when it comes to uniting 8 billion brains sustainably, english has advanages and disadvantage;s it went from the poetry of bard 1 to way admiistrators claimed to use scientifiuc method to (at peak) boss over 25% of the world population; suddenly bankrupted by world war 2 if you would like to see what 1 billion asian women did about this look at their toop 30 coperation ideas at abed mooc; if you want to see back in 1843 is both how ideas first described analytic machines as artificial (ie man-made not nature made) and how this might of integrated with the economists founder in 1843 of systems queen voctoria needed to humanise her empire you might start at economistdaiory.com (you should know that james hiuself doied in calcutta of diarrhea - and it took 112 yeras to massively network parental solutions to diarheas as number 1 killer in tropics) ; if you want to see today's views you might start at bard.solar or economistlearning.com or alumnisat.com or tell us where you like to start) rsvp chris.macrae@yahoo.co.uk
Friends of Fazle Abed study world class scaling of what we now call UN Sustainability Goals but Abed in 1972 first called Goal 1 Poverty alleviation when he founded BRA-C (Bangladesh Rural Advancement Collabs so that Bangladesh became the first nation empowered by poorest village women. Start with 3 favorite wESG (womens Entrepreneurial Scaling Goals : human collaborations of 100K ::1billion :: 50million

  • *** 100000 lives matter eg 5.1 metavillage= 1972

  • ...***1billion girls action networking -eg 3.1 oral rehydration

  • ***50 million graduate Apps: 5.4 purpose of first 100 new unis of sdg generation
1billiongirls.com - over the last half century the greatest human development miracle (extra ref schumacher 1 million bilages) has been networked by 1 billion poorest asian village women -here we invite you to help map the 30 collaborations they linkedin - their chief guide 2019-1970 the former oil company executive fazle abed- In spite of being pivotal to how one quarter of all human beings progressed (and by far the deepest co-creators of Sustainability goal solutions- nobody ever printed any paper money for them - its only since innovating the world's largest cashless banking 1.5 systems that many westerners even began to study 21st C happiest possibilities with them.
Out of Bangladesh, village mothers hired 100000 village coaches - webbed 30 collaborations - giant leaps for womankind & youth as first sustainability generation
Intergenerational collaboration entrepreneur platforms 5.1  metavillage sustainable community building - women empowered:15000 families at a time;5.2   billion asian women,5.3  brac net; 5.4   asian universities share sdg graduates 5.5  climate smart village exchanges,5.6 meta and zoom-me up scotty
BANK FOR ALL 1.1  1.2  1.3   1.4   1.5   1.6 celebrate 30 most human collaborations from developing world of last half-century - inspiring  anyone valuing UN and youth as first sustainability generation
EDUCATION  adult village entrepreneurs 4.1; primary 4.2  ; teen 4.3; university4.4 ; pre-school4.5;tech multidisciplinary luminaries 4.6 
HEALTH oral rehydration 3.1 ;para health "doordash" basic meds 3,2; scale vaccination3.3 ;tuberculosis & 3.4  Frugal processes eg wash sanitation, maternity3.5  ; James Grant School of public health 3.6
FOOD/land security 2.1  rice; 2.2 veggie  2.3    cash crops & village fair; 2.4  poultry;2.5  dairy, 2,6  14 nation leading supply chains financial opportunities to end poverty ;

UN says: Today's Education Systems No Longer Fit for PurposeAt Economistdiary.com we search out collaboration events- most exciting in 2022 - UN total transformation of education -september NY; Neumann's families collaboration search AI Hall of Fame; fen ale owners of transmedia race to humanise the metaverse...
abedMOOC.com started from a brainstorming dinner convened by Japan Ambassador to Dhaka who noticed my father's surveys of Asia Rising begun with Japan 1962 (endorsed by JF Kennedy) had not completely detailed Bangladesh Rural Advancement's  contributions to sustaining humanity and celebrating nation building through women empowerment . Dad's last public birthday party had celebrated launch of Muhammad Yunus Global Social Business Book February 2008 with 40 guests at Royal Automobile Club, St James, London. Father had also paid for sampling 2000 of Yunus books, 10000 dvds (youtube style interviews with all grameen directors during summer 2008 when the Nobel judges opened Yunus Museum in Mirpur, as well as part of launch of 2 Journals by Adam Smith Scholars in Glasgow that had emerged from Yunus making the 250th keynote speech on Adam Smith Moral Sentiments Dec 2008. But Fazle Abed whom my father never got the chance to meet had started 11 years before Yunus Grameen Bank 1983 Ordinance , built health and agricultural foundations, and then schooling -altogether a 5 dimensions approach that was not possible to appreciate from onee dimensional microcreditsummit yunus the clintons, queen Sofia staged annually from 1997. Abed said we could do a Mooc if it was laid out round C for collaborations. He was keen to map how 6  Collabs per the 5 primary sdgs had been integrated through 2 quarters of a century 1972-1995 when rural meant no electricity grids or phones; 1995 when partnering platforms afforded extraordinary leapfrog models that could be designed with mobile networks and solar. It took 16 trips while Abed was alive (and the curiosity og many graduate journalists _ to get this mooc started, and we still try to update it even as Abed left the world in Dec 2019. We welcome corrections and omissions. We have attempted here to map the deepest economic miracle

