties
effectively:
Enhancement of pay scale
Less teaching load
Office assistant
Decorated classroom with electricity and ICT facilities
Uniform for students
Infrastructure and furniture
Low teacher-student ratio
More in-service training
DPEO/UEO/AUEO would expect the following facilities/Opportunities for doing their duties
effectively
Primary education cadre service
Higher scale, promotion and foreign training
Residential facilities
Congenial environment for working independently
Remove political pressure from locality and higher authorities
Reward for good work
Devolving of power
Increase of TA/DA
3.8.4 Facilities/Opportunities needed for creating a Good Learning Environment in
C-in-Ed Classroom
The superintendents and instructors required to have the following facilities for creating a
good learning environment in C-in-Ed classroom:
Use of ICT/multimedia/ laptop/OHP
Reducing teacher-student ratio to 1:35
Supply of sufficient teaching aids like charts, pictures, models, maps and globes
Decorated and well ventilated classroom
Re-organizing setting arrangement for facilitate group work
Increasing subject based instructor
Increasing classroom
Increasing contact hour
Establishing one shift training
3.8.5 Trainees’ Training Expectation and Fulfillment of Expectations
Before entering into the PTI, the trainees had the following expectations which they
perceived to be fulfilled at the end. Some expectations were fulfilled but they could not
acquire knowledge on ICT and child development and learning.
24
Trainees’ training expectation Fulfillment of expectations
To acquire practical knowledge and skills on
pedagogy
Practical teaching-learning
strategies
To develop professional skills Professional skills
To acquire classroom management Classroom management
To know practical use of teaching aids Preparation and use of teaching
aids
How to write lesson plans Preparation of lesson plan
To know about child development and
learning
To get opportunity for practical learning
To acquire knowledge on ICT
To become an ideal teacher
3.8.6 Specific Problems Faced by the Superintendents, Instructors, teachers and
Supervisors
The superintendents, instructors, teachers and supervisors identified the following specific
problems they faced in order to perform their duties smoothly
Insufficient classroom and seating arrangement
Over crowded classrooms
Shortage of teaching aids, furniture
Shortage of human resources particularly MLSS, cooks etc.
Shortage of skilled and experienced instructors
External threats/political pressure
Delayed promotion
Double shift training
Lack of multimedia facilities
Extra departmental work
Problems of practice teaching supervision without transport facilities
No opportunity for doing work independently
Lack of co-ordination among different management officials
In sufficient TA/DA and fuel cost
Low status of their profession
3.8.7 Job Satisfaction
On the question of job satisfaction majority teachers (60.7%) replied positively. However,
more than 39% teachers were not satisfied with their job. They identified the following
reasons for that:
Salary is not given according to qualification and skills
Primary school teachers work as a third class employee
Lack of promotion
Tremendous workload
25
3.8.8 Awareness on DPEd Training:
All the PTI superintendents and great majority instructors know about the DPEd training
programs which are going to be implemented soon. But, only a few of them were able to
indicate that the DPEd program will focus on Academic supervision, teaching practice or
practicum, follow-up activities and subject based contents.
3.9 Inclusive Education and Gender equality
3.9.1 Fulfillment of the Needs of Different Ethnic Group, Special Needs Children and
Slow Learners
Both superintendents and instructors expressed that the contents of existing C-in-Ed
curriculum and textbooks do not properly reflect the needs different ethnic groups, special
needs children and slow learners.
3.9.2 Trainee Teachers with Special Needs
In the sample 14 PTIs only 6 physically disabled persons are attending in the C-in-Ed
training course. For them, the PTIs take the following special measures for them:
Special seating arrangement
Allowing one attendant with them in the classroom
Behaving sympathetically
Allotting special hostel room in the ground floor and considering special seat during
examination
There is ramp in the experimental school
3.10 Overall Strengths and Weaknesses of C-in-Ed Training Program
3.10.1 Instructors and Teachers’ Opinion
The superintendents, instructors, trainee teachers and school teachers identified the
following strengths and weaknesses of the primary teachers training program (In order of
priority):
Strengths of training Weaknesses of training
Beginning and completion of training
program in due time
Lack of subject specialist instructors
Good infrastructure Shortage of instructors
Residential facilities for the trainees Outdated C-in-Ed curriculums
Practice teaching/practicum Pressure of work due to double shifts training
Co-curricular activities Lack of multimedia in classroom
Skilled and trained instructors Over crowded classroom
Annual work plan of PTI No transport facilities
Academic supervision Short duration of training and practice
teaching
Use of library Lack of monitoring and supervision in
teaching practice
Teaching-learning methods/strategies Insufficient use of ICT
26
Preparation and use of teaching aids Lack of classroom
Increasing skills through training No post of computer operator
Neat and clean campus Lack of latest reference books
Use of ICT/multimedia Less opportunity for practical work
Joyful Learning environment Traditional assessment and exam system
Examination and evaluation
techniques
No post of hostel super
Physical education training Old and outdated of textbooks
Concept of child psychology Delayed promotion of instructors
Knowledge, skills and attitudes No follow-up of training
Small contact hour
No auditorium
3.10.2 Supervisors’ opinion
DPEO, UEO and AUEO identified the following Strengths and Weaknesses of C-in-Ed
Training Program:
Strengths of training Weaknesses of training
Maintaining disciplines among teachers and trainees
Trainees do not properly apply the
teaching-learning methods learn during
training
Awareness of social works among trainees
There is shortage of instructors in PTI
Preparation and use of teaching aid, lesson plan and instructional materials
Duration of teaching practice is short
Opportunity for practical works The teachers from experimental schools
are attached to PTI as instructors
New teaching-learning methods Due to double shift and large number of
trainee teachers in a batch. The
classroom are over crowded
Good learning environment Weak supervision, monitoring and follow-
up in primary schools
Co-curricular activities Some times instructors do not take
classes due to other works
Theoretical knowledge of child psychology
The trainee teachers are weak in primary
subject knowledge
3.11 Suggestions for Improvement of Training
3.11.1 Suggestion for Improving Teaching Learning Environment
DPEO, UEO and AUEO identified the following Suggestion for Improving Teaching Learning
Environment in the schools:
Use of lesson plan and teaching aids
Preparation of lessons before teaching
Play ground, boundary wall and more classrooms
27
Sufficient trained teachers
Separate toilet facilities for girls, boys and teachers
Supply of teaching aids and computers
Provide mid-day meal
Reduce teacher-student ratio to 1:30
Stop physical punishment
Ensure joyful and learner-friendly environment
3.11.2 Suggestion for Professional Development
DPEO, UEO and AUEO identified the following Suggestions for Professional Development
Introduced higher pay scale along with regular promotion for the teachers
Provide regular in-service teacher training
Engage teachers with only teaching learning activities
Regular award for the good teachers
Regular subject based training
Ensure accountability of the teachers
Recruit trained teachers
Arrange overseas training for the teachers
Recruit minimum graduate as primary teachers
Emphasis problems of teaching learning in sub-cluster training
Emphasis ethics and values during training
3.11.3 Effectiveness of C-In-Ed Program for Preparing Good Primary Teachers:
According to DPEO, UEO, AUEO the existing C-in-Ed program is moderately effective for
preparing good primary teachers.
