Shidhulai Swanirvar

Courses QA4ODFL2
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How Learning Conditions in Bangladesh differ from learning conditions in my context?
In Fiji we do not experience the same extent of climatic conditions to that of Bangladesh’s so our learning conditions also differ. We do experience cyclones and flooding but at a particular time of the year which last for a week or two . Teaching and learning is confined to fixed located school building. If a disaster does strike the lost time is rescheduled from school holidays.

Additional responsibilities of teachers in Bangladesh
These could be :

  • Boat safety. Seeing that the boat is equipped with safety equipment in case of emergency.
  • Health safety- having first aid readily available
  • See that children reach home on time.

If I was a curriculum developer in Bangladesh, the core learning areas that i would include in the secondary school curriculum would be ;

  1. conversational language, dialogues, debated story telling to help improve their English.
  2. ICT skill- so students become competent and versatile in the real word demands.
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  1. Learning conditions in Bangladesh differs from the learning conditions in Fiji because in Fiji we are mostly threatened by cyclones from November to April and we also have flooding during heavy rain which last a day or two. We also have students attending a particular school from different locations which are far from the school area. Though Fiji has zoning policy still students attend schools which are out of their zone due to preference of school or parents working in that area or students want to gain religious knowledge provided by certain faith based schools. Therefore during such disasters it becomes difficult to reach these students.

2.In my view additional activities that a teacher in Bangladesh case would have are to be responsible for the safety of the students. Therefore the teacher himself or herself needs to be trained to assist with firs aid or be able to overcome any unforseen situation arising.
The teachers also should be very good planners and make maximum use of the time that the children are with them. Apart from these the teachers should be great motivators and plan interesting lessons so that the students are motivated for their learning.

  1. If I were a curriculum developer in Bangladesh, the core learning areas i would include in the secondary school curriculum are "
    i) first aid courses so that students learn what is to be done in case of emergencies.
    ii) Climate Change issues so that students do some practical work as their core subjects for sustainability instead of mostly the theory work that they do in other classes on climate change.
    iii) Involve children in projects on organizing groups of volunteers to help out in times of need.
    iv) Technology - students should be aware of the latest technologies and should be able to use these technologies effectively.
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1.The geographic location, the type of natural disasters and the climate of our country Kiribati is not similar to Bangladesh. In Bangladesh they experience flooding while in Kiribati flooding is not a country issue. Strong winds with heavy rainfalls could only happens for less than a week and very few people could be affected.

  1. Additional responsibilities involved the safety and survival skills. Teachers will not only teach the content of the curriculum but also to take the responsibility of a parent and a health worker to make sure all students are safe and secure and to be smart and fast to respond to such incidents.

  2. Safety and survival skills during natural disasters could be the core learning areas to be taught in the secondary school curriculum in Bangladesh.

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With my experience, I’ve noticed some differences in learning conditions compared to what I’ve read about in Bangladesh. For instance, we have a more relaxed atmosphere in our schools, and class sizes are big depending on the school size. 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?

Designing a secondary school curriculum for Bangladesh would require consideration of the country’s cultural, social, economic, and technological context. Here are some core learning areas that could be included:

Language and Literature

Mathematics

Science

Social Studies

Computer Science and Technology

Ethics and Values Education

Physical Education and Health

Arts and Culture

Foreign Languages (Optional)

Vocational and Technical Education (Optional)

Entrepreneurship and Business Studies

Environmental Studies

Life Skills Education

Special Education and Inclusive Education

Remember, the curriculum should be flexible and adaptable to meet the evolving needs of students and the society. Additionally, it’s important to incorporate modern teaching methods, technology integration, and assessments that focus on critical thinking and practical application of knowledge. Regular updates and feedback loops from educators, parents, and students are essential for continuous improvement.

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  1. The learning conditions in the Bangladesh case differ from learning conditions in my context in a few ways. First, the students in Bangladesh are often facing adverse climatic conditions, such as floods and cyclones. This can make it difficult for them to get to school and to focus on their learning. Second, the schools in Bangladesh may be located in remote areas, making it difficult for students to access resources and support. Third, some students in Bangladesh may come from families that are struggling financially, and they may not have access to the same educational opportunities as students in other countries.

In my context, are also affected by climatic changes such as rising seawater levels, sudden rains flashfloods, and tropical cyclones. Moreover, some students in my context may also come from families that are struggling financially, and they may not have access to the same educational opportunities as other students. Additionally, Fiji is a remote island nation, which can make it difficult to access resources and support.

  1. Teachers in the Bangladesh case would have a number of additional responsibilities, including:
  • Creating a safe and supportive learning environment: Teachers would need to create a safe and supportive learning environment for their students, even in the face of adverse climatic conditions.
  • Providing access to resources: Teachers would need to provide their students with access to resources, such as textbooks, supplies, and equipment, even if these resources are limited.
  • Differentiating instruction: Teachers would need to differentiate instruction to meet the needs of all of their students, including students who are struggling financially or who are facing other challenges.
  • Partnering with the community: Teachers would need to partner with the community to get the resources and support they need to meet the needs of their students.

In addition to these general responsibilities, teachers in Bangladesh may also need to provide additional support to their students who are facing adverse climatic conditions. For example, teachers may need to provide students with shelter and food during a flood, or they may need to help students to cope with the trauma of a natural disaster.

  1. If I were a curriculum developer in Bangladesh, I would include the following core learning areas in the secondary school curriculum:
  • Language arts: Language arts is essential for students to be able to communicate effectively.
  • Mathematics: Mathematics is essential for students to be able to solve problems and to make informed decisions.
  • Science: Science is essential for students to understand the world around them and to solve complex problems.
  • Social studies: Social studies is essential for students to understand their culture and heritage, and to participate in a democratic society.
  • Vocational education: Vocational education is essential for students to develop the skills they need to be successful in the workforce.

In addition to these core learning areas, I would also include a focus on life skills education in the secondary school curriculum. Life skills education can help students to develop the skills they need to live healthy and productive lives, such as financial literacy, conflict resolution, and decision-making skills.

  1. Additional comments on the context of Fiji and Pacific Island countries

As mentioned, Fiji and other Pacific island countries face yearly tropical cyclones and other adverse weather conditions. This can have a significant impact on learning, as schools may be closed or damaged, and students may be displaced from their homes.

Teachers in Fiji and other Pacific island countries play a vital role in ensuring that learning continues, even in the face of these challenges. They often have to be creative and resourceful in finding ways to deliver education to their students. For example, they may use community spaces as temporary classrooms, or they may use technology to provide students with access to learning resources. Fiji and the Pacific are always grateful for the support from the United Nations and other supporting developed countries for their support towards disaster recovery, especially the post–disaster support.

Teachers in Fiji and other Pacific island countries also play an important role in supporting their students’ well-being. They may provide students with emotional support and practical assistance, such as helping them to access food and shelter.

I believe that the core learning areas that I identified above are also relevant to the secondary school curriculum in Fiji and other Pacific Island countries. However, it is important to tailor the curriculum to the specific needs of the students and the community. For example, it may be important to include a focus on disaster preparedness.

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Considering the fact in Bangladesh which is specifically in flood-prone region when compared to learning conditions in Fiji contexts differs in some ways are:
A. Fixed School Location - where Teachers and Students travel daily to fixed location for education whereby in Bangladesh due to climate affection, education is operational on the boat where School goes to Students.

B. Free Student Grant - here in Fiji, Students are assisted by free education such as free education in terms of free Transportation to school/ free textbooks provided to each child supported by Ministry of Education. Hence, compared to Bangladesh it is a sad reality how parents and students deal with real life situations everyday.

C. Teacher - Student Ratio - it was quite pleasing to read that Teacher - Student ratio is quite manageable whereby when compared to Fiji it is the opposite. Overcrowded classroom leads to lack of space and less Teacher interaction as a result becomes a challenging step for a Teacher.

  1. Additional responsibilities include: having knowledge on
  • First-aid practicals.
  • Practising on Healthy Hygiene.
  • Keeping updated on evacuation plan and procedures.
  • Frequent awareness on Natural Disasters drills.
  • Provision of clean water and shelter during emergencies.

