study on teachers' training system of primary and secondary
TRANSCRIPT
Study on Teachers’ Training System of
Primary and Secondary Education in Bangladesh
Submitted to
UNESCO Bangladesh
December 2008
By Mr. Saleh Motin
Mr. A N S Habibur Rahman
Ms. Nishat Jahan
Yukta 1/3 (3
rd Floor)
Block A, Lalmatia
Dhaka-1207
Tel. 9124981
e-mail: [email protected]
1
TABLE OF CONTENTS
Executive Summary 2
Acronyms 4
Section 1: Background of the study 5
Section 2: Objectives of the study 8
Section 3: The Methodology 9
2.1 Selection criteria
2.2. Respondents of the study
2.3. Tools/instruments of data collection
2.4. Activities conducted
Section 4: Data Collection 11
Section 5: The Analysis and Findings 19
5.1 Primary Teachers’ Training
5.1.a Certificate in Education course
5.1.b Other trainings
5.2 Secondary Teachers’ Training
5.2.a Bachelor of Education (B.Ed) course
5.2.b Other trainings
5.3 Education Policy
• Early Childhood Care and Education (ECCE):
• Primary Education
• Secondary Education
5.4 Issues to be concerned
• Inclusive Education
• Gender
• Human rights
• Multilingual Education
Section 6: Major Recommendations 42
6.1 At the level of Primary Education
6.2 At the level of Secondary Education
6.3 Common Issues of concern
Section 7: Conclusion 46
Annexure (Translated version)
Annexure-1: FGD guidelines
Annexure-2: Interview questionnaire
2
EXECUTIVE SUMMARY
This report presents the major findings of the Study on Teachers’ training system of
Primary and Secondary Education in Bangladesh conducted during the period of October
to December 2008. The major objectives of the study were to identify relevance of
teachers training curricula, materials, pedagogy and methodology at the primary and
secondary education levels, teachers’ qualification and capacity gaps and constraints to
deliver the knowledge and skill achieved from the trainings. Moreover, the objectives of
the study also included assessment of gender equity, human rights, multilingual education
and flexibility in the teachers training curriculum, which are essential to meet the diverse
needs of the learners and capacitate the teachers to deal with the issues.
The study followed two approaches: a) survey, meeting and focus group discussions with
the instructors of the training institutes and the teachers; and b) analyzing available
documents, e.g. policy papers, course materials, etc. related to primary and secondary
teachers’ training. The survey and focus group discussions were conducted in 8 districts
of the country namely Dhaka, Gazipur, Rajshahi, Chapai Nawabganj, Bogra, Netrokona,
Bhola and Mymensing. The study also included individual interviews of 235 teachers and
instructors and 22 Focus Group Discussions.
The teachers and instructors expressed their views and attitude towards the current
teachers training system and on the issues of inclusive education, gender equity, human
rights as well as multilingual education.
The report has been organized in seven sections. Section one describes the background or
premises of the study; section two presents the objectives of the study; section three
elaborates the methodology; section four presents few samples of the data collected
through the survey and focus group discussions; section five narrates findings along with
recommendations that came out from the focus group discussions and individual
interviews with the teachers and instructors; and section six ends with a compilation of
major recommendations incorporating the summary findings of the study.
The study shows that there is a serious gap of coordination among the Directorate of
Primary Education (DPE), National Curriculum and Textbook Board, National Academy
of Primary Education (NAPE) and Primary Training Institutes. As a result the quality of
teacher training is suffering. It is recommended in the report that coordination among
DPE, NCTB, PTI and NAPE should be strengthened so that changes in the national
curriculum for primary education are properly reflected in the C-in-Ed Course.
The study also shows that trainees do not have adequate opportunities to have hands on
experience on pedagogical matters during their training. As they are not properly trained, it
is difficult for them to manage the classroom and create an interactive teaching-learning
environment. Another major problem in this regard is the class size. 43% of the
interviewees mentioned that they were unable to apply their training skills due to the large
number of students in the classroom. 13.6% of the respondents identified inadequacy of
3
time as a big problem. The study recommends that the problem of student-teacher ratio
should immediately be resolved in order to ensure quality education.
The major recommendations are related to the one-year C-in-Ed course, which needs to
be reviewed and updated as appropriate for the learner-centred teaching-learning process
so as to make it well balanced with theoretical as well as practical aspects.
It is also strongly recommended that the physical facilities of the practice teaching
centres should be conducive and duration of the practice teaching should be half of the
total time of the course.
Private Colleges under the National University, private universities and Bangladesh Open
University run B.Ed Course for about 300 contact hours while the original course run by
the TTCs is of 1200 contact hours. Most of the private universities lack sufficient teaching
practice for the trainees; instead they adopt simulation which cannot bring forth the result
as teaching practice might yield. So it is recommended that B.Ed trainings for the
secondary school teachers offered by the private Teachers’ Training Colleges should be
of the similar standard as provided by the government Teachers’ Training Colleges. All
B.Ed providers should adhere to the stipulated 1200 contact hours for the B.Ed Course in
order to ensure quality B.Ed training. The out-campus teachers training colleges of the
Dhaka-based private universities providing low quality of training should either be closed
or brought under regulatory framework of close monitoring.
In recent years, Teaching Quality Improvement Secondary Education Project (TQISEP)
introduced modules on different teaching-learning subjects both for the trainers and
trainees, which are interactive and participatory according the participants. The study
team suggests that this project should be mainstreamed to ensure sustainability of its
success.
There is only one Vocational Teachers Training College run by the government having
very limited capacity in terms of teaching staff and learning facilities while there are 64
Government Technical Schools and 1224 private schools having vocational course. This
area also needs to be upgraded.
The study recommends that the curricula of PTIs and Teachers' Training Colleges should
have provisions to accommodate issues of gender equity, inclusive education and human
rights as well as multilingual education. Special training on inclusive education should
also be designed for the teachers to deal with the related issues in the classroom.
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ACRONYMS
ATEO : Assistant Thana Education Officer
B.Ed : Bachelor of Education
B. P.Ed: Bachelor in Physical Education
BHPI: Bangladesh Health and Physiotherapy Institute
BOU: Bangladesh Open University
C in Ed: Certificate in Education
CRP: Centre for Rehabilitation of the Paralysed
CPD: Continuous Professional Development
DPE: Directorate of Primary Education
ECCE: Early Childhood Care and Education
ES: Educational Studies
EFA: Education for All
ELTIP: English Language Teaching Improvement Project
FGD: Focus Group Discussion
GOB: Government of Bangladesh
GER: Gross Enrolment rate
HSTTI: Higher Secondary Teachers’ Training Institute
HSC: Higher Secondary Certificate
ICT: Information & Communication Technology
IE: Inclusive Education
IER: Institute of Education and Research
M.Ed: Master of Education
M.A: Master of Arts
M.Sc: Master of Science
M.Com: Master of Commerce
M.S.S: Master of Social Science
MoE: Ministry of Education
NAPE: National Academy of Primary Education
NCTB : National Curriculum and Textbook Board
NER: Net Enrolment Rate
NGO: Non Government Organizations
PS: Professional Studies
PTI: Primary Teachers’ Training Institute
SSC: Secondary School Certificate
TQI: Teaching Quality Improvement
TP: Teaching Practice
TS: Teaching Studies
TTC: Teachers’ Training Colleges
RS: Technology Information & Research Studies
TEO: Thana Education Officer
TOT: Training of Trainers
TQISEP: Teaching Quality Improvement Secondary Education Project
UNESCO: United Nations Educational Scientific and Cultural Organization
UPE: Universal Primary Education
5
SECTION 1: BACKGROUND OF THE STUDY
Since independence many efforts have been undertaken to achieve Universal Primary
Education (UPE) and this national objective was explicitly reflected in the constitution of
Bangladesh. Each government that came to power appointed at least one education
commission since 1971 to 2000 and there were five commissions within this time, one
task force and one committee for education and also a national committee for primary
education. Albeit education receives the highest allocation of resources in the social
sector of Bangladesh, the quality of education is degrading alarmingly.
The Constitution not only states of free and compulsory primary education, but also
advocates for women education with provision that it should reach out to the poor,
disadvantaged and handicapped. Against this backdrop, manifold steps like Primary
Education (Compulsory) Act 1990, National Education Policy 2000, Education for All
(EFA), Dakar Framework for Action (2000), National Plan of Action 2003-2015, etc. are
undertaken to ensure education for all irrespective of race, class and gender in order to
enhance their urge for equal rights, capacitate them to participate in the national life at all
levels, ensure participation in socio-economic development and alleviation of poverty;
and to help in economic progress through self employment so that they can actively
participate in developing Bangladesh as a prosperous country.
Through all these efforts, a rapid growth has been there during the last 15 years in terms
of participation and completion rate and a strong overall growth in the system of primary
education. The Gross Enrolment rate (GER) reached 93.7% for boys and 96.3% for the girls
in the year 2006. The official data suggests an over all Net Enrolment Rate (NER) of 87.2%
for the boys whereas 90.1% for the girls1. The female stipend programme in secondary level
has increased the enrollment rate of the girls to a higher level than the boys.
Unfortunately, this apparently high rate of enrollment could not ensure access to
education of the children with mental, physical or intellectual difficulties or the children
from minority or disadvantaged communities who need special care and attention in the
school so as to be a regular member of the broader society.
On the other hand, the success in achieving the quantitative targets has failed to bring
essential learning attainment level for all learners in respect of achieving quality
education. There are many factors impeding achievement of the essential level of
teachers’ qualification, knowledge, skill and attitude for clear understanding and practice
for need-based teaching. Need-based curriculum, teaching learning materials and
teaching aids, methodologies practiced in curriculum implementation are not appropriate
to reach out quality education to all, particularly disadvantaged and deprived race and
women. Appropriate Teacher Training is one of the most important factors, in the context
of teaching learning process, to enhance quality of education. The present conventional,
theory oriented, and inadequate approach of training need to be addressed in bringing
about quality changes to cope with the demand of time. Moreover, facilities are
1 Bangladesh Educational Statistics 2006, BANBEIS
6
inadequate in comparison to the needs. Even national curriculum documents as well as
the renewed and modified textbooks are not made available to the trainers (instructors)
and trainees causing an adverse impact in the training process as a whole.
In view of national obligation to reach quality education, a programme to reform teacher
training in the light of teacher education has been underway. A competency based teacher
education curriculum has been developed to improve quality of primary education
through enhancing competency, commitment and professionalism of teachers.
There are 56 Primary Training Institutes (PTI) in different locations to conduct primary
teachers training. In all, 52 of the 64 districts have one or more Primary Training
Institute(s) located in each of them, with Bogra, Rajshahi, Chapai Nawabganj and
Chittagong having two each.
The districts without a PTI are: (1) Narayanganj, (2) Shariatpur, (3) Gopalgonj, (4)
Rajbari, (5) Sherpur, (6) Jhalakati, (7) Khagrachhari, (8) Bandarban, (9) Lalmonirhat,
(10), Narail, (11) Meherpur, and (12) Dhaka.
The only non-government PTI of the country is located in Netrokona. There is also a
government acknowledged C-in-Ed course on special education (to be transformed into
inclusive education soon) run by Centre for Rehabilitation of the Paralysed (CRP), a non-
government organization in Savar, 20 km away from Dhaka.
There are 14 Govt. Teachers' Training Colleges (TTC), 119 Private TTCs, 5 Higher
Secondary Teachers' Training Institute (HSTTI), Physical Education College, Vocational
Teacher Training College (VTTC) and Technical Teacher Training College. Bangladesh
Open University also provides teacher training to secondary school teachers. Some
private universities also have B.Ed and other type of teacher education programmes.
Institute of Education and Research (IER) also provides Honours and Masters degree in
education.
Apart from the abovementioned institutes, there are about 12 categories of permanent
training set-ups for training of teachers at the primary and secondary levels. But other
than the government institutes, most of the private institutes are providing very low
quality trainings.
This limited number of mainstream government training institutes cannot meet the total
need for training of the teachers. Moreover, these institutes do not have the capacity to
monitor, follow up or improve the training courses on a regular basis.
According to a Baseline Survey, with reference to in-service training, only 27% of the
teachers working in government primary schools and 30% of those working in Registered
Non Govt. Primary Schools had received subject-based training, whereas 35% of all
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teachers had received training in teaching methods in classrooms. The same survey
reveals that 71.9% teachers had received C-in-Ed training.2
National Academy for Primary Education (NAPE) has the role of training the PTI
Instructors, officials of different levels and conducting PTI examinations including
scholarship examination at the end of Grade V for primary level of education and related
research activities as an apex training and research institute of primary education. It has
recently been made autonomous.
National Curriculum and Text Book Board (NCTB) is responsible for the development of
curriculum and textbooks, but proper coordination of NCTB with the training institutes is
absent which consequently affects quality of the system.
Existing strategies and programmes for overall development of education and its quality
are inadequate and inappropriate. Education systems are not equipped to manage learners
from diverse backgrounds and with individual needs. In order to achieve sustainable
change and improvement, the systems in practice need to be reformed.
On the other hand the issues of gender equality, human rights, inclusiveness in education,
and rights to mother tongue as the medium of instruction are not incorporated in the
mainstream education yet.
With this backdrop in view, UNESCO Dhaka with the support of UNESCO Regional
Office Bangkok decided to undertake a study to review the primary and secondary
teachers’ training system to contribute to the qualitative improvement of the primary and
secondary education of Bangladesh.
2 Baseline survey 2005, Directorate of Primary Education, Ministry of Primary and Mass Education
8
SECTION 2: OBJECTIVES OF THE STUDY
It is widely recognised that improvement in the education system call for reform in the
existing teacher training system. Teachers very often lack the necessary teaching skills.