3.12 Case Study on Good Practices of Primary Teacher Training
3.12.1 Good Practices of Primary Teachers Training Program (Formal Education)
On the basis of field study, particularly in-depth interview and observation, the research
team identified some good practices of primary teacher training in formal education. A brief
note is given below:
Infrastructural facilities: Most of the PTIs have good physical or infrastructural facilities.
They have their own campus with two to three storied building having classrooms, libraries,
ICT laboratory and administrative blocks. There are separate hostel buildings for male and
female trainees and good residential accommodation of superintendent. There are 4 big
classrooms fitted with wide chalkboard/whiteboard and moveable students’ desk. The
surrounding walls of some PTIs are well decorated with quotations of famous educationist,
philosophers, writers etc.
Teaching-learning activities: The instructors usually conduct their classes in a friendly
and joyful environment. Some of the instructors use participatory approaches such as group
discussion, peer works, practical works. They also try to maintain inclusiveness during
interactions with the trainees.
28
Good library and ICT facilities: Each library of PTI has around 10,000 to 15,000 reference
books and textbooks which are usually used by the trainee teachers. The trainee teachers
can also borrow books. All the PTIs have computer laboratory facilities of 20 computers
connected with internet in two computers. There are two multimedia projectors for power
point presentation and 5 laptop computers.
Planned management: Every PTI follows an annual action plan to conduct their day to day
academic and administrative activities. The management implements the timetable and
attendance of trainee teachers in a very regularly throughout the year. Thus, there is no
remarkable session jam and drop out in PTIs.
Co-curricular activities: The co-curricular activities of the PTIs are very remarkable. The
trainee teachers regularly participate various literal and cultural activities including debate,
drama, games and sports etc. under overall guidance of the instructors. An annual journal
and a number of wall magazines are published by the trainee teachers during their tenure of
training. They also observe the national days and participate in rallies.
Social work: The trainee teachers along with instructors participate twice in a week for
cleaning the campus. They also take part in gardening and agricultural activities in groups.
Uniform dress for trainees: There is a system of maintaining uniform dress for trainees in
each PTI. These uniforms are managed by the trainees themselves. This creates a feeling
of equality among the trainees.
Gender equity and inclusiveness: The instructors and trainees are aware about inclusive
education and follow the principles of gender equity and inclusiveness in their classrooms.
They stated that they take care of male and female trainees equally and special attention is
given to the disabled trainees and slow learners. Among the 14 PTIs surveyed, around 40%
instructors are female and 60% are male. However, around 70% trainee teachers are
female and 30% are male. According to the superintendent of PTIs, female trainees are
usually more active and sincere in their overall participation of the teaching leaning
activities. In comparison to them male teachers are not very sincere to their work. From the
classroom observation it was seen that instructors try to ask questions and take care to all
students irrespective of gender and diverse background.
Preparing lesson plan and making of teaching aids: Another remarkable good practice
of the PTIs is preparation of teaching aid and lesson plan. The trainees practice how to
make and use of low cost teaching aids and apparatus. They also learn to prepare at least
60 lesson notes for their teaching practice under the guidance of instructors.
3.12.2 Good practices of Primary Teachers Training Program (Non-formal Education)
In Bangladesh, since long many NGOs have been providing non-formal primary education
program successfully. Of them, BRAC and DAM’s education programs are remarkable and
noteworthy in terms of quantity and quality perspectives. On the other hand, BNFE is
delivering such program as a government organization through NGOs. NFE
teachers/facilitators in most cases are employed on an ad-hoc basis. There is no standard
policy for recruitment, promotion and capacity development of NFE teachers/facilitators. .
Quality in education depends on many factors, most importantly is the role of teachers.
That is why; Non-formal education policy 2006 addressed the importance of training of
teacher/ facilitators and supervisors for ensuring the quality learning. UNESCO supported to
29
address this issue by conducting a study to formulate a capacity development framework for
NFE teachers/facilitators in Bangladesh which is very timely effort to set national minimum
standards for the teachers of non-formal education program with a quality control wing that
will approve the non-formal models as well as monitor the teachers capacity building
activities run by any agency in the country and Government should think of a non-formal
teacher’s accreditation system as well.
The research team visited all the three organizations and interviewed relevant personnel.
Based on these interviews, the following good practices were identified:
Teacher selection and basic training: In the NFPE teacher training system including
BNFE, DAM and BRAC, teachers are selected from local women who have at least ten
years of schooling. In case of BRAC and DAM, the teacher’s qualification in many
disadvantage areas including urban slums is below SSC level. However, the present
situation is that the qualifications of teachers who are being selected for DAM and BRAC
NFPE schools in urban areas are generally higher (HSC and above). After recruitment the
teachers undergo initial training course for twelve days which is called basic training. The
first five days’ training consists primarily of pedagogical knowledge and practice. Teachers
are encouraged to view themselves as facilitators in the classroom, practice child friendly
active learning, give importance of children attendance, and never engage in corporal
punishment. In addition, the importance and benefits of girls’ education, awareness in
gender issues, reasons of girls’ drop-out etc. are addressed. Through role-plays and
demonstration teachers practice participatory methods like group work and peer work. The
rest 7 days of the training teacher receives subject knowledge on Mathematics, Bangla, and
Social Studies.
The key factor for better results in NFPE of Bangladesh with low qualified teachers is its
intensive teacher training such as basic training course, follow-up training, and subject
based pedagogic training and finally regular supervision and monitoring systems. These are
the replicable elements of NFPE teacher training that could be followed in the formal
teacher training system as well.
Teacher refreshers: In NFPE training system usually a batch consisting of 10-20 women
teachers teaching at the same level and in the same areas meet for a full day every month
with the field staff to review the curriculum for the next month. Longer refresher courses for
several days are given before the start of each new grade. This practice is common for all
the three non-formal organizations. However, teachers’ refreshers in BRAC are not limited
to 1 day. Teachers from grade I to III attend one day refreshers monthly. But for teachers in
grade IV and V, the duration of refresher is 2-3 days a month. In addition to that, they are
offered subject based training in Mathematics; Science and English.
Resource teachers, batch trainer and master trainers: The resource teacher is responsible for supervising the classrooms of her fellow teachers. To become a resource teacher, a teacher must be experienced. A batch trainer is responsible for instructing her fellow teachers in a particular subject. This empowers the teachers and allows them to play a larger and more active role. Most importantly, it allows for the transmission of learning and experience of the older teachers to those who can most learn from it. The Master Trainer, a field staff, who in addition to their supervisory role, also has expertise in a particular subject. The Master Trainer provides support to teachers and encourages flexibility in terms of trying
30
out new teaching techniques and ideas. Master Trainers have responsibility over teachers and for improving the quality of a classroom. They are selected through a competitive selection process, undergoing subject training as well as training in communication and presentation skills. In NFPE training systems particularly in DAM and BRAC, the resource teachers and master trainers are well qualified (Masters degree holders) and duly trained. They have special training on key subject areas.
Multi-grade teaching learning approach: Dhaka Ahsania Mission’s (DAM) UNIQUE
project on multi-grade teaching approach is specially a good practice of non-formal
education, although some other NGOs followed this approach. UNIQUE is a flexible and
interactive multi-grade teaching and learning approach for students aged 6-12, which
incorporates flexibility of class timing and assessments, and integrate ethnic, cultural and
geographical sensitivities into its curriculum. Teachers teach more than one grade at a time,
allowing individuals to be placed in different level groups according to their competency for
different subjects. UNIQUE’s ability to adapt to each learner, contributes to greater success
for the student. In this approach, two things are mainly considered: a) Multi-grade teaching
technique based on grade teaching and b) Multi-grade teaching technique based on subject
teaching. The system brings out of school and disadvantaged children to the mainstream
and helps accelerate the 'Education for All' program. The system plays an effective role in
relatively remote and backward areas as well. DAM is a leading organization to run this
approach very effectively and successfully.
