BRAC launched computer-aided learning (CAL) in six and mentoring projects in five rural secondary schools with financial support from the ministry of education. Both were piloted for one year. This study aims to explore the changes that occurred due to the implementation of the above. Various qualitative techniques were used. The teachers and students were found convinced that the initiatives were helpful in improving the quality of teaching and learning in their schools. They noticed some of the initial changes that occurred at the classroom level. However, they identified that the duration of the project was a barrier to a visible impact on students’ learning achievement. The study suggested expansion of the activities in more schools where the duration of the package should be at least three years. Some modifications are also suggested as those were the concerns of the teachers and the students. An integrated package of both CAL and mentoring can be more effective than their present independent intervention. The record-keeping system of the schools needs to be improved for measuring the impact on attendance and learning achievement of the students.
Authors: Sharmin, Nazia; Roy, Goutam
Type: Report
Year: 2011