The teaching materials are poorly designed, and due importance is not given on the
support of and networking amongst teachers. UNESCO is also of the opinion that the
current strategies and programmes are inadequate and not appropriate enough to improve
the education system and ensure the right of children and youth to quality education.
Since the government has an obligation to ensure this right and identify gaps in meeting
this obligation, it is then quite important to understand what gaps are there in the field of
teachers training. UNESCO therefore planned to undertake this study on the teachers’
training system in the country in order to support the Government to improve the quality
of teacher training programme.
The objectives of the study are -
• to review the education policy, teachers' training curricula, teachers' training
materials, teachers' training pedagogy and methodology;
• to examine the relevance of teachers training curricula, materials, pedagogy and
methodology to meet the diverse needs of learners;
• to assess teacher’s qualification and teacher’s capacity gaps and constraints in the
context of knowledge, attitudes, behaviors and lack of teaching skills and practice
of right based teaching needed for application of proper and appropriate
methodology and pedagogy in curricula transactions; and
• to examine the possibilities of inclusion of the issues of gender equity, human
rights, multilingual education and flexibility to meet the diverse needs of learners.
9
SECTION 3: THE METHODOLOGY
This study is mainly based on the data collected from the stakeholders through survey,
focus group discussion and reviewing the policy documents on teachers’ training system
in Bangladesh from the perspective of teachers’ needs, gender equity, inclusive
education, mother-tongue based education in the multilingual world and human rights
education.
Available documents and materials were collected, studied and analyzed. Both primary
and secondary data were made available for the study through conducting focus group
discussion, situational interview/analysis of teachers training system and curriculum
assessment covering Early Childhood Care and Education (ECCE), Primary education and
Secondary education in the backdrop of identifying key capacity gaps and constraints of
trainers and trainees in implementing the relevant curricula.
Interactions were made with responsible government officials, representatives of
Teachers’ Training Colleges (TTC), Primary Training Institutes (PTI), Higher Secondary
Teachers’ Training Institute (HSTTI), and primary and secondary school teachers.
Available secondary literature was also collected, studied and analyzed. Participatory
interactions were made with concerned groups. Focus Group Discussions (FGD) were
arranged with concerned people including instructors, school teachers, etc.
In-depth reviews of the situation were conducted through a set of questionnaire and field
observation. All 3 types of teachers’ training institutes, National Institute for Developing
Instructors and 2 types of training implementing organizations were covered in the
survey. The following categories were considered:
• Primary Teachers’ Training Institute (PTI)
• Teachers’ Training College (TTC)
• Higher Secondary Teachers’ Training Institute (HSTTI)
• National Academy of Primary Education (NAPE)
• Primary school
• Secondary school
3.1 Selection criteria Different geographic locations were selected for the survey, i.e. Mymensingh, Gazipur,
Dhaka, Rajshahi, Bogra, Netrokona, Bhola, and Chapai Nawabganj which included both
urban and rural schools. Of these areas, the team selected the following locations for
some specific reasons:
1. Gazipur: For field test, survey and discussion with the PTI instructors and teachers;
2. Dhaka: To observe inclusive education focused PTI course;
3. Netrokona : For the Non-govt. Primary Teachers’ Training Institute;
4. Mymensingh : For the National Academy for Primary Education and PTI;
5. Rajshahi : To visit PTI, TTC, HSTTI and primary and secondary schools;
6. Chapai Nawabganj: For indigenous people and rural school teachers;
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7. Bogra : To visit primary and secondary schools;
8. Bhola : To get opinion from a coastal location.
3.2. Respondents of the study
Diversities in terms of involvement and responsibilities of the stakeholders were also
taken into consideration. The following respondents were selected for the survey:
• Instructors of PTI
• Teaching Staff of TTC
• Teaching Staff of HSTTI
• Primary School Teachers
• Secondary School Teachers
• Specialists of NAPE, and
• Education professionals.
The main respondents of the study were the trainers/instructors and teachers for whom
major recommendations would be made.
3.3 Tools/instruments of data collection Structured interview, unstructured conversation, meeting and dialogue and focus group
discussion were adopted to collect primary data. A set of questionnaires for the survey
were prepared and the draft questionnaires were pre-tested. [Annex- : Questionnaires for
Interviews] Guidelines for Focus Group Discussion (FGD) were also developed. [Annex- :
Guideline for FGD]
The following documents were reviewed to make secondary data available:
1. Education Policy 2000
2. Primary Teachers Training (C in Ed) curriculum and materials;
3. Secondary Teachers’ Training (B.Ed) curriculum and materials;
Number of meetings were held with respondents from NCTB, Department of Primary
Education, professionals from IER, training instructors and teachers.
3.4. Activities conducted
The Study Team conducted the following activities in order to collect information and
synthesize the report:
• Policy analysis and compilation of secondary data;
• Course material analysis and compilation of data;
• Survey through structured questionnaire;
• Practical observations through field visits;
• Structured Discussion (individual and focus groups) with concerned actors and
beneficiaries;
• Interviews with concerned stakeholders at the local and national level.
The study team consolidated and analyzed the data and information obtained from the
survey, FGD, meetings and policy documents analysis, and developed a set of
recommendations.
11
SECTION 4: DATA COLLECTION
The Study team used different tools for collecting data and information. Structured
questionnaires and FGD guidelines were developed to collect information from the
stakeholders. The 8 districts selected for the study were Mymensingh, Gazipur, Dhaka,
Rajshahi, Bogra, Netrokona, Bhola, and Chapai Nawabganj where there were PTI, TTC,
NAPE, HSTTI and both urban and rural schools.
Two types of tools were chosen for the assessment—
a) Focus Group Discussion (FGD) and
b) Individual Interview by structured questionnaire.
The following techniques were used to ensure a meaningful understanding of the situation.
Method Description Output
Focus Group Discussion
(FGD)
A group of 6-12 respondents
from a homogeneous
category participated in the
discussion. A predetermined
guide was followed to direct
the discussion.
A comfortable environment
was created to discuss the
experiences and attitude
towards management of
teachers’ training, curriculum,
materials, and methods, etc.
Qualitative information were
collected about the groups’
perception, attitudes and
experiences of teaching
methods and dealing with
issues of concern.
Interview using a
structured questionnaire
People participated in the
survey individually.
Individual's perception and
opinion about management of
teachers’ training, curriculum,
materials, etc. were collected.
The team conducted 24 FGDs with 240 persons e.g. trainers/instructors of PTI, TTC and
HSTTC; teachers receiving C-in-Ed and B.Ed degree, and education professionals. Of the
FGDs, nine groups were directly related to primary education, fourteen groups were
involved in secondary education and one group formed with education professionals.
Table-2: Type & number of respondents /organisations participated in the FGD
Sl Name of place No. of
Participants
Type of
participants
1. Primary Training Institute (PTI) Gazipur 9 Instructor
2. Primary Training Institute (PTI) Rajshahi 6 Instructor
3. Primary Training Institute (PTI) Rajshahi 23 Trainee teacher
4. Primary Training Institute (PTI), Mymensing 4 Superintendent &
Instructor
5. CRP, Savar, Dhaka 8 Instructor &
Teacher
12
6. Chapulia Model Govt Primary School, Gazipur
10 Trained Teacher
7. Kamalapur Bolia dying Primary school,
Godagari, Rajshahi
1 Teacher
8. Char Fashion Model Govt. Primary School,
Bhola
12 Primary Teacher
9. Dhaka 6 Education
professionals
10. Dattapara Primary School, Gazipur 8 Trained Teacher
11. TDH Govt. Primary School, Gazipur 10 Trained Teacher
12. Joydevpur Govt. girls high School 15 Trained Teacher
13. NoonGola High School, Bogra 8 Trained Teacher
14. Alhaj Abdul Karim girls high school, Bogra 11 Trained Teacher
15. Golgofur girl's high school, Bolia Ghata,
Godagari, Rajshahi
11 Trained Teacher
16. Haripur girl's high school,
Chapai Nawabganj
11 Trained Teacher
17. Kamal Uddin high school
Chapai Nawabganj
10 Trained Teacher
18. River View high school, Rajshahi 11 Trained Teacher
19. Rajabari Hat high school
Godagari, Rajshahi
13 Trained Teacher
20. Bolia dying Adarsha high School, Godagari,
Rajshahi
5 Trained Teacher
21. Agrani High School & College, Rajshahi 12 Trained Teacher
22. Teacher Training College, Rajshahi 21 Instructor
23. Higher Secondary Teachers' Training Institute
(HSTTI), Rajshahi
9 Instructor
24. National Academy of Primary Teachers (NAPE) 6 Director & other
officials
Total 240
The team interviewed 15 primary teachers training instructors, 98 primary teachers, 21
secondary teachers training instructors and 102 secondary teachers using the structured
questionnaire.
Table-3: Type & number of respondents interviewed
Sl. Name No. of
Participants
Type of
participants
1 Dattapara Primary School,
Tongi, Gazipur
10 Primary Teacher
2 Deora Mudafa Govt. Primary School, Gazipur 1 "
3 Bonomala Reg. Govt. Primary School, Gazipur 2 "
4 Rawshon Ershad Govt. Primary School, Gazipur 1 "
5 Gazipur Govt. Primary School, Gazipur 2 '
6 Haji Mohiuddin Govt. Reg. Primary School,
Gazipur
1 "
7 Morkul Govt. Primary School, Gazipur 1 "
8 Gutia Govt. Primary School, Gazipur 2 "
9 Silmun Reg. Primary School, Gazipur 1 "
10 T. D. H. Govt. Primary School, Gazipur 6 "
11 Haji Piar Ali Govt. Primary School, Gazipur 1 "
12 Pagar Govt. Primary School, Gazipur 2 "
13 Arichpur Govt. Primary School, Gazipur 6 "
13
14 Auch Para Govt. Primary School, Gazipur 3 "
15 Shahid Smrti Govt. Primary School, Gazipur 6 "
16 Satish Govt. Primary School, Gazipur 3 "
17 Noagao Govt. Primary School, Gazipur 5 "
18 Teora Mustafa Govt. Primary School, Gazipur 1 "
19 Chapulia Model Govt Primary School, Gazipur 10 "
20 Kamalapur Balia Dying Govt.Primary School,
Godagari, Chapi Nawabgang
1 "
21 Primary Training Institute (PTI), Gazipur 33 Primary Teacher
(trainee)
22 Primary Training Institute (PTI), Gazipur 8 Primary Instructor
23 Primary Training Institute (PTI) Rajshahi 7 "
24 Teachers Training Centre (TTC) Rajshahi 21 Secondary
Instructor
25 River view High School, Rajshahi 12 Secondary Teacher
26 Rajshahi Bholanath Biswaswar Hindu Academy,
Rajshahi
14 "
27 Bolia Dying Model High School, Rajshahi 5 "
28 Haripur girls High School, Chapi Nawabganj 11 "
29 KamalUddin girls High School, Chapai
Nawabganj
10 "
30 NoonGola High School, Bogra 6 "
31 Al.Haj Abdul Karim girls High School, Bogra 9 "
32 Joydev Pur Girls High School, Gazipur 12 "
33 Rajbarhi Hat High School, Godagari, Chapai
Nawabganj
6 "
34 Golgofur Girls High School & College, Chapai
Nawabganj
8 "
35 Agrani High School & College 9 "
Total 235
The findings of the field survey have been based on interaction with different stakeholders
i.e. trainers/instructors, teachers, and education professionals as mentioned under
'methodology'. Some findings of the Interview and FGD are presented below. The collected
data and information are elaborately analysed in Section 5.
Academic qualification of the instructors The study team visited 3 PTIs and found all of the instructors having Masters Degree. In
addition to the Masters degree 53% of the respondents also had Master of Education
(M.Ed) degree while only 20% had B.Ed degree. Academic background of the interviewed
instructors was as follows:
Table-4: Professional qualification of the instructors
B.Ed/ M.Ed Total
Count % of Total
M.Ed 8 53.3%
B.Ed 3 20.0%
Not B.Ed/M.Ed 4 26.7%
Total 15 100.0%
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Academic background of the primary teachers The teachers in government primary schools have various educational backgrounds. It is
found in the survey that of the 92 teachers interviewed, 26% had the highest degree of
education (MA/M.Sc/M.Com/MSS). 35% teachers had graduation degree (Bachelor) and
15% teachers had passed Secondary School Certificate (SSC). All the teachers interviewed
for this study either had or was in the process of having the C-in-Ed degree.
Table-5: Academic background of the primary teachers
Total Name of Degree
No. Ratio %
SSC 14 15.21%
HSC 21 22.82%
BA 32 34.78%
MA 24 26.08%
Fazil 1 1.0%
Total 92 100.0%
Academic background of the secondary teachers Of the secondary teachers surveyed, 58.90% teachers were Graduates, about one-third
(35.30%) were post-Graduates, 1.2% had Higher Secondary Certificate (HSC) and the
remaining passed Kamil (3.5%). About 60% of the respondents had Bachelor of Education
(B.Ed) degree.
Table-6: Academic background of the secondary teachers
Total Name of Degree
No. Ratio %
HSC 1 1.2%
Graduate 50 58.90%
Post Graduate 30 35.30%
Kamil
(Religion based master degree)
3 3.5%
Not Mentioned 1 1.2%
Total 85 100.0%
Methods suitable for the PTI trainee
Amongst the 45 PTI instructors interviewed by the team, 15.55% thought that question-
answer was the most suitable method for the C-in-Ed training. Another 15.55% regarded
projection as the suitable method, while 13.33% respondents considered observation an
appropriate method.
Table-7: Methods suitable for the PTI trainee
Answer No Ratio (%) Not Mentioned 7 15.55
Participatory 16 35.54
Demonstration 7 15.55
Observation 6 13.33
Examination 1 2.22
Experiment based work 1 2.22
Mixed 3 6.66
MWTL 2 4.44
Project work 2 4.44
Total 45 100
15
Reasons behind inability to practice the training received 43% of the interviewees mentioned that they were unable to practice the skill received from
the C-in-Ed training due to large number of students in the classroom. 13.6% of the
respondents identified inadequate time as a problem, and 13% of the respondents
mentioned lack of materials as one of the reasons.
Table-8: Reasons behind inability to practice the training received
Reason Percentage of
respondents
Large class size/ pupil-teacher ratio 43.0
Shortage of time 13.6
Shortage of Material 13
Activities outside school 6.5
Shortage of infrastructure/ facility 6.5
Classroom situation is different from the practice
teaching situation
3.3
Situational constraints 3.3
Difference between teaching and training 3.3
Lack of follow-up 3.3
Others 4.5
Total 100
The team conducted 24 Focus Group Discussions (FGD) with different type of
stakeholders as mentioned before. A summary of some discussions on C-in-Ed Course is
presented below. The summary of the discussions on different training courses, impact of
the courses, expectations from the courses and all other issues related to the teachers
training system is also analyzed and presented in Section 5.
Instructor Candidates having completed B.Ed course can be appointed as Instructor for the C-in-Ed Course.
However, they cannot receive any training before hand, though some short-term trainings are
offered by National Academy for Primary Education (NAPE). Some of the existing instructors
received training from abroad. Almost all the Primary Training Institutes (PTI) have severe
shortage of instructors to run one shift, but they run two shifts with the same number of instructors
who feel reluctance and less attentive to conduct the second shift of the C-in-Ed Courses. This is
mainly because they do not get any satisfactory incentives for conducting the second shift. The
trainees on the other hand think that the instructors are not always just with them; they are in fear of
not being judged fairly, since the instructors are in a position to determine grade of the trainees with
some good number of marks.
Instructors of the PTIs although had never been directly involved in classroom teaching of the
children, they are responsible for supervising the practice teaching of the trainees. Supervision of
all trainees is not adequate due to inadequate number of instructors conducting double shifts and
location of the schools which are far away from the PTIs. However, Bangladesh Health and
Physiotherapy Institute (BHPI), situated in the Campus of CRP, a well reputed organization
working for persons with disabilities, has been seen as the only institute in the country offering C-
in-Ed designed for inclusive education.
16
Design of C-in-Ed Course Albeit the C-in-Ed Course is designed for one year, its theoretical aspects constitute the most part of
the course. Some less important subjects are included in the Course, while some subjects worth
learning for the trainees have remained excluded. The school administration in different countries,
history of education in Bangladesh etc. deem not as important as the success stories and good
classroom practices of other countries. The book on Child Psychology is again over-burdened with
too many theories, but no focus is there on the care of 5-11 year-old children for their mental
growth.
Information on the curriculum for primary education is not updated in the C-in-Ed Course, and the
changes made in the national curriculum for primary education are not reflected in the curriculum.
No books are there for teaching music, fine arts and physical education, for which these subjects do
not get due importance. Although Information & Communication Technology (ICT) is important
for the present day education for working world, C-in-Ed Course is yet to put importance on ICT.
The issue of gender equity is almost absent resulting no change in the trainees in terms of their
knowledge on gender issues. The policy for primary education says about inclusive education for
indigenous and disadvantaged children and also children with disabilities, but this is totally
neglected in the C-in-Ed curriculum.
Trainees are sent to the surrounding schools for practice teaching, but they cannot attain adequate
skills in teaching-learning techniques as too many trainees are engaged in one school at the same
time hampering the practice teaching environment as required.
Methodology The trainees mostly experience one-way teaching rather than two-way learning. Some instructors
with their own initiative create some kind of interactive learning situation in the classroom, but in
most cases one-way lecture method is adopted. But trainees think that it could suffice to have the
books and they could learn it by self-learning without classroom teaching. Trainees are provided
with allowances to develop materials, but not with any support for preparing and using teaching
learning aids. And, for using the activity-based teaching learning aids—the practice teaching
centres are not appropriate in terms of space, contact time and number of learners.
The instructors are not given the responsibility for follow-up after completion of the one year
training and teachers do not get any support if they are in any problem. The textbooks provided to
the trainees of the PTIs during their training are taken back and all that the teachers learn from the
training is gradually lost.
Implementation Many teachers after their training want to apply their skills at their respective schools, but they fail
in doing so due to excessive number of students in the classroom. Every teacher has to teach
different subjects for long hours and so they become tired and cannot prepare their lesson plan at
home which affects their teaching-learning quality. Teachers are also required to conduct various
services of the government—including survey, vaccination and polling duties, which deter them to
use their skills attained from the training. Primary schools in the country do not get any support for
preparing teaching-learning aids for use in the classroom, which is again non-ensuring of doing the
needful.
Other Training Obtained by Teachers After recruitment, the newly appointed teachers receive foundation training through teaching at
their schools under guidance of their trained colleagues. C-in-Ed training is considered in service
training. After completion of this training, teachers have no opportunity to attend any regular
17
training course, neither of short term nor long term. A subject-based training course is undergoing
for all teachers, but very few of them have received this training so far. Instructors of the Upazila
Resource Centre provide a seven-day ToT to some teachers who again provide other teachers with
training of five-day duration. Such training has not yet been evaluated and therefore benefits from
such training are difficult to say. Different projects of the Directorate of Primary Education
provided scope to some teachers from all over the country to receive short-term training from home
and abroad. Even The British Council is providing a seven-day training on English. All these
trainings have some multiplying effects on other teachers in improving their teaching-learning
quality. The Directorate of Primary Education sometimes arranges workshops on different issues
like gender and inclusive education, which are inadequate in number and short in duration.
Special Education/Inclusive Education Bangladesh Health and Physiotherapy Institute (BHPI) initiated an equivalent C-in-Ed Course with
special focus on inclusive education of the children with disabilities. BHPI is established by Centre
for Rehabilitation of the Paralyzed (CRP) in its own campus. CRP started a school for the children
with disabilities in 1996 and developed a curriculum for their teachers’ training, which is equivalent
to government C-in-Ed Course and got approval of NAPE. The trainee teachers and the instructors
participate together in teaching-learning activities for the children with special needs through which
they learn how children with different degrees of disabilities should be taught. After the training,
participants get the same certificate as issued for the government C-in-Ed Course—but with
‘Special Education’ earmarked on it. BHPI is yet to receive any government grant and unable to
provide allowances as the participants of the PTIs are paid. It is worth mentioning that all children
cannot be enrolled in the mainstream education, but from mild to moderately disabled children are
enrolled.
There are some weaknesses of the C-in-Ed Special Course. It does not follow up and cannot extend
support to the trained teachers for any solution to the teaching-learning problems. BHPI has no
inter-exchange and interaction with the mainstream education and training system and it has not yet
been acquainted in the country compared to its essentiality.
Recommendations
Instructor
• It has to be ensured that all instructors receive primary education related induction training
before they are engaged as instructors for the C-in-Ed Course, which can be designed and
offered by NAPE.
• Vacant positions of the instructors at the existing PTIs have to be fulfilled so that trained
instructors are available for ensuring quality teaching learning of the C-in-Ed Course.
• Instructors should have firsthand experience in classroom activities including practice teaching
of the trainees before they are engaged in conducting training and supervising practice teaching.
Design of C-in-Ed Course
• The one-year C-in-Ed Course should be reviewed and updated as appropriate for the learner-
centred teaching learning process, which should be well balanced with theoretical and practical
aspects.
• C-in-Ed Course should be redesigned taking into account the matters of child psychology and
mental growth of the children in order that teachers can easily understand the need for joyful
learning of the children.
• Any information and changes in the national curriculum for primary education should properly
be reflected in the C-in-Ed Course.
18
• The C-in-Ed Course trainees must have books on music, fine arts and physical education for
teachers training on the mentioned subjects.
• Information & Communication Technology (ICT) should be incorporated in the C-in-Ed
Course to keep up with the present day working world, which must have to be introduced
within a possible short time and made available on a regular basis.
• The issue of gender equity should be addressed in the C-in-Ed Course in a manner that children
taught by the trained teachers learn to act with gender sensitivity in their school, family and
community.
Methodology
• Learner-centred and activity-based teaching learning should be ensured for the trainees in order
that the same teaching learning process is followed in the school.
• Necessary support has to be extended to the trainees along with the existing allowances for
developing materials and preparing and using teaching learning aids.
• Physical facilities of the practice teaching centres should be conducive with appropriate timing
for sustainable achievement of activity-based teaching learning skills.
• Instructors of the PTIs should meet the trainees after completion of the one year course at least
once within a year to follow up and get feedback of the training.
• Trainers should be allowed to take the textbooks after completion of the training so that they
can refer to what they learnt and practice the needful at their own school.
Implementation
• There should be an interrelation between training and implementation at the school level
reflecting that training is made appropriate for implementation and the implementation process
equally appropriate for the output of the training.
Other Training obtained by Teachers
• A continuous professional development is needed for the teachers. This can be done through
daylong workshops, seminars and short-term training courses arranged on a regular basis.
Upazila Resource Centre and Upazila Education Office can jointly organize and ensure such
events for all teachers. Objectives of such workshops can be to impart updated knowledge and
skills on subjects, innovative ideas for teaching learning, dissemination of good practices and
developing learner-centred activities. A decentralized process of implementation can be
appropriate for undertaking such initiative.
Inclusive Education
• The issue of inclusive education is absent in the C-in-Ed Course. Directorate of Primary
Education is nowadays addressing the issue through workshops, which is not adequate in terms
of both quality and quantity. A well-designed curriculum needs to be in place for the C-in-Ed
Course, to bring and retain especially the mild and moderately disabled children in schools.
• Many people think of Bangladesh to be a monolingual country, forgetting that ethnic minorities
constitute 3% of the total population whose languages and cultures are different. There is no
essential and additional facility to ensure the compulsory primary education for children from
these non-Bangalee communities. Issues of inclusive education should also be incorporated
with due importance both in the C-in-Ed Course and the national curriculum of primary
education.
19
SECTION 5: THE ANALYSIS AND FINDINGS
In this section, the teacher training system for primary and secondary education in
Bangladesh has been analyzed from the perspective of its management system, course
design, course materials and human resources as well as of the issues of Early Childhood
Care and Education (ECCE), gender equity, inclusive education, mother-tongue based
multilingual education, and human rights education reflected in the relevant policies.
The findings of the study are based on document analysis, field observation and
interaction at different levels i.e. trainers/instructors, teachers and experts as mentioned
under 'methodology'. The team conducted a survey using structured questionnaires as
well as focus group discussions (FGD) to collect primary data. The Team has used the
on-site summaries to synthesize themes across the groups.
The team conducted 24 FGDs with 240 persons e.g. trainers/instructors of PTI, TTC and
HSTTC; teachers received C-in-Ed and B.Ed degree, and education professionals. Of
these FGDs, nine groups were directly related to primary education, fourteen groups were
involved in secondary education and one group from education professionals.
The team interviewed 15 primary teachers training instructors, 98 primary teachers, 21
secondary teachers training instructors and 102 secondary teachers using the structured
questionnaire.
The analysis and findings of the situation and documents along with some
recommendations under four broad categories are presented below:
• Primary Teachers’ Training
• Secondary Teachers’ Training
• Education Policy
• Issues to be concerned
5.1 Primary Teachers’ Training
5.1.1 Certificate in Education (C in Ed) course 5.1.1.a Management
The main teachers’ training for the mainstream primary education system is a one-year
course titled Certificate-in-Education (C-in-Ed). This is an accredited course which is
considered to be an under-graduate level certificate. Primary Training Institutes (PTIs)
offer this Course; presently 55 government PTIs are working throughout the country.
Apart from this, one non-government PTI offers training to adibasi/indigenous teachers
and another non-government organization (Centre for Rehabilitation of the Paralysed-
CRP) provides an equivalent to C-in-Ed course to the teachers on Special Education (it is
going to be reviewed and transformed into inclusive education soon) in a very small
scale.
20
The government PTIs are offering C-in-Ed course in two shifts so as to cover more
number of teachers. Of the two shifts, one runs during July-June and another during
January-December. The present organizational capacity of the PTIs has constraint to run
two quality shifts simultaneously. Each PTI is supposed to have 12 instructors including a
Superintendent mainly responsible for the administrative work but many of the posts are
vacant due to administrative complexities.
There is an institution called National Academy for Primary Education (NAPE) which has
the role of training the PTI Instructors, officials of different levels and conducting PTI
examinations and related research activities as an apex training and research institute of
primary education. But NAPE has no effective control over the appropriate
implementation of the curriculum.
During the discussions the PTI instructors mentioned that they were not officially
informed about the changes in the national primary curriculum and textbooks developed
by the National Curriculum and Textbook Board (NCTB). The instructors also
complained that they did not get the teachers guide from the NCTB. They collected it
themselves. It seems that there is a lack of coordination among DPE, NCTB, PTIs and
NAPE. In this context it needs to be mentioned that the teacher’s guides for the recently
modified textbooks have not been produced yet.
Recommendations
• Coordination between DPE, NCTB, PTI and NAPE should be strengthened;
• Provisions should be made for the instructors of the PTIs to meet the trainees after
completion of the one year course at least once in a year to follow up and get
feedback of the training.
• Provision of systematic monitoring in the training system should be introduced;
• The textbooks provided to the trainees of the PTIs during their training are taken back
and all that the teachers learn from the training is gradually lost. Trainees should be
allowed to take the textbooks away after the training is over, so that they can refer to
what they learnt from the training and practice the needful at their own school.
• Necessary technical support has to be extended to the trainees along with the existing
allowances for developing materials, and preparing and using teaching learning aids.
• Physical facilities of the practice teaching centres should be conducive with
appropriate timing for sustainable achievement of activity-based teaching learning
skills.
5.1.1.b The Course
The present curriculum for C-in-Ed course was developed in the year 2000, which
includes 22 chapters and 2 Annexes. Curriculum of the one year C-in-Ed course includes:
(i) Introduction to the Course
(ii) Objectives
(iii) Learning Outcome
(iv) Contents, and
(v) Instruction on Developing Textbooks (including size of the volume/number of
pages).
21
Albeit the C-in-Ed course has been designed for one year, theoretical aspects constitute
the major part of the course- which is again textured with less important contents of some
subjects but devoid of important contents that should have taken in. To the trainees
school administration in different countries, history of education in Bangladesh etc. deem
not as important as the success stories of other countries of good practices in the
classrooms. The book on Child Psychology is again over-burdened with many theories,
but no focus is there on the care of 5-11 year-old children for their mental growth.
Information on the curriculum for primary education is not updated and the changes
made in the text books for primary education are not reflected in the curriculum of the C-
in-ED course.
Although Information & Communication Technology (ICT) is important for the present
day world, C-in-Ed Course is yet to put importance on ICT.
The issue of gender equity is almost absent in the curriculum, which brings forth no
change in the trainees after their training in terms of their knowledge on gender issues.
Trainees are sent to the surrounding schools for practice teaching, but they cannot attain
adequate skills in teaching-learning techniques as too many trainees are engaged in one
school at the same time hampering the practice teaching environment as required.
The trainees are mostly experienced in one-way transactions rather than two-way
interactive teaching learning activities. A few instructors create some kind of interactive
learning situation in the classroom, but in most cases one-way lecture method is adopted.
The trainees do not get opportunity to practice the teaching-learning activities in the
classroom what they learn through classroom lecture during the course.
The participants of the FGD also mentioned that the duration of practice teaching is not
adequate. They prefer to have hands on experience rather than having theories in the
classroom as lecture without demonstration. Since too many teachers are assigned for
practice teaching in the same school (10-15 teachers at a time), they are not properly
supervised by their instructors and thus can benefit little from the practice teaching.
Trainees are provided with allowances for developing materials, but there is no
systematic technical support provided in the course for preparing and using teaching
learning aids. The schools are not appropriate in terms of space, contact time and number
of learners for using teaching aids during practicum.
The instructors are not given the responsibility for follow-up after completion of the one
year training and teachers do not get any support if they face any problem at the school
implementation level. In some cases they are assigned to visit few schools for monitoring
in the catchments area but they have very little scope to take it seriously due to time
constraint and lack of logistics support.
22
Some suggestions from the instructors regarding the improvement of the C-in-Ed course
are presented below:
Table-9: Suggestion for further improvement of C in Ed course
Suggestion %
Upgrade the C in Ed curriculum based on renewal and
modification of the Primary Education Curriculum
46.7
Increase budgetary allocation for education materials; short
training & subject based training
26.7
Follow-up, monitoring & assessment of curriculum
implementation are essential
13.0
Training should be based on new book 6.7
Others 6.9
Total 100.0
Recommendations
• The one year C-in-Ed Course should be reviewed and updated as appropriate for the
learner-centred teaching-learning process, which should be well balanced with
theoretical and practical aspects in order that the same teaching learning process is
followed in the school.
• C-in-Ed Course should be redesigned taking into account matters of child psychology
and mental growth of children in order that teachers can easily understand the need
for joyful learning of the children.
• Duration of practice teaching needs to be increased.
• The changes in the national curriculum for primary education owing to renewal and
modifications should be reflected in the C-in-Ed Course.
• The C-in-Ed Course should have books and instructional materials on music, fine arts
and physical education for teachers’ training on the respective subjects.
• Information & Communication Technology (ICT) should be incorporated in
C-in-Ed Course to keep up with the present world;
• Relevant ICT equipment should be made available within a short time.
5.1.1.c Course Material
C-in-Ed Course has the following 6 books to set the foundation of the teachers:
i) Primary Education in Bangladesh: Principles, Strategy and Organization;
ii) Importance of Primary Education and Primary Education System in Different
Countries;
iii) Introduction to Primary Education;
iv) Child Psychology;
v) Learning and Evaluation of Personality Development;
vi) Teaching-Learning Methodology.
An analysis of the books is presented below.
i) Primary Education in Bangladesh: Principles, Strategy and Organization
This book has three chapters, each of which includes specific contents on aspects of
primary education.
23
Findings
• The book Primary Education in Bangladesh: Principles, Strategy and Organization
does not focus on any clear concept on education policy in Bangladesh;
• Demerits of centralization and/or merits of decentralization of primary education are
not focused.
• The present day status of primary education is absent, and nothing about quality
education is mentioned.
ii) Importance of Primary Education and Primary Education System in Different
Countries:
This book comprises of the following 5 chapters: Primary Education in the National and
International Context, Primary Education in Child Development, Primary Education in
National Development, Primary Education in the Developed Countries, Primary
Education in Developing Countries.
Findings
• The book Importance of Primary Education and Primary Education System in
Different Countries describes primary education systems in different countries, but
lacks an in-depth focus on the matter.
• There is a little scope of learning from administrative structure of education described
in the book.
• Best practices of the teaching-learning methodology of other countries are absent in
the course material.
• The book lacks description of good classroom practices.
iii) Introduction to Primary Education
The book consists of the following five chapters.
Chapter I: Concept of Primary Education, Chapter II: Chronological Forms of Primary
Education in Bangladesh; Chapter III: Primary Education as in Different Education
Commissions and Committee Reports; Chapter IV: Implementation Strategy of Universal
and Compulsory Primary Education; Chapter V: Primary Education and Contemporary
Realities.
Findings
• Problems of primary education are not described in this book, and there is no
information on budget allocation for primary education.
• Aims and objectives of primary education are not described.
• Recent statistics of primary education (number and category of primary schools,
description of the different forms of primary education etc.) are absent.
iv)Child Psychology:
This book has 7 chapters—i) Child Psychology; ii) Children and Their Needs; iii)
Growth and Development; iv) Development of Imagination, Thinking and Language; v)
Intelligence; vi) Children with Problems and Learning Difficulties; vii) Child
Observation.
24
Findings
• The book Child Psychology includes some theoretical aspects that are not updated
with the modern theories of psychological evolution and seems unable to capacitate
the teachers to inspire the psychological development in the children.
• The course material has little scope to address the problems of the children with
learning difficulties.
• No psychological efforts and/or directions are there for mitigating children’s fear in
learning language and mathematics.
• Aspects of child psychology have been described in a nutshell.
v) Learning and Evaluation of Personality Development
This book consists of 5 chapters. Chapter I: Evaluation of Learning includes Assessment,
Education Evaluation Methodology, and formative and summative evaluation. Chapter II:
Child Personality Development and Assessment comprises of issues on Personality and
its Traits, Child Personality Development, and Personality Assessment Technique and
Scale. Chapter III: Scope and Classification of Learning and Competencies includes
scope of learning, general, specific and behavioural objectives, principle of writing
objectives, and goal, general objectives and terminal competencies, and subject-wise
terminal competencies. Chapter IV: Test—focuses on achievement test and its
classification, characteristics of good tests, and evaluation methodology of Class I and II.
Chapter V: Statistical Analysis of Test Implementation and Results concentrates on
classification of scores, distribution of frequencies, means of scores, standard deviation,
and correlation.
Findings
• Most of the trainees said they hardly understand the content of the book Learning and
Evaluation of Personality Development.
• Such a subject is deemed necessary, but the difficult contents of the book are likely to
provide little understanding to the teachers.
vi) Teaching-Learning Methodology
The book comprises of five chapters namely 1) Psychological Basis of Learning;
2) Development of Teaching-Learning Methodology; 3) Teaching-Learning Process and
Technique; 4) Teaching-Learning Environment and 5) Lesson Plan.
Findings
• Classroom time management is absent in the book Teaching-Learning Methodology;
• There is no instruction/chapter on the use of teaching-learning aids in the book;
• The material provides inadequate preparation for lesson planning on different
subjects;
• Description of the content of the existing textbooks and development of the textbooks
are absent in the book;
• No emphasis is given on how to introduce alphabet and numeric to the new learners.
25
All the six books have exercises following each of the chapters so as to evaluate learning
of the trainees. Lists of the reference books are also appended with at the end.
There are some other books to improve subject-based teaching-learning capability of the
teachers such as Bangla, Mathematics, English, Environmental Studies: Social Science,
Environmental Studies: Science, and Religious Education. The subject-based books are
meant for the teachers to be introduced with primary school textbooks and teaching-
learning methodology. Some of these books put importance on teaching-learning
methodology and some others are designed only for content learning on environmental,
physical and religious issues. Participants appear in the examination of 1200 marks at the
end of the course, with 200 marks for practice teaching on different subjects in some
selected schools around the PTI, 200 marks for co-curricula activities and communication
skills. The rest 800 marks are for theoretical tests. During the FGD some participants
wanted the book on agriculture to be reviewed.
Recommendations • Changes in the national curriculum for primary education should properly be reflected in the
C-in-Ed Course materials;
• Marks distribution should be reviewed with some higher marks on practice teaching;
• Modern concepts and methodologies should be introduced in the classroom to ensure quality
education;
• Best practices of teaching-learning methodologies of some developed countries can be
presented elaborately with demonstration;
• Modern psychological theories relevant to the psychological development of the children may
be introduced in the book Child Psychology;
• Course material should address issues of the children with learning difficulties;
• The content of the book Learning and Evaluation of Personality Development can be made
simplified;
• Details of classroom time management and instructions on the use of teaching-learning aids
should be explained in the book Teaching-Learning Methodology;
• Trainees should have the opportunity to practice relevant skills needed for effective teaching-
learning process;
• C-in-Ed and subject-based course materials should be distributed to the participants;
• Modern equipments should be made available at the training centre for demonstration and
practice.
5.1.1 d PTI Instructor
Candidates having completed Bachelor of Education (B.Ed) degree can be appointed as
Instructor for PTI for the C-in-Ed Course. There is no scope of having pre-service
training. Some short term in service trainings are offered by National Academy for
Primary Education (NAPE). Some of the existing instructors received training from
abroad.
The study team visited 3 PTIs and found all of the instructors having Masters Degree. In
addition to this 53% of the respondents had Master of Education (M.Ed) degree while
only 20% had B.Ed degree too. Academic backgrounds of the interviewed instructors
were as follows:
26
Table-10: Academic qualification of the instructors
B.Ed/ M.Ed Total
Count % of Total
M.Ed 8 53.3%
B.Ed 3 20.0%
Not B.Ed/M.Ed 4 26.7%
Total 15 100.0%
Almost all the Primary Training Institutes (PTI) have severe shortage of instructors even
to run one shift; nevertheless they are running two shifts. They feel reluctant and are less
attentive to conduct the second shift of the C-in-Ed Course mainly because they do not
get any incentives for conducting the additional shift and become tired after the first shift
course conduction. The trainees on the other hand think that the instructors are not always
fair with them; they are afraid of not being judged fairly while the instructors are in a
position of distributing marks to determine the grade of the trainees.
Instructors of the PTIs do not have any experience of classroom teaching of the children,
but they are responsible for supervising the practice teaching of the trainees. On the other
hand, supervision of all trainees is not possible due to inadequate number of instructors
conducting double shifts and the long distance of the schools from PTIs.
Recommendations
• It has to be ensured that all instructors receive primary education related induction
before they are engaged as instructors in PTI for the C-in-Ed Course, which can be
designed and offered by NAPE.
• Provision for pre service training should be created under NAPE.
• Instructors should have firsthand experience on classroom activities including
practice-teaching of the trainees before they are engaged in conducting training and
supervising practice teaching.
• Vacant positions of the instructors at the existing PTIs have to be filled up so that
trained instructors are available for ensuring quality of C-in-Ed Course.
5.1.1.e Primary School Teacher The teachers in government primary schools are from various educational backgrounds. It
is found in the survey that among 92 teachers interviewed, 26% have the highest degree
(MA/MSc/MCom/MSS). 35% teachers have graduation degree (Bachelor) and 15%
teachers have Secondary School Certificate (SSC).
Table-11: Academic background of the primary teachers
Total Name of Degree
No. %
SSC 14 15.21%
HSC 21 22.82%
BA 32 34.78%
MA 24 26.08%
Fazil 1 1.0%
Total 92 100.0%
27
The C-in-Ed is an in-service training course provided to the teachers after joining the
school. Teachers are considered eligible for the C-in-Ed Course after getting into the job.
Many teachers, after receiving the training, want to reflect their skills at their respective
schools, but they fail to do it. While discussing with the teachers many reasons were
identified behind their inability to apply their skills. Some of the reasons are shown in the
table below, which came out from the structured interviews.
Table-12: Reasons behind inability to practice the training recieved
Reason Ratio (%)
of
respondents
Classroom situation is different from the practice
teaching situation
3.3
Situational constraints 3.3
Difference between teaching and training 3.3
Large class size/ pupil-teacher ratio 43.0
Activities outside school 6.5
Shortage of time 13.6
Shortage of infrastructure/ facility 6.5
Shortage of Material 13
Lack of follow-up 3.3
Others 4.5
Total 100
43% of the interviewee mentioned that they were unable to practice the skill received
from the C-in-Ed training due to large number of students in the classroom. Generally the
class size in the primary school is very big. The teacher student ratio is approximately
52:1 on an average. 13.6% of the respondents identified inadequacy of time as a problem.
Every teacher has to teach different subjects for long hours and so they become tired and
cannot prepare their lesson plan at home which affects their teaching-learning quality.
Teachers are also required to conduct various services of the government—including
survey, vaccination and polling duties, which deter them to use their skills. Primary
schools in the country do not get any support for preparing teaching-learning aids for use
in the classroom, which is again non-ensuring of doing the needful. 13% of the
respondents mentioned lack of material as one of the reasons.
An in-depth analysis of the FGD shows that the skill received cannot be practiced in the
classroom due to following reasons:
a. The practice teaching environment during the training course is very much
different from the real situation. The trainees get an ideal class size while practice
during the training. They do not learn how to manage a bigger class size in reality.
b. In theory the duration of practice teaching is for 3 months according to the course
design but in most cases the duration of practice teaching is very short and does
not get proper attention of the instructors. So teachers are not properly trained to
manage the classroom situation.
c. There is no follow up of the training that teachers received from PTIs.
28
d. The trained teachers are not given the books or other course materials which can
be of great help in the post-training years.
Many of the teachers receiving C-in-Ed training mentioned that the methodology of
conducting the training and classes are very traditional and need to be changed. They also
wanted to emphasize importance of hands on experience which is not given due
importance during practice teaching.
Recommendations
• There should be an interrelation between training and implementation at the school
level reflecting that training is made appropriate for implementation and the
implementation process equally appropriate for the output of the training.
• Student teacher ratio should be taken into account, which is a big problem for quality
education.
5.1.2 Other trainings for Primary teachers After recruitment, newly appointed teachers receive foundation training through teaching
at their schools under guidance of their trained colleagues. C-in-Ed training is considered
an in-service training. After completion of this training, teachers have no systematic
opportunity to attend any regular training course.
Under the Directorate of Primary Education the Upazila Resource Centre is a new set up
which provides ‘Accelerated Teacher Training Programme’ for professional
development of the primary teachers. Only 40% of the URCs are functioning now.
Instructors of the Upazila Resource Centre provide a seven-day subject-based ToT to
some teachers who again provide other teachers with a training of five-day duration. Such
training has not yet been evaluated and therefore benefits from such trainings are difficult
to say. Different projects of the Directorate of Primary Education provided scopes to
some teachers to receive short-term trainings from home and abroad. The British Council
is also providing a seven-day training on English. All these trainings have some
multiplying effects on other teachers in improving their teaching-learning quality. The
Directorate of Primary Education sometimes arranges workshops on different issues like
gender and inclusive education, which are inadequate in number and short in duration.
Presently teachers are getting training on a single subject. But they want different subject-
based trainings as they are assigned to take classes on different subjects.
Findings
• An inadequate number of trainers are engaged to train teachers on English and
Mathematics. As a consequence, many trainees fail to attain desired skill especially in
English and Mathematics.
• Presently teachers are getting training on a single subject. But they should be
provided with subject-based trainings as they are assigned to take classes on different
subjects.
29
Recommendations
• A continuous professional development is needed for the teachers. This can be done
through daylong workshop, seminar and short term training courses arranged on a
regular basis. Upazila Resource Centre and Upazila Education Office can jointly
organize and ensure such events for all teachers. Objectives of such workshops can be
to impart updated knowledge and skills on subjects, innovative ideas for teaching
learning, dissemination of good practices and developing learner-centred activities. A
decentralized process of implementation can be appropriate for undertaking such
initiative.
• Duration of subject-based training and ToT can be 15 days and 21 days.
• Teachers should get training on different subjects according to their needs.
5.2 Secondary Teachers’ Training
5.2.1 Bachelor of Education (B.Ed) course 5.2.1.a Management
The one year Bachelor of Education (B.Ed) course is the mainstream training course for
the secondary school teachers run by the Teachers’ Training Colleges (TTCs) under the
National University. There are 14 government teachers’ training colleges in Bangladesh,
of which one provides training to the female teachers only. All these TTCs are
residential, ran until 1990 for two decades. The subsequent years witnessed springing up
of many private teachers’ training colleges in different cities in affiliation with the
National University—the total number of which is difficult to say. All these TTCs have
been established to address the increased need of the huge number of secondary school
teachers in the country. Bangladesh Open University (BOU) is also running a B.Ed
course.
A number of Dhaka-based private universities have been providing B.Ed course in their
out-campus located outside Dhaka; in most cases the quality of training provided by these
institutions is lower than expected.
The government teachers’ training colleges have a good number of teachers to conduct
the B.Ed course, who are well trained both in home and abroad. They also conduct short-
term training under some projects for secondary education. The management structure of
teachers’ training colleges is akin to that of the degree colleges in the country. Private
teachers’ training colleges on the other hand do not have required number of teachers,
most of them work on part-time basis. These colleges run B.Ed class once in a week, with
no planned follow-up or contact with the trained teachers after completion of the training.
TTCs do not have any provision for reviewing the B.Ed course curriculum. As a result it
remains backdated, and lacks aspects conforming to the present day education in the
country.
Since having B.Ed is a prerequisite for promotion, increment and permanence of job,
teachers without B.Ed try to get admitted to any institute providing B.Ed Course. As the
government TTCs do not have adequate capacity to cater all teachers need to have B.Ed,
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many private organisations and universities-run TTCs have mushroomed in the last
couple of years. A large number of teachers expecting B.Ed training turn to the private
teachers’ training colleges compromising with less contact hours and low quality of
training only in order to avail the training with payment of salary and to place themselves
in the competition of scale change and promotion.
Recommendations
• B.Ed trainings for the secondary school teachers offered by the private teachers’
training colleges should be of the similar standard as provided by the government
teachers’ training colleges.
• The out-campus teachers’ training colleges of Dhaka-based private universities’
providing low quality of training either should be closed or brought under regulatory
framework of monitoring.
• A central and local monitoring system has to be established to monitor training
especially of the out-campus of the private universities and all other B.Ed providers in
different cities.
• All private teachers’ training colleges running two shifts of training should run one
shift in order to increase contact hours.
• A supportive follow up system of B.Ed course should be a part of the system.
• There should be a wing in all TTCs to review the B.Ed course curriculum.
5.2.1.b The Course
The present B.Ed curriculum was developed in 1996, and was designed with 1200 contact
hours. After that it has not yet been revised although there have been many changes in the
country’s secondary education curriculum. Gender issues are addressed to some extent. It
also includes four discussion sessions on inclusive education. The issue of human rights
is absent in the curriculum.
Initially, the volume of B.Ed curriculum was not in consistence with the course duration;
this has been revised according to the duration in the recent years.
Private universities and Bangladesh Open University (BOU) run their B.Ed Course for not
more than 200 contact hours while the original course run by the TTCs is of 1200 hours.
The one year B.Ed training is provided on the following five areas:
• Professional Studies (PS)
• Educational Studies (ES)
• Technology Information & Research Studies (RS)
• Teaching Studies (TS) and
• Teaching Practice (TP)
Marks distribution under the five areas is as follows:
1. Professional Studies (PS) 100
2. Teaching Practice (TP) 300
3. Educational Studies (ES) 200
4. Technology Information &
Research Studies (RS) 100
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5. Teaching Studies (TS) 300 (TS Part I- 150, TS Part II- 150) and
6. TS Optional 100
All trainees compulsorily have to study all seven courses under the first four areas (of
700 marks). The Teaching Studies has two Parts with five subjects each, and trainees
have to choose any one subject (of 150 marks) from each of the Parts. In addition, there
are five optional subjects—out of which trainees are to take any one subject (of 100
marks).
As all TTCs of the country are running under affiliation of the National University, the
‘internal’ marks given on all subjects (other than optional) are cross-checked by the
National University.
The stipulated time for teaching practice is three months, which constitutes a very
integral part of the B.Ed Course. Teaching practice provides the trainees an opportunity
of developing concepts, confidence and expectations of teachers’ role through direct and
indirect participation with expert teachers and learners. Trainees also get opportunities to
attain professional excellence through feedbacks of their classroom performances.
Albeit the question papers of the private universities and Bangladesh Open University
(BOU) are different, they follow the same curriculum for B.Ed Course. Most of the
private universities do not have teaching practice for the trainees; instead they adopt
simulation which cannot bring forth the result as teaching practice may yield.
In recent years, Teaching Quality Improvement Secondary Education Project (TQISEP)
has introduced modules on different teaching-learning subjects both for the trainers and
trainees, which are more interactive and participatory. But the materials of these trainings
are not available to the trainees. If the modules are disseminated to the trainees, these can
be of a great benefit to the teachers.
Recommendations
• All B.Ed providers should adhere to the stipulated 1200 contact hours for the B.Ed
Course in order to ensure quality B.Ed training.
• The existing curriculum of B.Ed Course should be reviewed and updated with the
changes in the needs for the secondary school learners immediately.
• Teaching Quality Improvement of Secondary Education Project (TQISEP) can be
mainstreamed so as to ensure sustainability of its success. The course materials of
TQISEP should be available to the trainees.
• Contents of the new textbooks of the secondary level should properly be reflected in
the curriculum of B.Ed Course.
5.2.1.c Secondary School Teacher Teachers who complete B.Ed course with 1200 contact hours can use their skills more
than those completing the course with less number of contact hours.
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A one-year Bachelor in Physical Education (B P. Ed) is offered for the game teachers.
After completion of the training, these teachers get little scope of using their skills at their
schools. They are often engaged to teach other educational subjects.
Although music, fine arts and crafts are included in the B.Ed course, these are not taught
in most of the courses and thus the matter of creativity is mostly neglected. Most of the
secondary schools do not have adequate number of teachers and remain under pressure
with their regular duties. They cannot prepare lesson plan, conduct the class properly and
cannot apply what they learn from the B.Ed course. The class size is so big that the
trained teachers are often compelled to conduct the class in the commonplace traditional
lecture method leading the learners to rote learning.
Teachers having B.Ed training course do not get enough messages on indigenous issues
through their training and cannot efficiently deal with learners from indigenous groups
whose mother tongue is different, i.e. other than Bangla.
The environment as required for applying skills learnt from the B.Ed course is absent at
the schools. There is no allocation for preparing teaching learning aids. Teachers are
compelled to engage themselves in other income generating activities since their salary
and other benefits are inadequate, despite having sincerity and skills.
In many cases, subject-based teachers are not recruited and many teachers have to teach
other subjects in the classrooms.
Recommendations
• All TTCs should strictly follow the B.Ed curriculum and ensure training of 1200
contact hours for their trainees.
• Subjects on sports, music, fine arts and crafts should get proper emphasis in the B.Ed
curriculum.
• Steps should be taken for reducing teacher-students’ ratio to a reasonable number so
that trained teachers can apply their skills in the classroom and make it more learner-
centred.
• Issues related to ethnicity, disability and gender should be addressed properly in the
B.Ed curriculum so as to enhance teachers’ capability in relevant situations.
• There should be allocation for preparing teaching learning aids at the schools after
completion of the B.Ed course.
• Measures have to be taken to recruit subject-based teachers to ensure that the training
skills are properly used in the classroom.
5.2.2 Other trainings for Secondary Teachers
Teachers do not get any other regular training after completion of B.Ed course and no
follow up is there at all. But some other sorts of trainings are available in all year round
where many teachers participate in. These trainings are offered under different projects,
so these get lost after phase out of the projects. The existing trainings include –
• Teaching Quality Improvement (TQI) Course for 14 days,
• Continuous Professional Development (CPD) Training for 6 days,
33
• Subject-based training for 6 days, and
• Workshops on different issues.
All these trainings include gender, inclusive education and other important topics, which
are not adequate for B.Ed Course. Those who previously underwent B.Ed course lack
skills in conducting interactive class. The present short-term trainings are adopting
participatory method, which is contributing to some extent to be interactive. Some of
these short-term training courses are being disseminated to a larger number of teachers
through the process of developing master trainers amongst the teachers. But the duration
of preparing the teachers as master trainers is not adequate.
Although such short-term trainings are important, regular follow-up and refresher
trainings are very essential for all the trained teachers. Such refresher trainings can
contribute to enhancing and updating their attitude and skills and be conducive to
adopting the good practices in this field. In addition, it will be of a great help for the
trained teachers to remember and utilize inputs of the B.Ed Course if they are
monitored/visited by the B.Ed teachers on a regular basis.
Higher Secondary Teachers’ Training Institutes run some training courses e.g. Education
Administration & Management, Subject based, Computer, Professional Development,
Education Administration, Education Administration & Management, Education
Management & Academic Supervision, etc. for the improvement of the teachers. The
participants of these trainings are mainly the Principals and Teachers of Higher
Secondary School & College, secondary school Head Teachers, Asst. Head Teachers and
Asst. Teachers.
Durations of these Training Courses range from 10 to 40 days. The instructors and
teachers feel that these courses are very useful but the HSTTIs are not capable enough to
cater to the huge demand of the teachers. Moreover most of the courses are project based
and do not have sufficient fund to cover all teachers on a regular basis.
The trainees think that if they get the TQISEP course materials they can study it
themselves even without classroom teaching. What they need more is the opportunity to
exercise modern teaching learning methodologies in a classroom environment during the
training and in the school.
Recommendations
• The existing short-term teachers’ trainings should be reviewed to identify most
appropriate trainings and capsulated them to make available at a time for all relevant
teachers.
• There should be a provision to bring the trained teachers to weeklong refresher
training after every three years to help them keep up with modern concepts of
teaching learning.
• A system should be established in order that teachers of Teachers’ Training Colleges
visit their trained teachers at reasonable intervals.
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• Courses like Teaching Quality Improvement (TQI) and ELTIP need to be run regularly
for all teachers.
• The infrastructure and human resources of the HSTTIs need to be improved to provide
regular professional development courses for the secondary teachers.
5.3 Education Policy
The study team undertook an in-depth study to review and analyze the prevailing
situation of teachers training and their qualification to develop a comprehensive report on
the policies, teachers’ training curricula, textual materials, pedagogy and training
methodology used in the teachers training system in Bangladesh. The team studied and
analyzed the education Policy focused mainly on the aspects of teachers' training, early
childhood care education (ECCE), gender equity, inclusive education, instruction in
mother tongues in the multilingual world, and human rights education.
The first ever education commission for the country, known as Qudrat-e-Khuda
commission, was constituted since the post-independence era. Qudrat-e-Khuda
commission presented the nation with a comprehensive report in 7 volumes in 1974.
Since then some more commissions and committees were constituted. But the reality is
that the nation is yet to have an education policy approved by the Government and
accepted by all. In this situation, the team decided to work on the latest national
education policy of 2000 developed in the light of Qudrat-e-Khuda commission report
1974.
The aims and objectives of the education policy 2000 placed in chapter one includes the
following concerns among others:
• To ensure proper quality at every level of education to strengthen and widen the
knowledge, skills and attitude acquired in the previous stage (in accordance with
various aims and objectives of education); to enable acquisition of new
knowledge and skills and to encourage people to contribute in the system of
education, especially in the field of primary, secondary and vocational education.
• To create equal opportunities for education in accordance with merit and aptitude
for the purpose of building a society free from disparity.
• To remove gender-bias in education irrespective of caste and creed.
The above concerns demonstrated the priorities of the policy regarding mainstream
education of the country. Unfortunately, these aspirations are neither transformed into
action through curriculum, textbooks and teachers’ training system nor reflected in the
budget allocation.
5.3.1 Early Childhood Care and Education (ECCE) The phrase Early Childhood Care and Education (ECCE) is not mentioned in the
National Education Policy, but the need of pre-primary education has been placed in
chapter two under Pre primary and primary education in the education policy stating that
35
most of our children are first generation learners and pre-primary education for 5+ age
group children will be useful in the context of preparation. It says that the main target of
curriculum will be to create interest in the child towards education and school. But
nothing has been mentioned regarding early childhood care.
5.3.2 Primary Education Primary Education is proposed in the policy to be universal, compulsory, free and of the
same standard for all children of 6+ age group to enable the children to fulfill the basic
needs of education by acquiring essential knowledge, skill, attitude, values and social
consciousness for leading life properly and preparing for the next stage of education.
Accordingly the policy unified curriculum will be followed in all educational institutions
across the country. Mother tongue will be the medium of instruction other than 0-level
and A-level. Since we have a diverse culture and people having different mother tongues
live in this country the policy suggested multilingual medium of instruction by
mentioning mother tongue as the medium of instruction. The team did not find any
evidence of mother tongue as medium of instruction for the non-Bengali learners.
Teachers' qualification will be minimum HSC/Secondary for class one to five and degree
pass with second division for class six to eight. (when examination at the end of twelve
classes will be called secondary examination in accordance with this education policy).
For direct recruitment of Headmaster, the minimum qualification will be degree pass with
second division and s/he is to acquire C-in-Ed and B.Ed (Primary) within three years. All
teachers need to acquire C-in-Ed and undergo trainings.
The present situation shows that 14% of the teachers are still under the required
qualification and the capacity of the PTIs is not likely to fulfill the objective of providing
C in Ed to all teachers within a short period.
The policy has focused on teachers’ training very positively. According to the policy,
teachers will be provided in-service training, and where feasible, foreign trainings will be
arranged. The training institute will be equipped with suitable teachers and sufficient
training materials.
It also suggested teachers' training to be linked up with their promotion keeping the
provision of direct recruitment for the higher posts. This action will encourage teachers’
to participate in the trainings more efficiently.
This chapter also puts emphasis on the importance of NAPE, which is the capacity
building organization for the PTIs, to be the centre of excellence for the upliftment of
primary education.
Chapter Seventeen titled Women Education suggested some positive changes in the
syllabus of primary education towards gender equity. Following points describe gender
sensitivity of the policy, which is yet to be translated into action:
36
• Through proper changes in the syllabus of primary education, positive and
progressive images of women and the issue of their equal rights should be
highlighted so that the existing social attitude towards women changes.
• Biographies of a large number of great women and literary works by women need
to be included in the textbooks of primary and secondary levels.
Findings:
• The childhood care, the most important factor for childhood development, has been
ignored totally.
• Pre-Primary education has neither been introduced nor recognized, nor did it get due
attention in the system though some schools have baby classes arranged by the
respective schools on their own.
• No provision for B.Ed (Primary) has been created; and qualifications for recruitment,
promotion and grading of the teachers have not been put into the system for
implementation.
• Unified curriculum is not followed in all types of schools or as suggested.
• Mother tongue is not introduced as the medium of instruction for non-Bengali groups.
• NAPE does not have a very strong role in capacity building and regulating the PTIs
and coordinating between the relevant authorities of education department.
Recommendations:
• Early Childhood Care and Development (ECCD) needs to be included in the system
of Primary Education;
• Unified curriculum should be followed in all types of schools;
• Mother tongues have to be introduced as the medium of instruction irrespective of
classes and communities;
• Role of NAPE should be strengthened.
5.3.3 Secondary Education
The secondary level of education has been placed in chapter four which puts emphasis on
creating provision for the training of teachers in all subjects to equip them with skills for
curriculum implementation.
Presentation of ‘Teachers Training’ consisting of ‘Aims and Present State’ and ‘Strategy’
has been made in chapter Twenty Three.
The importance of teachers training has been highlighted in achieving the aims and
objectives in the context of teaching learning process leading to enhance quality of
education. The present conventional, incomplete, theory oriented and inadequate practice
teaching approach needs to be addressed to bring about positive changes to cope with the
demand of time. The present training facilities are inadequate in comparison to the needs.
There are fifteen Teacher Training Colleges including five non-government Teachers
Training Colleges in the country for imparting training to the teachers of secondary
levels. All of these colleges confer B.Ed degree; and training Colleges of Dhaka,
Mymensingh (male training College) and Rajshahi confer M.Ed degree. There is an
Institution of Education and Research under Dhaka University for higher training and
37
research. Besides, this Open University confers B.Ed. degree through distance education.
It is necessary to increase number of teachers training institutes as well as that of
trainings so as to improve the standard of training.
Though there is no specific indication of incorporating dimensions of gender sensitivity,
inclusiveness or human rights in the overall approach excluding a point Curriculum and
syllabus for teachers’ training should be modernised, the general strategies suggested to
be undertaken for teachers’ training are mostly impressive.
Chapter seventeen titled ‘Women Education’ has been emphasized with a view to bring a
large number of women under the umbrella of formal education and inspire them to
pursue education from primary to higher and professional levels, and necessary facilities
for women education must be provided in the educational institution at all levels. It also
states that women must be involved in all policy formulation and decision making on
education at all levels—the ministry, higher education, secondary education and primary
education.
Findings
• There is no suggestion regarding use of the modern technique and methodology for
teaching learning process.
• The present training facilities are inadequate in comparison to the needs.
• There is no indication of incorporating dimensions of gender sensitivity,
inclusiveness or human rights in the overall approach of teachers’ training
curriculum. Strategies identified completely lack the issue of gender equity, right
based education, inclusive education and mother tongue based multilingual education.
• The chapter on Women Education has put no suggestions to help implement the idea
of gender equity in terms of teachers’ training.
• Due importance has not been put on the various aspects of the teachers training,
notably gender equity, inclusive education, multilingual education as well as human
rights education.
Recommendations
• Teachers' training colleges should have provisions to accommodate the issues of
gender equity, inclusive education, mother tongue-based multilingual education and
human rights education in the curriculum, materials and activities.
• Teachers' trainings at all levels for all teachers must be strengthened to minimize the
capacity gaps by creating training facilities and increasing the number of trainings as
needed.
• The statement regarding Refreshers Training Course in the policy should be taken
into account immediately;
• The policy should suggest the monitoring and academic supervision as a built-in
activity in the training system.
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5.4 Issues to be concerned
5.4.1 Inclusive Education
The National Education Policy does not include any specific policy or guideline to either
address or facilitate inclusive education. Primary Teacher's Training Institutes have been
training teachers at the primary school level to efficiently meet the needs of regular
students. There is nothing about teaching strategies and methods for learners with any
kind of difficulties or disabilities. The concept of inclusiveness has just been introduced
as a workshop topic to orient the primary teachers’ trainers in a very small scale.
Bangladesh Health and Physiotherapy Institute (BHPI) initiated an equivalent C-in-Ed
Course with special focus on special education for the children with disabilities. BHPI is
established by Centre for Rehabilitation of the Paralyzed (CRP) in its own campus. CRP
started a school for the children with disabilities in 1996 and developed a curriculum for
their teachers’ training which is equivalent to government C-in-Ed Course and got
approval of NAPE. The trainee teachers and the instructors together participate in
teaching-learning activities for the children with special needs through which they learn
how children with different degrees of disabilities should be taught. After the training,
participants get the same certificate as issued for the government C-in-Ed Course, but
with ‘Special Education’ earmarked on it. BHPI is yet to receive any government grant
and unable to provide allowances as the participants of the PTIs are paid. It is worth
mentioning that all children with disabilities cannot be enrolled in the mainstream
education, but from mild to moderately disabled children are allowed.
There are some weaknesses of the C-in-Ed Special Course. It does not follow up and
cannot extend support to the trained teachers for any solution to the teaching-learning
problems. BHPI does not have any inter-exchange and interaction with the mainstream
education and the training system and it has not yet been acquainted in the country
compared to its essentiality.
BHPI has reviewed and transformed its curriculum for inclusive education. They are
preparing to submit it for government approval. This can be a pioneer initiative to take
experience for replication or strengthening the training system for inclusive education.
Recommendations
• As the concept of inclusiveness interprets, the children having mental, physical or
intellectual difficulties or the children from minority or disadvantaged communities
need special care and attention to be a regular member of the broader society. To
create a favourable environment for them a comprehensive approach should be
undertaken from policy to practice to make the mainstream primary education
inclusive.
• The issue of inclusive education is absent in the C-in-Ed Course. Directorate of
Primary Education is nowadays addressing the issue through workshops, which is not
adequate in terms of both quality and quantity. A well designed curriculum needs to
be there for C-in-Ed Course, to bring and retain especially the mild and moderately
disabled children in schools.
39
• BHPI can be a pioneer organisation to take experience for replication or strengthening
the training system for inclusive education.
• Specific module on 'Inclusive Education' should be included in the Teachers' Training
curriculum.
• Arrangements have to be made to supply necessary education materials for the special
learners free of cost or at a low price.
• All negative concepts, text and images prevailing in the education curriculum of
schools regarding people with difficulties/disabilities should be identified, and
replaced with positive messages and information.
• Appropriate teaching materials should be developed according to the reference of
curriculum.
• In order to introduce inclusive education in general schools, subject relating to the
improvement of the special children should be included in the curriculum of PTI &
Teacher’s Training College.
5.4.2 Gender
The National Education Policy includes a chapter titled ‘Women Education’, which
suggests some specific steps or guideline to improve women education situation. But
there is no detail action suggested in the policy to make the teachers training system
gender sensitive.
The team studied the curricula and materials of the C-in-Ed and B-Ed courses and
discussed issues related to gender equity with the respondents. There was no suggestion
to help implement the idea of gender equity through teachers’ training system. The issue
of addressing gender equity is quite absent in the teachers’ training course materials and
training methodologies. These courses should have to be reviewed from the point of
gender sensitivity.
The discussion was guided and the books were reviewed from the following points of
view:
Theme
• Does the material include a wide variety of human occupations, activities and
interests open to both women and men?
• Do the human experiences in the text include reference to both men and women?
• Do the messages convey about society and a person's place in it implying equality
of women and men?
• Sexual division of labour and the reproductive role impose subordination and
heavy domestic duties upon women; is there any thematic deviation from this
attitude?
• Are men described as noble characters or female are taken into consideration?
Language
Is the language used equally applicable to men and women, boys and girls?
Is there any unnecessary use of the masculine noun?
40
Role
Since multiple traditional roles of women prevent them from participating in the variety
of life and in the decision-making process, the following points were reviewed
• Do the materials show men and women, girls and boys in non-stereotyped roles,
in positive and objective ways?
• Are the roles portrayed equally valuable and appropriate for both men and
women?
• Are women portrayed positively in a variety of roles, whether they work inside or
outside the home and whether or not they have children?
• Are men and boys, women and girls shown in household and nurturing tasks?
• Do men and women take part in the decision making process equally?
• Does the girl play a subordinate role?
Findings
The number of female teachers has been increasing gradually, but there is a lack of
gender sensitive attitude among the teachers and instructors. Male teachers are still very
much resistant against female teachers’ employment and domestic involvement.
Use of Words, Noun, Pronoun and Adjectives
Masculine noun, pronoun and adjectives are used almost everywhere.
Characterisation
Most of the characters are male.
Games
Most of the games refered are entitled to boys. Boys are usually the players and girls are
observers.
Division of labour
Boys/men are usually shown working outside the home where girls never participate.
Biography
Most of the biographies are of great men.
Profession
Professions outside the home are labeled as professions for the male.
Recommendations
• The issue of gender equity should be taken into account during the policy and training
course development.
• Specific module on 'gender equity' should be included in the Teachers' Training
curriculum.
• All gender biased or insensitive concepts, text and images prevailing in the education
curriculum of schools should be identified and replaced with gender sensitive
messages and information.
41
5.4.3 Human rights
As we understand that human rights are essential for survival, which include rights and
freedom of expression, human dignity, creativity and intellectual as well as spiritual
development. The Study Team found the respondents being not very sensitive to the issue
of human rights. It was also found that issues of human rights and information about
universal human rights declaration are absent in the teachers’ training course curriculum
and materials.
Recommendations
• Teachers’ training courses should be reviewed from the point of human rights.
• Specific module on 'Human Rights' should be included in the Teachers' Training
curriculum.
• Copy of Universal Human Declaration should be made available to the instructors
and teachers.
5.4.4 Multilingual Education
The education policy suggests mother tongue to be the medium of instruction in the
schools. But in practice, there is no official arrangement for use of mother tongues as the
medium of instruction for the minority groups or non-Bangalees (Bangla is not their 1st
language). Education materials are not available in the languages of the minority groups
other than in Bangla.
Teachers need to have language skills and orientation on cultures to teach children in
their respective mother tongues, which is not followed yet. Number of teachers coming
from minority groups in the mainstream employment process is too small in comparison
to the total requirement. Teachers from minority groups have a control over employment
process only in the Chittagong Hill Tracts unlike other areas.
A good number of children in the country do not speak Bangla. Their languages and
cultures are different from the majority population. There is no essential additional
facility to ensure the compulsory primary education for children of these non-Bangalee
communities. These children may be brought to schools if measures can be taken to
resolve their language problems.
As the mother tongue based education has come up as a commitment in the policy,
Teachers’ Training Institutions should create scope for teachers with different native
languages to enable them to teach children in their respective mother tongues.
Recommendations
• Mother tongue based education has come up as a commitment in the policy.
Teachers’ Training Institutions should therefore create scope for teachers with
different native languages to enable them to teach children in their respective mother
tongues.
• More number of teachers from minority language groups should be trained and posted
in their respective areas and communities. In case of unavailability of teachers from
42
the minority groups, recruitment should carefully be made from the similar type of
sensitive citizens.
• Materials should be developed in minority languages to help teachers and learners
communicate better.
• Information on culture and livelihood of the minority groups should be there in the
curriculum, modules and textbooks.
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SECTION 6. MAJOR RECOMMENDATIONS
After analyzing the prevailing situation of primary and secondary teachers’ training
system of the country and the documents available, the team has made few
recommendations considering the present gaps and future needs. The recommendations
are developed through discussion with different stakeholders as mentioned before and
presented here under the following categories.
6.1 At the level of Primary Education
• The one year C-in-Ed Course should be reviewed and updated as appropriate for the
learner-centred teaching-learning process, which should be well balanced with
theoretical and practical aspects of the course.
• Learner-centred and activity-based teaching learning should be ensured for the
trainees in order that the same teaching learning process is followed in the school.
• Activity based teaching-learning materials should be developed for the PTIs.
• Duration of practice teaching should be extended up to six months.
• Physical facilities of the practice teaching centres should be conducive with
appropriate timing for sustainable achievement of activity-based teaching learning
skills.
• Provision of systematic monitoring and follow up in the training system should be
introduced.
• Any information and changes in the national curriculum for primary education should
properly be reflected in the C-in-Ed Course.
• As the team found serious gap between the DPE, NCTB and PTIs, it is recommended
that coordination between NCTB, PTI and NAPE should be strengthened.
• Course materials of C-in Ed and specifically of TQISEP, e.g. books, manuals,
modules should be available to the trainees after the training.
• Trainees should be supported for developing materials, and preparing and using
teaching learning aids.
• Modern equipments should be available in the training centre for demonstration and
practice.
• Modern concepts and methodologies of ensuring quality education in the classroom
should be effectively introduced.
• Best practices of teaching-learning methodologies of some developed countries can
be presented elaborately with demonstration.
• Modern psychological theories relevant to the psychological development of the
children should be introduced in the book of Child Psychology.
• The contents of the book Learning and Evaluation of Personality Development may
be simplified.
• Details of classroom time management and instructions on the use of teaching-
learning aids should be explained in the book Teaching-Learning Methodology.
• It has to be ensured that all instructors receive primary education related induction
training before they are engaged as instructors for the C-in-Ed Course, which can be
designed and offered by NAPE.
44
• Instructors should have firsthand experience on classroom activities including
practice-teaching of the trainees before they are engaged in conducting training and
supervising practice teaching.
• Continuous professional development is needed for the teachers. This can be done
through day-long workshop, seminar and short term training courses arranged on a
regular basis. Upazila Resource Centre and Upazila Education Office can jointly
organize and ensure events for all teachers.
• Duration of subject-based trainings and ToT can be 15 days and 21 days.
• There should be an interrelation between training and implementation at the school
level reflecting that training is made appropriate for implementation and the
implementation process equally appropriate for the output of the training.
• Student-teacher ratio is a big problem for quality education, and this should be
addressed immediately.
• Early Childhood Care and Development needs to be introduced in the primary
education system.
• Mother tongue has to be introduced as the medium of instruction irrespective of
classes and communities.
• Role of NAPE should be strengthened.
6.2 At the level of Secondary Education
• B.Ed trainings for the secondary school teachers offered by the private teachers’
training colleges should be of the similar standard as provided by the government
teachers’ training colleges. All B.Ed providers should adhere to the stipulated 1200
contact hours for the B.Ed Course in order to ensure quality B.Ed training. The out-
campus teachers’ training colleges of Dhaka-based private universities’ providing low
quality of training either should be closed or brought under regulatory framework of
monitoring quality.
• A supportive follow up system of B.Ed course should be the part of the system.
• There should be a wing in all TTCs to review the B.Ed course curriculum regularly.
• Contents of the new textbooks of the secondary level should properly be reflected in
the curriculum of B.Ed Course.
• Subjects on sports, music, fine arts and crafts should get proper emphasis in the B.Ed
curriculum.
• There should be allocation for preparing teaching learning aids at the schools.
• Measures have to be taken to recruit subject-based teachers to ensure that the training
skills are properly used in the classroom.
• The statement regarding Refreshers Training Course in the policy 2000 should be
taken into account immediately.
• Courses like Teaching Quality Improvement (TQI) and English Language Teaching
Improvement Project (ELTIP) need to be run regularly for all teachers. The most
appropriate existing short-term teachers’ trainings should be identified and capsulated
to make available for all relevant teachers.
• The physical and human resources of the HSTTIs need to be improved to provide
regular professional development courses for the secondary teachers.
45
• Teaching Quality Improvement Secondary Education Project (TQISEP) should be
mainstreamed so as to ensure sustainability of its success.
• Steps should be taken for reducing teacher-students’ ratio to a reasonable number so
that trained teachers can apply their skills in the classroom and make it more learner-
centred.
6.3 Common Issues of concern
PTIs and Teachers' Training Colleges should have adequate provision to accommodate
the issues of gender equity, inclusiveness, multilingual education, and human rights
education in their curriculum, materials and activities.
Inclusive Education
• A comprehensive approach should be undertaken from the policy to the practice level
to make the mainstream primary education inclusive.
• In order to introduce inclusive education in general schools, subject relating to the
improvement of the children with special needs should be included in the curriculum
of PTI & Teacher’s Training College.
• All negative concepts, text and images prevailing in the education curriculum of
schools regarding people with difficulties/disabilities should be identified and
replaced with positive messages and information.
• Appropriate teaching materials should be developed according to the reference of
curriculum.
• Arrangements have to be made to supply necessary education materials for the
learners with special needs free of cost or at a low price. Appropriate teaching
materials should be developed according to the reference of curriculum.
Gender
The issue of addressing gender equity is quite absent in the teachers’ training course
materials and training methodologies. These courses should be reviewed from the point
of gender sensitivity thoroughly.
• The issue of gender equity should be taken into account during the policy and training
course development.
• Specific module on 'gender equity' should be included in the Teachers' Training
curriculum.
• All gender biased or insensitive concepts, text and images prevailing in the education
curriculum of schools should be identified and replaced with gender sensitive
messages and information.
Human rights
The issues of human rights and information about universal human rights declaration are
absent in the teachers’ training course curriculum and materials. These should be
incorporated in the courses.
• Teachers’ training courses should be reviewed from the point of human rights.
• Specific module on 'Human Rights' should be included in the Teachers' Training
curriculum.
46
• Universal Human Declaration has to be made available to the instructors and
teachers.
Multilingual Education
Teachers’ Training Institutions should create scope for teachers having different native
languages to be able to teach in the mother tongue.
• Since teachers need to have language skill and cultural orientation to teach in the
mother tongue which is not introduced yet, it would be easier to train and increase
number of teachers from minority language groups and post them in their respective
areas.
• Materials can be developed in minority languages for better communication between
teachers and learners.
• Information about the culture and livelihood of minority groups should be present in
the curriculum, modules and text books.
• Appropriate teaching materials should be developed according to the reference of
curriculum.
47
SECTION 7: CONCLUSION
Major findings and recommendations have been presented in the preceding sections of
the report. Since the overall objective of the teachers training system is to improve the
quality of education—which mainly takes place in the classroom, findings of the study
have been extracted accordingly from the analysis of teachers training system. The study
shows that the teachers training institutes have not the expected capacity and coordination
between different departments and agencies. One of the major causes of the inefficiency
in the system is the unmanageable student-teacher ratio. Most of the teachers found
unable to create an interactive teaching learning practice in such a classroom
environment.
The volume of the work was quite big and needed a little more time to do justice to the
job. Moreover, it was the time of the national parliamentary election and annual
examination of the schools in which the teachers also had to be engaged. The study team
had to work very hard to transform its plan into action. However, the initial design of the
study had to be adjusted with needs, e.g. 16 meetings and FGDs were planned to be held,
but the study team had to go for altogether 24 so as to collect necessary data. Some
planned workshops had also to be replaced by few more FGDs for practical reasons.
49
Teachers’ Training Study
Guideline for Focus Group discussion
Primary Instructor
Subjects • Do you think that the subjects taught in C-in-Ed training are sufficient to conduct
the class for a teacher? It the answer is negative, why do you think so?
• Has the issue of gender or men and women equality been reflected in C-in-Ed
training curriculum? If the answer is affirmative, please cite concrete example and
how much have been reflected.
• Has the issue of human rights been placed in C-in-Ed curriculum? If the answer is
affirmative, then cite concrete example how and how much have been reflected?
• Do you have any conception regarding inclusive education?
• Has inclusive education been placed in C-in-Ed training curriculum?
• If the answer is affirmative, then please cite concrete example how and how much
have been reflected.
Methods • What methods are taught in C-in-Ed curriculum to conduct teaching learning in
the class room?
• Is it taught how these methods are integrated with the contents and how to apply?
• Do you think that the teachers' training course helps enhancing skills of teachers
to conduct teaching learning efficiently? If the answer is affirmative, in what
areas does the skill increase?
Teaching Aids • Do you think that the teaching aids used in teacher training course are sufficient
and appropriate?
• Are there any teaching aids to use?
• Is there any manual for running the training course?
Evaluation • Is there any system of evaluation of the training after completion?
• Is there any means to know whether the teachers can apply this training?
• Do you have role to improve this training course?
• Please relate any suggestions or comments if you have.
50
Teachers’ Training Study
Guideline for Focus Group discussion
Primary Teacher
Subject • Do you think that the subjects taught in C-in-Ed training are sufficient to conduct
the class for a teacher? It the answer is negative, why do you think so?
• Has the issue of gender or men and women equality been reflected in C-in-Ed
training curriculum? If the answer is affirmative, please cite concrete example and
how much have been reflected.
• Has the issue of human rights been placed in C-in-Ed curriculum? If the answer is
affirmative, then cite concrete example how and how much have been reflected?
• Do you have any conception regarding inclusive education?
• Has inclusive education been placed in C-in-Ed training curriculum?
• If the answer is affirmative, then please cite concrete example how and how much
have been reflected.
Methods • What methods are taught in C-in-Ed curriculum to conduct teaching learning in
the class room?
• Is it taught how these methods are integrated with the contents and how to apply?
• Do you think that the teachers' training course helps enhancing skills of teachers
to conduct teaching learning efficiently? If the answer is affirmative, in what
areas does the skill increase?
Teaching Aids Do you think that the teaching aids used in running the C-in-Ed training course are
sufficient and appropriate?
Evaluation • What do you think of students need?
• Is the curriculum implemented in the class room is related to student need?
• Have you identified any of your previous weaknesses after receiving C-in-Ed
training?
• Please relate if you have any suggestions or comments for the improvement of the
training course.
51
Teachers’ Training Study
Guideline for Focus Group discussion
Secondary Instructor
Subject • How long is the duration of teachers' training Course?
• How many types of training are there for the teachers of secondary level?
• Do you think the subjects taught in the training are sufficient for a teacher to
conduct the class properly and effectively? If the answer is negative, why don't
you think?
• Have the issues of gender equality been reflected in the teachers' training
curriculum?
• If the answer is positive, please cite concrete example how and how much have
been reflected.
• Have the issues of human rights been reflected in teachers training Curriculum?
• If the answer is positive, please cite concrete example how and how much have
been placed.
• Do you have any conception regarding inclusive education?
• Has the inclusive education been placed in teachers' training curriculum? If the
answer is yes, please cite concrete example how and how much have been placed.
Methods • What methods are taught to conduct teaching learning in the class room?
• Is it taught how these methods are integrated with the contents and how to apply?
• Do you think that the teachers' training course helps enhancing skills of teachers
to conduct teaching learning efficiently? If the answer is affirmative, in what
areas does the skill increase?
Teaching Aids • Do you think that the teaching aids used in running the training course are
sufficient and appropriate? Are there any other aids those can be used?
• Is these any manual to carry on training course?
Evaluation • Is there any system of evaluation after imparting of this training?
• Is there any monitoring system to know about the utilization of the training?
• Please, relate if you have any suggestion or comments for improvement of the
training course.
52
Teachers’ Training Study
Guideline for Focus Group discussion
Secondary Teacher
Subject: • Do you think that the subjects taught in teachers' training course are sufficient to
conduct the class properly and effectively?
• If the answer is negative, Please write elaborately why do you think so?
• Has the issue of gender equality been reflected in teacher training curriculum?
• If the answer is affirmative, please cite example how and how much have been
reflected.
• Has the issue of human rights been reflected?
• Do you have any conception regarding inclusive education?
• Has inclusive education been placed in teacher training curriculum?
• If the answer is affirmative, please cite concrete example how and how much
have been placed?
Methods • What methods are taught to conduct teaching learning in the class room?
• Is it taught how these methods are integrated with the contents and how to apply?
• Do you think that the teachers' training course helps enhancing skills of teachers
to conduct teaching learning efficiently? If the answer is affirmative, in what
areas does the skill increase?
Teaching Aids Do you think that the teaching aids used in the teacher training course are sufficient and
appropriate? Why?
Evaluation Have you detected your previous weaknesses after having teacher training?
Please relate any suggestion or comments if you have for improving the training course.
54
For Primary
Instructor
Teachers' Training Survey
Pre-interview Information
Notes for interviewer
Put down all information below before beginning
1. Interviewer ID Number:
2. Date of Interview: Day Month Year
3. Place of Interview: District:
4. Name of Institute :
5. Respondent ID Number: (Put down before Data entry)
6. Name of Respondent:
7. Sex: Male Female
8. Age:
9. Respondent's Highest Degree: Subject:
10. Have any foreign Degree? Name of the Degree:
11. Designation:
55
Preamble for Respondent The objectives of this survey, initiated by UNESCO, is to review the teachers training curriculum and its’
implementation to develop recommendations for Bangladesh Govt. We would like to thank and ensure you
that all the information provided by you will be kept secret. So, you are requested to be free and open at the
time of responding and providing information as far as possible. Do you have anything to know before
beginning?
1. How long are you working as a teacher? Years
please provide following information of your previous service if this is not first one. 2. Where did you work before?
3. Were you involved in training there? (Please, put mark ) A. Yes B. No
4. Have you been trained in or outside the country? (Please, put mark ) A. Yes B. No
5. If you have received training, please write
Subject of training Location Duration
6. Have you been able to use the trainings in your present job? If yes, where?
A.
B.
C.
7. How much of your academic and previous experience (if you
have) been utilized for this position? (Please, put mark)
A.
Completely B. Partly
C. Not at
all
Questions related to training methodology
8. What methods the primary teachers are taught for classroom teaching in the C-in Ed curriculum?
A.
B.
C.
9. Pleas mention three methods suitable for the trainee.
A. B.
C.
Question related to Subjects
10. Do you think the C in Ed training able to create
awareness regarding human rights? (Please put mark) A.Completely B.Partly C. Not at all
10.a. If the answer is yes, please write how?
11. Is there special subjects in C in Ed training for teaching the following children? (Please, put marks)
A. Children form very poor family B. Handicapped children
C. Children from tribal race and disadvantaged
group
D. Others (Please, specified)
12. What types of problem do you face in implementing Primary teachers training curriculum in the context
of men and women equality? (Please, put mark)
A. Lack of interaction B. Women are shaky in demonstration
C. Subjects are masculine D. Women pose less question
E. Difficult to discuss reproductive health issues F. Comfortable in one way teaching
56
Question related to use of training material
13. What types of teaching aid you use in imparting training? (Please, put mark)
A. Trainer’s Manual B. Training Aid
C. Teacher's Guide D. Reference Book
E. Others (please write specifically)
14. What aids of the followings do you think most important and relevant? (Please, put mark)
A. Trainer's Manual B. Training Aids
C. Teacher's Guide D. Teacher's Guide
E. Others (please, specified)
15. Do you know about the process of development of Primary teachers
training curriculum? (please, put mark)
A. Yes B. No
16. If the answer is yes, do you think that the process is appropriate? A. Yes B. No
17. If the answer is negative, Please explain.
18. Are you able to give proper input in all subjects in the context of
preparation for practice teaching? (Please, put mark)
A. Yes B. No
18.A. If the answer is negative, what subjects are to be more emphasised for preparation.
19. Please write, if you have any suggestions regarding the development of other training course including
C in Ed for the Primary teachers?
Thank you for your cooperation.
57
For Primary Teacher
Teachers' Training Survey
Pre-interview Information
Notes for interviewer
Put down all information below before beginning
1. Interviewer ID Number:
2. Date of Interview: Day Month Year
3. Place of Interview: District:
4. Name of School :
5. Respondent ID Number: (Put down before Data entry)
6. Name of Respondent:
7. Sex: Male Female
8. Age:
9. Respondent's Highest Degree: Subject:
10. Have any foreign Degree? Name of the Degree:
11. Designation:
58
Preamble for Respondent
The objectives of this survey, initiated by UNESCO, is to review the teachers training curriculum and its’
implementation to develop recommendations for Bangladesh Govt. We would like to thank and ensure you
that all the information provided by you will be kept secret. So, you are requested to be free and open at the
time of responding and providing information as far as possible. Do you have anything to know before
beginning?
1. How long are you working as a teacher? Years
please provide following information of your previous service if this is not first one.
2. Where did you work before?
3. Were you involved in teaching there? (Please, put mark ) A. Yes B. No
Question related to the training (C-in-Ed) contents
4. Pl. prioritise the importance of the contents of primary teaching learning according your choice
A. Most important to you:
B. Less important to you:
C. Not important at all:
5. Please identify the deficiencies of the text books according learners development:
A.
B.
C.
D.
6. What problems you feel in teaching learning to create equal opportunities for boys and girls?
A.
B.
C.
7. Is there any special subject in C-in-Ed for teacher training for the following learners? (Please, put mark)
A. Children from very poor families B. Disable learner
C. Children of marginalized including backward
and indigenous population
N. Others (Please, specified)
Questions related to Teaching Learning Methodology
8. What methods have you learnt to conduct teaching learning in the classroom?
A. B.
C. D.
E. F.
9. Do you have scope to use these methods in the classroom?
(Please, put mark) A. Completely B. Partly
C. Not at
all
10. If the answer is negative, please explain (according importance)
A.
B.
C.
59
Questions related to realisation
11. What changes do you find in your teaching skill before and after the training?
A.
B.
C.
12. What is your opinion about the trainers of C-in-Ed course? (Please, put mark)
A. Very efficient
B. Moderately efficient
C. Not efficient
13. Please give your opinion on the duration of C-in-Ed course
14. Is there appropriate importance to all the subjects in
preparation for practice teaching? (Please, put mark) A.Completely B.Partly
C. Not at
all
14.1. If not, which subjects need more importance?
A.
B.
C.
15 What are the weaknesses of C-in-Ed course?
A. Curriculum related—: 1.
2.
3.
B. Training related—: 1.
2.
3.
C. Implementation in the classroom related—:1.
2.
3.
16. What qualification do you think essential for receiving C-in-Ed training?
A.
B.
C.
Other Training related Question
17. Have you received any training other than C-in-Ed? (Please, put mark) A. Yes B. No
17.A. If received, please describe:
Title of Training Place of training Name of Trainers Duration
18. Have you received subject based training? A. Yes B. No
18.1: If yes, please describe:
60
Title of Training Place of training Name of Trainers Duration
18.2. If you received Training(s), what extend could you use the learning of the training in following areas?
Area Usefulness (Please, put mark)
A.
Completely B. Partly
C. Not at
all
Maximum use of learners time
Teaching according learners’ demand
Application of participatory methods
Creating equal opportunity between boys and girls
Creating interest among learners
Assistance in learning of indigenous children
Necessary steps for the disable children
The concept of ensuring the rights of children
19. What could be added in subject based training?
A.
B.
C.
20. Please put your suggestions, if any, for further improvement of the C-in-Ed course.
Thank you for your cooperation.
|
For PTI Trainees
61
Teachers' Training Survey
Pre-interview Information
Notes for interviewer
Put down all information below before beginning
1. Interviewer ID Number:
2. Date of Interview: Day Month Year
3. Place of Interview: District:
4. Name of School:
5. Respondent ID Number: (Put down before Data entry)
6. Name of Respondent:
7. Sex: Male Female
8. Age:
9. Respondent's Highest Degree: Subject:
9.1. Name of the Organisation :
10. Have any foreign Degree? Name of the Degree:
11. Designation:
62
Preamble for Respondent
The objectives of this survey, initiated by UNESCO, is to review the teachers training curriculum and its’
implementation to develop recommendations for Bangladesh Govt. We would like to thank and ensure you
that all the information provided by you will be kept secret. So, you are requested to be free and open at the
time of responding and providing information as far as possible. Do you have anything to know before
beginning?
1. How long are you working as a teacher? Years
please provide following information of your previous service if this is not first one.
2. Where did you work before?
3. Were you involved in teaching there? (Please, put mark ) A. Yes B. No
4. Pl. prioritise the importance of the contents of primary teaching learning according your choice
A. Most important to you:
B. Less important to you:
C. Not important at all:
5. What problems do you feel in teaching learning to create equal opportunities for boys and girls?
A.
B.
C.
6. Are there any special subjects in C-in-Ed training for teaching learning of following children? (Please,
put mark)
A. Children from very poor families B. Disable learner
C. Children of marginalized including backward
and indigenous population
N. Others (Please, specified)
7. What methods have you used for conducting teaching-learning activities in classroom?
A. B.
C. D.
8. What methods are you learning at present?
A. B.
C. D.
9. Which of the methods do you think are not much applicable in conducting class?
A. B.
C. D.
10. What types of teaching aids are used to carry on training?
A. B.
C. D.
11. What are the good aspects of this training course?
11.1. What are the reasons to consider them good?
12. What aspects do you find not so good in the training course?
63
12.1. Why do not you find them good?
13. What is the over all grades of the training in your opinion? (Please put mark)
A. Trainers are more active B. Trainees are more active
C. Teacher and trainees are equally active
14. Give your opinion regarding the duration of C-in-Ed course. (Please put mark)
A. Sufficient B. Insufficient
15. What qualification do you think essential for receiving C-in-Ed training?
A.
B.
C.
16. Do you have any other training other than C-in-Ed ? (Please put mark) A. Yes B. No
16.A. Please, write if you have training
Name of the Training Location Training Provider Duration
17. Please, write if you have any suggestion or recommendation to improve this training course.
Thank you, for your cooperation
64
For Secondary
Teachers
Teachers' Training Survey
Pre-interview Information
Notes for interviewer
Put down all information below before beginning
1. Interviewer ID Number:
2. Date of Interview: Day Month Year
3. Place of Interview: District:
4. Name of School:
5. Respondent ID Number:
(Put down before Data entry)
6. Name of Respondent:
7. Sex: Male Female
8. Age:
9. Respondent's Highest Degree: Subject:
9.1. Name of the Degree Provider :
10. Have any foreign Degree? Name of the Degree:
11. Designation:
65
Preamble for Respondent
The objectives of this survey, initiated by UNESCO, is to review the teachers training curriculum and its’
implementation to develop recommendations for Bangladesh Govt. We would like to thank and ensure you
that all the information provided by you will be kept secret. So, you are requested to be free and open at the
time of responding and providing information as far as possible. Do you have anything to know before
beginning?
1. How long are you working as a teacher? Years
please provide following information of your previous service if this is not first one.
2. Where did you work before?
3. Were you involved in teaching there? (Please, put mark ) A. Yes B. No
4. Do you find your academic and working background useful
for this job? How much?
A.
Completely B. Partly
C. Not at
all
Questions related to teaching methodology
5. What methods have you learnt to conduct teaching learning in the classroom?
A. B.
C. D.
E. F.
6. Is it possible to apply all these methods in the classroom?
(Please mark)
A.
Completely B. Partly
C. Not at
all
7. Please explain if the answer is no.
8. If the answer is positive, is it taught how these contents to
apply? (Please mark)
A.
Completely
B. Partly C. Not at
all
Questions related to Contents of the training
9. Do you think that the subjects taught in teachers' training course are
sufficient for conducting the class properly? (Please mark)
A. Yes B. No
10. Please write the reasons if the answer is negative.
A.
B.
C.
11. Do you think the curriculum implemented in the classroom is
suitable for the children in terms of their age and ability?
(Please mark)
A.
Completely
B. Partly C. Not at
all
11. 1. If the answer is positive, please write in what areas it is suitable.
B.
C.
D.
11.2. If the answer is negative, please write the areas where it is not suitable.
A.
B.
C.
66
12. What problems do you feel in teaching learning to create equal opportunities for boys and girls?
A.
B.
C.
Questions related to your realisation:
13. Have you found some of your previous weakness after being trained?
A.
B.
C.
14. Do you think that your skill will be increased/has increased in
conducting teaching learning process after being trained?
A. Yes B. No
15. If the answer is positive, please write the areas where skill has enhanced?
A.
B.
C.
16. Did You go through any training of similar types availing teachers'
training?
A. Yes B. No
17. If you had training, how long it was?
Name of the Training Location Training Provider Time
18. How much of all these trainings you received are applicable
during teaching in the classroom
A.
Completely
B. Partly C. Not at
all
19. Please write if you have any suggestions for improving the training course
Thank you for your cooperation.