BRAC

I became interested in BRAC after listening to a presentation at the Dean’s Graduate Conference at OISE (an otherwise very interesting conference), and decided to read up on it. This thesis was in the OISE library, and I couldn’t check it out, so I had to return three times to finish reading it. Quite enjoyable though. I think this is the first PhD thesis I’ve ever read in full.

• Gives a good introduction to non-formal primary education (NFPE) in general, with case studies of three examples, Escuela Nuova in Columbia (I think), a shepherd’s school in Africa and a school in Northern Egypt. Lot’s of references, I want to read up on these.
• PhD is part of a group at OISE that studies NFPE around the world, and many of the studies she references are also OISE PhD theses, or books/articles written by her supervisor. Must be a stimulating environment!
• Introduces Bangladesh briefly, and the different NGOs, as well as the educational system. Very sceptical to the mainstream educational system, which suffers from high dropout rates, non relevant curriculum, especially to rural students, large class-sizes and unmotivated teachers.
• Introduces BRAC, a large indigenous development NGO in Bangladesh that in addition to primary education also does microcredit, has a for-profit internet company, does house building and even runs a university. Incredibly interesting organization, and it seems like a real “sucess story” of development.
• Discusses in detail the different aspects of the BRAC system - based on small single-class (with different ages) schools in rural areas, taught by local usually married women that do it as only part of their day’s tasks.
• Incredibly short training - only about two weeks first, but very well prepared lesson plans - at initial training, only what they need for the first year is trained. Then intensive follow-up, meetings every month, visits two times a week by area coordinator, etc.
• Local, accessible, teacher understands local conditions and has confidence of parents. Material that relates to people’s lives, smaller class size. Very high motivation. Educational outcomes better than for state schools. (Most graduates enter state secondary and high schools sucessfully).
• The teaching is not very “alternative”, although BRAC uses the term learner-centered, it is still very teacher and drill-oriented. According to author, this is appropriate to their culture, and works well.
• Some discussion of the entire network of support staff, teacher training staff, project coordinators, curriculum developers etc. Quite amazing.
• BRAC are now developing curricula for serving ethnic minorities in Bangladesh.

542 p.

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