DAM also established ‘ Ganokendro’ (centre for life long learning) which is very effective in
terms of community action for improved living, networking with local government to demand
quality public services and finally as a platform for availing services to poor and
disadvantaged group of people.
Monitoring and evaluation: In NFPE teacher training system particularly BRAC and DAM, monitoring is considered a crucial element for improving the program’s quality. One supervisor usually monitors 20-25 primary schools and 10-15 pre-primary schools selected at random. There is provision of regular assessment (formative and summative) which focuses on both qualitative and quantitative aspects of the program. In order to ensure the quality of the evaluation results, standardized guidelines are provided for monitors. Monitors attend all classes and subjects on a given day in order to assess classroom-based teacher-student interactions and the delivery of lessons. The results are shared with the teachers who will, in turn, discuss any problems identified with the students and take corrective measures.
Capacity Development Framework for NFE Teachers/Facilitators: A study on Capacity Development Framework for NFE Teachers/Facilitators was conducted by a group of researchers under the initiative and financial support of UNESCO Dhaka (Rahman et al, 2010). This framework has recommended specific propositions for each of the key streams of NFE– Adult Literacy and Continuing Education, Non-Formal Primary Education, Adolescent Education Program and Pre-school in Non-Formal Intervention. The main objective of this framework was to promote, strengthen and systematize capacity building efforts of NFE teachers. The framework has identified the following key areas to be considered for developing the NFE program as a whole. These areas are: authority, structure of NFE program, public-private partnership, organization of center, recruitment of teacher/facilitators, training of teacher/facilitators, honorarium/salary and incentive for facilitators, leave and holidays, job security/satisfaction, career path, supervision approach, accountability, equity and social recognition.
Non-Formal Education Policy 2006 has properly addressed the teachers training issue and Bureau of Non-Formal Education is the leading agency for implementation of NFE activities
31
in Bangladesh. The framework needs to be operationalization by BNFE to bring standardization in the teacher’s development process in Bangladesh as well as accreditation of NFE teachers/facilitators.
3.13 Focus Group Discussion with SMCs
A total of two FGDs were conducted with the SMC members of Chadshir Kapon Govt.
primary school at Bishwanath Upazila in Sylhet district and C-Baherchar govt. primary
school at Babuganj in Barishal district. Both the places around 4/5 SMC members including
the president of the SMCs were present in the FGD session. The members of the SMCs
informed that they visit the school frequently and verify regular attendance of teachers and
students. They also supervise development activities of the schools and whether various
decisions taken in the SMC meetings are being implemented or not. Most of the members
told that they regularly participate to the SMC meeting and contribute their views.
The SMC members provided the following specific suggestions to improve the overall
teaching-learning activities in the schools:
Vacant posts of teacher need to be filled up quickly.
The number of classrooms may be increased so that classes are divided into more sections.
It is necessary to build school boundary walls.
The old buildings need to be repaired immediately.
Separate toilet facilities for girls and teachers should be ensured.
All the members told that they try to attend monthly SMC meeting in regular basis and also
ensured that the suggestion they made for the betterment of the school is being considered
by the school authority positively.
3.14 C-in-Ed for Special Education
Bangladesh Health Professions Institute (BHPI) initiated a C-in-Ed Course with special
focus on children with special needs and disabilities which is equivalent to the Government
run C-in-Ed. Course conducted by NAPE. BHPI is established as an academic institute of
Centre for Rehabilitation of the Paralyzed (CRP) in its own campus in Savar, Dhaka.
Certificate in Education for Special Education (C-in-Ed) course was conducted by
Bangladesh Health Professions Institute (BHPI. The C-in-Ed course was started on 1999
and still running successfully. The course is free for the Government and registered primary
school teachers but others have to pay. The attendance is essential for permission to take
part in the examination.
Certificate in Education for Special Education (C-in-Ed) course was approved by the
Ministry of Primary and Mass Education as well as National Academy for Primary Education
(NAPE). The curriculum of the course was made by BHPI but it was approved by NAPE.
However, the assessment is made by BHPI.
For admission, the candidates should be HSC with minimum two 2nd divisions or GPA 2.5
in any group. He/she must be a Bangladeshi citizen. The duration of the course is 12
months. Within 12 months, 7 months teaching/learning and 3 months practice teaching. The
number of candidates admitted to the course is 20 per year. The course is being advertised
in the leading newspapers of Bangladesh in the month of June. The candidates are being
32
selected on the basis of merit and interview. The evaluation is done on the basis of course
test assignment, theoretical as well as practical examination and also observation of
practice teaching. Minimum percentage required passing the examination is 45%.The
medium of instruction is Bengali, but this could be in certain cases be supplemented by
English. There will be a written examination at the end of the term.
Subject taught and marks distribution of the course
The total subject taught in this course is 12 in different areas and the total marks of this course are 1000. This is shown below:
Subject MARKS 1. Introduction to exceptional children and special education 100
2. Nature and needs of the mentally impaired 50 3. Nature and needs of the visually impaired 50 4. Nature and needs of the hearing impaired 50 5. Implications of neurological and physical disability for teaching and management
50
6. Introduction to education 100 7. Methods of teaching and classroom management 50 8. Measurement and evaluation 50 9. Psychology and learning theory 100 10. Child development 50 11. Curriculum and teaching techniques for the children with special needs
150
12. Practice teaching 200 Total 1000
C-in-Ed for Special Education has some weaknesses. There is no follow up system and no
provision of interaction with the main stream education and training system.
3.15 In-depth Review of National Education Policy (2010)
The study team undertook an in-depth review and analyzed the education Policy focusing
mainly on the aspects of pre-primary and primary education, women’s education, special
education, teachers' training, gender equity, inclusive education, instruction in mother
tongues and human rights education.
3.15.1 Pre-primary and Primary Education:
The Education Policy proposed to introduce one year pre-primary schooling for 5+ children.
Later this would be extended for 4+ children. The main target of curriculum at this phase will
be to create interest in the child towards learning and school. But, in the policy, nothing was
mentioned regarding early childhood care.
According to education policy, primary education is the constitutional responsibility of the
state and since this stage forms the foundation of subsequent levels of education, so
delivery of quality primary education is a must. Primary education will be universal,
compulsory, free and of uniform quality for all children of 6+ age group. Equal opportunities
will be created to ensure access of all children irrespective of ethnicity, socio-economic
condition, physical or mental challenges and geographical differences. A uniform curriculum
and syllabus will be followed at the primary level institutions across the country.
33
Specific subjects such as Bangla, English, Moral education, Bangladesh studies,
Mathematics, Social environment, Natural environment, with emphasis on topics like climate
change, science and information technology are to be there in the syllabus as compulsory
subjects for all students of diverse streams of primary education. An interactive teaching
method will be followed to develop the creative faculties and skills of the children and help
them to do the exercises through individual or group work.
Mother tongue will be the medium of instruction. But, since Bangladesh has a diverse
culture and people with different mother tongues, the policy also proposed multilingual
medium of instructions for them. The duration of primary education will be extended from
class five to class eight. The policy also recommended to ensure the availability of teachers
from ethnic group and to prepare textbooks in their own language.
