No one comes out of a crisis without being changed in some way, and this pandemic is a crisis on a scale we have rarely seen: It has put years of progress in human development at stake; inequity is at its worst.
Ahead of this week’s selection panel of ‘Sir Fazle Hasan Abed Ashoka Young Changemakers’ we’d like to take a moment to share about the deep roots of Sir Fazle and BRAC’s long-standing relation with Ashoka.
BRAC’s boat schools were introduced with a simple philosophy: if children cannot get to school, schools will go to them.
500 boat schools have now given more than 14,000 children in the remote haor (wetland) regions of Bangladesh the opportunity to access education. A recent report indicates that the impact of these floating schools reaches far beyond the classrooms.
What does literacy actually mean in today’s perspective? Do we need to cling to the literacy that means an individual’s ability to write their names in their own language, and - in this digital age - know normal subtractions and additions?
Children learn best when their imagination is intrigued by what they are taught. Incorporating stories into the curriculum plays a vital role in implicitly teaching them moral lessons - which, in turn, effectively strengthen their cognitive and language competence, and literary skills.
Shathi is a young woman in Dhaka learning to sew. She is talented and dedicated, but she cannot hear. It is crucial that Shathi has a high quality learning experience to equip her with the skills she needs to become a successful tailor. The challenge is that there are hundreds of tailoring shops in Dhaka. How can we ensure that we match Shathi with the right shop for her apprenticeship?
Conventional structures used to organise how people work can stifle inclusion and engagement. We had the opportunity to learn about powerful methods that help break conventions and get everyone meaningfully engaged