Effect of BRAC-PACE Training on English Language Teachers of Rural Non-Government Secondary Schools

This study investigated the effect of the BRAC-PACE (Post-primary basic and continuing education) training program of English language teachers of rural non-government secondary schools. Introduced in 2001, it aims to enhance the capacity of English teachers to help them cope with the demands of the revised curriculum. The study examined the change in the teachers in terms of their pedagogic skills, language skills development, knowledge about communicative language teaching (CLT), and their attitudes towards this new approach. The relevance of the training and the existing challenges were also investigated. The study findings point to a mixed picture. Positive signs are apparent in a general improvement on some particular issues but there are variations across districts and across age, gender, experience, and educational level of the groups. In spite of a general improvement in teachers’ knowledge about CLT and the skills involved in its application in the classroom, there is little evidence of much difference in the existing classroom practices of trained and untrained teachers. More importantly, students are not being affected very much. Although most teachers perceive the training program and the materials both relevant and useful for their professional development, they do not believe that CLT can be effectively applied in the classroom settings of the rural schools. An understanding of cognition, context and the prevalent educational culture needs to be incorporated into the program.

Authors: Rahman, Arifa; Kabir, Md. Mahbubul; Afroze, Rifat
Type: Report
Year: 2006