M. Mahruf C. Shohel | University Of Roehampton (original) (raw)
Books by M. Mahruf C. Shohel
E-learning and digital education approaches are evolving and changing the landscape of teaching a... more E-learning and digital education approaches are evolving and changing the landscape of teaching and learning at all levels of education throughout the world. Innovation of emerging learning technologies is assisting e-learning and digital education to meet the needs of the 21st century. Due to the digital transformation of everyday practice, the process of learning and education has become more self-paced and accessible at any time from anywhere. The new generations of digital natives are growing up with a set of skills through their engagement with the digital world. In this context, this book includes a collection of chapters to facilitate continuous improvements including flexibility and accessibility in e-learning and digital education by exploring the challenges and opportunities of innovative approaches through the lenses of current theories, policies, and practices.
Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education, 2021
Emerging technologies and the digital transformation in society have changed the way teaching and... more Emerging technologies and the digital transformation in society have changed the way teaching and learning take place. Therefore, techno-pedagogical content knowledge has become an integral approach in modern teaching and learning. This chapter explores issues related to blended teaching and learning in higher education and highlights the challenges and opportunities it possesses. This chapter also outlines how to overcome challenges to provide effective teaching and learning by exploring literature. Moreover, it categorizes challenges for discussion to identify possible solutions and outlines recommendations. In support of evidence, a case study approach was used along with a review of the literature to draw evidence for a wide range of best practices. According to the findings, the blended teaching and learning model allows students to learn freely, demonstrate their learning in a variety of ways, and develop crucial knowledge, skills, and attitudes that will help them become lifelong learners.
This study identified transitional challenges faced by nonformal primary graduates moving to main... more This study identified transitional challenges faced by nonformal primary graduates moving to mainstream formal high schools. Nonformal schools run by NGOs give disadvantaged children access to basic education in Bangladesh and prepare them to enter or re-enter into formal education sector. However, there is significant dropout amongst students following this transition, despite the high quality of learning in nonformal schools. In this longitudinal study, cohorts of young people in two geographical areas were followed, using in-depth case studies to explore the contexts of particular schools and transition between them. There is evidence of academic failure because of transitional challenges faced by the nonformal primary graduates at formal high schools, not simply due to poverty. The study identified priorities for better support to students from the nonformal education sector such that they can go on to achieve educational and other successes. Through this study, disadvantaged students have contributed directly to the emerging debate about nonformal education, to the contemporary humanitarian approach of educational development and to theories of educational transition.
Book Chapters by M. Mahruf C. Shohel
E-Learning and Digital Education in the Twenty-First Century: Challenges and Prospects, 2021
The world has been going through an unprecedented situation due to the world-wide health crisis c... more The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers.
Coaching Applications and Effectiveness in Higher Education, 2021
Coaching creates opportunities to communicate better and enhance trust among the service users, e... more Coaching creates opportunities to communicate better and enhance trust among the service users, employees, and employers regardless of their differences. Therefore, higher education institutions are increasingly recognizing the value of coaching for personal, professional, and organizational development. In coaching, contextual understanding is essential to achieve expected growth and outcomes. This chapter explores the applications and effectiveness of coaching interventions in teaching and learning in higher education. Based on literature and personal reflection, this chapter highlights different strategies and good practices and how coaching helps students succeed in their academic journeys and academics to become reflective practitioners. This process of coaching in higher education could also include people from academic, administrative, and professional service backgrounds. This chapter also presents the factors that hinder or support coaching programs and draws a set of recommendations to strengthen coaching initiatives in the higher education context.
Refugee Education in South Asia: Policies, Practices, and Implications , 2021
Access to higher education for refugees is not a priority as this is not regarded as a basic huma... more Access to higher education for refugees is not a priority as this is not regarded as a basic human need. According to the UN Refugee Agency, only 1% of eligible refugees have access to higher education worldwide. However, the average enrolment in higher education is now 38% globally. On the one hand, access to education and training for refugees is desperately needed if they are to contribute when they go back to normal life. On the other hand, access to higher education is one way to re-establish their lives and professional identities in a host country. By exploring available academic and grey literature, based on examples from different regions, this chapter first highlights the importance of providing access to higher education for refugees and then presents the common challenges and barriers. It found that the legal status of a refugee in a host country, lack of necessary documentation, restrictions on movement, and financial constraints are the key challenges. Based on the key findings, this chapter also outlines some policy recommendations for the policy-makers, stakeholders and practitioners so that governments and other development organisations can make an effort to ease the challenges and barriers of higher education for refugees in South Asia.
Handbook of Research on Inequities in Online Education During Global Crises, 2021
The COVID-19 pandemic upended the daily life of every individual throughout the world and has had... more The COVID-19 pandemic upended the daily life of every individual throughout the world and has had an impact on every sphere of life. However, its impact on education, especially higher education, is profound. This chapter is based on a recent study, which explored teaching and learning in higher education in Bangladesh during the COVID-19 lockdown. The chapter focuses on how switching from face-to-face to online distance teaching and learning within a short period of time has created educational inequality and the digital divide among teachers and students in higher education in Bangladesh. Based on the findings from the recent surveys (teachers' and students' perspectives), this chapter provides recommendations for the stakeholders to support teachers and students during the emergency remote teaching and learning. It also shows how different strategies could minimize educational inequality and the digital divide during the time of crisis and how the COVID-19 pandemic lockdown impacted on the transition and transformation of teaching and learning in Bangladesh.
Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability, 2021
Bangladesh is one of the most affected countries by climate change and extremely vulnerable to en... more Bangladesh is one of the most affected countries by climate change and extremely vulnerable to environmental degradation. Young people, as the new generation, need to understand the consequences of climate change and its impact on their lives and the lives of their fellow citizens. This chapter presents the findings from a systematic evaluation of Bangladeshi school curriculum, and how it prepares the future generation for climate change adaptation and ensures a sustainable future for them. This chapter highlights the recommendations from the findings and suggests how the national curriculum could address climate change mitigation and adaptation for sustainability by providing contents to offer grounding for the young people as global citizens to act in the local context. Although there is some content included in the school textbooks related to climate change and sustainable development issues, there is a need for inclusion of more relevant contents in the national school curriculum so that school textbooks provide enough contents on climate change, its mitigation and adaptation.
Global Perspectives on Home Education in the 21st Century, 2020
Home education is the fastest growing educational movement in the world and the research remains ... more Home education is the fastest growing educational movement in the world and the research remains limited on why and how it has become so popular. This chapter highlights the historical development of home education and its legal base in the context of the United Kingdom. It also explores many of the current issues facing the home educators, the government of the UK, and the wider community. Based on the existing literature, it briefly explores the history of the home education movement in the UK and how policy and practice come to this point at this time. It investigates the different perspectives on how and why home education is the fastest growing educational movement in the 21st century's UK.
Education, Human Rights and Peace in Sustainable Development, 2020
This chapter outlines the historical development of police education in the United Kingdom, more ... more This chapter outlines the historical development of police education in the United Kingdom, more precisely in England and Wales, and highlights new strategies and planning for the professional development of the police. There is a plethora of research carried out regarding professionalism in policing to meet the needs and challenges of the twenty-first century. Considering the recent developments in police education and training, this chapter mainly discusses three newly introduced routes for recruitment and education of police constables under the Policing Education Qualifications Framework (PEQF), namely Police Constable Degree Apprenticeship (PCDA), Degree Holder Entry Programme (DHEP), and Pre-Join Degree (PJD). Higher education institutions (HEIs), in partnership with the police forces, are providing professional qualifications for policing as a graduate level profession. Though they have made remarkable progress in developing police education programmes, they are facing various challenges in implementing the qualification framework. This chapter also explores pedagogical aspects of police education including the effectiveness and contrast between different forms of teaching and learning. While featuring the challenges and prospects of the new police education programmes, this chapter also outlines different aspects of partnership for delivering these professional qualification programmes.
