Bangladesh

Bangladesh Project

An Outline of Our Activities in South Balia Village, Chandpur, Bangladesh

Our support for the impoverished, fatherless families in South Balia Village stems from the disaster relief that followed a major tidal wave in 1989, a catastrophe that affected the whole country. In 2000, we began delivering clothes and rice to fifty families comprising 82 people and at the same time, opened supplementary classes for 32 children under the age of eight whose attendance at school was erratic and who had consequently fallen behind in a number of subjects.

Since 2001, NVC has ceased delivering supplies, concentrating instead on the supplementary class program. In 2005, a literacy class for women was introduced and NVC continues to support both projects.

The following is a summary of our activities in South Balia Village.

1. Location

The village is located about 5 hours’ drive south of the capital, Dhaka. It stands on the floodplain of the River Meghna and is susceptible to frequent flooding.

According to official statistics (2003), the village has a population of 19,279 comprising 8,282 men and 10,997 women. Half of the total population is 18 or over and employed on an itinerant, day laborer basis (rickshaw driver, peddler etc.). Ninety per cent of the population is Muslim and the remaining ten percent include Hindus and the ethnic minority Garos.

2. Our Bangladesh Counterpart

NVC’s counterpart is NVC Bangladesh, an organization registered with the government of Bangladesh. Its members are primarily responsible for administering the projects on behalf of NVC and keep us up to date with developments in our two key projects; the supplementary lessons program and the women’s literacy class.

3. The Supplementary Classes

3-1. Social Context

Compulsory education in Bangladesh begins at the age of 6 and lasts nominally for five years. According to official figures, attendance is as high as 97% but in practice it does not exceed 83% (World Bank Report: 2000). However, only 70% of school children attend school on anything approaching a regular basis and 40% quit before completing their fifth year (World Bank Report).

The prevailing conditions in South Balia Village are worse than the national average for the following two principal reasons.

i. As there is no system of family registration in Bangladesh, parents often do not know the real ages of their children. Consequently, children may not be enrolled in school until long after their sixth birthday. Moreover, many parents fail to appreciate the value of education and choose instead to keep their children at home unless the local authorities are alerted to the situation by neighbours.
ii. The dropout rate is very high in this area and in one year, of the 200 children who entered school as first-year pupils, only 50 remained at the end. The following reasons for the exceptionally high dropout rate may be advanced.
A. Parental Poverty

Towards the middle and upper school years, more children have to assist their parents at work. In addition, many families are unable to afford the necessary writing materials, even when text books are distributed free of charge.

B. Poor Learning Conditions

Dilapidated buildings, a shortage of teachers and inadequate school furnishings and equipment make it very difficult for children to learn properly. According to a World Bank survey, the national average teacher to pupil ratio is 1:63, which compares with a ratio of 1:90 in South Balia Village.

Furthermore, the adult literacy rate of 31% in South Balia Village is significantly lower than the national average of 41.3% (UNESCO figures). With literacy rates of only 35.6% for men and 26.3% for women, it is reasonable to deduce that parents have little real understanding of their children’s education or educational needs.

3-2. Purpose of the Supplementary Classes Project

Our principal objective is to reduce the number of children who quit school. After a lengthy absence there is little chance of them returning to school and of progressing towards a secondary education. Therefore, we would like to assist children in overcoming any setbacks during the earlier stages of their public school education.

3-3. Supplementary Lessons Classes

i. Although many students would like to join the supplementary classes program, priority is given to the neediest families.
ii. Classes begin at 3p.m. after public school finishes for the day. As the emphasis is upon consolidating what has already been taught at (public) school, the same text books are used although other teaching materials are used to help reinforce the children’s understanding. We also pay careful attention to matters of personal and public hygiene such as cleaning one’s hands and brushing one’s teeth, using scientific sanitation, awareness building on need for pure drinking water etc. Teaching basic manner (how to respect each other) is also another focus area of learning in this school to improve personal values,because they are not included in the school curriculum.
iii. NVC issues the children with writing materials, uniforms, umbrellas and school bags. The writing materials can also be used in public school, while the umbrellas are necessities during the rainy season. As there are no lunches provided in public school, we supply each child with nutritious food after class. The boiled egg, banana and biscuit they receive are regarded by some children as equivalent to a proper meal.
iv. When the need arises, teachers may visit a pupil’s home to inform the child’s parents of the situation in class and to find out how much homework their child is doing.

