Shidhulai Swanirvar

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Click on the following link and read about a typical example of innovative ways of ensuring that learning continues taking place even under adverse climatic conditions: https://shidhulai.org/.

  1. How do the learning conditions in the Bangladesh case differ from learning conditions in your context?
  2. In your view, what additional responsibilities would a teacher in the Bangladesh case have?
  3. If you were a curriculum developer in Bangladesh, what are the core learning areas you would include in the secondary school curriculum?
  4. Share your ideas/answers to the questions above in the discussion forum.
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Bangladesh is prone to annual monsoon floods, and extreme floods cover a significant portion of the country. This leads to accessibility issues for many communities, especially during the monsoon season. Fiji, on the other hand, is an island nation in the Pacific. While it experiences cyclones and extreme weather events, it does not face annual flooding to the same extent as Bangladesh.

A teacher in the Bangladesh case, particularly in areas prone to annual and extreme flooding, would have additional responsibilities beyond the typical teaching role. Teachers would need to be trained in emergency response and preparedness, including knowledge of evacuation procedures, first aid, and how to keep students safe during floods and other disasters. Adapting the school calendar and schedules to accommodate interruptions caused by flooding and other natural disasters. Ensuring that students have access to essential resources during emergencies, such as food, clean water, and shelter. Teachers may need to coordinate with aid organizations to provide these resources. Maintaining clear and regular communication with parents and the local community to provide updates on school closures, safety measures, and any changes in the educational calendar.

The curriculum should be designed to provide a balanced education that meets the academic, vocational, and personal development needs of students while also addressing the unique challenges and opportunities presented by Bangladesh’s context, including environmental sustainability and global connectedness. Furthermore, a continuous review and update process should be in place to ensure that the curriculum remains relevant and responsive to changing educational and societal needs.

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Bangladesh is prone to extreme floods during the monsoon season which mostly damages a large portion of the country. While Fiji is a tropical island located in the South Pacific, is mostly affected by the tropical cyclones. Hence only certain places are affected by the cyclones compared to Bangladesh.

Teachers in Bangladesh has additional responsibilities to carry out since they are affected by life threatening floods. These additional responsibilities include ; having knowledge on evacuation procedures, first aid, emergency response and how to keep students safe during natural disasters. The teacher should also ensure that students have access to clean food and water during emergencies.

The curriculum should be designed in a such a way that it provides balanced education opportunities to all students, keeping in mind of the challenges faced by them in Bangladesh.

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  1. The learning conditions in Bangladesh, specifically in flood-prone regions served by Shidhulai Swanirvar Sangstha, differ significantly from Fiji. In Bangladesh, the organization uses floating schools, libraries, and clinics to provide education and essential services to communities affected by seasonal floods. In Fiji, while there might be challenges related to disasters like cyclones, the primary learning conditions generally involve more typical classroom settings. Shidhulai’s approach emphasizes flexible, community-based learning adapted to the unique environmental challenges.

  2. A teacher in the Bangladesh case would have additional responsibilities compared to conventional classroom settings. They would need to adapt their teaching methods to the dynamic environment of a floating school. This includes understanding how to use the technology and resources available on the boat, ensuring the safety of students during flood-related disruptions, and integrating the environmental and agricultural curriculum provided by Shidhulai. They would also have to be well-versed in healthcare basics to provide medical education and support.

  3. If I were a curriculum developer in Bangladesh for secondary schools, I would include core learning areas focusing on environmental sustainability, climate change adaptation, and technology use. The curriculum would emphasize subjects like sustainable agriculture, river-based environmental conservation, computer skills, and healthcare. Given the unique needs of flood-prone regions, education would extend beyond traditional subjects, incorporating essential life skills and knowledge to help communities thrive despite challenging environmental conditions.

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In my experience, teaching in Fiji, I’ve noticed some differences in learning conditions compared to what I’ve read about in Bangladesh. For instance, here in Fiji, we have a more relaxed atmosphere in our schools, and class sizes are relatively small. However, we do face some resource challenges in terms of materials and equipment.

Considering the situation in Bangladesh, I wonder about the additional responsibilities that teachers there might have. It seems like teachers in resource-constrained environments often have to be more creative and flexible in delivering education. What do you think are the key additional responsibilities that a teacher in the Bangladesh case might have to take on?

Furthermore, if I were a curriculum developer in Bangladesh, I would emphasize certain core learning areas in the secondary school curriculum. I believe a strong foundation in subjects like Mathematics, Science, English, and Social Studies is crucial. Music and Physical Education can also play an essential role in a well-rounded education. However, it’s essential to adapt the curriculum to the specific needs and opportunities of the country.

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I believe that the major difference that my learning condition and the one in Bangladesh is that my area is not prone to flooding but rather to Cyclones. For sure it is possible to go to school during flooding if the school infrastructures are no damaged and, in this case, the Bangladesh schools are floating which is the main advantage. This is also very similar to Fiji when governments and NGO’s supply us with Tents and temporary sheds so that learning can be maximized.
In this case, Teachers in Bangladesh has to take extra precautions firstly on their very own safety, secondly the safety of the children under their care and thirdly the safety of their family whom they have left behind in their respective homes to attend to the children in their floating school. So this is an additional responsibility to the teachers.
If I am on of the curriculum developer in Bangladesh, I would make sure that Swimming and other Life long Skills Classes are covered in the curriculum.

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In Fiji, flooding is not that profound; however, we do get battered by powerful cyclones. In addition, extreme weather conditions do not halt our education for months. Teachers in Bangladesh not only need to be academically wise but also have experience in dealing with disasters. Disaster preparedness is an essential skill for teachers in Bangladesh. They also have to educate the students on disaster readiness and what to do during times of disasters.
The curriculum should also be flexible in nature to account for the disruptions caused by floodings. The focus should be on the learning and not the coverage. Secondary school curriculum in Bangladesh should include the following:

  1. building resilient communities to climate change
  2. building resilience in education to climate change
  3. incorporating climate change in the curriculum
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Learning conditions in Bangladesh and Fiji can vary significantly due to differences in economic, social, and geographic factors. Here are some key distinctions between the two countries:

  1. Economic Disparities:

    • Bangladesh is a lower-middle-income country with a larger population, while Fiji is an upper-middle-income country with a smaller population. This economic difference can impact the availability of educational resources and infrastructure.

  2. Geographic Location:

    • Fiji is an island nation in the South Pacific, while Bangladesh is in South Asia. Fiji’s geography can present unique challenges for transportation and accessibility to education.

  3. Languages:

    • In Bangladesh, Bengali (Bangla) is the primary language of instruction. In Fiji, English, iTaukei (Fijian), and Hindi are commonly used, reflecting the diverse ethnic makeup of the country.

  4. Educational Systems:

    • Bangladesh follows a different educational system compared to Fiji, with variations in curriculum, grading, and examination systems.

  5. Infrastructure:

    • Bangladesh faces challenges related to overcrowded classrooms and limited resources, especially in rural areas. Fiji may have relatively better educational infrastructure, although disparities can exist between urban and rural regions.

  6. Access to Technology:

    • Access to technology and the internet may differ. Fiji, being more geographically dispersed, might have challenges in providing consistent access to technology and online learning.

  7. Natural Disasters:

    • Both countries are prone to natural disasters, but the types and frequencies can vary. Fiji faces cyclones, while Bangladesh experiences floods and monsoons, which can disrupt learning.

  8. Cultural and Ethnic Diversity:

    • Fiji is known for its multicultural society, which can influence the approach to education and cultural inclusivity. Bangladesh has its own rich cultural diversity.

  9. Gender Equity:

    • Gender disparities can differ in the two countries. Bangladesh has made significant progress in improving girls’ access to education, while Fiji has its own gender-related challenges and achievements.

  10. Government Policies:

    • Government policies and priorities in education can vary, impacting the allocation of resources, curriculum development, and teacher training.

  11. Teacher Training and Quality:

    • Differences in teacher training, qualification standards, and teacher quality can affect the learning experience in each country.

  12. Challenges and Opportunities:

    • Each country has its unique set of educational challenges and opportunities. For example, Fiji may leverage its tourism industry for educational resources, while Bangladesh may benefit from its large labor force.

It’s important to note that educational conditions can also vary within regions of each country. Both Bangladesh and Fiji are working to improve their education systems, enhance access to quality education, and address specific challenges. Understanding these differences is important for educational planning and policy development in each context.

Teachers in Bangladesh and Fiji have common core responsibilities related to educating students, but there can be additional responsibilities specific to each country due to their unique contexts. Here are some additional responsibilities that a teacher in Bangladesh may have when compared to a teacher in Fiji:

Bangladesh:

  1. Coping with Overcrowded Classrooms: Bangladesh faces challenges related to overcrowded classrooms, particularly in densely populated urban areas. Teachers may have to manage larger class sizes, which can require additional classroom management skills.

  2. Addressing Poverty and Inequality: Bangladesh has a significant population living in poverty. Teachers may play a role in identifying and supporting students from disadvantaged backgrounds, ensuring they have access to basic necessities and a conducive learning environment.

  3. Natural Disaster Preparedness: Bangladesh is prone to natural disasters like floods and monsoons. Teachers may need to be well-versed in disaster preparedness, helping students and communities during emergencies, and addressing post-disaster trauma.

  4. Language Diversity: Bangladesh has a rich linguistic diversity with Bengali (Bangla) as the primary language. Teachers may need to address language-related challenges for students from diverse linguistic backgrounds, including non-Bengali-speaking communities.

  5. Curriculum Adaptation: The curriculum in Bangladesh may need to be adapted to suit the specific needs and challenges of the country, which can include addressing issues like climate change and sustainable development.

  6. Promoting Gender Equity: Bangladesh has made progress in promoting girls’ education, but gender disparities still exist. Teachers may have added responsibilities in encouraging and supporting the education of girls, addressing gender-based violence, and fostering a gender-inclusive classroom.

  7. Community Engagement: Due to the dense population and community ties, teachers may have increased responsibilities in engaging with local communities to ensure a supportive learning environment.

  8. Child Labor Awareness: Teachers may be involved in raising awareness about the issue of child labor and working to keep children in school rather than engaging in labor at a young age.

  9. Health and Hygiene Education: Given the importance of health in Bangladesh, teachers may need to emphasize health and hygiene education to address health challenges that students and communities face.

  10. Vocational Education: Bangladesh places an emphasis on vocational education and skills development. Teachers may have additional responsibilities in providing vocational training or guidance to students.

It’s important to note that these additional responsibilities can vary based on the specific region and school environment within Bangladesh. Teachers play a crucial role in addressing the unique needs and challenges of their respective contexts, and their responsibilities may evolve as the education system continues to develop and adapt to the changing landscape.

In Bangladesh, the secondary school curriculum is designed to provide students with a well-rounded education. The core learning areas that I would include in the secondary school curriculum are:

  1. Language and Literature:

    • Bengali (Bangla) is the primary language of instruction, and it includes the study of literature, grammar, and writing skills.

  2. English Language:

    • English is often a compulsory subject and includes reading, writing, speaking, and listening skills.

  3. Mathematics:

    • Mathematics is a core subject, covering topics like algebra, geometry, trigonometry, and calculus.

  4. Science:

    • Science subjects may include physics, chemistry, biology, and environmental science.

  5. Social Studies:

    • This area encompasses subjects such as history, geography, economics, and civics, providing students with knowledge about their country and the world.

  6. Religion and Moral Education:

    • Religion plays a significant role in the curriculum, with a focus on Islamic studies for Muslim students and moral education for all.

  7. Physical Education and Health:

    • This area promotes physical fitness, sports, and general health and well-being.

  8. Agriculture and Technical Education:

    • Some secondary schools offer courses in agriculture and technical subjects to prepare students for vocational and technical careers.

  9. Information and Communication Technology (ICT):

    • ICT education is becoming increasingly important to prepare students for the digital age.

  10. Arts and Crafts:

    • This includes instruction in arts, drawing, and crafts to nurture creativity and artistic skills.

  11. Home Economics:

    • Home economics education covers practical skills for daily life, such as cooking, sewing, and household management.

  12. Second Language:

    • Students may learn a second language, often Hindi or Arabic, in addition to English.

While these are the core learning areas, the specific subjects and curriculum content can be adapted to the needs and goals of the students and the educational system’s evolving priorities. Additionally, the curriculum is periodically updated to reflect changes in educational standards and to better prepare students for the challenges of the modern world.

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Bangladesh is prone to monsoon floods every year, and severe floods cover a sizable area of the nation. For many villages, especially during the monsoon season, this causes accessibility problems. Fiji, on the other hand, is a Pacific island country. Despite cyclones and other severe weather, it does not experience annual floods to the same degree as Bangladesh.

In the Bangladesh situation, a teacher would have additional duties outside of the traditional teaching job, particularly in regions vulnerable to yearly and severe flooding. In order to keep kids safe during floods and other natural disasters, teachers would need to be trained in emergency response and readiness, including knowledge of evacuation protocols, first aid, and child safety measures. scheduling changes to accommodate disruptions brought on by flooding and other natural calamities.

Ensuring that students have access to necessities like food, clean water, and shelter during emergencies. To provide these materials, teachers might need to work with relief organizations in coordination. keeping in touch with parents and the neighborhood to update them on school closings, safety precautions, and any changes to the academic calendar

The curriculum should be created to offer a well-rounded education that satisfies students’ needs for academic, professional, and personal growth while also taking into account the particular opportunities and challenges presented by Bangladesh’s context, such as environmental sustainability and global connectedness. To guarantee that the curriculum stays current and responsive to shifting educational and societal requirements, a continual review and update procedure should be in place.

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  1. 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

  1. 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.

  1. 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.

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  1. Learning conditions in Bangladesh case differ from learning conditions in my context by way of topographic conditions. In my current location, being in a remote place separated by significant distance with less transportation significantly affects the access to traditional education system.

  2. I believe that the additional responsibilities teachers in Bangladesh case have is being one with the education system to embrace and look for the silver linings in the current situation. It is the role of the teachers to motivate students that despite the physical difficulties there are ways to make the situation accessible for education.

  3. The core learning areas that needs to be included in the secondary school curriculum in Bangladesh is basic life skills, social and environmental roles, climate change issues and concerns, and relevant livelihood trainings.

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The learning conditions in Bangladesh, specifically in flood-prone regions served by Shidhulai Swanirvar Sangstha, differ significantly from Fiji. In Bangladesh, the organization uses floating schools, libraries, and clinics to provide education and essential services to communities affected by seasonal floods. In Fiji, while there might be challenges related to disasters like cyclones, the primary learning conditions generally involve more typical classroom settings. Shidhulai’s approach emphasizes flexible, community-based learning adapted to the unique environmental challenges.

A teacher in the Bangladesh case would have additional responsibilities compared to conventional classroom settings. They would need to adapt their teaching methods to the dynamic environment of a floating school. This includes understanding how to use the technology and resources available on the boat, ensuring the safety of students during flood-related disruptions, and integrating the environmental and agricultural curriculum provided by Shidhulai. They would also have to be well-versed in healthcare basics to provide medical education and support.

If I were a curriculum developer in Bangladesh for secondary schools, I would include core learning areas focusing on environmental sustainability, climate change adaptation, and technology use. The curriculum would emphasize subjects like sustainable agriculture, river-based environmental conservation, computer skills, and healthcare. Given the unique needs of flood-prone regions, education would extend beyond traditional subjects, incorporating essential life skills and knowledge to help communities thrive despite challenging environmental conditions.

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    1. In Bangladesh, the school-bat first serves as a school bus whereas in my own context, Fiji serves buses or car to collect children from their particular places to their schools.
    1. A teacher in Bangladesh must be seek help and support to other country member so that assistances can be given out. Due to what has been shown up in these articles, we can see that there are less support and assistance have the government of Bangladesh in their own country.
    1. ? As a developer in Bangladesh, I would prefer communication to be an area of learning because student could move from country to country without any hesitation of not knowing the second language which is English.
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Bangladesh is prone to extreme floods during the monsoon season which has brought a lot of challenges in the part of the country. On the other hand Fiji is located on the other island in the Pacific which experiences cyclone and flooding but its not worse then Bangladesh. According to Rezwaan he came up with the creative solution on how to go about the students during unfavourable climate and his idea was in 'flooding school ’ . He operates classroom on the boat where the school gies to thestudents who can’t go to school due to the adverse weather while compared to Fiji if there is a flooding than the schools are closed because the students are not able to report to school but to stay home.

Teachers in Bangladeshapart from teaching role they should be trained in the disaster management which includes the evacuation plan, procedures, first aid, what should be done before the disaster, during the disaster and after disaster. Adapting this practises will keep people safe. The teachers should also ensure that children have basic needs such as food, water, shelter and clothing.

The curriculum should be designed to provide a balance education meaning it needs to promote gender equality and empower women so that ghwy can make decision on their own health and wellbeing. The curriculum should also incorporate Maths, English and General subjects. Therefore its very important that we adapt the curriculum and go we the changes and help communities thrive despite environmental conditions.

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Thank you @rahulkrishna Agreed Floating classroom is an exciting learning environment, with number of exciting new matters to consider; enrolment, registration and other learning requirements, timetable or point of contact?