Handbook for informal learning - interdisciplinary and international perspectives, Editors: Marius Harring, Matthias D. Witte, Timo Burger, , Jan 2016
This chapter has been written by the author as invited by the editor of the book entitled 'Handbo... more This chapter has been written by the author as invited by the editor of the book entitled 'Handbook for informal learning - interdisciplinary and international perspectives'. In this chapter, the concept of informal learning was discussed and then Bangladeshi contexts of informal learning were presented along with the challenges and prospects.
In Bangladesh, sex workers and their children are in a situation of exclusion where they are deni... more In Bangladesh, sex workers and their children are in a situation of exclusion where they are denied of even the most basic human rights. This article is based on a recent research carried out to explore the impact of education on sex workers and their children’s lives by gathering evidence on social exclusion and child abuse or protection in the context of their lives. The study focused on how education could be a vehicle for them to break the vicious cycle of exploitation. This was a mixed method interpretative study which employed qualitative and quantitative approaches. Quantitative data was generated through a questionnaire and qualitative data was generated through in-depth interviews and focus group discussions. Data was collected from different research participants such as sex workers, sex workers' children, teachers of sex workers’ children and NGO workers working in the research site. Thematic and descriptive statistics were used for data analysis to understand the challenges and barriers faced by sex workers and their children in their educational aspirations. The life of sex workers and their children is marginalised by the mainstream society. Though it is very difficult to break the vicious cycle of exploitation, education may be a stepping stone for them to create a better future. However, sex workers and their children need income generating vocational and technical education to earn and support their family. In the implication section of the article, policy recommendations have been made in order to achieve Education For All (EFA) targets and Millennium Development Goals (MDG), and to provide a second chance for these vulnerable people to have a better life.
This chapter suggests that teachers’ professional development is going through a major transforma... more This chapter suggests that teachers’ professional development is going through a major transformation. For most countries in the Global South there is an acknowledgment that the quality of teacher education and the extent of the provision of training will need to be increased. By utilising new interactive forms of technology, open and distance learning has a great role to play in the process of teachers’ professional development. The school is increasingly seen as a place for learning within new models of teacher training programmes. In this era of increased mobile technology, all forms of teacher education programmes are exploring the possibilities of using technology in their contexts. Therefore the chapter, based on the pre-pilot study of the English in Action (EIA) Model, is suggesting that open and distance learning through the use of emerging technology is going to be a major contibution for teachers’ professional development to meet the crisis of inadequate qualified teacher supply in the Global South.
The well-established nonformal education sector which thrives alongside formal schools in Banglad... more The well-established nonformal education sector which thrives alongside formal schools in Bangladesh has the effect of positioning teaching and learning in a very distinctive way. In this chapter, what will emerge from the analysis will be concrete explanations of the way in which the informality of nonformal education is highly valued and meaningful to pupils, providing them with an effective context for making sense of themselves and their environment. The flexible environment of nonformal primary schools in a community context in Bangladesh facilitates the individual development of young people who would otherwise be excluded from the school system. The chapter has explored the features of institutional and wider context which support this nonformal learning environment, as well as contrasting it with those features which create a very different and far less flexible environment in formal high schools.
Journal Articles by M. Mahruf C. Shohel
Education Sciences, 2022
The continuous increase in tuition fees in high education in many countries requires justificatio... more The continuous increase in tuition fees in high education in many countries requires justification by the university authorities. One of the key factors of student recruitment is values for money and quality learning experiences including hands-on industry training that can guarantee immediate employment for the graduates. This article describes redesigning the curriculum of a cloud computing undergraduate module in collaboration with the Amazon Web Services (AWS) Academy. Industry-based practical hands-on labs were incorporated into this module for engineering students to improve their practical knowledge and skills related to the Internet of Things. Through an innovative approach, this practitioner research introduces best practices from the industries and hands-on labs in cloud computing. In this approach, academic theories were incorporated in cloud computing with their applications through industry attachment. It enables students to have both the theoretical and practical knowledge and skills for ensuring their careers in the field of cloud computing. This study found that students tend to be more engaged and learn better when theoretical knowledge and understanding are combined with real-world applications through the attachment with the industry.
Education Inquiry, 2020
The Rohingya is a stateless minority group in Myanmar, suffering from ethnic and religious armed ... more The Rohingya is a stateless minority group in Myanmar, suffering from ethnic and religious armed conflicts, state persecution, and displacement. Since the escalation of violent conflicts in the early 2010s, they have fled the country and sought refuge in neighbouring countries, and in the biggest numbers, in Bangladesh. Living in densely populated refugee camps, Rohingya children receive very limited access to education and are exceptionally vulnerable to illnesses, violence and trafficking. This discussion paper describes the conditions and contexts under which education is offered, and identifies the serious problems and gaps in provision for Rohingya children in Bangladeshi refugee camps.
International Journal of Mobile and Blended Learning, 2020
Student engagement is the core of the teaching and learning practice in higher education. This ex... more Student engagement is the core of the teaching and learning practice in higher education. This exploratory action research project was designed to enhance teaching and learning using a blended learning approach to increase student engagement prior, during, and after lecture and seminar sessions of a module run for first-year undergraduate students. Within an academic semester, three action research cycles were carried out to collect data and redesign the classroom practice. Different data collection techniques were used along with Microsoft OneNote Class Notebook. This article presents three case studies of individual students to demonstrate how the digital workspace helped to develop the practice of participatory teaching and learning during a first-year undergraduate module. This study indicates that listening to students' voices through a blended learning approach helped to increase student engagement, thus increasing student participation in shaping and redesigning teaching and learning to engage them within the classroom and beyond.
International Journal of Qualitative Studies on Health and Well-being, 2018
Purpose: This article reports part of a study focusing on young people’s transition from the nonf... more Purpose: This article reports part of a study focusing on young people’s transition from the nonformal to the formal education sector, and explores how the experiences of children and young people in remote formal and nonformal schools affect their awareness of issues of health, well-being and the environment. One of the main objectives of Bangladeshi extensive nonformal primary education, run by nongovernmental organizations (NGOs) in parallel with the formal system, is to prepare children outside schools to enter or re-enter the formal education sector. The study addresses the issue of educational relevance from pupils’ perspectives and looking at the implications for pupil transition between these two sectors. Method: Interviews and observations of students and their classes were conducted in two
contrasting rural high schools in different areas of Bangladesh, and their feeder primary schools. Results: Where formal primary graduates focus more in high school on learning from their textbooks, nonformal primary graduates aim to put their knowledge into practice in their day-to-day life on a range of critical issues. Conclusion: The results suggest an important contrast between nonformal and formal education sectors regarding students’ agency and knowledge of health and well-being,
hygiene and environmental awareness in rural Bangladesh.
Researching Muslim women in the west could be challenging for some researchers with different soc... more Researching Muslim women in the west could be challenging for some researchers with different socio-cultural or religious background. This includes sensitivity associated with religious identity, feminist view and socio-cultural aspects of the research subjects. This article used interview method, a frequently used tool for collecting data in the qualitative research paradigm by applied social scientists. The success of the interview method largely depends on the interviewees and their understanding of the research contexts. This article looks into the authors' understanding of using traditional interview method in a different cultural setting and tries to find out the challenges of using the method with Muslim women going for higher education. The interview process poses some distinct challenges to the interviewing process and needs to be addressed for a rigorous research. This article also reflects on a number of issues related to the interview process, working with the equipment (tape-recorder), flexibility of proposed schedule, and the way of posing research questions for in-depth inquiry. More importantly, it draws on both advantages and disadvantages of interview method for exploring this sensitive issue. The process of data analysis is also summarised along with the consideration of reflexivity and trustworthiness of the generated data. This article also highlights the issues related to gaining access to the participants, sampling, and ethical consideration.