3-4. Results of the Supplementary Classes Project

i. The number of children quitting school has decreased.
ii. There was a remarkable improvement in some of the children following the supplementary lessons program. Not only did they do better in public school, but their self-confidence and willingness to learn grew as well.
iii. As the supplementary classes are not conducted in private, both parents and villagers have had the opportunity to observe lessons in progress. It would appear that their self interest in education has grown to a great extent.

4. Literacy Class

4-1. Social Background of the Literacy Class

i. The rate of adult literacy in South Balia Village is very low. Before the literacy class was established, mothers could not write their names and addresses, read or reply to letters delivered to the family home nor understand their own children’s classes at school. Furthermore, they were not numerate and were thus unable to manage the family budget.
ii. Mothers’ interest in learning how to read and write was stimulated by the progress of their own children.

4-2. Summary of the Literacy Class

i. The literacy class is attended by the mothers of pupils attending NVC’s supplementary classes.
ii. The teacher in charge of both the literacy class and the supplementary classes is Ms. Gita Mojumdar who lives in South Balia Village.
iii. There are two terms of six months each running from January-June and July-December.
iv. The class has seating capacity for 15 people.
v. Classes are held everyday except Thursday and Friday.
vi. The curriculum comprises constant practice and revision of Bengali vowels and consonants, Bengali numerals, basic arithmetical calculations and the reading and writing of the alphabet for six months.
vii. The teaching materials consist of visual aids (such as wall decorations), the same textbooks as those used by lower grade pupils in public school and books on both public health and gender published by BRAC, a NGO operating in Bangladesh.
viii. Teaching is textbook centered and students copy letters written on the blackboard by the teacher. Reading aloud and choral repetition are combined with both silent reading and writing exercises. The teacher physically assists students in the writing activities (such as helping to guide their hands) and the manageable size of the class makes it possible for her to give each student a fair amount of individual attention.
ix. The teacher keeps an attendance register although it should be noted that most students are eager to learn and absenteeism is minimal. One illustrative example of the students’ attitude is that of a young pregnant woman who attended class regularly except for the four-week period immediately before and after giving birth. Another student even studied by herself after hours in the classroom.
x. Students are given both a mid-term examination after three months and a final examination at the end of six months. The results of the mid-term exam determine what is taught in the second half of the term and the teacher is constantly striving to improve her teaching methods. For students who do particularly well in the mid-term examination and for all those who complete the literacy course, NVC makes a gift of a sari.
xi. These students are also being taught about matters of personal and public hygiene such as cleaning one’s hands and brushing one’s teeth, using scientific sanitation, awareness building on need for pure drinking water etc. Teaching basic manner (how to respect each other) is also another focus area of learning in this school to improve personal values.

4-3. Results of the Literacy Class

i. We are very happy to report that after a six-month literacy course focusing on Bengali characters, numerals and basic words, some of the women in South Balia Village were able to break the cycle of illiteracy. It should be stressed that in acquiring the ability to write their own names, the names of their family members, their addresses as well as learning the rudiments of household management, these women are steadily empowering themselves within both the family and the community. Indeed, one of the women went on to get a job sorting mail for a NGO based in South Balia Village.
ii. Many of the mothers in the literacy class now display an interest in their own children’s education and look forward to the chance to talk about school matters at home. They are also overjoyed at being now in a position to give advice to those of their children who are in the lower grades of public school.
iii. Learning has become a part of their lives to such an extent that they have acquired the self-confidence to want to learn more.
iv. The experience of studying and learning together has helped forge closer ties among the women and a spirit of companionship now exists among them.
v. Ms. Gita Mojumdar the teacher in charge of the literacy class has gained confidence in her ability to tackle illiteracy. Although she had no previous experience in this area, she approached the tasks with enthusiasm and determination.
vi. The other women in the village followed the progress of the literacy class students with a certain amount of interest. It would now appear that they too are keen to enroll in the class. Moreover, the families of the students were generally supportive of the great effort they were making.

