Does the Community Contribute to Reducing Student Dropout? Current Practices, Challenges, and A Way Forward in RuRal Bangladesh

M Moksedur Rahman

doi:10.7176/jep/12-1-03

Abstract

The constitution of Bangladesh aims to ensure quality education for all children. Attending school regularly and completing the cycle is a pre-condition of quality education. This qualitative research was conducted to obtain insights into current practice on community involvement for regular student attendance and reducing dropout in rural Government Primary Schools (GPS) in Bangladesh as well as challenges and possible initiatives. Data were analyzed thematically after conducting five semi-structured interviews with Upazila Education Officers, Assistant Upazila Education Officers, head teachers, and School Managing Committee chairmen; two focus group discussions with assistant teachers and community members of two rural GPS; and school observation. We find that various local and school committees and associations were not performing their assigned and defined roles. Physical home visits were effective but not performed on a regular basis. Mother gatherings were to some extent helpful with the possibility of broadening their scope, but uthan boithok (local gatherings in common spaces) were totally absent. Poverty and lack of awareness about formal education, the tendency of educated families to live in cities and town, negative perceptions of communities about government organizations, the unexpected attitudes of teachers towards rural guardians, and a lack of about the importance of community involvement were the main challenges hindering community contribution to regular student attendance and reducing dropout. To mitigate these challenges, we recommend robust educational leadership, where head teachers as leaders take the required initiatives by raising awareness through collaborations with the local community. This research contributes to ensuring quality education by discussing possible initiatives involving the community to promote regular student attendance and reducing dropout in rural GPS. Keywords: Community, Rural Government Primary Schools, Attendance, Drop-out DOI: 10.7176/JEP/12-1-03 Publication date: January 31 st 2021

Highlights

Bangladesh has achieved enormous success in achieving universal primary education according to Millennium Development Goal (MDG) targets
5.1 Community Involvement in Regular Student Attendance and Reducing Dropout: Current Practices This major theme is divided into four sub-themes, which are presented below. 5.1.1
The study “Participatory Evaluation: Causes of Primary School Dropout” by RTM International on behalf of Directorate of Primary Education reported that most parents did not know anything about parent-teacher association (PTA) and had not heard about PTAs and their meetings, nor did they have any knowledge about their activities. 6.1.3 School Level Improvement Plan Formulating Team According to the operational guidelines, the SLIP team had the highest responsibility and obligation to ensure community involvement in every aspect of school improvement

Summary

Introduction

Bangladesh has achieved enormous success in achieving universal primary education according to Millennium Development Goal (MDG) targets. “a little over half of those enrolled in primary school complete the five years cycle and half of those who stay on till the end remain practically illiterate, which means that no more than a quarter of our children are assured of their right to education.”. These data reflect the loaded responsibilities given to teachers and schools. According to a recent policy brief from the National Education Association (NEA, 2016, p.1), “when schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs”. There are little data on current community involvement practices with respect to regular student attendance and reducing dropout, which are major challenges faced by both schools and the community when establishing how to involve the community and mitigate existing challenges

Objectives

Methods

Results

Discussion

Conclusion