Food availability is a crucial dimension of food security in an agrarian society. It is largely r... more Food availability is a crucial dimension of food security in an agrarian society. It is largely realized through own food production of a specific society. Seasonality plays an important role in food security. This article analyzes the existing threat to food security and livelihood in coastal areas of developing countries, particularly in Bangladesh, with a focus on climate change and seasonality. There is persistent food shortage during the sowing season and the pre-harvest period. Food deficit remains high during mid-August to end of October (68–95 per cent) while it is the lowest in December (21 per cent). During the pre-harvest period, farmers have to invest a lot of money at a time though they cannot afford it. Evidence suggests that food loans are common among the poor or small farmers during the food deficit period or in the event of flood. Over 78 per cent of the respondents had taken loans from microfinance institutions and local individual moneylenders. Problem remains as salinity and overfishing has drastically depleted open-water fisheries. Reviving livelihoods still remain a challenge for the vulnerable households especially in areas where agricultural diversity is very limited. Therefore, alternative livelihoods initiatives such as homestead or community-based cage fishing, cash grant and training on non-farm activities of women and men, generating employment through public work programmes need to be in place to ensure food security and livelihood of vulnerable people living in coastal areas.
E-learning and digital education approaches are evolving and changing the landscape of teaching a... more E-learning and digital education approaches are evolving and changing the landscape of teaching and learning at all levels of education throughout the world. Innovation of emerging learning technologies is assisting e-learning and digital education to meet the needs of the 21st century. Due to the digital transformation of everyday practice, the process of learning and education has become more self-paced and accessible at any time from anywhere. The new generations of digital natives are growing up with a set of skills through their engagement with the digital world. In this context, this book includes a collection of chapters to facilitate continuous improvements including flexibility and accessibility in e-learning and digital education by exploring the challenges and opportunities of innovative approaches through the lenses of current theories, policies, and practices.
Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education, 2021
Emerging technologies and the digital transformation in society have changed the way teaching and... more Emerging technologies and the digital transformation in society have changed the way teaching and learning take place. Therefore, techno-pedagogical content knowledge has become an integral approach in modern teaching and learning. This chapter explores issues related to blended teaching and learning in higher education and highlights the challenges and opportunities it possesses. This chapter also outlines how to overcome challenges to provide effective teaching and learning by exploring literature. Moreover, it categorizes challenges for discussion to identify possible solutions and outlines recommendations. In support of evidence, a case study approach was used along with a review of the literature to draw evidence for a wide range of best practices. According to the findings, the blended teaching and learning model allows students to learn freely, demonstrate their learning in a variety of ways, and develop crucial knowledge, skills, and attitudes that will help them become lifelong learners.
This study identified transitional challenges faced by nonformal primary graduates moving to main... more This study identified transitional challenges faced by nonformal primary graduates moving to mainstream formal high schools. Nonformal schools run by NGOs give disadvantaged children access to basic education in Bangladesh and prepare them to enter or re-enter into formal education sector. However, there is significant dropout amongst students following this transition, despite the high quality of learning in nonformal schools. In this longitudinal study, cohorts of young people in two geographical areas were followed, using in-depth case studies to explore the contexts of particular schools and transition between them. There is evidence of academic failure because of transitional challenges faced by the nonformal primary graduates at formal high schools, not simply due to poverty. The study identified priorities for better support to students from the nonformal education sector such that they can go on to achieve educational and other successes. Through this study, disadvantaged students have contributed directly to the emerging debate about nonformal education, to the contemporary humanitarian approach of educational development and to theories of educational transition.
E-Learning and Digital Education in the Twenty-First Century: Challenges and Prospects, 2021
The world has been going through an unprecedented situation due to the world-wide health crisis c... more The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers.
Coaching Applications and Effectiveness in Higher Education, 2021
Coaching creates opportunities to communicate better and enhance trust among the service users, e... more Coaching creates opportunities to communicate better and enhance trust among the service users, employees, and employers regardless of their differences. Therefore, higher education institutions are increasingly recognizing the value of coaching for personal, professional, and organizational development. In coaching, contextual understanding is essential to achieve expected growth and outcomes. This chapter explores the applications and effectiveness of coaching interventions in teaching and learning in higher education. Based on literature and personal reflection, this chapter highlights different strategies and good practices and how coaching helps students succeed in their academic journeys and academics to become reflective practitioners. This process of coaching in higher education could also include people from academic, administrative, and professional service backgrounds. This chapter also presents the factors that hinder or support coaching programs and draws a set of recommendations to strengthen coaching initiatives in the higher education context.
Refugee Education in South Asia: Policies, Practices, and Implications , 2021
Access to higher education for refugees is not a priority as this is not regarded as a basic huma... more Access to higher education for refugees is not a priority as this is not regarded as a basic human need. According to the UN Refugee Agency, only 1% of eligible refugees have access to higher education worldwide. However, the average enrolment in higher education is now 38% globally. On the one hand, access to education and training for refugees is desperately needed if they are to contribute when they go back to normal life. On the other hand, access to higher education is one way to re-establish their lives and professional identities in a host country. By exploring available academic and grey literature, based on examples from different regions, this chapter first highlights the importance of providing access to higher education for refugees and then presents the common challenges and barriers. It found that the legal status of a refugee in a host country, lack of necessary documentation, restrictions on movement, and financial constraints are the key challenges. Based on the key findings, this chapter also outlines some policy recommendations for the policy-makers, stakeholders and practitioners so that governments and other development organisations can make an effort to ease the challenges and barriers of higher education for refugees in South Asia.
Handbook of Research on Inequities in Online Education During Global Crises, 2021
The COVID-19 pandemic upended the daily life of every individual throughout the world and has had... more The COVID-19 pandemic upended the daily life of every individual throughout the world and has had an impact on every sphere of life. However, its impact on education, especially higher education, is profound. This chapter is based on a recent study, which explored teaching and learning in higher education in Bangladesh during the COVID-19 lockdown. The chapter focuses on how switching from face-to-face to online distance teaching and learning within a short period of time has created educational inequality and the digital divide among teachers and students in higher education in Bangladesh. Based on the findings from the recent surveys (teachers' and students' perspectives), this chapter provides recommendations for the stakeholders to support teachers and students during the emergency remote teaching and learning. It also shows how different strategies could minimize educational inequality and the digital divide during the time of crisis and how the COVID-19 pandemic lockdown impacted on the transition and transformation of teaching and learning in Bangladesh.
Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability, 2021
Bangladesh is one of the most affected countries by climate change and extremely vulnerable to en... more Bangladesh is one of the most affected countries by climate change and extremely vulnerable to environmental degradation. Young people, as the new generation, need to understand the consequences of climate change and its impact on their lives and the lives of their fellow citizens. This chapter presents the findings from a systematic evaluation of Bangladeshi school curriculum, and how it prepares the future generation for climate change adaptation and ensures a sustainable future for them. This chapter highlights the recommendations from the findings and suggests how the national curriculum could address climate change mitigation and adaptation for sustainability by providing contents to offer grounding for the young people as global citizens to act in the local context. Although there is some content included in the school textbooks related to climate change and sustainable development issues, there is a need for inclusion of more relevant contents in the national school curriculum so that school textbooks provide enough contents on climate change, its mitigation and adaptation.
Global Perspectives on Home Education in the 21st Century, 2020
Home education is the fastest growing educational movement in the world and the research remains ... more Home education is the fastest growing educational movement in the world and the research remains limited on why and how it has become so popular. This chapter highlights the historical development of home education and its legal base in the context of the United Kingdom. It also explores many of the current issues facing the home educators, the government of the UK, and the wider community. Based on the existing literature, it briefly explores the history of the home education movement in the UK and how policy and practice come to this point at this time. It investigates the different perspectives on how and why home education is the fastest growing educational movement in the 21st century's UK.