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Bangladesh is prone to annual monsoon floods, and extreme floods cover a significant portion of the country. This really affects the education of the children and accessibility issues of services for many communities especially during monsoon season. Fiji is a Pacific region and it also experiences cyclones and flooding during cyclone seasons but it does not face annual flooding like Bangladesh.

A teacher in the Bangladesh particularly faces difficulties or situation of extreme flooding in the areas, therefore from my point of view the teacher’s additional responsibilities are as follows:

  1. The teacher needs to be well trained incase of and for emergency purpose and have fair knowledge of safety procedures.
  2. The teacher should also integrate flooding preparation and evacuation procedures in the lesson. So the students also learn about the safety drills.
  3. The teacher should have the knowledge on how to use First Aid and how to keep students safe from flooding in case of flooding. The teacher should store emergencies such as food, clean water for drinking in case of flooding to supply the children with basic need.
  4. The teacher should have a good parent teacher relationship and communication to ensure that the students have safely reached home and updating on school closure and supplying the supplementary resources for studying.

If I had to develop the curriculum for Bangladesh, the core learning areas would have been environmental sustainability, vocational and personal development of the students so that they are prepared in advance to deal with the situation before and after extreme flooding. The curriculum would have met the core areas would have prepared the students to deal with real life situation.

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Condition in Bangladesh is qiute unique and very interesting. Kiribati very different, no river and flood of any kind is non existent.

Floating classroom would require other responsibilities like; making sure learners are monitored, number of attendees, how, when to meet and return home. Also matter of concern will be boat and boat-related cost repairs among many.

For situation like Floating classroom, curriculum to take into account can be - River and it’s ecosystem, Maritime and related courses, Navigation among many.

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In Bangladesh is quite different from our context. Bangladesh is prone to extreme flooding. Education happened inside the boat, and it really affects their learning and accessibility of services around the community. In Fiji we have proper classrooms and learning facilities to conduct learning for our children. Children feel better to be in a proper learning environment.

In my point of view as an educator additional responsibility is that teachers must have qualified in emergency procedures and safeness of children
first aid kid must storage in full capacity
evacuation drills must be well known to all students in case of natural disaster.
communication with parents should be as ease in case of emergency.

If I have to develop a curriculum for Bangladesh, the main learning takes place is about life skill. Computer literate, so that they can access and look out on some safe side when a disaster happens.
Conduct PD sessions to children about climate changes so that they are familiar with the climate in their different areas.

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Conditions in Bangladesh are way different from Fiji. Bangladesh is prone to extreme floods during the monsoon season, whereby Fiji, is mostly affected by Tropical cyclone during cyclone season. Thus learning conditions here in Fiji is normal and peaceful, whereby teaching and learning were conducted in classrooms.
I believe that teachers in Bangladesh are doing far way more than us here in Fiji. They sacrifices a lot and risking their life at the same time. Teachers leaving their family behind, reaching in to remote areas during this season show the amount of dedication they have towards their job. I’ve read that classes are also taken in the evening to cater for those students who work during the day. Wow, I am amazed by these teachers.
In the event that I were an educational program designer in Bangladesh for secondary schools,
I would incorporate core learning areas focusing more on ecological manageability, environmental change transformation, and innovation use. The educational program would stress subjects like supportable horticulture, stream based natural preservation, ICT abilities, and medical care. Given the exceptional necessities of flood-inclined districts, training would stretch out past conventional subjects, integrating fundamental abilities and information to assist networks with flourishing notwithstanding challenging ecological condition.

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The major difference between Bangladesh and Papua new Guinea is that people in Papua new Guinea are scattered due to geographical locations that exist. We do have people living in the highlands part where it contains mountains and forests and coastal part where it contains islands, sea and lakes. In terms of flood we do not experienced them but we do fond with sea level rise especially the coastal area. Unlike Bangladesh students in Papua new Guinea still able to attend school with the help of sea transport. Unless the institution building got destroyed then it is a problem. Compared back to what the Bangladesh have done to cater for their students learning is something more advanced and a way forward. However teachers in Bangladesh should be very mindful of the following things;

  1. Their safety and the safety of the students on board
  2. The health of the students in relation to the type of food and water
  3. All teachers should be knowledgeable with the safety drills, first aid and emergency responses
  4. The ship must have safety equipments for everyone on board

If i were the curriculum developer in Bangladesh, i would ensure that students learned basic life skills, climate change issues, environmental sustainability and personal development to keep their lives sustaining during the time of flood or other disasters.

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