1.Learning conditions in Bangladesh is different to my context in FIji because extreme weather conditions are mostly occuring between November to April . There are disasters which hardly last for a week so in Fiji children are not affected as in Bangladesh.
2.Some additional responsibilities would be to be cautious of children’s safety due to floating school. There may be discipline issues and children might push each other in water.
3. Some key learning areas to include in curriculum would be : study of climate change , environment sustainability , adapting to the weather pattern and conservation of available resources.
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Fiji is different from Bangladesh in term of Natural Disasters and flooding. We have many prone flood areas, during flooding or any kind of natural disaster the schools are closed and students are forced to stay home for their safety but given certain works like worksheets and online lessons to cater for them during this closing period. In Bangladesh, teachers should have extra responsibilities in terms of safety of children whilst having classes in school-boat, emergency and preparedness, first-aid and other sorts of life-long skills. As a curriculum developer, i will make sure that the core learning areas has a balanced education keeping in mind the conditions facing children and teachers i Bangladesh or in other words education that caters children and teachers in any kinds of conditions and circumstances
Bangladesh is prone to frequent and severe flooding due to its geography and monsoon climate. Flooding is a recurring issue, and students and teachers often face disruptions to the academic calendar. In contrast, Fiji faces occasional tropical cyclones and related flooding but not on the same scale or frequency as Bangladesh.
A teacher in Bangladesh would assume extra responsibilities, including ensuring the safety of students on water, teaching water safety practices, understanding vessel operation, adapting the curriculum to the unique setting, fostering environmental awareness, and establishing close community ties. These responsibilities are essential for delivering education effectively in the context of frequent floods and the dynamic learning environment of a floating classroom.
If I were a curriculum developer in Bangladesh, I would include core learning areas in the secondary school curriculum focus on flood resilience, and technology and vocational skills to address the unique challenges posed by recurring flooding and to prepare students for diverse academic and career pathways.
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- The learning conditions in the Bangladesh are same as the condition in the lake region of Kenya during the rainy season.
- Teachers in Bangladesh would have additional responsibilities in preparing digital learning content for their learners so that learning is not affected by distance or effect of climate. Learning should continue beyond the interruptions of climate change.
- As a teacher in Bangladesh I would include Climate Change, Technology, Mobile Learning, Learning skills and life skills as the core learning areas in the secondary school curriculum?
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Learning conditions in Bangladesh may differ in terms of
Natural Disaster- Bangladesh is also experiencing cyclones and flooding sometimes and large number of people are affected. Therefoe, more aid and resources is needed to provude better education to the children. For better and fast learning they are lack of technology resources also.
In Fiji, people mostly face tropical cyclone and flooding because Fiji is a tropical country located in the South Pacific. Also people are affected by natural disaster in cyclone seasons which is not same as Bangladesh.Also only certain areas are affected sometimes.
NGO’s provide more help towards education in Fiji by providing teaching aids, audio vissual resources , tents and all. In Bangladesh large number of people are affected not all the children are fulfilled with education needs sometimes.
infrastructure, access to technology, class sizes, and the socio-economic backgrounds of students compared to other contexts. -
In the Bangladesh case, a teacher might have additional responsibilities related to addressing language diversity, ensuring access to resources for all students, and adapting teaching methods to suit the local culture and context. Also better knowledge of climate change is also essential to students .More lessons , projects and assignments is needed on climate change and natural disasters for better understanding so that children make correct decisions and their education is not affected.
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If I were a curriculum developer in Bangladesh, I would intergrate climate change, lessons on natural disasters in science, language and literature, social studies vocational skills, and digital literacy to provide a well-rounded education. Also core learning on digital literacy if required to continue education. Environmental sustainability and global connectedness in curriculum is vital.
The learning conditions in Bangladesh may differ from other contexts based on factors such as infrastructure, resources, and socio-economic conditions. Bangladesh is known for its vulnerability to natural disasters, such as floods and cyclones, which can disrupt traditional classroom learning. In such adverse climatic conditions, innovative approaches, like the one mentioned in the link you provided, are essential to ensure that learning continues.
In the case of Bangladesh, a teacher would have additional responsibilities to adapt to the adverse climatic conditions. They may need to be trained to utilize technology or alternative learning methods to provide education during and after disasters. Teachers may also be responsible for ensuring the safety and well-being of students during these situations.
If I were a curriculum developer in Bangladesh, I would consider including core learning areas such as:
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Environmental Studies: Given the country’s vulnerability to climate change and natural disasters, it is crucial to educate students about environmental issues, sustainable development, and disaster preparedness.
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Life Skills and Resilience: This area would focus on developing skills like problem-solving, critical thinking, communication, and adaptability, which are valuable in adverse conditions.
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ICT and Digital Literacy: Including this subject would help students acquire the skills necessary to leverage technology for learning, communication, and accessing resources online.
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Agricultural Education: As Bangladesh is primarily an agrarian country, promoting agricultural education can help students understand farming techniques, food security, and sustainable practices.
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Cultural Studies and Diversity: This area would aim to foster understanding and appreciation for the diverse culture, traditions, and history of Bangladesh, promoting inclusivity and social cohesion.
These are just a few suggestions, and the actual curriculum development process involves various stakeholders and considerations.
As Bangladesh is prone to monsoon floods on the other hands Fiji is a South Pacific country which faces tropical cyclones and flooding which affects our country occasionally or sometimes none in a year. So this weather conditions affects occasionally affects the learning of students.
That additional responsibilities for the teachers of Bangladesh is to carry out since they are affected by life threatening floods are having knowledge on evacuation procedures / centers, 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 and shelter.
the core learning areas I would include in the secondary school curriculums would be it provides balanced education opportunities to all students, keeping in mind of the challenges faced by the students of Bangladesh.
Bangladesh is prone to extreme floods during monsoon season which has brought a lot of challenges in the country.
Fiji is different from Bangladesh when it comes to natural disasters. Schools are closed due to extreme flood/weather conditions and students to stay home for their safety purposes.
On the other hand, teachers in Bangladesh have extra responsibilities where learning takes place in the school boat that serves as a school boat, making periodic stops to collect children from riverside.
Therefore, as an educator, I would ensure that students learn the basic skills for survival in times of natural disasters and climate change issues.
- The adverse weather condition is something we can never control. As for Bangladesh it is a flood prone region, very different from my community in Fiji. Fiji also goes through such adverse condition for only short time span.
- A teacher in Bangladesh would have much more different responsibility compared to typical classroom teacher. First and for most the safety of students on such method of facility will be very important. Secondly type of resource that the teacher need to use to facilitate learning.
- In terms of curriculum, I would include Sustainable agriculture, Emergency protocols, Water safety, health care and climate change. Since it is flood prone region curriculum should incorporate life skills to help communities survive through the adverse condition.
Bangladesh is prone to extreme floods and damages two thirds of the country while Fiji is affected by tropical cyclones and flood at certain places during cyclone season in Bangladesh they also have floating schools whereas in Fiji has only standard schools.
Teachers in Bangladesh have additional responsibilities beyond their teaching role. Teachers need to be trained in Disaster preparedness and emergency response with the knowledge of First Aid and Occupational Health and Safety on land and in water.
The curriculum should be designed in such a way that it provides an adaptive education to all learners despite any obstacles. Humanities, Science and Business education should also start at Year 9. Basic life skills such as swimming, disaster preparedness and awareness to be made compulsory.
Both countries are prone to natural disaster, but the types and frequency can vary. Fiji face cyclone, while Bangladesh experiences flood and monsoons, which can disrupt learning. Also, Bangladesh they have floating school whereas Fiji has only standard schools.
Furthermore, I believe the teacher in Bangladesh are doing far away more than us here in Fiji. Firstly, the teachers are trying to cope with overcrowded classroom, whereby teachers may have to manage large class size. Secondly, teachers are sacrifice themselves by leaving their family behind and trying to reach remote areas for the sake of the students get educated. Thirdly, teachers need to be well versed with disaster preparedness helping students and communities during emergencies. Lastly, the health and hygiene education whereby teachers need to emphasize health and hygiene to students and communities.
Lastly, the core learning areas i would include in the secondary school’s curriculum are.
- English language and literature
- Mathematics
- Science
- Social Studies
- Physical Education
- Art & Craft
- Music
- Moral Values & Civic Education
- Home Economic
- Other Language - such as English
Therefore, with this core learning the student will have better education in the future.
Differences in the learning context:
- People of Bangladesh experiences monsoon season whereas Fiji is not. Because of flood classes were taken in boats in Bangladesh but in Fiji, students safety is paramount. Noone takes risks to endanger learner’s life.
- Fiji is a tropical country with a tropical climate. We do have extreme flooding at times but schools become normal once road and towns are clear. Crossing flooded creeks to come to school is avoided. Also outbreak of diseases are on rise after flooding. Therefore, once things are normal then learners go back to school.
- Teaching and learning always takes place in school or at home only.
Additional responsibilities of the teacher in the Bangladesh case:
- Safety of learners. Full time monitoring is needed as class is taken in a boat surrounded by water. This can be risky.
- The teacher has to cater for privacy incase learners want to use washroom.
- Teachers has the responsibility to make class very interesting. One has to be very creative since learning environment is confined to a limited space with very few resources.
Core learning areas which I would include in secondary school curriculum?
- Mathematics
- English
- Extra-curricular activity like scouts and girl scouts to teach learners how to survive in such scenario.
- Creative and practical arts.
- Citizenships
- learning conditions in bangladesh
- they have floating training center
-they taught the womens new skill on sustainable agriculture,climate change adaptation and women right
-no enough space in boat class
The Bangladesh learning condition are different from my context.In my context we do not have a floating school,there is no adaptation of climate change in the curriculum .
- Additional responsibilities for Bangladesh teacher in floating school
- Boat Maintenance and Safety: ensuring the safety and proper maintenance of the floating school vessel,including life serving equipment to provide a safe learning environment.
-Navigation skills
-adapted curriculum
-community engagement
-emergency preparedness
3.If I were a curriculum developer ,the core learning areas that would be include in the secondary curriculum is ,technology on education and environmental education.
1.While Bangladesh is prone to extreme floods during Monsoon season,Fiji is mainly prone to tropical cyclones.However,Bangladesh have resorted to floating schools to facilitate learning in its context,Fiji’s context differs as most Students enjoy learning from the comforts of their classrooms.
2.Additional responsibilities would be:
-Emergency Response and Preparedness-to address life threatening issues.
-First Aid and Safety-essential life skills and emergency response
3.CORE LEARNING AREAS TO BE INCLUDED ARE:
-Language and Communication
-Mathematics and Logic
-Livelihood and Life Skills
-Climate and Environment
-Information and Communication Technology
-Moral and Values Education
Bangladesh faces a number of challenges in providing accessible and quality education to all children and adolescents.
Only 19 per cent of children aged 3-5 attend an early childhood education programme. Despite Bangladesh’s success in near universal enrolment in primary education among both girls and boys, data suggests that the older they get the more children drop out of school. For girls, this is often due to child marriage, and for boys, it is often due to child labour.
Only 64 per cent of children go on to complete secondary education. This is worrying, given that Bangladesh’s 58 million children represent 34 per cent - a significant chunk - of the population, and the future of the workforce rests on their young shoulders.
The poorest children, children with disabilities and children living in disaster-affected parts of the country are most at risk of being excluded from school.
The poorest children, children with disabilities and children living in disaster-affected parts of the country are most at risk of being excluded from school.
