Presentation On BRAC

Group Members:

1. Mahfuza Mamoon 2. Sadia Afrin 3. Tanzim Hasan 4. Shifat Ahmed

Bangladesh Rural

Advancement CommitteeFounder:Sir Fazle Hasan Abed(Knighted by Queen Elizabeth2010)

Introduction BRAC- Bangladesh Rural Advancement Committee

Country of Origin- Bangladesh.Establishment- In 1972 by Sir Fazle Hasan Abed. Head quarter : BRAC Centre. 75 Mohakhali, Dhaka- 1212, Bangladesh

Number of Countries served BRAC is present in all 64 district in Bangladesh as well as in Afganistan , Pakistan, Srilanka , Uganda , Tanzania, South Sudan, sierra leone, Liberia, Haiti, Philippines as of 2014. BRAC also maintain their office in UK & USA.

Objectives 1. Poverty alleviation. 2. Empowerment of the poor particularly women.

• The Rural Development Program (RDP) is one of the major programs of BRAC. Its major objectives are:

• 1. Building viable organizations of the poor capable of bringing about desired changes in their own socio-economic and political circumstances. 2. Improving the socio-economic status of the rural poor through the provision of easy credit for income & employment generating activities. 3. Developing the managerial and entrepreneurial capabilities of the poor.

Major areas of services • Agriculture and Food Security Program (AFSP)• BRAC Education Program (BEP)• Microfinance• Community Empowerment Program (CEP)• Health, Nutrition & Population Program• Water, Sanitation & Hygienic (WASH)• Gender, Justice & Diversity• Specially Targeted Ultra Poor (STUP)• Disaster, Environment & Climate Change (DECC)• Human Rights & Legal Aid Services (HRLS)

BRAC Education Program (BEP)Operating in: 6 countriesMain Focus: BRAC Primary Schools (4 years)‘Second Chance of Learning’7,00,000 students (8 to 14 years)Basic Education to 10 million students, about 5 million from Non

formal primary school.

BRAC Education Program (BEP)

Pre-primary school

program

Primary school program

Post-primary basic &

continuing education

Adolescent development

program

Star

Pre-primary School ProgramObjective: To support unprivileged children to prepare them for Mainstream Primary Education Features:15, 164 teachers (100%female) & schools4,33,658 students25- 30 students in each class (61.29% girls)3 hours of schoolingFun and activity basedWeekly trainingSubject trainer (Specialized)

Features of Primary Schools• 22,618 schools (One room school)• 6,70,815 students (63.93% girls)• 22,699 teachers (One teacher/school)• 33 students (avg.)• 4 years• BRAC develops textbooks and other materials for up to Grade

III• Government textbooks are used in Grades IV and V• Core subjects: Mathematics, Social sciences and English• drop out rate <5%

Post primary basic & continuing education(Gono Kendro)

964 librariesChild cornerMicro museumMore than 1000s of books, newspaper and magazineTV and Computer with internet connectionMobile Libraries

Adolescent and youth development program (Kishori Kendro)

Life skills developmentLeadership developmentSkills development trainingSpontaneous participation in cultural activitiesReproductive health, early marriage, women’s legal rights etc.

Limitations of Kishori Kendro

• Computer training• Insufficient indoor games• Poor number of male members• Absence of national newspaper

STAR

Is a non- formal apprenticeship based technical and vocational training model

Need based trainingStudent mentoring initiativese-learning materials

Other Education Projects• Children with Special Needs• Education for Ethnic Children (EEC)• Projects:

a. Education Support Program (ESP)b. Formal & Community Schoolc. TBS (Tracking of BRAC Graduates at secondary schools)

d. Shishu Niketan: Home for Children e. Shikkha Tari: Boat School

BRAC Education programmes in Bangladesh

KEY FEATURES OF BRAC PRE-PRIMARY SCHOOLS

• Centre based approach with one teacher for 25-30 children • Girls aged five and more• Sixty percent female students • No tuition fee• Flexible class hours • Involvement of the community in addition to 2.5 hours of

schooling per day• One local female teacher with 10 years of schooling experience• School located on catchment of mainstream primary school• Fun and activities based pre-school education • Tracking former pre-primary students during their study in the

mainstream primary school through mobilizing parents to ensure learning and retention.

KEY FEATURES OF BRAC PRIMARY SCHOOL

• The one teacher school is operated by the same teacher for the same cohort of children for the entire period of four years and delivers lessons in all subjects.

• The school timings are flexible and are fixed according to needs.• Children do not have to pay any fees and there are no long holidays• Little homework or no homework as most of their parents are not capable of

assisting them • Children with Special Needs receive corrective surgeries along with devices like

wheelchairs, hearing aids, glasses and ramps• Children belonging to ethnic communities receive class lectures and course

materials in their own languages up to grade two so that they can overcome language barriers and cultural gaps

• BRAC develops textbooks and other materials for up to Grade III and government textbooks are used in Grades IV and V

• Students are taught about social values and their rights and responsibilities coupled with basic financial education to empower them

• BRAC primary school graduates are being tracked by BRAC for further study

Support to Formal Schooling

In collaboration with the government, BRAC initiated secondary teaching training services in 2001 to bring a qualitative change in teaching and learning in secondary schools. BRAC provides training for School Management Committees, head teachers/assistant head teachers and teaching staff to complement government efforts. BRAC implements the following four activities to support teachers and students in the formal schooling system:• a) Training & Workshops Programme• b) Computer Aided Learning (CAL) Programme• c) Mentoring• d) Chhatrabandhu• e) Medhabikash

Some special projects

DEEPSHIKHA

Since its inception in 1985, co-curricular activities in BRAC schools have been prioritized Co-curricular activities are intensely incorporated within the curriculum of BRAC schools as BRAC believes that this helps flourish social, emotional, language and communication skills of children for their all-round development.

Adolescent Development Programme

The Adolescent Development Programme (ADP) started in 1993 as a subset of BRAC’s school for older children. In order to retain the literacy rate and life skills that many girls lose after primary schooling, BRAC’s Education Programme opened Adolescent Clubs giving girls the chance to socialise, play indoor games, sing, dance and exchange views and experiences - all activities that were frowned upon in their homes. It works with MoWCA (Ministry of Women & Children Affairs) and Department of Youth Development under the Ministry of Youth and Sports. Moreover, MoWCA signed a MoU with BRAC to replicate the ADP model at the country’s seven districts of seven divisions where ADP is providing its entire technical support.

Education for Ethnic Children

BRAC established the Education for Ethnic Children (EEC) unit in 2001 to adapt its non-formal teaching model to meet the needs of indigenous children, who do not speak Bengali - the standard medium of education in Bangladesh. In EEC schools, teachers explain lessons orally in ethnic mother tongues alongside Bangla using educational materials based on local culture and heritage. This method helps indigenous children do better in class and increase their participation, while improving their enrolment and retention rates. Bilingual texts and supplementary reading materials have been developed up to Grade V in Chakma language. The programme also plans to develop similar bilingual materials for other communities. BEP has introduced a full-fledged Multi Lingual Education (MLE) in the Chittagong Hill Tracts to suit the learning needs of the indigenous communities using the students’ native languages as the medium of teaching. The aim is to help these children to bridge the linguistic gap and become proficient in Bengali.

Lessons to be learnt

•Children do not have to pay any fees

•Learning materials are provided for every children

•BRAC primary school graduates are being tracked by BRAC for further study

•basic financial education to empower them

BRAC ensured basic education among poor children

•such as Chittagong Hill Tracts, haors, baors, chars, and coastal areas.

-“Shikkha Tori” at Kishoregonj

BRAC expanded geographical coverage in hard to-reach areas

•Provides devices like wheelchairs, hearing aids, glasses and ramps

Children with Special Needs receive corrective surgeries

•Children belonging to ethnic communities receive class lectures and course materials in their own languages up to grade two

-Books in Chakma script for grade V were developed in 2012

BRAC initiated mother tongue-based multilingual education for ethnic children

•BRAC’s computer aided learning methods and ICT services in multi-purpose community learning centers’ received great recognition in the “Digital World 2012” organized by the Bangladesh Computer Council.

BRAC’s initiated e-learning method in Bangladesh

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