Resources

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application/pdfAnnual Partner Feedback 2015The successes, opportunities and challenges of the Bangladesh Country Office are based to a large extent on how we collaborate with partners. Partners implement over 70% of the program budget. Partnership issues cut across program and support sectors, and require a high level of coordination if we are to ensure quality relationships. The Partnership Framework provides overall guidance, but regular feedback from our partners is crucial to monitoring how well we are implementing Save the Children’s approach to partnerships. The feedback mechanism ensure quality and learning in our collaboration, but they also ensures that we live up to our principles in the relationships we have with our partners and with the children and communities we are working together to support. Our partners are asked to complete a Partner Feedback Survey once a year. The survey provides quantifiable scores over time to allow the Country Office to track how our partners rate our partnership practices. The questions encompass areas around financial support, non-financial support (i.e. capacity strengthening), relationship and communication and monitoring, evaluation, accountability and learning.27/03/20161003KB
application/pdfPartnership Annual Report-2015Working in partnership is the cornerstone of Save the Children International (SCI)’s Theory of Change and the Country Strategy for Bangladesh. SCI works with local partners to increase the depth and breadth of its programming, but even more importantly to secure sustainability, ownership and the development of a strong civil society that can promote child rights and accountability for children. Bangladesh Country Office has successfully established its partnership framework in 2013, and has created a momentum for rolling-out the framework. In 2013 and 2014, Save the Children Sweden (SCS) and Save the Children Denmark (SCD) supported a TA position on partnership based in Bangladesh, through SIDA and DANIDA funding. The purpose was to strengthen the partnership approach both in Bangladesh and in the region. The Technical Advisor provided support to establish framework and guidance for program and support staff on developing and supporting quality partnerships. This included the various aspects of work of SCI with partners, such as assessments, selection, project planning, capacity building and evaluation. The framework will thus have an impact on activities of SCI with partners, but also on the structures, tools and approaches of SCI itself.27/03/20163MB
application/pdfMaMoni Health Systems Strengthening Project-NewsletterMaMoni HSS Project supports Bangladesh Government to observe World Prematurity Day 2015 and national introduction of KMC27/03/20161MB
application/pdfEvery Last Child a Spotlight on BangladeshEvery Last Child Campaign Spotlight: Giving All Children in Bangladesh a Fair Start in Life26/04/20161MB
application/pdfSchool Disaster Management Newsletter-Issue 02Institutionalizing School Disaster Management in the education sector in Bangladesh- DIPECHO VIII27/04/20166MB
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/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/pdfTeachers’ Practices & Capacities in the GPS and Community...Teachers’ Practices & Capacities in the GPS and Community Perception on MTBMLE approach by Innovition Consulting Private Limited Teachers give instructions in Bangla in the classroom though they use different indigenous languages to make the lessons comprehensible to the children. Majority of the teachers (66%) faced different problems while teaching indigenous children. The main problem they faced is the inability of the children to understand Bangla. 04/05/201614MB
application/pdfLessons Learned and Best Practices (Bangla)Children of MTBMLE are enthusiastic to go to school and can share their lessons with their parents at home. MTBMLE pre-primary education in Khagrachari and Bandarban has brought significant changes in enrolment and lessened dropout rates, encouraging parents to send their children to school. The study contains practical recommendations to strengthen local delivery of MTBMLE, and provides clear justification for government to provide greater support to MTBMLE pre-primary in future.04/05/201618MB
application/pdfLessons Learned and Best Practices (English)Children of MTBMLE are enthusiastic to go to school and can share their lessons with their parents at home. MTBMLE pre-primary education in Khagrachari and Bandarban has brought significant changes in enrolment and lessened dropout rates, encouraging parents to send their children to school. The study contains practical recommendations to strengthen local delivery of MTBMLE, and provides clear justification for government to provide greater support to MTBMLE pre-primary in future.04/05/20169MB
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