Education, Human Rights and Peace in Sustainable Development, 2020
This chapter outlines the historical development of police education in the United Kingdom, more ... more This chapter outlines the historical development of police education in the United Kingdom, more precisely in England and Wales, and highlights new strategies and planning for the professional development of the police. There is a plethora of research carried out regarding professionalism in policing to meet the needs and challenges of the twenty-first century. Considering the recent developments in police education and training, this chapter mainly discusses three newly introduced routes for recruitment and education of police constables under the Policing Education Qualifications Framework (PEQF), namely Police Constable Degree Apprenticeship (PCDA), Degree Holder Entry Programme (DHEP), and Pre-Join Degree (PJD). Higher education institutions (HEIs), in partnership with the police forces, are providing professional qualifications for policing as a graduate level profession. Though they have made remarkable progress in developing police education programmes, they are facing various challenges in implementing the qualification framework. This chapter also explores pedagogical aspects of police education including the effectiveness and contrast between different forms of teaching and learning. While featuring the challenges and prospects of the new police education programmes, this chapter also outlines different aspects of partnership for delivering these professional qualification programmes.
Handbook for informal learning - interdisciplinary and international perspectives, Editors: Marius Harring, Matthias D. Witte, Timo Burger, , Jan 2016
This chapter has been written by the author as invited by the editor of the book entitled 'Handbo... more This chapter has been written by the author as invited by the editor of the book entitled 'Handbook for informal learning - interdisciplinary and international perspectives'. In this chapter, the concept of informal learning was discussed and then Bangladeshi contexts of informal learning were presented along with the challenges and prospects.
In Bangladesh, sex workers and their children are in a situation of exclusion where they are deni... more In Bangladesh, sex workers and their children are in a situation of exclusion where they are denied of even the most basic human rights. This article is based on a recent research carried out to explore the impact of education on sex workers and their children’s lives by gathering evidence on social exclusion and child abuse or protection in the context of their lives. The study focused on how education could be a vehicle for them to break the vicious cycle of exploitation. This was a mixed method interpretative study which employed qualitative and quantitative approaches. Quantitative data was generated through a questionnaire and qualitative data was generated through in-depth interviews and focus group discussions. Data was collected from different research participants such as sex workers, sex workers' children, teachers of sex workers’ children and NGO workers working in the research site. Thematic and descriptive statistics were used for data analysis to understand the challenges and barriers faced by sex workers and their children in their educational aspirations. The life of sex workers and their children is marginalised by the mainstream society. Though it is very difficult to break the vicious cycle of exploitation, education may be a stepping stone for them to create a better future. However, sex workers and their children need income generating vocational and technical education to earn and support their family. In the implication section of the article, policy recommendations have been made in order to achieve Education For All (EFA) targets and Millennium Development Goals (MDG), and to provide a second chance for these vulnerable people to have a better life.
This chapter suggests that teachers’ professional development is going through a major transforma... more This chapter suggests that teachers’ professional development is going through a major transformation. For most countries in the Global South there is an acknowledgment that the quality of teacher education and the extent of the provision of training will need to be increased. By utilising new interactive forms of technology, open and distance learning has a great role to play in the process of teachers’ professional development. The school is increasingly seen as a place for learning within new models of teacher training programmes. In this era of increased mobile technology, all forms of teacher education programmes are exploring the possibilities of using technology in their contexts. Therefore the chapter, based on the pre-pilot study of the English in Action (EIA) Model, is suggesting that open and distance learning through the use of emerging technology is going to be a major contibution for teachers’ professional development to meet the crisis of inadequate qualified teacher supply in the Global South.
The well-established nonformal education sector which thrives alongside formal schools in Banglad... more The well-established nonformal education sector which thrives alongside formal schools in Bangladesh has the effect of positioning teaching and learning in a very distinctive way. In this chapter, what will emerge from the analysis will be concrete explanations of the way in which the informality of nonformal education is highly valued and meaningful to pupils, providing them with an effective context for making sense of themselves and their environment. The flexible environment of nonformal primary schools in a community context in Bangladesh facilitates the individual development of young people who would otherwise be excluded from the school system. The chapter has explored the features of institutional and wider context which support this nonformal learning environment, as well as contrasting it with those features which create a very different and far less flexible environment in formal high schools.
Education Sciences, 2022
The continuous increase in tuition fees in high education in many countries requires justificatio... more The continuous increase in tuition fees in high education in many countries requires justification by the university authorities. One of the key factors of student recruitment is values for money and quality learning experiences including hands-on industry training that can guarantee immediate employment for the graduates. This article describes redesigning the curriculum of a cloud computing undergraduate module in collaboration with the Amazon Web Services (AWS) Academy. Industry-based practical hands-on labs were incorporated into this module for engineering students to improve their practical knowledge and skills related to the Internet of Things. Through an innovative approach, this practitioner research introduces best practices from the industries and hands-on labs in cloud computing. In this approach, academic theories were incorporated in cloud computing with their applications through industry attachment. It enables students to have both the theoretical and practical knowledge and skills for ensuring their careers in the field of cloud computing. This study found that students tend to be more engaged and learn better when theoretical knowledge and understanding are combined with real-world applications through the attachment with the industry.
Education Inquiry, 2020
The Rohingya is a stateless minority group in Myanmar, suffering from ethnic and religious armed ... more The Rohingya is a stateless minority group in Myanmar, suffering from ethnic and religious armed conflicts, state persecution, and displacement. Since the escalation of violent conflicts in the early 2010s, they have fled the country and sought refuge in neighbouring countries, and in the biggest numbers, in Bangladesh. Living in densely populated refugee camps, Rohingya children receive very limited access to education and are exceptionally vulnerable to illnesses, violence and trafficking. This discussion paper describes the conditions and contexts under which education is offered, and identifies the serious problems and gaps in provision for Rohingya children in Bangladeshi refugee camps.
International Journal of Mobile and Blended Learning, 2020
Student engagement is the core of the teaching and learning practice in higher education. This ex... more Student engagement is the core of the teaching and learning practice in higher education. This exploratory action research project was designed to enhance teaching and learning using a blended learning approach to increase student engagement prior, during, and after lecture and seminar sessions of a module run for first-year undergraduate students. Within an academic semester, three action research cycles were carried out to collect data and redesign the classroom practice. Different data collection techniques were used along with Microsoft OneNote Class Notebook. This article presents three case studies of individual students to demonstrate how the digital workspace helped to develop the practice of participatory teaching and learning during a first-year undergraduate module. This study indicates that listening to students' voices through a blended learning approach helped to increase student engagement, thus increasing student participation in shaping and redesigning teaching and learning to engage them within the classroom and beyond.
International Journal of Qualitative Studies on Health and Well-being, 2018
Purpose: This article reports part of a study focusing on young people’s transition from the nonf... more Purpose: This article reports part of a study focusing on young people’s transition from the nonformal to the formal education sector, and explores how the experiences of children and young people in remote formal and nonformal schools affect their awareness of issues of health, well-being and the environment. One of the main objectives of Bangladeshi extensive nonformal primary education, run by nongovernmental organizations (NGOs) in parallel with the formal system, is to prepare children outside schools to enter or re-enter the formal education sector. The study addresses the issue of educational relevance from pupils’ perspectives and looking at the implications for pupil transition between these two sectors. Method: Interviews and observations of students and their classes were conducted in two
contrasting rural high schools in different areas of Bangladesh, and their feeder primary schools. Results: Where formal primary graduates focus more in high school on learning from their textbooks, nonformal primary graduates aim to put their knowledge into practice in their day-to-day life on a range of critical issues. Conclusion: The results suggest an important contrast between nonformal and formal education sectors regarding students’ agency and knowledge of health and well-being,
hygiene and environmental awareness in rural Bangladesh.
Researching Muslim women in the west could be challenging for some researchers with different soc... more Researching Muslim women in the west could be challenging for some researchers with different socio-cultural or religious background. This includes sensitivity associated with religious identity, feminist view and socio-cultural aspects of the research subjects. This article used interview method, a frequently used tool for collecting data in the qualitative research paradigm by applied social scientists. The success of the interview method largely depends on the interviewees and their understanding of the research contexts. This article looks into the authors' understanding of using traditional interview method in a different cultural setting and tries to find out the challenges of using the method with Muslim women going for higher education. The interview process poses some distinct challenges to the interviewing process and needs to be addressed for a rigorous research. This article also reflects on a number of issues related to the interview process, working with the equipment (tape-recorder), flexibility of proposed schedule, and the way of posing research questions for in-depth inquiry. More importantly, it draws on both advantages and disadvantages of interview method for exploring this sensitive issue. The process of data analysis is also summarised along with the consideration of reflexivity and trustworthiness of the generated data. This article also highlights the issues related to gaining access to the participants, sampling, and ethical consideration.
Food availability is a crucial dimension of food security in an agrarian society. It is largely r... more Food availability is a crucial dimension of food security in an agrarian society. It is largely realized through own food production of a specific society. Seasonality plays an important role in food security. This article analyzes the existing threat to food security and livelihood in coastal areas of developing countries, particularly in Bangladesh, with a focus on climate change and seasonality. There is persistent food shortage during the sowing season and the pre-harvest period. Food deficit remains high during mid-August to end of October (68–95 per cent) while it is the lowest in December (21 per cent). During the pre-harvest period, farmers have to invest a lot of money at a time though they cannot afford it. Evidence suggests that food loans are common among the poor or small farmers during the food deficit period or in the event of flood. Over 78 per cent of the respondents had taken loans from microfinance institutions and local individual moneylenders. Problem remains as salinity and overfishing has drastically depleted open-water fisheries. Reviving livelihoods still remain a challenge for the vulnerable households especially in areas where agricultural diversity is very limited. Therefore, alternative livelihoods initiatives such as homestead or community-based cage fishing, cash grant and training on non-farm activities of women and men, generating employment through public work programmes need to be in place to ensure food security and livelihood of vulnerable people living in coastal areas.
Child Studies in Asia-Pacific Contexts, 2014
Little attempt has been made to empirically investigate the effects of childhood poverty on child... more Little attempt has been made to empirically investigate the effects of childhood poverty on children’s educational attainments and their everyday life in Bangladesh. Quality education is a prominent aspiration in the Millennium Development Goals (MDGs), but there are few studies of school improvement in relation to the educational achievement of disadvantaged children living in rural Bangladesh. This article offers a theoretical understanding of childhood poverty and educational exclusion, building on the empirical research carried out in two rural areas to explore the following questions: Why do so many socio-economically disadvantaged children tend to dropout from formal secondary school? and Why do some succeed? After exploring the challenges of childhood poverty and educational exclusion, it shows how the challenges could be mitigated through attention to the ecology of human development in the contexts of individual children. Complex ways in which efforts can be made to tackle the challenges of childhood poverty are influenced by ecological factors within the context of the study. Recommendations for policy and practice are offered based on the findings to improve formal secondary schooling for socio-economically disadvantaged children in Bangladesh.
In Bangladesh, 30 per cent of its total population is living in urban areas and by 2030 the rate ... more In Bangladesh, 30 per cent of its total population is living in urban areas and by 2030 the rate of urbanization will be more than 40 per cent. There is a tremendous pressure of influx of people in Dhaka city. Current trend of urban migration is driven by rural poverty, river erosion and natural calamities forcing them to migrate to Dhaka city in search of better livelihoods. These newcomers floating people in the city end up sleeping in public places such as street corners, railway and bus stations as well as other available places including abandoned buildings. The existing infrastructure facilities developed in Dhaka megacity cannot cope with the minimum living requirements of this poor working class floating population. The Dhaka city is exposed to an array of urban problems that could not be discussed in one paper. This article explores the nature and pattern of housing developed under public sector and the policies and strategies that the Government of Bangladesh is pursuing particularly for the middle and poor class who are living permanently in Dhaka city in temporary shelters or on floating basis.
Child Studies in Diverse Contexts, 2013
The children of sex workers in Bangladesh are denied even the most basic human rights. This artic... more The children of sex workers in Bangladesh are denied even the most basic human rights. This article is based on recent research focused on the children of sex workers in the context of their everyday lives. The study focused on access to education and how education could be a vehicle for them to break the vicious cycle of exploitation. This was a mixed method interpretative study which employed qualitative and quantitative approaches, but in this paper only qualitative data which was generated through in-depth interviews and focus group discussions is used. Data was collected from sex workers, their children, teachers and NGO workers who participated in the study. Information has been collected for analysing the expectation of the children of sex workers and hope for the future, and the opportunities available to them during their schooling. Thematic analysis technique was used to understand the challenges and barriers faced by the children of sex workers in fulfilling their educational aspirations. The lives of the children of sex workers are marginalised by the mainstream society. Though it is very difficult to break the vicious cycle of exploitation, this research finds that education may be a stepping stone for them to create a better future. However, it is argued that the children of sex workers need income generating vocational and technical education to enable them to earn and support their family. Policy recommendations have been made in order to achieve Education For All (EFA) targets and Millennium Development Goals (MDG), and to provide a second chance for these vulnerable young people to have a better life.
Learning, Media and Technology, 2012
The increasing use of media and technologies for enhancing teaching and learning is an important ... more The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows
Teacher Development, 2012
To promote significant pedagogical change, the most successful teacher education programmes for t... more To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in ...
Open Learning: The Journal of Open and …, Jan 1, 2010
This paper reviews the themes emerging from Bangladeshi teachers' experiences of taking part in t... more This paper reviews the themes emerging from Bangladeshi teachers' experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies-enhanced supported open distance learning programme of professional development in English-language teaching. This paper presents evidence arising from semi-structured interviews carried out with teachers from a pre-pilot study for the English in Action project. The teachers participating in this study reflect upon six months' experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text-book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).
Procedia-Social and Behavioral Sciences, Jan 1, 2010
This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the s... more This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children's Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training.
The social purposes of education are long term and oriented towards the construction and maintena... more The social purposes of education are long term and oriented towards the construction and maintenance of a sustainable future. This article focuses on developing-country contexts with relatively low formal school enrolment rates, where dropout and failure rates are alarming, and where many children leave school semi-literate, soon to relapse into illiteracy. This has negative consequences for their participation as individuals in the creation of a sus-tainable world. Since the 1960s, nonformal basic education has offered alternative educational and training activities, with innovative learning methods aimed at the development of practical skills, including matters of health, sanitation, literacy, to be applied in real-life situations. Drawing on a five-year empirical study of young people at the point of transition be-tween the nonformal and formal sectors of schooling in Bangladesh, this article analyses the nonformal education paradigm against a framework of models linking education and sustainable development. By following an activist citizen model, nonformal education empowers students to critically consider new circumstances and to believe that they can make a change when needed.
In this article we reflect on data from two research projects in which inclusive practice in the ... more In this article we reflect on data from two research projects in which inclusive practice in the educational system is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these projects. The examples discussed in this article draw on experience in Lao People’s Democratic Republic (PDR) and Bangladesh, critically exploring teachers’ roles, position and agency in practice. Similarities and differences rooted in cultural, political and institutional contexts highlight in a productive way the significance and potential dangers of policy assumptions about teachers within the process of development.
From Bangladesh, a success story is presented: the case of a group of primary and junior high schools with formal and non-formal characteristics facilitate the inclusion of young people who were previously outside the education system. In these schools, the institutional context for learning appears to sustain teachers’ commitment and motivation. These data suggest the importance of the institutional context to teachers’ practices, and raise questions about approaches to teacher development which omit consideration of that context by, for example, focusing inadvertently on features of individual teachers.
We then consider teachers’ responses to the movement for inclusive education in a primary school in the Lao PDR since 2004. Inclusion here was understood to require a significant shift in teacher identity and a movement away from authoritative pedagogy towards the facilitation of a pedagogy which aimed to encourage the active participation of all students. Through a longitudinal study of teachers in one school, the conditions for such change were identified and again cast doubt on some of the assumptions behind large-scale attempts at teacher development. Reflecting on these experiences and the evidence they provide, we suggest that teacher development programmes are more likely to be effective where teachers are considered not as individuals subject to training but as agents located in an influential institutional context.
Education 3-13, Jan 1, 2008
The flexible environment of nonformal primary schools in a community context in Bangladesh facili... more The flexible environment of nonformal primary schools in a community context in Bangladesh facilitates the individual development of young people who would otherwise be excluded from the school system. This paper aims to explore the features of institutional and wider context which support this nonformal learning environment, as well as contrasting it with those features which create a very different and far less flexible environment in formal high schools. The paper draws on a five-year longitudinal study of students making the transition from nonformal primary to formal high school using ecological systems theory as a framework from two geographical sites in Bangladesh. Data suggests that children's learning is facilitated by the interlinked contexts of nonformal school and family/community. In contrast, the separation of formal high school from family and community appears to contribute to early dropout. This paper raises some questions worthy of further research and will contribute to the emerging debate about nonformal education and its impact on future educational development for achieving millennium development goals (MDGs).
Transition between schools often raises difficulties for young people and their families. In this... more Transition between schools often raises difficulties for young people and their families. In this study of transition from nonformal primary to formal high schools in Bangladesh, difficulties include not only making new relationships and adapting to new norms, but adjusting to a different approach to educating disadvantaged people. Bronfenbrenner's ecological systems theory is used as an interpretive framework to explore pupils' school and learning experiences; this theoretical framework attends to the significance of several levels of the context to youth development. Images are employed in a research process where formal high school students made connections with their past experiences. Images of their nonformal primary school are found to evoke strong feelings and concrete memories which illuminate the many dimensions of the challenge of transition.
In Bangladesh, classroom practice and English Learning (EL) competencies acquired both by the tea... more In Bangladesh, classroom practice and English Learning (EL) competencies acquired both by the teacher and learner in primary and secondary schools are still very weak. Therefore, English is the most commonly failed examination subject at the school level; in addition, there are severe problems in communicative English by the Bangladeshi nationals – this has been characterized as a constraint to economic development. Job applicants and employees often lack English language skills necessary to work effectively. As a result; both government and its international development partners such as DFID, UNESCO, and CIDA have been very active to uplift the quality of the English language learning and implementing projects with innovative approaches. Recently; the economy has been increasing and in line with this, the technology has been deployed in English learning to improve reading, writing, speaking and listening skills. Young Bangladeshi creatives, from a variety of backgrounds including film, animation, photography, and digital media are being trained to develop ideas for English Language Teaching (ELT) media. They are being motivated to develop a wide range of ideas for low cost English learning media products. English Language education policy in Bangladesh supports communicative language teaching practices and accordingly, actors have been influencing curriculum, textbook, deployment of technology and assessment changes supporting Communicative ELT. The various projects are also being implemented to reform the curriculum, revise the textbook and adjust the assessment mechanism so that the country can increase in proficiency in communicative English among the population. At present; the numbers of teachers, students and adult learners classified at higher levels of proficiency because of deployment of technology and motivation for learning and using English among school population of Bangladesh. The current paper discusses the various interventions in Bangladesh with appropriate media to improve the competencies of the ELT among population.
This paper discusses the place of action research in the professional development of teachers. It... more This paper discusses the place of action research in the professional development of teachers. It draws on an EU TEMPUS-funded project (see footnote) that looks to develop capacity in this domain and in aspects of teacher education involving partners from faculties of education in England, Sweden, Malta, Egypt, Lebanon and Palestine.
The theoretical underpinning of the paper is the classical application of action research in educational settings. This can be traced back to Dewey and Lewin’s work in the 1930s on research in “natural settings” i.e. in this case, the classroom. Kemmis and McTaggart (2003) identify different orientations of the approach whereby classroom, or pedagogical, action research is seen as different from participatory action research and critical action research. In carrying out such research teachers and faculties of education need to work together to “elucidate, examine, explain and extend teachers’ working knowledge” (Macintyre, 1980 cited in Pollard, 1984).
Brydon-Miller et al. (2003:13) see action research as rejecting “the notion of an objective, value-free approach to knowledge generation in favour of an explicitly political, socially engaged, and democratic practice.” For the teacher, such research contexts are not free influences of the school, the community it serves, the education system and its politics (see Hammersley, 1993).
In England there has been a significant shift in policies around teacher education and development with control being moved much more towards the school. Somekh and Zeichner (2009) argue that the political, critical stance of action research is most prevalent at such times of step changes in policy. What remains clear throughout this changing landscape and different international contexts, however, is that action research is fundamentally concerned with enquiry into ways of improving practice (Elliott, 1991; McNiff, Whitehead, and Lomax, 1996; 2011; Sellwood and Twining, 2005). This may result in teachers improved self-efficacy and changes in self-perception of their professional identity as well as changes in their practice (Goodnough, 2011). Vaino et al (2013) have further shown that action research can change a teacher’s beliefs and attitudes. Guskey (2000) on the other hand argues that such changes only occur when they are prompted by changes in student performance.
The findings are based on an analysis of international case studies and on views of action research as represented in the project partners’ baseline reports and on its application in two schools in England. It illustrates that while action research remains a contested notion it is one that has some core tenets at its heart – that of a practitioner systematically enquiring into his or her own practice through a series of interventions, which lead to the classic ‘spiral’ of action research (Lewin 1946; Elliott 1991; Dick 2002; McNiff & Whitehead, 2005; Carr, 2006; Lendahls Rosendahl and Rönnerman, 2006). This, in turn, can then be used by individual teachers, schools and/or faculties of education as a vehicle for teachers’ professional development.
The implications of the paper are for ways in which the increasingly prevalent practices of action research by teachers can be linked with that undertaken by faculties of education. A further challenge is the alignment of the research practice of the classroom with the demands of formal qualifications.
The well-established nonformal education sector which thrives alongside formal schools in Banglad... more The well-established nonformal education sector which thrives alongside formal schools in Bangladesh raises critical questions about the role of teachers in relationship with local communities, their practical commitment to principles espoused in the curriculum (such as to environmental ...
Milton’s (2002) literature review of languages, technology and learning found numerous examples o... more Milton’s (2002) literature review of languages, technology and learning found numerous examples of effective language learning supported by broadcast (radio) or recorded (tape, CD) audio. Recently, research has begun to focus upon mobile learning (e.g. Naismith et al, 2004), but the potential of mobile media players (for example, the iPod) is only recently being explored. It has been suggested that language learning is one of the disciplines particularly likely to benefit from widespread ownership of mobile devices such as phones and media players (Kukulska-Hulme, 2006).
This paper reviews the themes emerging from Bangladeshi teachers’ experiences of participating in the research and development of an ICT-enhanced supported Open Distance Learning (iSODL) programme of professional development in English Language Teaching (ELT). It presents evidence arising from semi-structured interviews carried out with teachers from a pre-pilot study for English in Action (EIA, www.eiabd.com).