According to policy, minimum qualifications of teachers for classes one to five will be HSC
with second division and for classes six to eight, bachelor degree with second division. For
lower classes, female teachers will get priority. The recruited teachers have to receive C-in-
Ed/B.Ed degree within three years from joining. The policy has emphasized on teachers
training very positively. Teachers will be provided in-service training and where feasible
overseas training might be arranged. It is necessary to connect promotion with the training
received by teachers. Vacancy for higher post will be filled in through direct recruitment or
accelerated promotion of higher degree holders and qualified and trained teachers.
The policy also proposed that the status of NAPE needs to be raised as a top national
institution of very high quality. So, that, it can innovate new methods and activities for the
development of primary education.
Measure should be taken to ensure availability of primary teachers from ethnic groups and
prepare text in their own languages. In this initiative the inclusion of respective indigenous
community will be ensure. Special assistance will be provided to the marginalized
indigenous children. Primary schools have to be set up in areas inhabited by ethnic people
both, in hilly or plain lands.
3.15.2 Teachers Training:
According to education policy the existing teachers training system of our country is very
traditional, insufficient, certificate based, loaded with theoretical knowledge, incomplete in
practical learning, based on rote learning and conventional testing system. So, the number
of trainers will be increased and the quality of training should be enriched. A number of aims
and objectives of teacher training were identified in the education policy report. Of them, the
following are worth mentioning:
To acquire efficiency to use modern teaching methods and strategies.
To help trainees to prepare research papers and report writing.
To encourage them to teach students by creating equal opportunities for all
irrespective to religion, race and diverse background.
To acquire efficiency in delivering education to the students of disadvantage
community, small ethnic groups and the disabled learners by responding through
their special needs.
To acquire knowledge in ICT.
34
To encourage and make them confident to take part in research work.
The policy also proposed following strategies to achieve the above objectives.
The curriculum and syllabus for the training program will be modernized
Immediately after their recruitment, primary teacher will undergo two months
foundation training.
Existing C-in-Ed training will be revised and the duration of the new program will be
one year and half instead of one. Modern teaching learning strategies and
evaluation system will be incorporated. Practice teaching should continue for at least
nine months in two phases through the introduction of internship.
Trainings facilities of the trainers should be created both at home and abroad to
upgrade their standard.
Internet connection should be provided to help trainers update with latest
information.
3.15.3 Special Education and Physically Challenged Students:
The policy proposed that steps will be taken to include the mild and semi handicapped
children within mainstream education. The acutely handicapped children will be brought
under efficient remedial system, special care and nursing. The following strategies will be
addressed:
Categorize the handicapped children as per the degree of their disabilities.
At least one trained special teacher should be employed under the integration
education program. A PTI instructor will also be recruited in each PTI to facilitate the
special teaching method and needs of various types of challenged learners.
Integrated education program at the primary level should be started at the district
and the upazila level for the blind, deaf and dumb and mentally and physically
disabled children.
Flexible curriculum and syllabus will be allowed to follow for the children with special
needs.
PTIs will arrange teacher training for disabled children.
Eligible handicapped children will enjoy equal opportunity in the job market.
Steps will be taken to establish a training institute for delivering special education.
Toilet facilities and the scope of easy movement have to be adequately designed
and created to fulfill the special needs of physically challenged learners.
3.15. 4 Women’s Education:
The education policy observed that women are generally given a passive role in national
development. This trained must be changed emphasizing women’s education to ensure
empowerment and participation in a balanced social advancement. Following strategies
describe gender sensitivity of the policy which is yet to be translated into action:
There must be special budget to promote women’s education at all levels.
Create opportunities for part time, vocational, non-formal and technical education for
women.
35
The curriculum of primary level should reflect positive and progressive images of
women including issue of equal rights. This may help bringing up a change in the
social behavior and mindset of all students.
Biographies of great women and literary works by women need to be included in the
primary and secondary level textbooks.
The last two years of secondary curriculum should include gender studies and
issues of reproductive health.
The regulations for punishment relating to sexual harassment and repression on
women must be strictly followed in the educational institutions.
3.15.5 Status, Rights and Responsibilities of Teachers:
Although human rights such as: human dignity, freedom of expression etc. are essential for
survival, there is no specific mentioning in the policy report. It was also found that issues of
human rights and information on universal human declaration are absent in the primary
teacher training curriculum. However, the education policy mentioned that the proper dignity
of teachers at all level is a very important factor. Steps should be taken to reorganize,
dignity, facilities and responsibilities of teachers.
Female teachers shall not be discriminated for any reason whatsoever particularly in
matters of recruitment. Equally qualified female teachers should enjoy priority in both
primary and secondary education.
36
CHAPTER 4
CONCLUSION AND RECOMMENDATIONS
This chapter presents a summary of major findings along with some recommendations for
overall improvement of the primary teachers’ training systems based on the data collected
through opinion and document survey.
4.1 Summary of Main Findings
Analysis and interpretation of data resulted in the following major findings and conclusions:
Educational Background and Experiences
Data indicates that most of the superintendents (78.5%), instructors (75%), DPEOs
(92.3%), UEOs (83.3%) and AUEOs (91.6%) interviewed have good academic
background with master’s degree in basic subjects. They have also either B.Ed or M.Ed
degree. On the other hand, majority school teachers (53.5%) have bachelor degree and
some possess master degree also. Regarding the professional degree, most of the
teachers (96.4%) have C-in-Ed training and only 7.1% have B.Ed. degree.
The majority trainee teachers (57.1%) have master’s degree in basic subjects, but 3 are
graduates and only (28.5%) are HSC degree holders. This means that those who are
entering in the primary schools as teachers have good academic qualifications.
All Superintendents, Instructors, DPEOs, UEOs and AUEOs interviewed have sufficient
job experiences, but only a few of them have teaching experiences in the primary
schools.
The number of instructors’ posts remaining vacant ranges from 2 to 5 except Gazipur
PTI where there is no vacant post. However, vacant posts are being filled up by the
experimental school teachers who are not very skilled in teacher training.
Administrative and Academic Works
.The superintendent’s role is dominated by regular administrative duties such as
preparing staff salary, pension, TA/DA, ACR etc. as well as communicating to higher
37
authorities. Yet their training does not necessarily prepare them well for these types of
work.
The academic duties of the superintendents cover everything from timetable preparation
to managing C-in-Ed examinations’, holding academic meetings with faculty and
supervising teaching practice. They also have to act as internal and external examiners.
Majority instructors are engaged in various activities such as co-curricular, school visit
and supervision of practice teaching, evaluation of answer script, short training, practical
work, social work etc. other than teaching in the classroom. However, some instructors
also mentioned that they have to do official work in addition to teaching.
The school teachers usually do these specific works other than class teaching: survey
work, preparation of voter list, participation in vaccination activities, cleanliness of school
ground, annual sports, mother’s assembly/rally, office works, courtyard meeting,
SMC/PTA meeting, home visit, study tour and picnic.
Likes and dislikes
In general, the superintendents and instructors prefer dealing with professional activities
such as classroom teaching and observation, supervision of teaching practice,
discussion with student problems, supervising co-curricular activities and arranging
short training courses.
The instructors usually dislikes hostel management, election duty, conducting social
work, full time staying in PTI and evaluating answer scripts. On the other hand, school
teachers specifically dislike: voter list preparation, crowded classrooms, discrimination in
selection for training, less opportunity for promotion and official works.
