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New teaching methods, increased student participation, and reward schemes for parents are helping Bangladesh modernize its vast primary education sector. A picture is worth a thousand words, the saying goes, and staff at Kamargaon Model Government Primary School near the town of Narsingdhi in Bangladesh seem to have taken it to the letter.
But information technology is only one of the tools used to attract children to school and retain them until they complete fifth grade. In recognition of the role parents play in sending their children to school, the authorities at Kamargaon Primary School have introduced prizes for mothers based on the children’s attendance rates and exam results.
The prizes are usually a water pot or kitchenware, says government education officer Dilruba Yeasmin who visits the school every two months to monitor attendance. Razia Sultana, a 32-year-old mother from Kamargaon village explains why this scheme is effective for children and parents alike.
Over the past five years, the school has maintained a class attendance rate of over 95% and registered no dropouts, compared to the national average attendance rate of 61% and a dropout rate of 33%. Kabutarkhola Government Primary School in neighboring Munshiganj district can boast similar success rates. Like thousands of other schools across Bangladesh, these two institutions are reaping the benefits of a five-year primary education development program that was coordinated by ADB and completed in 2012.
Bangladesh has one of the largest primary education systems in the world with 16.53 million students, over 365,000 teachers, and more than 81,000 schools as of 2009. Many teachers still follow traditional teaching methods, forcing students to memorize lessons instead of encouraging them to be creative, imaginative, and innovative. At the Kabutorkhola School, students take part in monthly debates on a variety of subjects. At Kamargaon School, students are encouraged to participate in the governance of the school. Subscribe to our newsletter and get the latest issues, news, events, jobs and data in your e-mail inbox.
Since the last 100 years, International Women’s Day has been celebrated around the world with much pomp and gaiety. In spite of progress in education, many school-aged children in Bangladesh either do not enroll or discontinue school due to poverty.

The Reaching Out-of-School Children II (ROSC II) project aims to reduce the number of out-of-school children through quality primary education.
The project is allowing disadvantaged children an opportunity to complete grade 5 and transition to secondary education.
ROSC II is built on the success of the first ROSC project that provided a second chance for primary education to nearly 780,000 poor children in 23,000 ROSC Learning Centers in 90 low-income upazillas. In 2012, 83% of ROSC students passed the national grade 5 examinations, setting themselves on the road to progress to secondary level education. ROSC II will continue to support students in currently operational Ananda Schools established in 2010 and 2011 to enable students to complete grade 5; and scale up the operation in another 100 new upazilas. ROSCa€™s success in demonstrating that informal channels can be used to deliver basic education has created demand throughout the country.
In 2013, Kamargaon School was judged to be the best school among about 500 government-run primary schools in Narsinghdi district in recognition of the students’ performance. Despite significant progress made in recent years toward providing universal access to free primary education, the country still faces problems with its retention rate, and inequity and the quality of education. Schools like Kamargaon and Kabutorkhola, however, show that there are new approaches to education that can make a difference. In their latest debate, the grade five students debated the positive and negative aspects of rural and urban life. An elected Student Council takes care of seven portfolios: sports, water supply, library, environment, tree planting and gardening, health, and entertainment.
Still, many school-aged children from the poorest families in Bangladesh either do not enroll or discontinue school due to poverty. The governmenta€™s program focused on the formal primary sector that supported about 17 million students and still many children were out of school. ROSC reintegrates out-of-school children into education through learning centers, called Ananda Schools (schools of joy), which provide education stipends to  underprivileged children to lessen the burdens on their families as well as distribute free books, stationery and school uniforms. The project also attempts to empower disadvantaged rural communities to establish, own and manage their own Ananda Schools with support from the government and the local education NGOs.
The project will also pilot similar initiatives in selected urban slums and for domestic workers, and a pre-vocational skills training scheme for older ROSC students.

Consequently, the government has accepted the ROSC model for provision of non-formal education to the out-of-school children in the rest of the country under the Primary Education Development Program III (PEDP III). It’s as if I’m watching a cartoon movie on television,” says Asia Islam, the 11-year-old daughter of Sukkur Ali, a mason and Mosammat Mina Begum, a homemaker. In 2013, almost 500,000 children aged between six and 10 years were reported to be out of school and only three out of four of those who enroll eventually reach grade five. Ten-year-old Mousumi Akter Mou led one group speaking for rural life, while Mohammad Mehdi Hasan represented the opposite view.
The Reaching Out- of- School Children II (ROSC II) project aims to reduce the number of out-of-school children through improved access, quality and efficiency in primary education, providing disadvantaged children an opportunity to complete grade 5 and transition to secondary education. These were the children who had missed out schooling at the a€?right agea€? or had been forced to drop out, mainly because of poverty. The Ananda Schools are established in upazilas with high poverty and low enrolment and completion rates.
A major emphasis of ROSC II is on enhancing the quality of education provision to disadvantaged children through increased attention to teacher development, teaching-learning support as well as on having an elaborate system of monitoring these activities in the remote and disadvantaged areas through the use of information and communication technologies.
Mou’s group won the hour-long debate, watched by the entire school in a new building constructed under the ADB-assisted program.
Many could not afford to buy uniforms or books, to pay for transport if they lived far from the school or might have been needed to earn vital income to feed the family.
These schools blend formal education with a non-formal mode of provision with support from NGOs, earning Bangladesh international acclaim for its excellence.
As a consequence, these children were deprived of education which drastically reduced their chances of finding higher-earning jobs that could lift them and their families out of poverty. The schools run differently from normal primary schools: ROSC students tend to be older (between 8 and 14 years of age) than regular primary school students, students and teachers follow a flexible school timing to suit their mutual needs, and students are taught by a single class teacher, till they are ready to appear for the Grade 5 examination and can then join the mainstream secondary schools.

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