- How do the learning conditions in the Bangladesh case differ from learning conditions in your context?
In my local context learning is taken place in a fixed location where teachers and students travel daily to schools for one purpose that is education. Whereas, in Bangladesh due to high adverse climate affection, a non-profitable organisation came up with an idea where education is operated on boat, a school that goes to the student when the student can’t go to school
- In your view, what additional responsibilities would a teacher in the Bangladesh case have?
Operating a school located on a boat presents unique challenges and additional responsibilities for teachers. In addition to their traditional teaching duties, teachers in such a setting would need to take on the following responsibilities:
Boat Safety and Navigation: Teachers would need to be trained in basic boat safety and navigation procedures to ensure the safety of students and themselves while on board. This includes understanding emergency procedures and protocols.
Maritime Regulations: Stay informed about maritime regulations and laws that pertain to operating an educational facility on the water, including any licensing and safety requirements.
Maintenance and Repairs: Teachers may be responsible for helping with basic maintenance and repairs of the boat, such as minor fixes and upkeep to ensure it remains seaworthy.
Environmental Education: Given the unique learning environment, teachers could incorporate marine and environmental education into their curriculum, helping students understand the ecosystem and sustainability.
Adaptation to Weather Conditions: Be prepared to adapt the school schedule and activities based on weather conditions, ensuring that students are safe during rough seas or adverse weather.
Emergency Response: Teachers should be trained in handling maritime emergencies, such as man-overboard situations, fires, and evacuation procedures, and communicate these protocols to students.
Security and Access Control: Ensure that the boat is secure, with controlled access to prevent unauthorized entry and safeguard students while on board.
Monitoring Student Behaviour: Given the confined space, teachers may need to closely monitor and manage student behaviour to prevent accidents and maintain a positive learning environment.
Supervision During Water Activities: If water-related activities are part of the curriculum, teachers would be responsible for the safety and supervision of students during these activities.
Curriculum Adaptation: Adapt the curriculum to suit the unique environment, incorporating nautical themes, marine science, and practical maritime skills where relevant.
Resilience and Adaptability: Teachers must set an example of resilience and adaptability, as the dynamic nature of being on a boat can led to unexpected disruptions.
Cultural Sensitivity: In cases where the boat school serves a diverse group of students from different cultural backgrounds, teachers should be sensitive to cultural differences and promote inclusivity.
Collaboration with Maritime Professionals: Collaborate with maritime professionals and experts to enhance the educational experience and provide students with real-world maritime knowledge.
Health and Hygiene: Pay special attention to health and hygiene in the confined space to prevent the spread of illnesses and ensure the well-being of all students and staff.
Parent Communication: Maintain open and regular communication with parents to keep them informed about the unique aspects of the boat school and any updates or concerns related to safety and academics.
It’s essential for teachers in such a setting to receive adequate training and support to fulfill these additional responsibilities effectively and ensure the safety, well-being, and education of their students.
- If you were a curriculum developer in Bangladesh, what are the core learning areas you would include in the secondary school curriculum?
Environmental Studies: Highlighting environmental issues, conservation, and sustainable practices to raise awareness about environmental challenges in Bangladesh.
Vocational Education: Offering vocational courses to prepare students for specific trades, such as agriculture, carpentry, electronics, and other relevant skills for employment.