The teachers participating in this study reflect upon 6 months experience of using media players with professional development materials (course material audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text-book reading passages, songs, poems and stories).
Unpublished PhD Thesis. Manchester: The University …, Jan 1, 2008
ABSTRACT This book is an attempt to understand transitional challenges face by nonformal graduate... more ABSTRACT This book is an attempt to understand transitional challenges face by nonformal graduates when they move to mainstream formal high schools in Bangladesh. Nonformal schools run by NGOs give disadvantaged children access to basic education, and prepare them to enter or re-enter formal education. However, there is significant drop-out amongst students who make the transition between sectors, despite the high quality of learning in nonformal schools. This longitudinal study aimed to identify the challenges students face in making this transition. The focus was on students themselves, with a combination of qualitative and quantitative research techniques employed including interview, questionnaire survey, focus group discussion, photo-elicitation interview, observation and documentary analysis. Ecological systems theory (Bronfenbrenner, 1979) was taken as the overall theoretical framework for this study. Findings suggest that there is evidence of academic failure because of transitional challenges faced by the nonformal primary graduates at formal high schools. Poverty is not the only reason for dropping out from high school. The study aimed to identify priorities for better support to those students in nonformal education sector such that they can go on to achieve educational and other successes once integrated into the formal education sector. This study reveals that the protective educational strategies followed by the NGOs for disadvantaged children are effective approach to fulfil the immediate needs to increase school enrolment. However, the effort of providing education through nonformal system fails to link its education methods with mainstream formal schools. In addition, the field research generated theoretical insights into educational transition and offered four dimensional characteristics of such move to improve theoretical understanding of educational transition. After exploring the theoretical underpinning the study suggests, both preventive and skill-development strategies are viable solutions regarding the problem of school failure and transitional challenges during high school. Both are based on pedagogical and transitional theories and may work as strong forces to keep disadvantaged children in school and motivate them for better future. The findings of the study demonstrated that dropout data from two formal high schools closely matches the overall picture of dropout in high school in Bangladesh. The variations in academic achievements of cohorts of nonformal graduates in formal high schools presented here suggest the need to be cautious about claims in the literature. Finally through this study, disadvantaged nonformal graduate students had a unique opportunity to have their say and voice. They have contributed to the emerging debate about nonformal education, to the contemporary humanitarian approach of educational development and to theories of educational transition.
Educational field research in developing country contexts often exposes the fragility of mutual u... more Educational field research in developing country contexts often exposes the fragility of mutual understanding and the tensions of diversity between researchers and those with whom they are researching. Postgraduate researchers face particular challenges arising from their lack of experience, and from the focused, individual nature of their enquiry. Logistical, emotional and ethical issues present themselves, even for researchers studying their cultures of origin. This paper seeks to learn some lessons from the experiences of a group of researchers doing fieldwork in developing countries for the first time, as part of their PhD.
A review of the literature around fieldwork reveals substantially conflicting guidance for field researchers. Practical tips (Robson et al, 1991; Nash, 2000) contrast with the writings of anthropologists such as Geertz (1988), Rosaldo (1993) or Scheper-Hughes (1992), suggesting unavoidable complexities in terms of ethics, the building and maintenance of relationships, and the perceptions of both the researcher and those with
whom he or she is researching.
The experiences of a group of individual PhD field researchers form the central section of the paper, making use of a framework in which each sets out to explore examples of the relationships between the person of the researcher; the activities of the research, and a central but easily-overlooked feature of the field: the issue of time. These relationships are seen to impact on the nature of the main and often contentious object of academic research, data: its nature, its validity and reliability; or more broadly, on the development of a deeper understanding of individuals and institutions. Part of the power of these examples lies in the range of contexts and individuals represented. Activity theory is used as a basic framework through which to
interrogate these experiences.
Finally, the arguments of literature are challenged and developed in relation to these experiences, leading to some propositions but also exploring some critical questions, to form a useful basis for further discussion. The experiences of the authors might be of interest to other researchers doing fieldwork in the developing
world.
Re-examining the relevance of formal and nonformal …, Jan 1, 2005
Journal of Education for Sustainable …, Jan 1, 2010
12th world congress on comparative education, Jan 1, 2004
… Practicum Report, Dhaka: Ahsanullah University of …, Jan 1, 1999
XIV Congress on Comparative Education Societies, Jan 1, 2010
The role of schools in rural communities cannot be detached from rural development efforts by bot... more The role of schools in rural communities cannot be detached from rural development efforts by both the public and the private sectors in developing countries. That is why, when Robert Chambers delves into prolonged professional conditioning that has built bias into the perceptions of many of those concerned with rural development, this should include educationalists and curriculum planners, with specific reference to the challenges of the 21st century.
Costa Rica (“rich coast”) is a small (19,961 square mile [51,700 square kilometer]), peaceful cou... more Costa Rica (“rich coast”) is a small (19,961 square mile [51,700 square kilometer]), peaceful country in Central America. It is situated between Nicaragua and Panama, and covers only 0.03 percent of the surface of the globe. Nevertheless, it proudly shelters 6 percent of the existing biodiversity in the entire world; 25 percent of the country is composed of conservation and natural, protected territory. One-third of the 4,576,562 inhabitants (2011) of Costa Rica live in the higher-lying central valley, where the capital city of San Jose is situated. It is rich in wildlife, natural diversity, and pristine sandy beaches along its Pacific and Caribbean coasts. Cordillera Central is a volcanic chain of mountains with partly active volcanoes, passing through the country from north to south.
Cultura Critica, Apr 26, 2015
Education empowers, gives choices, and a voice to the disadvantaged; it also promotes health by t... more Education empowers, gives choices, and a voice to the disadvantaged; it also promotes health by teaching students about good health practices, and in these ways it helps to break down the poverty cycle. It is perceived as an instrument of economic growth, productivity, and enculturation of humanity. This explains why it is often assigned the task of being a pre-requisite for the development of labour, control of fertility, mortality, and fostering improved quality of life and increased life expectancy in both developed and developing nations. Education therefore has been recognised as a priority sector by all Governments since the independence of Bangladesh. In order to maintain a modern, scientific and effective education system, the Government continues to attach the highest priority to the improvement of the education sector– at the very least, in terms of stated policy and increasing investment in education.
IntechOpen eBooks, Apr 12, 2024
Participatory pedagogical approaches stand as the core driving force behind transforming individu... more Participatory pedagogical approaches stand as the core driving force behind transforming individual student's learning journeys into more active, enjoyable, and effective ones. Participatory pedagogy motivates students to participate willingly and actively in their learning and to take ownership of their educational journey. This shift in pedagogy impacts students' enrolment, progress, and retention. The relevance of this shift from teacher-led to student-led practices became particularly evident during the COVID-19 pandemic, which substantially challenged the traditional roles of teachers and students for the first time in recent years, placing teachers aside and allowing students to take agency over their learning. Given this reality, this chapter explores the main facets of participatory pedagogies. It discusses diverse emerging pedagogical approaches being used at the higher education level in the contexts of Bangladesh, the UK, and the USA to develop an understanding of the best practices. This chapter also highlights the process of co-creating knowledge with students during their learning journeys at higher education institutions. After analysing the related literature, it is apparent that incorporating participatory pedagogies into educational practices provides opportunities to nurture teachers' and students' critical thinking, creativity, collaboration, communication, problem-solving abilities and lifelong learning. Furthermore, participatory approaches empower individuals to contribute actively to their learning communities.