Opportunities, Problems and Challenges
The superintendents and instructors expected to have the following facilities for creating
a good learning environment in C-in-Ed classroom such as use of ICT/multimedia,
reducing teacher-student ratio to 1:35, establishing one shift training and increasing the
number of classrooms. On the other hand, school teachers’ expectations were
enhancement of pay scale, less teaching load, low teacher-student ratio, and more
training for doing their duties effectively.
Before entering into the PTI, the trainees had some expectations such as acquiring
practical knowledge and skills on pedagogy, ICT, developing professional skills and
child development and learning. Some expectations were fulfilled but they could not fully
acquire knowledge on ICT, child development and learning.
DPEO/UEO/AUEO also expected these facilities for doing their duties effectively:
primary education cadre service, higher scale, promotion and overseas training,
residential facilities, congenial environment for working independently, removal of
political pressure from locality and higher authorities, reward for good work, devolving of
power.
The problems encountered in managing the PTI include shortage of skilled and
experienced instructors, classrooms, furniture, multimedia projector, teaching aids and
38
dealing with problems of overcrowded classrooms, double shift training, practice
teaching supervision without transport, co-ordination among different management
officials, delayed promotion and political pressure.
Although majority teachers (60.7%) were satisfied with their job, the rest were
dissatisfied due to the following reasons:
- Salary is not given according to qualification and skills
- Primary school teachers work as a third class employee
- Lack of promotion
- Tremendous workload
Curriculum and Textbooks
Most of the superintendents, instructors and trainee teachers felt that the existing C-in-
Ed curriculum and textbooks had many weaknesses, particularly in terms of its over-
theoretical nature and its lack of consonance with the primary school curriculum. The
textbooks are not up-to-date in terms of modern concepts and latest information. There
are also some factual errors in the textbooks. As a result it is not a useful vehicle for
developing effective teachers.
Both superintendents and instructors also felt that there is no gender discrimination in
the C-in-Ed textbooks. However, existing C-in-Ed curriculum does not fulfill the needs of
tribal, children with special needs and slow learners.
Most of the superintendents and instructors also felt that the existing C-in-Ed program is
not very effective for preparing good primary school teachers.
On the question of applying acquired knowledge and skills from the C-in-Ed training in
the classroom, the entire school teachers sample stated positively. However, classroom
observations shows that the teachers do not necessarily prepared the lesson plan,
follow participatory teaching methods etc.
The majority respondents felt that all the C-in-Ed foundation courses are more or less
suitable. According to them the “Evaluation of learning and personality development”
course is comparatively difficult from other courses and the “Introduction to primary
education” found to be easier to most of them.
Teaching-learning Activities
On an average the class size of the PTIs is more than 60 trainees per class. Teaching
loads within the present two-shift system are too heavy in the opinion of most
instructors. They usually take 18 to 30 classes per week. Both instructors and
superintendents felt that an instructor should take 12-24 classes per week.
A majority of instructors (75%) stated that they teach in the classroom using lecture
method and this was confirmed by 96.4% trainee teachers. Although the instructors
acknowledged that they would arrange group discussion in the classroom, a
considerable number of trainee teachers (42.8%) did not support this view.
39
The data indicates that the instructors usually use discussion, lecture, demonstration
and question-answer method during classroom instructions. They also praise for correct
answer and assess student’s progress during teaching-learning. However, according to
opinion of trainee teachers (42.8%) instructors did not use teaching aids and could not
give Individual care to all the trainees equally during teaching in the classroom. The
researchers did not find a high quality of teaching and learning in the PTIs visited.
According to opinion of majority school teachers (64.3%), they usually use lecture,
group work and question answer as the methods of teaching. In addition to that
teachers give positive feedback to the student and praise them for their performance.
According to opinion of majority instructors, they sometimes use map/glob,
chart/pictures/illustration, real objects and model during class teaching whereas a few
trainee teachers differ with this opinion.
On the question of using teaching aids in the classroom, almost all the teachers
mentioned about using globe/map, chart, pictures and illustration, real object,
chalkboard, modal etc. Chalkboard is still the prime teaching aid used in the classroom
but a few teacher uses real object (Flower, leaf, soil etc.) in the classroom.
All categories of respondents informed that during C-in-Ed training various co-curricular
activities such as cultural function, sports and games, study tour, tree plantation and
gardening, magazine and bulletin board, celebration of national days etc. are held and
they actively participated in these works.
Supervision and Monitoring
DPEOs and UEOs usually visit 3-5 schools whereas AUEOs visit 9-10 schools in a
month. This means that on an average an AUEO can visit a school 5 to 6 times in a
year. During school visit they mainly observe activities like school environment, teaching
learning process, school management including attendance of teachers and students,
verification of register and records, activities of SMC, co-curricular activities and
management of disabled children.
Inclusive Education, Gender Equality and Multilingual Education
In the sample 14 PTIs only 6 physically disabled persons are attending in the C-in-Ed
training course. For them, the PTIs take some special measures like, special seating
arrangement, allowing one attendant with them in the classroom, behaving
sympathetically and allotting special hostel room in the ground floor and considering
special seat during examination. In every experimental school, there is provision of a
ramp for the disabled learner.
The school teachers stated that they give equal attention to all the learners irrespective
of gender, disability and slow learners. They have also started inclusive approaches in
their teaching-learning activities but intensive training is still required to make pedagogy
all inclusive.
The National education policy (2010) does not include the concept of inclusiveness and
inclusive education. However, the policy has proposed specific guidelines for physically
challenged students, children with special needs, children of ethnic groups and gender
equality.
40
The education policy proposed that mother tongue must be the medium of instruction
but, since Bangladesh has a diverse culture and people with different mother tongues,
there should have multilingual medium of instructions for them. The policy also
recommended to ensure the availability of teachers from ethnic group and to prepare
textbooks in their own language.
All the PTI superintendents and great majority instructors know about the DPEd training
programs which are going to be implemented soon. But only a few of them were able to
indicate that the DPEd program will focus on academic supervision, teaching practice or
practicum, follow-up activities and subject based contents.
4.2 Recommendations
A. Improving Teaching Learning Activities, Curriculum and Textbooks
1. The data revealed that the PTI classrooms are overcrowded with heavy teaching
load of instructors and less contact hour hampering quality teaching. Therefore, it is
necessary to abolish double-shift system and create more posts of instructors and
thus maintaining a teacher-student ratio of 1: 35 for achieving quality education. The
vacant posts of Instructors should regularly be filled up with qualified and skilled
persons.
2. To improve learning environment each classroom of the PTIs should be fitted with
one computer and multimedia projector. Other audio-visual teaching aids must also
be available in the classrooms.
3. Each trainee teacher needs to have sufficient computer/ICT literacy to manage
modern teaching learning. So, it is necessary to ensure regular practical works in the
computer laboratory under the supervision of a skilled instructor or computer
operator.
4. As the existing C-in-Ed curriculum and textbooks are outdated, it is an urgent need
to implement the new DPEd curriculum framework, already approved by the
government, as early as possible. Newly developed DPEd curriculum materials such
as textbooks, training manuals etc. must be in consonance with the modified NCTB
school curriculum and particularly students’ expected competencies.
5. Teacher’s salary structure and carrier opportunities should also be improved by
implementing the primary education career ladder/path recommended in various
study reports.
B. Strengthening Supervision, Mentoring and Monitoring
6. The monitoring and supervision systems should be strengthened including mentoring
and coaching as a system of effective training. Mentoring mechanism should be
instituted to ensure the effective application of training and teachers’ continuous
professional development.
41
7. Vacant posts of AUEOs should be filled up creating more posts of academic
supervisor. Intensive training should also be arranged for these officers. Their activities
should mainly be academic rather than administrative.
8. The recruitment rules of DPEOs, UEOs and AUEOs should be changed so that
persons having good academic and professional degree could be selected for these
posts. Regular in-service training need to be arranged to prepare them as an effective
supervisor. Steps should also be taken to decentralize authority and power at the
district and upazila level education managers.
9. Suitable transport to the AUEOs should be provided and they could be relieved of other
administrative duties. Transport allowances or fuel cost should also be increased.
10. Democratic attitudes should be adopted in operating the schools and the school
management committees. SMC members should visit school regularly.
C. Inclusive Education, Gender Equality and Multilingual Education
11. It is suggested that measure should be taken for sitting arrangement for the disabled
students by supplying special instruments like wheel chair, hearing machine etc. free of
cost for them.
12. As the issue of inclusive education is absent in the existing C-in-Ed curriculum, it is
necessary to incorporate this issue to the coming DPEs curriculum which is going to be
implemented by 2013. The recommendations of education policy may also be
considered in this case
13. All gender biased concepts, texts and messages prevailing in the school curriculum
and training modules should be identified and replaced with gender and inclusive
sensitive messages and information. These should be brought to the notice of the
ongoing curriculum modification and renewal committee formed by the NCTB.
14. Special in-service short training for teachers should be provided regularly based on
specific inclusive education contents and concepts.
15. Multilingual textbooks should be developed for the indigenous teachers and learners to
help them for better communication.
D. Strengthening Teacher Training and Training of Trainers
16. The present sub-cluster and subject-based training should therefore be continued but
need to be modified and redesigned so that it can be more need based and demand
based. Follow-up activities after training should also be arranged on a regular basis.
17. All primary teachers should participate in school level weekly meetings to deal with
problems of pedagogical content knowledge (PCK). These meetings may occur for an
42
hour upto half day. Head teacher will be in charge of this meeting and respective
AUEOs should participate also.
18. Provision of regular academic/clinical supervision, mentoring, monitoring and follow up
in training system should be introduced by head teachers and AUEOs.
19. It is recommended that coordination among the DPE, NAPE, NCTB and PTIs, BNFE
should be strengthened.
20. Good practices of teaching-learning strategies followed inside and outside the
countries can be taken into consideration during the training of teachers.
21. Until such time as all primary teaching positions can be filled only by DPEd/C-in-Ed
graduate, any teacher appointee without any professional degree should complete an
induction training course before starting the school year.
22. It is recommended that the capacity development framework for NFE
teachers/facilitators should be considered for quality development of NFE teacher
capacity development in Bangladesh by BNFE which also should be followed by the
NGOs and private sectors.
43
References
Ehsan et al (2004). ‘Situational analysis of current C-in-Ed program of PTIs in Bangladesh’,
IER, NAPE and LINS(Oslo) Joint Research Project, Final report (Published),
Mymensing:NAPE
Eyres, Ian et al (2010). Framework for a Diploma in Primary Education (DPEd), Final Report
(Unpublished), Dhaka: -UNESCO- NAPE
Fredi et al (2011). PEDP3 Draft Final Report, Dhaka: DPE- ADB
Kraft et al (2009). Comprehensive Review of Primary Teacher Education and Continuing
Professional Development: A framework for reform, Final report (Unpublished), Dhaka:
UNICEF- DPE
Kraft et al (2010). National Plan and Strategy for Primary Teacher Education and
Development, Dhaka: UNICEF- DPE
MoE (2010). National Education Policy (2009), English version, Dhaka: Ministry of
Education, Government of Bangladesh
MoPME (2008). The Operational Framework for Pre-primary Education, Dhaka: Ministry of
Primary and Mass Education
Motin et al (2009). ‘Study on Teachers’ Training System of Primary and Secondary
Education in Bangladesh’, Final report (Unpublished), Dhaka: UNESCO
NAPE (2001). Curriculum and Syllabus of C-In-Ed Course (Revised), Mymensing:NAPE
44
Rahman, et al, (2010), ‘Study Report on Conducting Need Assessment for Formulating
Capacity Development Framework for NFE Teachers/Facilitators’, Final Report
(Unpublished), Dhaka: UNESCO
UN General Assembly (1979). The Convention on the Elimination of All Forms of
Discrimination against Women (CEDAW)
UNESCO (2007). Regional Seminar on ‘Promoting Rights-Based Approach in Pre-service
Teacher Education and Training', UNESCO Asia- Pacific
World Education Forum 26-28 April (2000). Dakar: Senegal.
ANNEX-1
Follow-up Review of Primary Teacher Training Program in Bangladesh
Questionnaire for PTI Superintendents (English version)
A. Personal data
1. PTI: ........................................................................ District: ............................
2. Name of the Respondent
3. Age: ................. Year: ................. Month: .................
4. Female Male
5. Highest Educational Qualification
6. Professional Degree: C-in-Ed B.Ed. M.Ed. Other
7. Experience (a) Present post ......... year (b) As a Primary Teacher ......... year
B. Responsibilities
8. No. of sanction posts of instructor in your PTI.......................
9. How many posts of instructors are vacant at present?
10. Instructor Trainees Ratio: ..........................
11. What are your administrative and academic activities?
45
Administrative:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Academic:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
12 As a Superintendent what activities do you like and dislike?
Likes:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Dislikes:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
13. What facilities do you get while carrying out your responsibilities in a PTI?
............................................................................................................................................
............................................................................................................................................
...........................................................................................................................................
11. What problems do you face in carrying out your responsibilities? ............................................................................................................................................
............................................................................................................................................
...........................................................................................................................................
What facilities/opportunities do you expect for performing your duties effectively?
............................................................................................................................................
............................................................................................................................................
...........................................................................................................................................
C. Teaching-Learning Activities:
46
16. Do you take classes?
Yes No
17. If yes, which subjects do you teach?
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
18. How many classes do you take in a week?
..............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
19. Which methods do your instructors use/apply in the classroom?
..............................................................................................................................................
..............................................................................................................................................
.....................................................................................................................
20. Which teaching aids instructors use in the classroom to make the training effective?
..............................................................................................................................................
..............................................................................................................................................
.....................................................................................................................
21. On an average how many classes do the instructors take per day?
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
22. In your opinion how many classes an instructor should take per day to make teaching-learning effective?
No, of classes: ……………………….
23. Besides teaching what other activities are done by the instructors?
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
24. Do the instructors use group activities in the classroom? Yes No
47
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
25. Do the Instructors apply reflective techniques and feedback from the trainees?
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
26. What facilities do you expect to create good learning environment in the C-in-Ed classrooms?
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
27. Is there any disable trainee in your PTI? Yes No
28. What special steps do you take for the desable trainee?
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
D. C-in-Ed Curriculum and Textbooks
29. What are the strengths/good practices and weaknesses of the existing C-in-Ed programme?
Stregths/good practices:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Weaknesses:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
30. What topics/subjects can be added or deleted from the existing C-in-Ed curriculum and syllabus?
48
Add:
......................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Delete:
..................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
31. In your opinion to what extent the existing C-in-Ed programme is suitable for making
effective primary teachers?
Very much Much Moderate Poor Verly poor
32. How far the existing curriculum can meet the teachers with special needs
(Tribal/disable/slow learners)?
Very much Much Moderate Poor Verly poor
33. To what extent C-in-Ed Textbooks are up-to-date?
Very much Much Moderate Poor Verly poor
34. What is your evaluation about the information and concepts presented in the following textbooks in terms of understanding?
Subjects Difficult Suitable Easy/Simple
Principles of educational strategies &
organisation
Child psychology
Evaluation of learning and personality
development
Introduction to primary education
Importance of primary education
Teaching-learning methods
35. In your opinion what may be the percentage of theoretical and factual error in the
Textbooks?
________________ %
36. Is there any gender inequalities in the concepts and information of Textbooks?
37. Mention the inconsistency in the C-in-ed Texbooks.
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
49
38. Which co-curricular activities did you participate during your PTI training?
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
39. The Govt. of Bangladesh is going to introduce DPEd training course of 18 months duration implace of C-in-Ed ? Are you aware of it?
Yes No
40. What are the main focuses of DPEd course?
............................................................................................................................................
............................................................................................................................................
F. Problems and Suggestions
41. As a whole what are the strong and weak aspects of the existing PTI training programme?
Strong aspects:
......................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Weak aspects:
......................................................................................................................
............................................................................................................................................
............................................................................................................................................
42. What problems do you face in order to run the PTI smoothly? ………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
43. What are your suggestions for further improvement of Primary Teachers’ training progamme: …………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………
Signature of the Respondents: _____________________ Date: _____________
Name of the Interviewer: ____________ Date: _____________
50
ANNEX-2
Follow-up Review of Primary Teacher Training Programme in Bangladesh
Questionnaire for PTI Instructors (English version)
A. Personal Data
1. District
2. Name of the Respondent
3. Position
4. P.T.I.
5. Age: ................. Year: ................. Month: .................
6. Female Male
7. Highest Educational Qualification
8. Professional Degree: C-in-Ed B.Ed. M.Ed. Others
9. Experiences (a) Present post ......... year (b) As a Primary Teacher ......... year
B. Teaching-Learning activities of instructors
10 On an average how many classes you take in a day? ..................................
51
11 Which subjects do you teach?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
52
12 To what extent you do the following activities during teaching learning process?
Activities Always Sometimes Never
a) I teach in the classroom using lecture
method
b) I create opportunities for trainees group
discussion
c) I teach in the classroom using question-
answer techniques
d) I praise for correct answers
e) I assess trainees to know the progress of
lesson
f) I take feedback from the trainees
g) I used teaching aids during lessons
h) I emphasized on inclusiveness
13. To what extent which teaching aids do you use?
Teaching aids Use of Scale
Always Sometimes Very little
a) Map/Globe
b) Chart/Picture/Illustration
c) Real object
d) Model
e) Projector, Power Point
f) Chalk board
g) Others
14. In your opinion how many classes an instructor should take per day, to teach classes effectively?
No, of classes: _______________
C. Facilities, Problems and Challenges
15. What other activities you do besides your specified class teaching?
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
........................................................................................................
53
16. As an instructor what activities do you like and dislike?
Likes:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Dislikes:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
17. What facilities do you get while carrying out your responsibilities in a PTI? ............................................................................................................................................
............................................................................................................................................
18. What facilities/opportunities do you expect for performing your duties effectively? .......................................................................................................................................................................................................................................................................................................................................................................................................................................
19. What problems do you face in carrying out your responsibilities?
............................................................................................................................................
............................................................................................................................................
20. What facilities do you expect to create good learning environment in the C-in-Ed classrooms? ............................................................................................................................................
............................................................................................................................................
...........................................................................................................................................
D. C-in-Ed Curriculum and Textbooks
21. What are the strengths/good practices and weaknesses of the existing C-in-Ed programme?
Stregths/good practices:
.............................................................................................................................................
.............................................................................................................................................
............................................................................................................................................
Weaknesses:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
54
22. What topics/subjects can be added or deleted from the existing C-in-Ed curriculum and syllabus?
Add:
.............................................................................................................................................
.............................................................................................................................................
Delete:
.............................................................................................................................................
.............................................................................................................................................
In your opinion to what extent the existing C-in-Ed programme is suitable for making
effective primary teachers?
Very much Much Moderate Poor Verly poor
23. How far the existing curriculum can meet the teachers with special needs (Tribal/disable/slow learners)?
Very much Much Moderate Poor Verly poor
24. To what extent C-in-Ed Textbooks are up-to-date?
Very much Much Moderate Poor Verly poor
25. What is your evaluation about the information and concepts presented in the following textbooks in terms of understanding?
Subjects Difficult Suitable Easy/Simple
Principles of educational strategies &
organisation
Child psychology
Evaluation of learning and personality
development
Introduction to primary education
Importance of primary education
Teaching-learning methods
26. In your opinion what may be the percentage of theoretical and factual error in the Textbooks? ________________ %
27. Is there any gender inequalities in the concepts and information of Textbooks?
28. Mention the inconsistency in the C-in-ed Texbooks.
..................................................................................................................................................
......................................................................................................................................
55
29. Which co-curricular activities did you participate during your PTI training?
............................................................................................................................................
............................................................................................................................................
...........................................................................................................................................
30. The Govt. of Bangladesh is going to introduce DPEd training course of 18 months duration implace of C-in-Ed ? Are you aware of it?
Yes No
31. What are the main focuses of DPEd course?
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
F. Problems and Suggestions
32. As a whole what are the strong and weak aspects of the existing PTI training programme?
Strong aspects:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Weak aspects:
.............................................................................................................................................
.............................................................................................................................................
............................................................................................................................................
33. What are your suggestions for further improvement of Primary Teachers’ training progamme: ...........................................................................................................
.............................................................................................................................................
...........................................................................................................................
Signature of the Respondents: _____________________ Date: _____________
Name of the Interviewer: ____________ Date: _____________
56
Annex-3
Follow-up Review of Primary Teacher Training Programme in Bangladesh
Questionnaire for the Trainee teachers (English version)
A. Personal Data
1. District
2. Name of the Respondent
3. Position
4. P.T.I.
5. Age: ................. Year: ................. Month: .................
6. Female Male
B. Teaching-Learning activities of trainee teachers
7. To what extent you do the following activities during teaching learning process?
Activities Always Sometimes Never
a) I teach in the classroom using lecture
method
b) I create opportunities for trainees group
discussion
c) I teach in the classroom using question-
answer techniques
d) I praise for correct answers
e) I assess trainees to know the progress of
lesson
f) I take feedback from the trainees
g) I used teaching aids during lessons
h) I emphasized on inclusiveness
57
8.To what extent which teaching aids do you use?
Teaching aids Use of Scale
Always Sometimes Very little
a) Map/Globe
b) Chart/Picture/Illustration
c) Real object
d) Model
e) Projector, Power Point
f) Chalk board
g) Others
9. To what extent C-in-Ed Textbooks are up-to-date?
Very much Much Moderate Poor Verly poor
10. What is your evaluation about the information and concepts presented in the following
textbooks in terms of understanding?