i.	Although many students would like to join the supplementary classes program, priority is given to the neediest families.
ii.	Classes begin at 3p.m. after public school finishes for the day. As the emphasis is upon consolidating what has already been taught at (public) school, the same text books are used although other teaching materials are used to help reinforce the children’s understanding. We also pay careful attention to matters of personal and public hygiene such as cleaning one’s hands and brushing one’s teeth, using scientific sanitation, awareness building on need for pure drinking water etc. Teaching basic manner (how to respect each other) is also another focus area of learning in this school to improve personal values,because they are not included in the school curriculum.
iii.	NVC issues the children with writing materials, uniforms, umbrellas and school bags. The writing materials can also be used in public school, while the umbrellas are necessities during the rainy season. As there are no lunches provided in public school, we supply each child with nutritious food after class. The boiled egg, banana and biscuit they receive are regarded by some children as equivalent to a proper meal.
iv.	When the need arises, teachers may visit a pupil’s home to inform the child’s parents of the situation in class and to find out how much homework their child is doing.

i.	The number of children quitting school has decreased.
ii.	There was a remarkable improvement in some of the children following the supplementary lessons program. Not only did they do better in public school, but their self-confidence and willingness to learn grew as well.
iii.	As the supplementary classes are not conducted in private, both parents and villagers have had the opportunity to observe lessons in progress. It would appear that their self interest in education has grown to a great extent.

i.	The rate of adult literacy in South Balia Village is very low. Before the literacy class was established, mothers could not write their names and addresses, read or reply to letters delivered to the family home nor understand their own children’s classes at school. Furthermore, they were not numerate and were thus unable to manage the family budget.
ii.	Mothers’ interest in learning how to read and write was stimulated by the progress of their own children.

i.	The literacy class is attended by the mothers of pupils attending NVC’s supplementary classes.
ii.	The teacher in charge of both the literacy class and the supplementary classes is Ms. Gita Mojumdar who lives in South Balia Village.
iii.	There are two terms of six months each running from January-June and July-December.
iv.	The class has seating capacity for 15 people.
v.	Classes are held everyday except Thursday and Friday.
vi.	The curriculum comprises constant practice and revision of Bengali vowels and consonants, Bengali numerals, basic arithmetical calculations and the reading and writing of the alphabet for six months.
vii.	The teaching materials consist of visual aids (such as wall decorations), the same textbooks as those used by lower grade pupils in public school and books on both public health and gender published by BRAC, a NGO operating in Bangladesh.
viii.	Teaching is textbook centered and students copy letters written on the blackboard by the teacher. Reading aloud and choral repetition are combined with both silent reading and writing exercises. The teacher physically assists students in the writing activities (such as helping to guide their hands) and the manageable size of the class makes it possible for her to give each student a fair amount of individual attention.
ix.	The teacher keeps an attendance register although it should be noted that most students are eager to learn and absenteeism is minimal. One illustrative example of the students’ attitude is that of a young pregnant woman who attended class regularly except for the four-week period immediately before and after giving birth. Another student even studied by herself after hours in the classroom.
x.	Students are given both a mid-term examination after three months and a final examination at the end of six months. The results of the mid-term exam determine what is taught in the second half of the term and the teacher is constantly striving to improve her teaching methods. For students who do particularly well in the mid-term examination and for all those who complete the literacy course, NVC makes a gift of a sari.
xi.	These students are also being taught about matters of personal and public hygiene such as cleaning one’s hands and brushing one’s teeth, using scientific sanitation, awareness building on need for pure drinking water etc. Teaching basic manner (how to respect each other) is also another focus area of learning in this school to improve personal values.

i.	We are very happy to report that after a six-month literacy course focusing on Bengali characters, numerals and basic words, some of the women in South Balia Village were able to break the cycle of illiteracy. It should be stressed that in acquiring the ability to write their own names, the names of their family members, their addresses as well as learning the rudiments of household management, these women are steadily empowering themselves within both the family and the community. Indeed, one of the women went on to get a job sorting mail for a NGO based in South Balia Village.
ii.	Many of the mothers in the literacy class now display an interest in their own children’s education and look forward to the chance to talk about school matters at home. They are also overjoyed at being now in a position to give advice to those of their children who are in the lower grades of public school.
iii.	Learning has become a part of their lives to such an extent that they have acquired the self-confidence to want to learn more.
iv.	The experience of studying and learning together has helped forge closer ties among the women and a spirit of companionship now exists among them.
v.	Ms. Gita Mojumdar the teacher in charge of the literacy class has gained confidence in her ability to tackle illiteracy. Although she had no previous experience in this area, she approached the tasks with enthusiasm and determination.
vi.	The other women in the village followed the progress of the literacy class students with a certain amount of interest. It would now appear that they too are keen to enroll in the class. Moreover, the families of the students were generally supportive of the great effort they were making.