International journal of positivity & well-being, Mar 15, 2024
The Rohingyas are one of the ethnic minority groups of Myanmar. Despite their long history in Rak... more The Rohingyas are one of the ethnic minority groups of Myanmar. Despite their long history in Rakhine State, they were made stateless by the government of Myanmar in 1982 by enacting the Burma Citizenship Act of 1982. They have endured communal violence, resulting in death, forced displacement and migration, and are, experiencing ongoing traumatic events, particularly among women and children. They have become victims of torture and persecution, with females enduring rape and many witnessing their loved ones brutally killed before their eyes. These life events have a profound impact on their physical and mental well-being, even now while they are living as refugees in camps in neighboring Bangladesh. Due to numerous associated issues, recent history has witnessed a complex emergency involving internal and external displacements of individuals from this ethnic minority group, rendering them refugees in various countries, including Bangladesh. This article is focusing on the Rohingya children's physical and mental well-being, who are almost 52% of the total Rohingya refugee population living in the camps in Bangladesh. This study, drawing on secondary data, presents evidence of the well-being of the Rohingya children in Bangladeshi refugee camps and investigates the challenges they face and their coping mechanisms in these situations. This article sheds light on current conditions and outlines the future directions for support and research.
ICERI proceedings, Oct 31, 2023
Developing Curriculum for Emergency Remote Learning Environments
This chapter is devoted to examining and reflecting on the importance of artificial intelligence ... more This chapter is devoted to examining and reflecting on the importance of artificial intelligence techniques and technologies applied to the construction of intelligent learning environments (ILE), specially, for remote teaching and learning purpose. Their potential for educational purpose goes hand in hand with the vision of the education as a pilar for a sustainable future (e.g. UNESCO, 2014), which aims at designing cost-effective and at the same time quality teaching and learning opportunities for all students. Intelligent tutoring systems (ITS) cases will receive a special focus as their potential for personalization, adaptation to the student, and automatic recommendations based on the student's profile, comprising important features for fostering adaptive and autonomous learning paths. All those principles combined with AI contributions for ITS design will be pointed out. Finally, future research directions in the field of intelligent learning environments are figured out.
Education Inquiry, Nov 12, 2020
The Rohingya is a stateless minority group in Myanmar, suffering from ethnic and religious armed ... more The Rohingya is a stateless minority group in Myanmar, suffering from ethnic and religious armed conflicts, state persecution, and displacement. Since the escalation of violent conflicts in the early 2010s, they have fled the country and sought refuge in neighbouring countries, and in the biggest numbers, in Bangladesh. Living in densely populated refugee camps, Rohingya children receive very limited access to education and are exceptionally vulnerable to illnesses, violence and trafficking. This discussion paper describes the conditions and contexts under which education is offered, and identifies the serious problems and gaps in provision for Rohingya children in Bangladeshi refugee camps. KEYWORDS Education in emergencies; access to education; Rohingya refugees; Rohingya children; displaced children; refugee influx; refugee crisis; refugee camps; stateless minority group; human rights; sustainable development goals (SDGs); Myanmar; Bangladesh "To invest in education is not only to respect a fundamental right but also to build peace and progress for the world's peoples. Education for all, by all, throughout life: this is the great challenge. One which allows of no delay. Each child is the most important heritage to be preserved".
Sociology of Education: An A-to-Z Guide, Jul 8, 2013
Sociology of Education: An A-to-Z Guide, Jul 8, 2013
Education Sciences, Nov 24, 2022
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
International Journal of Qualitative Studies on Health and Well-being, 2018
Purpose: This article reports part of a study focusing on young people's transition from the nonf... more Purpose: This article reports part of a study focusing on young people's transition from the nonformal to the formal education sector, and explores how the experiences of children and young people in remote formal and nonformal schools affect their awareness of issues of health, well-being and the environment. One of the main objectives of Bangladeshi extensive nonformal primary education, run by nongovernmental organizations (NGOs) in parallel with the formal system, is to prepare children outside schools to enter or re-enter the formal education sector. The study addresses the issue of educational relevance from pupils' perspectives and looking at the implications for pupil transition between these two sectors. Method: Interviews and observations of students and their classes were conducted in two contrasting rural high schools in different areas of Bangladesh, and their feeder primary schools. Results: Where formal primary graduates focus more in high school on learning from their textbooks, nonformal primary graduates aim to put their knowledge into practice in their day-today life on a range of critical issues. Conclusion: The results suggest an important contrast between nonformal and formal education sectors regarding students' agency and knowledge of health and well-being, hygiene and environmental awareness in rural Bangladesh.
Child studies in Asia-Pacific context, Aug 30, 2014
Little attempt has been made to empirically investigate the effects of childhood poverty on child... more Little attempt has been made to empirically investigate the effects of childhood poverty on children's educational attainments and their everyday life in Bangladesh. Quality education is a prominent aspiration in the Millennium Development Goals (MDGs), but there are few studies of school improvement in relation to the educational achievement of disadvantaged children living in rural Bangladesh. This article offers a theoretical understanding of childhood poverty and educational exclusion, building on the empirical research carried out in two rural areas to explore the following questions: Why do so many socioeconomically disadvantaged children tend to dropout from formal secondary school? and Why do some succeed? After exploring the challenges of childhood poverty and educational exclusion, it shows how the challenges could be mitigated through attention to the ecology of human development in the contexts of individual children. Complex ways in which efforts can be made to tackle the challenges of childhood poverty are influenced by ecological factors within the context of the study. Recommendations for policy and practice are offered based on the findings to improve formal secondary schooling for socioeconomically disadvantaged children in Bangladesh.
Education Sciences, May 25, 2022
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
InTech eBooks, Mar 16, 2012
The well-established nonformal education sector which thrives alongside formal schools in Banglad... more The well-established nonformal education sector which thrives alongside formal schools in Bangladesh has the effect of positioning teaching and learning in a very distinctive way. In this chapter, what will emerge from the analysis will be concrete explanations of the way in which the ...
International Journal of Mobile and Blended Learning, Oct 1, 2020
Student engagement is the core of the teaching and learning practice in higher education. This ex... more Student engagement is the core of the teaching and learning practice in higher education. This exploratoryactionresearchprojectwasdesignedtoenhanceteachingandlearningusingablended learningapproachtoincreasestudentengagementprior,during,andafterlectureandseminarsessions ofamodulerunforfirst-yearundergraduatestudents.Withinanacademicsemester,threeaction researchcycleswerecarriedouttocollectdataandredesigntheclassroompractice.Differentdata collectiontechniqueswereusedalongwithMicrosoftOneNoteClassNotebook.Thisarticlepresents threecasestudiesofindividualstudentstodemonstratehowthedigitalworkspacehelpedtodevelop thepracticeofparticipatoryteachingandlearningduringafirst-yearundergraduatemodule.Thisstudy indicatesthatlisteningtostudents'voicesthroughablendedlearningapproachhelpedtoincrease studentengagement,thusincreasingstudentparticipationinshapingandredesigningteachingand learningtoengagethemwithintheclassroomandbeyond.
International Journal of Research & Method in Education, Nov 1, 2012
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The well-established nonformal education sector which thrives alongside formal schools in Banglad... more The well-established nonformal education sector which thrives alongside formal schools in Bangladesh raises critical questions about the role of teachers in relationship with local communities, their practical commitment to principles espoused in the curriculum (such as to environmental ...
The Open University's repository of research publications and other research outputs Commitment t... more The Open University's repository of research publications and other research outputs Commitment to change lives: teachers' experiences of living in Dhaka City and working with disadvantaged children Conference or Workshop Item How to cite: Shohel, M. Mahruf C. and Hedges, Claire (2010). Commitment to change lives: teachers' experiences of living in Dhaka City and working with disadvantaged children.
IntechOpen eBooks, May 18, 2022
The world has been going through an unprecedented situation due to the worldwide health crisis cr... more The world has been going through an unprecedented situation due to the worldwide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals' work with students during this pandemic i.e. how educational professionals report on their adaptation journey and how the pandemic impacted the ability to serve and engage learners. From the professionals' best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers.