Factors Affecting Variations in the Achievement of Competencies: A Case Study of BRAC Primary School

Under a broader aim of exploring the quality of the BRAC Education Programme (BEP), this study aims to examine the level of competency achievement of the BRAC primary school students who graduated in 2005. Randomly selected 5,946 students (65% girls) from 298 schools under 150 BEP program areas were sampled for the test. In addition, background information of the students, schools, teachers, program organizers, and area managers was collected. In general, the students did very well on the test with an average achievement of 22.7 competencies, and 10% of the students achieved all 27 competencies under the test. The proportion of contents in the textbooks taught in the classes, duration of attachment of program organizers with the schools, experience of area managers, and religion of the students came out as significant predictors of performance of the schools. A number of suggestions were also made. . It was found through regression analysis that the proportion of contents taught in the classrooms was the most important predictor of school-to-school variation in BPS. This finding has a serious implication in teacher preparation, which is often claimed as the heart of all success in quality.

Authors: Nath, Samir Ranjan; Roy, Goutam; Hossain, Anwar
Type: Report
Year: 2006