  1. In Bangladesh, for Secondary school curriculum that I would design as one of the core learning areas would include:

  2. Basic Life Skills - based on environmental studies (ecosystem) raising awareness to prepare students to deal with real life situations.

  3. Vocational Education - This area will offer courses for students of their own choice as a result will prepare students for better future.

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1.Fiji is different from Bangladesh in terms of Natural Disasters and flooding. Bangladesh is prone to extreme floods during Monsoon season; Fiji is mainly prone to tropical cyclones. In my context we do not have a floating school; there is no variation of weather change in the syllabus.

Schools are closed due to extreme flood/weather conditions and students to stay home for their safety purposes. Schools are resumed once the weather is clear and safe for both teachers and students.

2.Additional responsibilities would be:
-community engagement
-provide door-to-door education after monsoon season.
-Teachers to utilize the resources available
-Creating a safe and supportive learning environment

3.CORE LEARNING AREAS TO BE INCLUDED ARE:
-technology on education and environmental education
-adapting to the weather pattern and conservation of available resources.
-involve children in projects on organizing groups of volunteers to help out in times of need

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  1. In Fiji we don’t get annual “monsoons” that cover two thirds pf the country in flood waters, but we do have cyclones that threaten our country during the cyclone season every year. This brings heavy periodic rainfall. Cyclonic conditions do stop the normal movement of children and disrupts the learning process.

  2. In my view Bangladeshi teachers have the added responsibilities of bringing lessons to learners through boat classrooms when flood occurs so the learning process can continue. They also need to consult and organize with stakeholders, manage finances, be situational aware and trained for this type of learning to take place.

  3. I would include communications technology (ICT) and online applications like Moodle learning to assist educator and learner interaction in all subject areas. When a monsoon does occur, learners can continue their classes with minimal disruption.

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As we all know that Climate Change us affecting not just pacific country but others big countries too. So, it mandatory to have emergency backup plans in case of emergency. In a year we face many disasters which affects the people and children in many ways.

if we compare some the basic stuff between two countries Fiji and Bangladesh

  • Culture of both countries are different.
  • lifestyle and mindset are different.
  • Government rules and policies are different
  • And community setting is different.

With these differences teachers in Bangladesh have some additional responsibilities like:

  • Providing safe teaching Enviromint
  • Providing students with basic leaning needs.
  • Providing food, water and cloths to students.
  • Effective counselling
  • Community awareness and motivation towards education.
  • Cultural counselling to parents to allow girls to go to school and get educated.

As an educator I believe we need to revisit the curriculum again and design in a such way which is fast and effective with real life experiences. some of the key areas which can be add to the framework of curriculum are.

  • Literacy education
  • Numeracy education
  • Civic Education
  • Moral education
  • Social Education
  • Health Education
  • Computer Education
  • Science Education
  • And Culture education
  • Physical Education too
  • Art and craft Education
  • Home Economics
  • industrial education
  • agriculture education

These are some the major educations which should be taught to school with real life projects and counselling to show them to good part of getting education. Also, we should run this education in communities so that with parents support it can become effective enough to students to learn.

Plus, this education should be online and face to face with summative and formative assessment used. it can run like trimester, semester or quarter wise in a year. so, students can finish easily and fast.

Lasty, all the topics should cater local and internal issues to discuss on with eye opening examples and picture to show.

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Learning activity 4

The learning context is different as through the reading Bangladesh encounters monsoon and flooding where floating school was used as the solution to the problem. The boat is used as school where if student cannot go to school then the boat goes to the student. It improves the access to education where children can continue with learning despite encountering the natural disaster.

The curriculum includes river based environmental curriculum which teaches how to protect the environment and conserve water. The solar power is also utilized for evening classes to working students. It is equipped with books for library internet linked laptop where it is connected with experts for example agriculture. The farmers are trained for climate change and floating clinic also helps villagers for medical checkups.

It is a different context as after the natural disaster the learning starts when students are able to travel to school. The learning can also continue if people are able to use resources which are provided online where activities can be done by the students. The strategies are also different depending on the natural disaster encountered.

The teacher would have additional responsibility to have the record of students who can be assisted during monsoon and flooding. The lesson activities would be aligned to the curriculum so that students can continue with the lesson as planned for the term. The teacher would also have to provide details of students to the floating school boat so that they can continue with the lesson. When students have lesson before flooding then teachers would have to motivate the learners to participate during the disaster since it will be conducted through floating school boat.

The core learning areas that can be included from the river based environmental curriculum is that students can learn about how to conserve water resources. The students can learn about different agricultural strategies where they are not affected by climate change. During their studies students can learn about computer skills so that they can continue their learning through different open schooling activities. The students would also learn about carpentry and other vocational skills so that they can continue with developing the skills required for them to be successful. During the learning students can also learn about literacy and numeracy so that they can continue with studies. The students would also learn about art and craft education where music education would also be taught. During the learning students will learn about different physical education skills where they can also learn about different sports.

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.It is really interesting to read about the learning conditions in Bangladesh where they have floating schools or classrooms. This is a different learning condition from my country where we have schools or classrooms on land.

In my view, the additional responsibilities a teacher in Bangladesh would have would be to ensure that the children he or she is teaching are aware of the natural disasters that they have and they would always be prepared in terms of having food, clean water and shelter. Hence it is not only teaching in the classroom but the teacher has a role to ensure that the children also acquire the skills to feel safe and live a healthy life.

As a curriculum developer in Bangladesh, I would ensure that the secondary school curriculum include life skills that the students will need to survive and live a full life. The curriculum will include life skills relating to the daily living of the people and their ways of doing things that keep them safe from natural disasters and how to live a healthy and sustainable life.

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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. Wheras Fiji is an island located in the Pacific where we experiences cyclone and flooding. Bangladesh have created floating classroom on the boat while in 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 Bangladesh apart 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 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. Therefore its very important that we adapt the curriculum and go with changes and help communities thrive despite environmental conditions.

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Bangladesh annual flooding has promoted them to come up with an innovative way to ensure that learning is not affected. It is not just academic, it also address other areas as well.

A teacher in Bangladesh wouls have additional responsibilities, example visiting students in different areas. This involves a lot of creative lessons to suit students especially those that are likely to be affected more like losing a loved one, thus the teacher also addresses their psychosocial needs.
3. Include lessons that addresses challenges in disasters, drills and also lessons on how to better care of the environment so that flooding decreases.

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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. Wheras Fiji is an island located in the Pacific where we experiences cyclone and flooding. Bangladesh have created floating classroom on the boat while in 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 Bangladesh apart 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 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. Therefore its very important that we adapt the curriculum and go with changes and help communities thrive despite environmental conditions.

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The educational environment in Bangladesh is very different from Fiji, especially in the flood-prone areas that Shidhulai Swanirvar Sangstha serves. The group works with communities impacted by seasonal floods in Bangladesh to provide education and basic amenities through floating schools, libraries, and clinics. While natural disasters like cyclones may present certain obstacles, the main learning environments in Fiji are often more conventional classroom settings. The focus of Shidhulai’s method is on adaptable, community-based learning to the particular difficulties presented by the environment.

In the Bangladeshi scenario, a teacher would have more duties than in a traditional classroom. They would have to modify their teaching strategies to fit the changing needs of a floating school. This entails knowing how to utilize the tools and technologies on the boat, making sure the pupils are secure throughout the learning venture.

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  1. Bangladesh learning condition has a vast difference upon comparison to Fiji’s school learning in terms of during cases like flooding; as past practice, schools in Fiji close down for number of days and then government used to deduct 2 weeks holiday break to cover up school missed, however, online classes were also taken but only few students used to tend up online, thus, Bangladesh learning condition looks great and innovative idea.
  2. Though it’s a great way of teaching, Bangladesh teachers has to be more active in terms of children safety from boarding in the boat till they get off.
  3. If I would have been curriculum developer in Bangladesh, I would have included practical classes- workshop for secondary schools on life survival skills and earning during flood crisis.
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In Bangladesh, the monsoon season carries an elevated risk of severe floods, which often lead to widespread damage throughout the country. In contrast, Fiji, a tropical island located in the South Pacific, grapples primarily with the impact of tropical cyclones. This means that the effects of cyclones in Fiji are typically confined to specific areas, in contrast to the extensive flooding experienced in Bangladesh.

