Government teachers’ perception and policy provision on SEL – a study in selected government primary schools in Bangladesh
This thesis is submitted in partial fulfillment of the requirements for the degree of Masters of Science in Early Child Development, 2023.
| Autor principal: | |
|---|---|
| Altres autors: | |
| Format: | Thesis |
| Idioma: | English |
| Publicat: |
Brac University
2023
|
| Matèries: | |
| Accés en línia: | http://hdl.handle.net/10361/18264 |
| id |
10361-18264 |
|---|---|
| record_format |
dspace |
| spelling |
10361-182642023-05-10T21:01:48Z Government teachers’ perception and policy provision on SEL – a study in selected government primary schools in Bangladesh Himel, Md. Ar Rafi Amina, Tabassum Institute of Education Development, BRAC University Social Emotional Learning (SEL) Government teachers’ perception on SEL Quality education National Education Policy (NEP10) on SEL Systemic change in education Affective education Social learning Emotional intelligence This thesis is submitted in partial fulfillment of the requirements for the degree of Masters of Science in Early Child Development, 2023. Cataloged from PDF version of thesis. Includes bibliographical references (pages 48-57). Bangladesh a, rising economy if south-east Asia is having a tremendous success in primary school enrollment and at the same experiences difficulties in ensuring quality after graduation from primary schools. COVID-19 has been a detrimental force in the overall educational landscape of the country. It was assumed that the existing system has lack in promoting students Social and Emotional Learning (SEL) and teachers are not fully aware of the importance of SEL, whereas remarkable results have been identified in countries where SEL was given a priority. To identify the SEL perspective of incumbent teachers and the existing policy, this study followed qualitative research, where 8 Government Primary School teachers have been interviewed and two major policy documents have been analyzed. Inadequate teachers’ training, insufficient classroom infrastructure and lack of directions from the government are few key reasons for what teachers are being unable to successfully follow SEL framework. Additionally, policies do not clearly reflect about the framework though these have few direct and indirect guidelines on SEL competencies. The research has detail comparison between the data collected from the respondents with the existing documents. Several key recommendations is provided at the end of this study mentioning that substantial work is yet to be done to capitalize the current demographic dividend of Bangladesh. Md. Ar Rafi Himel M. Early Child Development 2023-05-10T07:49:42Z 2023-05-10T07:49:42Z 2023 2023-01 Thesis ID 19357054 http://hdl.handle.net/10361/18264 en BRAC University thesis reports are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 60 pages application/pdf Brac University |
| institution |
Brac University |
| collection |
Institutional Repository |
| language |
English |
| topic |
Social Emotional Learning (SEL) Government teachers’ perception on SEL Quality education National Education Policy (NEP10) on SEL Systemic change in education Affective education Social learning Emotional intelligence |
| spellingShingle |
Social Emotional Learning (SEL) Government teachers’ perception on SEL Quality education National Education Policy (NEP10) on SEL Systemic change in education Affective education Social learning Emotional intelligence Himel, Md. Ar Rafi Government teachers’ perception and policy provision on SEL – a study in selected government primary schools in Bangladesh |
| description |
This thesis is submitted in partial fulfillment of the requirements for the degree of Masters of Science in Early Child Development, 2023. |
| author2 |
Amina, Tabassum |
| author_facet |
Amina, Tabassum Himel, Md. Ar Rafi |
| format |
Thesis |
| author |
Himel, Md. Ar Rafi |
| author_sort |
Himel, Md. Ar Rafi |
| title |
Government teachers’ perception and policy provision on SEL – a study in selected government primary schools in Bangladesh |
| title_short |
Government teachers’ perception and policy provision on SEL – a study in selected government primary schools in Bangladesh |
| title_full |
Government teachers’ perception and policy provision on SEL – a study in selected government primary schools in Bangladesh |
| title_fullStr |
Government teachers’ perception and policy provision on SEL – a study in selected government primary schools in Bangladesh |
| title_full_unstemmed |
Government teachers’ perception and policy provision on SEL – a study in selected government primary schools in Bangladesh |
| title_sort |
government teachers’ perception and policy provision on sel – a study in selected government primary schools in bangladesh |
| publisher |
Brac University |
| publishDate |
2023 |
| url |
http://hdl.handle.net/10361/18264 |
| work_keys_str_mv |
AT himelmdarrafi governmentteachersperceptionandpolicyprovisiononselastudyinselectedgovernmentprimaryschoolsinbangladesh |
| _version_ |
1814306934686220288 |