BRAC's Non-Formal Primary Education (NFPE) Teacher Training Program. Panel Paper (Summary).

Autor/in	Haiplik, Brenda
Titel	BRAC's Non-Formal Primary Education (NFPE) Teacher Training Program. Panel Paper (Summary).
Quelle	(2003), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Education; Foreign Countries; Indigenous Personnel; Nongovernmental Organizations; On the Job Training; Rural Education; Rural Women; Teacher Education; Teacher Supervision; Womens Education; Bangladesh + Suchen Sie Ihr Suchwort? ; Gemeinschaftserziehung; Nachbarschaftserziehung; Ausland; Training-on-the-Job; Ländliche Erwachsenenbildung; Rural area; Rural areas; Woman; Women; Ländlicher Raum; Frau; Frauen; Lehrerausbildung; Lehrerbildung; 'Women''s education'; Frauenbildung; Bangladesch
Abstract	BRAC (formerly Bangladesh Rural Advancement Committee), the largest Indigenous nongovernmental organization in the world, has a unique teacher training program in rural Bangladesh. Almost all BRAC teacher-trainees are rural women, who must have completed at least 9 years of schooling. Trainees spend only 12 days in initial basic teacher training before commencing their teaching duties in a first-grade, multi-age classroom. With monthly refresher courses and continuous close supervision by BRAC education program field staff, these paraprofessionals deliver a primary education that has been found to equal or surpass the education provided by the formal government-funded primary system. In 1999, the program operated more than 35,000 schools in over one quarter of Bangladeshi villages, serving the poorest rural children untouched by the formal system. This paper describes program elements in detail, compares them to features of the government system, and suggests possible reasons for BRAC's success. The elements described include: teacher characteristics and selection, initial basic training, school orientation for new teachers, monthly refresher training, "batch" teachers (local teachers who help facilitate monthly training sessions), workshops and ongoing training, organization of BRAC classrooms, "program organizers" (frontline teacher support staff), and senior support staff (managerial and pedagogical). Compared to government teachers, BRAC teachers have less formal education, but their training offers much more practical exposure and they are better supervised. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC