Bangladesh has achieved remarkable success in establishing a uniform mass oriented
universal system of education in the primary sector. However, in terms of the quality of
education, students’ learning achievement and reduction in dropout did not attain similar
breakthrough. For providing quality education, BRAC, World Food Programme and
Rangpur Dinajpur Rural Services initiated a project in Fulchari and Sundarganj upazilas.
Various capacity development training were considered as key components of this
project which were provided by BRAC. WFP provided funding support and RDRS
directly implemented project activities in the schools. Both WFP and BRAC are
monitoring their project activities and are working for their improvement. A total of 375
schools in Fulchari and Sundarganj upazilas will get benefit from this. 110 schools have
been included in the first phase. For evaluating project activities a series of studies has
been planned. This baseline study explored the initial situation of schools under
intervention in terms of enrolment, attendance, completion and literacy skills of students.
Review of training process, measures changes that comprehend stakeholders
(teachers and RDRS staff) and understanding the challenges in implementing new
knowledge are also inbuilt agenda of this study. Both qualitative and quantitative
techniques were applied for data collection. A total of 30 schools were randomly
selected where school survey, assessment on students’ learning ability and their
socioeconomic background, teacher’s perceptions and stakeholder’s views on project
activities were collected. Findings revealed that student’s enrolment and attendance are
quite satisfactory, however, they are not much competent in reading and writing.
Specially, there is a significant crisis in writing which proves that they need much
attention on it. Generally, teachers and RDRS staff seemed to be satisfied with the
quality of training, while some of them thought that teachers’ orientation and school
management training should be more elaborate. This study suggests frequent
classroom observations and initiate some extra efforts for the go-slow-learners. Regular
communication with community, teachers, stakeholders and govt. officials is required.