Materials, methods and assessment

Teaching aids are vital because they visibly facilitate the learning process. Besides, instant and rapid understanding are possible with the help of these materials. Considering this aspect, the NEP (2010) has traced out the following issues,

The National Curriculum and Textbook Board (NCTB), in the light of the set objectives of the primary education, will prepare subject-based textbooks, supplementary text materials, exercise books and teaching aids (books with analyses, exercises and examples) with a view to meeting the marginal requirements of every subject and class. All textbooks must be flawless and written in easy and lucid language, directed towards creating an interest in the students. The textbooks for the blind children will be prepared following the Braille method (Chap. 2, Section B, Article 10).

6.2.3.2 Teaching methods

Teaching strategy is an important factor for quality education because effective lesson entirely depends on using this powerful strategy. As the NEP (2010) refers that “teaching methods will

be joyful, attractive and learner friendly (Chap. 2, Section B, Article 8)”. However, natures of

teaching approach are described in the NEP (2010),

An interactive teaching method will be pursued to develop the creative faculties and skills of the children and help them do the exercises through individual or group-work. Research initiatives to find out the appropriate methods for innovation of effective teaching, evaluation and implementation will be encouraged and supported (Chap. 2, Section B, Article 26).

6.2.3.3 Student assessment

Assessments ease the process of evaluation and thus to learn about children well. It facilitates taking decisions before, during, and after teaching to seek learning

outcomes. Realizing the value of student evaluation, the NEP (2010) has provided certain clear indications in the policy,

In Classes I & II, there will be continuous assessments, while from Class III onwards, quarterly, half-yearly & yearly examination systems will be in place. On the completion of Class V, a terminal examination with identical set of questions will take place at Upazilla/Pourashava/ Thana levels (of big cities). On the completion of Class VIII, a public examination will take place to be initially known as Junior School Certificate Examination. The Education Boards concerned with examination will conduct this public examination (Chap. 2, Section B, Article 27).

6.2.4 Teachers’ education 6.2.4.1 Teachers’ selection

Teacher selection is indispensable for high quality teaching and to ensure productive and effective learning outputs. In this aspect, the NEP (2010) details the selection process,

A separate Private Teachers Selection Commission will be established similar to Public Service Commission for teachers’ selection for the non-government primary schools (government approved & supported)) and Ibtedaye Madrasas5. This Commission will be comprised of persons associated with education and administration. It will conduct the selection process through written and oral tests. The selection will be at Upazila or district level. The appropriate recruitment authority will recruit teachers for various schools out of the candidates selected by the Commission. Coordinated efforts taken at Upazilla/Thana level will annually decide on the number of teachers needed and the Commission will be reported accordingly. On the basis of that, the target for recruitment of subject-wise teachers will be fixed (Chap. 2, Section B, Article 33).

5_{This is equivalent to primary level of general education. The first level of madrasah education is comprised of 5 years of schooling (grades}

6.2.4.2 Teachers’ qualification

Academic qualification of teachers is considered as the most important school-related factor that influences on student achievement. It is predicted that higher levels of teacher quality are positively associated with better student performance (Loeb 2001; Hanushek and Rivkin 2006). In this regard, the NEP (2010) includes certain policies,

Minimum qualification for recruitment of teachers for Classes I to V will be HSC with 2nd division or its equivalent degree. And for Classes VI to VIII, they will be men or women with 2nd class Bachelor degrees. For lower classes, female teachers will get priority. The recruited teachers have to receive training and earn C-in-Ed/B.Ed degree within 3-years from their joining. For direct appointment in the post of a Head Teacher, the minimum qualification will be graduation with 2nd class and he or she has to earn C-in-Ed or B.Ed. (primary) within 3 years.

Teachers’ training is further explained in the NEP (2010) in details,

Initiatives will be taken for teachers’ training and scope of their in-service training will be broadened. Overseas training will be arranged depending on necessity and availability. The skill and capacity of the national training institutions will be improved (Chap. 2, Section B, Article 31).

6.2.5 Other policies

6.2.5.1 Supervision and monitoring

Supervision means “to inspect, control, evaluate or advice, assist and support schools heads and teachers” (UNESCO, 2007: 6) whereas monitoring is “an internal management process of continuous control of inputs, process and outputs in order to strengths and weaknesses, formulates practical proposal for action to be taken and take the necessary steps to reach the expected results” (Ibid, p. 8). In this regard, the NEP (2010) contains,

The main responsibility of supervising within the school rests with the Head Teachers. So, special training has to be arranged for them so that they can discharge their duties

skillfully. The external monitoring and the supervision of the school will be decentralized as much as possible. The officials responsible for this task has to be assigned with some fixed number of schools so that they can supervise and monitor skillfully (Chap. 2, Section B, Article 34).

6.2.5.2 School management

Good management is a key factor to bring effective performance among the staffs of an institution. In this respect, the NEP (2010) has simultaneously enhanced on school management for individual development and to encourage mutual confidence and understanding among the teachers and students in the following way,

To ensure community participation in the development activities of school, the management committees will be further empowered, where necessary, to become more active. The management committees will be constituted of some ex-officio members and others elected through thoughtful consideration. Simultaneously, the accountability of the committee must be ensured (Chap. 2, Section B, Article 28).

The NEP (2010) further refers,

Measures will be taken to raise eagerness of the guardians regarding schools and their children’s education through the establishment of pro-active guardians-teachers committees (Chap. 2, Section B, Article 29).

6.2.5.3 National Academy for Primary Education (NAPE)

Apart from all of these important factors, the NEP (2010) also addresses several numbers of issues related to quality of primary education in Bangladesh as are cited here,

The status of National Academy for Primary Education (NAPE) has to be elevated to a top national institution of very high quality so that it can innovate new methods of activities for the development of primary education. Some necessary measures are to be undertaken to achieve that, such as, training of the academic staff of PTIs and the other field officials engaged in different projects; preparation and approval of syllabus

for basic teachers’ teaching, supervision of training, conducting of the exams of the trainees and conferral of diploma and initiation of appropriate research activities for the development of primary education, conducting of seminars and workshops (Chap. 2, Section B, Article 36).

These policies attempt to increase productive and creative teaching-learning in primary education of Bangladesh. Besides, these policies aim to facilitate learning using different teaching strategies suitable for learners. Nowadays, these indicators are regarded as standard for quality education of primary schools in Bangladesh.

6.3 How the quality parameters identified in the education policy are

implemented?

This section is organized with some concepts of quality involved in teaching-learning process as identified in the education policy of Bangladesh. Accordingly, data are presented independently in view of public school versus BRAC School.

6.3.1 Curricula and syllabi: public school vs. BRAC School