An appraisal of the BRACs NFPE Programme in respect to coverage of terminal competencies specified by the government of Bangladesh
The study aimed to make an appraisal of the three-year Non-Formal Primary Education (NFPE) programme of BRAC in respect to the terminal competencies identified by the government of Bangladesh for the Formal Primary Education (FPE) cycle. The two-way content analysis was conducted in respect to t...
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| Aineistotyyppi: | Research report |
| Kieli: | English |
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BRAC Research and Evaluation Division (RED)
2020
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| Linkit: | http://hdl.handle.net/10361/13393 |
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10361-13393 |
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10361-133932020-01-06T21:01:30Z An appraisal of the BRACs NFPE Programme in respect to coverage of terminal competencies specified by the government of Bangladesh Ghosh, Sanat K. BRAC Non-Formal Primary Education (NFPE) BRAC Education Programme (BEP) Non-formal education—Bangladesh. Education, Primary. Non-governmental organizations -- Bangladesh. The study aimed to make an appraisal of the three-year Non-Formal Primary Education (NFPE) programme of BRAC in respect to the terminal competencies identified by the government of Bangladesh for the Formal Primary Education (FPE) cycle. The two-way content analysis was conducted in respect to three sources of materials - (i) Text Materials (TM), (ii) Curriculum Transaction Materials (CTM) and (iii) Evaluation Materials (EM) by three types of competencies - (i) Psycho-motor, (ii) Cognitive and (iii) Affective. The coverage was qualified in terms of well covered (WC) , trurly covered (FC) , or not covered (NC). Subject-based learning objectives ( continua) were also compared between the three-year NFPE and the FPE cycle up to third grade. Findings indicated that on an average, the three-year NFPE programme was covering fairly well in respect to the TM and CTM sources. But there is a scope to improve the evaluation materials. In respect to the subject-based learning objectives only five objectives were not covered but at the same time it was covering about 60 additional leaning objectives . The whole NFPE programme was found unique in its character particularly in terms of material development and curriculum transaction. 2020-01-06T07:20:00Z 2020-01-06T07:20:00Z 1999-04 Research report Ghosh, S. K. (1999, April). An appraisal of the BRACs NFPE Programme in respect to coverage of terminal competencies specified by the government of Bangladesh. Research Reports (1999): Social Studies, Vol – XXIII, 162–203. http://hdl.handle.net/10361/13393 en application/pdf BRAC Research and Evaluation Division (RED) |
| institution |
Brac University |
| collection |
Institutional Repository |
| language |
English |
| topic |
BRAC Non-Formal Primary Education (NFPE) BRAC Education Programme (BEP) Non-formal education—Bangladesh. Education, Primary. Non-governmental organizations -- Bangladesh. |
| spellingShingle |
BRAC Non-Formal Primary Education (NFPE) BRAC Education Programme (BEP) Non-formal education—Bangladesh. Education, Primary. Non-governmental organizations -- Bangladesh. Ghosh, Sanat K. An appraisal of the BRACs NFPE Programme in respect to coverage of terminal competencies specified by the government of Bangladesh |
| description |
The study aimed to make an appraisal of the three-year Non-Formal Primary
Education (NFPE) programme of BRAC in respect to the terminal
competencies identified by the government of Bangladesh for the Formal
Primary Education (FPE) cycle. The two-way content analysis was
conducted in respect to three sources of materials - (i) Text Materials (TM),
(ii) Curriculum Transaction Materials (CTM) and (iii) Evaluation Materials
(EM) by three types of competencies - (i) Psycho-motor, (ii) Cognitive and
(iii) Affective. The coverage was qualified in terms of well covered (WC) ,
trurly covered (FC) , or not covered (NC). Subject-based learning objectives
( continua) were also compared between the three-year NFPE and the FPE
cycle up to third grade. Findings indicated that on an average, the three-year
NFPE programme was covering fairly well in respect to the TM and CTM
sources. But there is a scope to improve the evaluation materials. In respect
to the subject-based learning objectives only five objectives were not covered
but at the same time it was covering about 60 additional leaning objectives .
The whole NFPE programme was found unique in its character particularly
in terms of material development and curriculum transaction. |
| format |
Research report |
| author |
Ghosh, Sanat K. |
| author_facet |
Ghosh, Sanat K. |
| author_sort |
Ghosh, Sanat K. |
| title |
An appraisal of the BRACs NFPE Programme in respect to coverage of terminal competencies specified by the government of Bangladesh |
| title_short |
An appraisal of the BRACs NFPE Programme in respect to coverage of terminal competencies specified by the government of Bangladesh |
| title_full |
An appraisal of the BRACs NFPE Programme in respect to coverage of terminal competencies specified by the government of Bangladesh |
| title_fullStr |
An appraisal of the BRACs NFPE Programme in respect to coverage of terminal competencies specified by the government of Bangladesh |
| title_full_unstemmed |
An appraisal of the BRACs NFPE Programme in respect to coverage of terminal competencies specified by the government of Bangladesh |
| title_sort |
appraisal of the bracs nfpe programme in respect to coverage of terminal competencies specified by the government of bangladesh |
| publisher |
BRAC Research and Evaluation Division (RED) |
| publishDate |
2020 |
| url |
http://hdl.handle.net/10361/13393 |
| work_keys_str_mv |
AT ghoshsanatk anappraisalofthebracsnfpeprogrammeinrespecttocoverageofterminalcompetenciesspecifiedbythegovernmentofbangladesh AT ghoshsanatk appraisalofthebracsnfpeprogrammeinrespecttocoverageofterminalcompetenciesspecifiedbythegovernmentofbangladesh |
| _version_ |
1814307553162559488 |