For example, children with disabilities are seven times more likely to be out of school than other children, while married girls are over four times more likely to be out of school than their unmarried friends. Nearly 20 million children in Bangladesh are seriously exposed to climate hazards, with floods, cyclones, extreme heat and droughts frequently disrupting their education.
The additional responsibilities of the teacher in the Bangladesh are the safety of the children comes first. Teachers need to prepare worksheets for children and if possible, use e -learning for teaching and learning.
The inclusion of emergency precautions to be taken during natural disasters. Taking emergency drills in the schools will also help children to be aware what to be done during emergency times. Teaching Tsunami, Earthquake, Tornado, fire and cyclones are important in the secondary school curriculum.
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Bangladesh is highly vulnerable to the effects of climate change since it is a delta formed by the confluence of major rivers. There are different ways of providing education services in Bangladesh compared to Fiji; for example, floating schools, with solar lanterns given as rewards for academic performances. Fiji is still working on classroom settings.
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Additional responsibilities of a Bangladesh teacher would be, being more cautious of the safety of the learners as water is involved during teaching and learning duration; adapt to the river-based environmental curriculum; provide night-time education; provide door-to-door education after monsoon season; there are no male teachers, so safety of the teachers is their own responsibility.
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Advanced technology education would be the priority; Women’s Rights; Sustainable Agriculture; Climate Change.
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Bangladesh is highly vulnerable to the effects of climate change since it is a delta formed by the confluence of major rivers. The learning conditions in Bangladesh is very different from the learning conditions we have here in Fiji. In Bangladesh, the nonprofit Shidhulai Swanirvar Sangstha organization uses floating schools where school goes to the students to provide education to the children who are not able to go to school during monsoon season every year. However, looking at the learning conditions here in Fiji is different. We have a formal educational set up and the children are coming to school using different modes of transportation.
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The teacher in Bangladesh might have these additional responsibilities in order to impart
knowledge to the students.
• Teachers to utilize the amount of resources available with them.
• Teachers to cater for the privacy for students
• Teachers to be trained on emergency response and disaster preparedness.
• A teacher to be well versed with the evacuation procedures in times of emergency.
• They should also have knowledge about health care to provide medical support when
there is need in a floating school. -
As a curriculum developer in Bangladesh, I would have addressed the following core
learning areas:
• Extra-curricular - Scouts & Girl Guides
• Frequent Evacuation Drills in schools
• Environment sustainability and Climate change
• Life skills/ Vocational
• PEMAC
Fiji is different from Bangladesh in term of Natural Disasters and flooding. We have many prone flood areas, during flooding or any kind of natural disaster the schools are closed and students are forced to stay home for their safety but given certain works like worksheets and online lessons to cater for them during this closing period.
Teachers in Bangladesh would have additional responsibilities in preparing digital learning content for their learners so that learning is not affected by distance or effect of climate. Learning should continue beyond the interruptions of climate change.
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.
Fiji differs from Bangladesh in terms of Natural disasters, cyclones and flooding which is the most common one in which students are affected as here we have many flood prone areas, therefore during flooding and disasters there is school closure and students are forced to stay home for their own safety, however work is given to students such as home study packages/ worksheets and online lessons to cater for their learning during this closure period.
The teachers in Bangladesh might have these additional responsibilities in order to impact the knowledge of students through:
-Preparation of digital learning resources for the learners so that learning is not affected by the effect of climate change.
-Teachers to utilize the resources available.
-More PDs for teachers on emergency response and disaster preparedness.
If i were a curriculum developer in Bangladesh , I would integrate climate change lessons on Natural Disasters in Science, literacy, Social studies and digital literacy to provide a well rounded education that satisfies students needs for academic, professional and personal growth keeping in mind the opportunities and challenges given in Bangladesh context which is environmental sustainability. A review and update procedure to be in place to make sure curriculum stays current and responsive.