Subjects Difficult Suitable Easy/Simple
Principles of educational strategies &
organisation
Child psychology
Evaluation of learning and personality
development
Introduction to primary education
Importance of primary education
Teaching-learning methods
11. What were expectations before joining the PTI training program? ..................................................................................................................................................
..................................................................................................................................................
.................................................................................................................................................
12. Which expectations have been fulfilled so far? ..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
13. To what extent C-in-Ed training program has increased your professionnal skills?
Very much Much Moderate Poor Verly poor
14. In your opinion what may be the percentage of theoretical and factual error in the
Textbooks?
________________ %
58
15. Mention the inconsistency in the C-in-ed Texbooks.
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
16. Which co-curricular activities did you participate during your PTI training?
............................................................................................................................................
............................................................................................................................................
...........................................................................................................................................
F. Problems and Suggestions
17. As a whole what are the strong and weak aspects of the existing PTI training
programme?
Strong aspects: ...........................................................................................................
.............................................................................................................................................
...........................................................................................................................
Weak aspects: ...........................................................................................................
............................................................................................................................................
............................................................................................................................
18. What are your suggestions for further improvement of Primary Teachers’ training
progamme:
...........................................................................................................
.............................................................................................................................................
...........................................................................................................................
Signature of the Respondents: _____________________ Date: _____________
Name of the Interviewer: ____________ Date: _____________
59
ANNEX-4
Follow-up Review of Primary Teacher Training Programme in Bangladesh
Questionnaire for the School Teachers (English Version)
A. Personal Data
1. Name of the School:
2. Name of the Respondent:
3. Age: ................. Year: ................. Month: .................
4. Female Male
5. Highest Educational Qualification
7. Professional Degree: C-in-Ed B.Ed. M.Ed. Other
8. Experience (a) Present post ......... year (b) As a Primary Teacher ......... year
B. Teachiang-Learning Activities
9. Teacher-Student Ratio in your School _________
10. On an average how many classes you take in a day? ..................................
11. In your opinion how many classes a school teacher should take per day, to teach classes effectively?
No, of classes: _______________
12. Which subjects do you teach?
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
60
13. To what extent you do the following activities during teaching learning process?
Activities Always Sometimes Never
a) I teach in the classroom using lecture method
b) I create opportunities for trainees group discussion
c) I teach in the classroom using question-answer techniques
d) I praise for correct answers
e) I assess trainees to know the progress of lesson
f) I take feedback from the trainees
g) I used teaching aids during lessons
h) I emphasized on inclusiveness
14. To what extent which teaching aids do you use?
Teaching aids Use of Scale
Always Sometimes Very little
a) Map/Globe
b) Chart/Picture/Illustration
c) Real object
d) Model
e) Projector, Power Point
f) Chalk board
g) Others
15. Have you been able to apply knowledge and skills acquired from C-in-Ed training in
your class teaching?
Yes No
16. If yes, which skills do you apply?
..................................................................................................................................................
..................................................................................................................................................
........................................................................................................................................
17. If no, why can you not apply? Give reasons:
..................................................................................................................................................
..................................................................................................................................................
........................................................................................................................................
C. C-in-Ed Curriculum
18. When did you get your C-in-Ed Education Degree? ................................
61
19. In your opinion to what extent the existing C-in-Ed programme is suitable for making
effective primary teachers?
Very much Much Moderate Poor Verly poor
20. How far the existing curriculum can meet the teachers with special needs (Tribal/disable/slow learners)?
Very much Much Moderate Poor Verly poor
21. Which co-curricular activities did you participate during your PTI training?
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
D. Problems and Suggestions
22. What other activities you do besides your specified class teaching?
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
23. As a school teacher what activities do you like and dislike?
Likes:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Dislikes:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
24. What facilities do you get while carrying out your responsibilities in a school?
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
25. What facilities/opportunities do you expect for performing your duties effectively? .....................................................................................................................................................................................................................................................................................................................................................................................................................
62
26. What problems do you face in carrying out your responsibilities?
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
27. Do you have job satisfaction as a primary school teacher?
Yes No
28. If not, please state the reasons:
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
29. As a whole what are the strong and weak aspects of the existing PTI training programme?
Strong aspects: ...........................................................................................................
.............................................................................................................................................
...........................................................................................................................
Weak aspects: ...........................................................................................................
............................................................................................................................................
............................................................................................................................
30. What are your suggestions for further improvement of Primary Teachers’ training progamme:
...........................................................................................................
.............................................................................................................................................
...........................................................................................................................
Signature of the Respondents: _____________________ Date: _____________
Name of the Interviewer: ____________ Date: _____________
63
ANNEX-5
Follow-up Review of Primary Teacher Training Programme in Bangladesh
Interview Schedule for the DPEO/UEO/AUEO (English Version)
A. Personal Data
1. District: ................................................................. Upazila: ................................
2. Name of the Respondent:
3. Age: ................. Year: ................. Month: .................
4. Female Male
5. Highest Educational Qualification
6. Professional Degree: C-in-Ed B.Ed. M.Ed. Other
7. Experience (a) Present post ......... year (b) As a Primary Teacher ......... year
8. How many Primary Schools do you visit in a month? ................................
9. What do you observe during your visit? ........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
10. What are your special suggestion to improve the learning environment of the school? ........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
11. What are your suggestions for developing professional skills of the teachers? ........................................................................................................................................
........................................................................................................................................
12. What are your administrative and academic activities?
Administrative:
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
64
Academic:
..............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
13. As an school teacher what activities do you like and dislike?
Likes:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
............................................................................................................................................
Dislikes:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
14. What facilities do you get while carrying out your responsibilities in a School?
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
15. What facilities/opportunities do you expect for performing your duties effectively? ........................................................................................................................................................................................................................................................................................................................................................................................................................
16. What problems do you face in carrying out your responsibilities?
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
17. In your opinion to what extent the existing C-in-Ed programme is suitable for making effective primary teachers?
Very much Much Moderate Poor Verly poor
65
18. The Govt. of Bangladesh is going to introduce DPEd training course of 18 months
duration implace of C-in-Ed? Are you aware of it?
Yes No
19. What are the main focuses of DPEd course?
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
20. As a whole what are the strong and weak aspects of the existing PTI training programme?
Strong aspects:
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Weak aspects:
.............................................................................................................................................
.............................................................................................................................................
............................................................................................................................................
21. Please give specific suggestions to improve the quality of Primary education and profesional development of teachers:
….........................................................................................................................................
............................................................................................................................................
....……………………………………………………………………………………………..........
22. What are your suggestions for further improvement of Primary Teachers’ training progamme:
….........................................................................................................................................
............................................................................................................................................
....…………………………………………………………………………………………….........
Signature of the Respondents: _____________________ Date: _____________
Name of the Interviewer: ____________ Date: _____________
66
ANNEX-6
Follow-up Review of Primary Teacher Training Programme in Bangladesh
FGD Guidelines (For SMC Members) (English version)
1. Do you visit the School?
2. What do you observe during your visit?
3. What are your suggestions to improve the quality of education in the school?
4. What are the problems in your school?
5. What steps are taken to solve the problems?
6. What do you expect from the authority to further improve your school?
7. Does the SMC meeting held regularly?
8. Are the SMC’s decisions implemented?
67
Study Team
Prof. Dr Md. Abul Ehsan - Team Leader
Prof. Salma Akhter - Member
Mr. Taposh Kumar Biswas - Research Associate
Md. Ashrafuzzaman - Research Assistant