Saturday, November 30, 2019

4.2 4.3 lifelong mentors: teaching and studying -barefoot teachers


http://blog.brac.net/educating-a-generation-bangladeshs-barefoot-educators/

 Rubia teaches 25 children with neurodevelopmental disabilities who would otherwise have no access to special education. She went through comprehensive training on how to work with children with neurodevelopmental disabilities

“I have never stop learning as a teacher,” says Rubia Akhter, “I recently received vocational training so that I can help my students with their crafts, which helps to improve their sensory and motor skills.”

Rubia started teaching in 2003 in one of BRAC’s primary schools. She had no formal qualifications.

Now in 2019, more than 12 million children have graduated from BRAC’s pre-primary and primary schools because of women like Rubia.

How did thousands of women like Rubia, in the most rural, remote parts of Bangladesh, who previously had little to no education, educate almost 13 million children?

Our approach was unconventional, but effective. BRAC has always been a catalyst, creating platforms for people to realise their potential. We believe people, no matter who or where they are, are powerful agents of change – even without the formal qualifications they never had the opportunity to attain.

These local women who became teachers, and leaders in their villages, were no different.

Now, in 2019, the landscape of education in Bangladesh has changed significantly. The government has ensured access to education, with a public school in almost every village in the country. The way BRAC delivered learning has also changed, with newer kinds of schools and centres, interactive digital material, and focus on 21st century skills.

What still remains true to the core of BRAC’s education programme is the idea that teachers serve as leaders – leaders who inspire and engage their students with courage and creativity, rather than making them simply comply.

Leadership is at the core of who our teachers are. Our leaders had to be confident, creative, and constantly learning. This requires rigorous training and continuous assessment. 

It begins with a two-week training before she begins her classes. Over the course of a four-year-long academic cycle, she receives 140 days worth of monthly refresher trainings. These include capacity training to help them prepare and plan for their regular activities and lessons, identify gaps and assess themselves. Dummy classes are also held by the programme’s staff. They discuss what more they need to learn and plan for their subject-based training, which covers a range of topics, and covers the most burning contemporary issues, such as climate change and values education. Continual assessments are based on the teacher’s subject knowledge and values, depending on how they plan and apply their day-to-day lesson plans. How they maintain discipline in their work, engage and interact with students with sensitivity and care, and their ability for storytelling are key areas of work for their assessment.

“It’s not enough that you have learned something today. Share your knowledge with the world. Tell your siblings and parents. Tell your friends who cannot come to school,” Hasne Mahbuba Munni tells her class.

In a country where more than half of girls are married before their 18th birthday, Munni fought to take control of her life. Her conservative brothers wanted her to marry at an early age. Munni went on to stop three early marriages as a member of BRAC’s adolescent clubs. She has come a long way from being a student in BRAC’s one-classroom school to being the headteacher of Shishu Niketan, one of BRAC’s multi-classroom schools in Rangpur, northern Bangladesh.

“I want every girl in my class to believe that she can achieve everything she wants.”

“I fled to Bangladesh with nothing, but I had an education,” said Rojina Bibi, “I have been luckier than most. I may not have a home anymore, but I know my education can help make a difference. I want my students to know they can too.”

Rojina is one of more than 700 Rohingya teachers who are helping teach more than 58,000 children in the refugee camps of Cox’s Bazar. She teaches in Burmese while another teacher, recruited from the host community, teaches in English.

Of the million Rohingyas who fled to Bangladesh, more than half were women and children. Rohingya women were the first to step forward to help others. BRAC responded to the crisis, with women at the centre of our humanitarian work- from going door-to-door with life-saving messages, to ensuring safe spaces where children can learn and play.

The world needs 69 million new teachers to achieve the global goals in education by 2030. We must recognise and empower people who are passionate and driven to educate. Our hope is that all children have teachers that ensure both their childhood and their future.

 

Dr Safiqul Islam is the director of BRAC Education Programme and Zaian F Chowdhury is the communications porfolio lead of learning, empowerment and innovation of  BRAC Communications.

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