As vaccinations are distributed globally and schools closed for months start planning to open, questions are being raised about what changes we need to our education system in a post-pandemic world. We have a unique chance to shape our curriculum and teaching and learning methods now for when we reopen, and climate change, diversity and gender equality are challenges that should be high on that priority list. Three schools in Bangladesh were globally recognised for their work in these areas in 2019; this blog takes a closer look at them.
One year on from the passing of the Founder of BRAC, we speak to Dr Erum Mariam, Sarah-Jane Saltmarsh and Miganur Rahman, who all worked with Sir Fazle Hasan Abed. Each of them began their journey with BRAC at different times, worked with Sir Fazle in different capacities and are currently leading at different levels in BRAC. What they have in common is that they continue to pass Sir Fazle’s leadership traits forward.
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?