Education

TypeNameDescriptionModifiedSize
application/pdfEducation and Protection for Refugee Children (EPRC) ProjectBrief of Education and Protection for Refugee Children (EPRC) Project04/05/2017804KB
application/pdfEducation continuity during COVID-19 pandemic situation -1Education continuity during COVID-19 pandemic situation: Experience of Rohingya Response in Cox's Bazar08/09/2020889KB
application/pdfEducation continuity during COVID-19 pandemic situation- 2 Education continuity during COVID-19 pandemic situation: Experience of SHIKHON NFPE project08/09/2020980KB
application/pdfEducation Program Learning Group WorkshopEducation Program Learning Group Workshop-A platform for cross program collaboration and learning 26/06/2016528KB
application/pdfEGE Project BriefEmpowering Girls through Education (EGE) project, designed by Save the Children and funded by Hempel Foundation is being implemented to address the challenges for transition of girl students from primary school to secondary school. The project is aiming to support 8,738 girl students of grade IV and V in 120 government primary schools from Rajarhat (under Kurigram district) and Madarganj (under Jamalpur district). 04/08/20201MB
application/pdfFatema's Story From Rohingya CampFatema Jannat* is a 16-year-old Rohingya refugee who lives with her parents and siblings in one of the camps in Cox’s Bazaar, Bangladesh. They fled to this neighbouring country from Myanmar due to the violence and finally settled in the camps two years ago. While in Myanmar, she did not attend school though had a zeal to learn in heart. In the camps in Bangladesh, she showed her interest to go to school but her parents did not allow as the learning centres teach both the boys and girls together. With a heavy heart she continued reading Quran instead, alone at home.30/06/2020205KB
application/pdfGetting ready for school in Chittagong Hill Tracts (Bangla)Getting ready for school in Chittagong Hill Tracts A comparative analysis of mother tongue and national langue based preschools in indigenous communities By Gowri Vijaya Kumar Children of MTBMLE preschools had significantly enhanced language, literacy and school readiness skills compared to children who had attended preschool in Bangla. Children in MTBMLE preschools outperformed their counterparts in Bangla-based preschools in several areas: communication, language and literacy; problem-solving, reasoning, and numeracy; knowledge and understanding of the world, and concepts about print. Classroom observations revealed that MTBMLE classrooms were more participatory and culturally relevant to children. Focus group discussions with community members highlighted a diversity of opinions about language issues, but suggested that MTBMLE preschools may allow for greater participation from parents in reinforcing learning outside the classroom. 04/05/201617MB
application/pdfGetting ready for school in Chittagong Hill Tracts (English)Getting ready for school in Chittagong Hill Tracts A comparative analysis of mother tongue and national langue based preschools in indigenous communities By Gowri Vijaya Kumar Children of MTBMLE preschools had significantly enhanced language, literacy and school readiness skills compared to children who had attended preschool in Bangla. Children in MTBMLE preschools outperformed their counterparts in Bangla-based preschools in several areas: communication, language and literacy; problem-solving, reasoning, and numeracy; knowledge and understanding of the world, and concepts about print. Classroom observations revealed that MTBMLE classrooms were more participatory and culturally relevant to children. Focus group discussions with community members highlighted a diversity of opinions about language issues, but suggested that MTBMLE preschools may allow for greater participation from parents in reinforcing learning outside the classroom. 04/05/201615MB
application/pdfHolistic approach towards Promotion of inclusive EducationDespite significant progress in access to primary education, 4 million school going age children including children with disabilities are still out of school in Bangladesh. This indicates that the education system in Bangladesh is not ensuring the provision of Right to Education to all children. Children with disabilities (CWDs) are the most vulnerable amongst the disadvantaged groups of children in Bangladesh.04/08/2016954KB
application/pdfHolistic approach towards Promotion of Inclusive EducationBrief of Holistic approach towards Promotion of Inclusive Education (HOPE) project04/05/2017653KB
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