As a result of the perilous flooding in Bangladesh, educators in the country bear additional responsibilities. These added roles entail a comprehensive grasp of evacuation protocols, expertise in providing first aid, swift response to emergencies, and the crucial duty of ensuring the safety of their students during natural disasters. Furthermore, teachers are entrusted with the vital responsibility of ensuring that students have access to clean food and water during emergency situations.

Given these unique challenges, the educational curriculum in Bangladesh should be carefully crafted to offer equal learning opportunities to all students, taking into account the distinctive circumstances they encounter.

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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.
A teacher within the Bangladesh case might have extra duties compared to standard study room settings. They could want to adapt their coaching techniques to the dynamic surroundings of a floating faculty. This consists of knowledge a way to use the generation and sources available at the boat, making sure the safety of college students in the course of flood-associated disruptions, and integrating the environmental and agricultural curriculum supplied by Shidhulai. They would additionally should be properly-versed in healthcare basics to provide clinical education and support.

If I had been a curriculum developer in Bangladesh for secondary schools, I might include core learning areas that specialize in environmental sustainability, climate trade model, and era use. The curriculum might emphasize topics like sustainable agriculture, river-based environmental conservation, computer competencies, and healthcare. Given the unique needs of flood-inclined regions, schooling might amplify past conventional topics, incorporating vital lifestyles capabilities and knowledge to assist communities thrive in spite of difficult environmental conditions.

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Education in Bangladesh is one of the basic requirements for everyone considering the idea that the country has a high number of uneducated individuals. The research herein focuses on
examining and analysing the strategies and policies that Bangladesh uses to ensure it
enhances the education in the country’s schools. The theory adopted is the accountability to show how the government of Bangladesh is trying to take measures on education.
2. eachers help students investigate more deeply into subjects introduced in primary school and expose them to more information about the world. Secondary school teachers specialize in a specific subject, they also may teach subjects that are career oriented. Additional responsibilities of secondary school Social Science teachers may include career guidance and job placement, as well as following up with students after graduation. Social Science teachers are working in a society loaded with social, environmental and economic problems. So it is very important to know whether Social Science teachers are happy or not in their profession; is they are facing any problem to do their real job; are they making effective citizen for the community and the world.
3.
The term curriculum integration (CI) refers to combining two or more subjects when teaching a topic. CI involves integrating the subject concepts, subject content (the facts or substantive knowledge), and subject competencies (or skills) developed in a topic. For example, the topic Polynesian migration to Aotearoa New Zealand could draw on subject concepts such as exploration, migration, navigation, settlement, and place from Geography, significance and whakapapa from History, and narrative and creative writing from English. The subject content is likely to be about specific Polynesian explorers and voyages, and the subject competencies might include map reading from Geography and narrative writing from English. The goal is to provide an opportunity for deep learning – a wider and deeper understanding of the topic as whole and, more importantly, an understanding of the subject concepts within that topic

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1.The learning conditions in the Bangladesh case differ vastly from the learning conditions in my context. Before I expand on these differences, I can’t help but be amazed with the big hearts that have made learning possible in these harsh conditions and challenging situations. Thus, the manner in which the learning content is delivered is a vast difference. Their concept of a moving school is definitely a foreign concept to our context where the school ,the content and everything revolving around learning is fixed.

2.A teacher in Bangladesh would have extra responsibilities which could include navigation knowledge, first respondent skills and knowledge.

  1. As a curriculum developer ,the core learning areas to include in the secondary school curriculum should align with their current primary school curriculum but with more in depth and complex content focusing on Agriculture, engineering and financial study on how the challenges posed by their weather conditions can be minimised and overcomed.