Shidhulai Swanirvar

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Here are some core learning areas that I would consider including in the secondary school curriculum:

  1. Language and Literature:
  • Emphasizing proficiency in the national language and fostering an appreciation for Bangladeshi literature and culture.
  • English language: Developing strong English language skills to facilitate international communication and opportunities.
  1. Mathematics:
  • Mathematics: A comprehensive program covering topics like algebra, geometry, statistics, and calculus to build strong quantitative and problem-solving skills.
  1. Science:
  • Physics, Chemistry, Biology: In-depth study of the physical and life sciences to foster scientific thinking and understanding.
  • Environmental Science: Addressing environmental issues and sustainability.
  1. Social Sciences:
  • History and Bangladesh Studies: Teaching the history and culture of Bangladesh.
  • Geography: Understanding local and global geography, including geographical challenges.
  • Civics and Social Studies: Promoting civic education, human rights, and social responsibility.
  1. Foreign Languages:
  • Offering the study of one or more foreign languages to promote international communication and cultural awareness.
  1. Information Technology:
  • Computer Science and Digital Literacy: Teaching computer programming, software applications, and digital skills.
  1. Arts and Culture:
  • Music, Art, and Cultural Studies: Encouraging creative expression and cultural preservation.
  1. Physical Education and Health:
  • Physical Education: Promoting physical fitness, sports, and well-being.
  • Health Education: Teaching about health, nutrition, and personal hygiene.
  1. Vocational and Technical Education:
  • Offering vocational courses related to the local job market, such as agriculture, textiles, and technology.
  • Technical skills training in areas like automotive repair, electronics, and construction.
  1. Ethics and Values Education:
  • Teaching ethical values, morality, and character development.
  1. Entrepreneurship and Financial Literacy:
  • Preparing students for economic independence through lessons in entrepreneurship, financial literacy, and business management.
  1. Disaster Preparedness:
  • Providing education on disaster preparedness, response, and resilience in a country prone to natural disasters.
  1. Community Service and Social Responsibility:
  • Encouraging students to engage in community service and contribute to society.
  1. Gender and Social Inclusion:
  • Integrating content that promotes gender equality, human rights, and social inclusion.
  1. Career and College Readiness:
  • Preparing students for future careers and further education, including guidance on college admissions and career planning.
  1. Extracurricular Activities:
  • Encouraging participation in clubs, sports, and other extracurricular activities to develop well-rounded individuals.
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When it comes to flooding and natural disasters, Fiji is not like Bangladesh. Due to the high risk of flooding, schools are closed during floods and other natural disasters. Students are compelled to stay at home for their safety, but they are nevertheless provided with assignments, worksheets, and online courses to keep them occupied.

Teachers in Bangladesh would have would have to prepare in creating digital learning materials for their students so that weather or distance would not hinder their ability to learn. Learning ought to go beyond the disruptions caused by climate change.

Education should be well-rounded, meeting students’ needs for growth in their academic, professional, and personal lives while also taking into consideration the unique opportunities and challenges that Bangladesh presents, including environmental sustainability and global connectedness. Regular reviews and updates of the curriculum are necessary to ensure that it remains relevant and adapts to changing societal and educational demands.

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Blue Economy includes environmentally and socially sustainable commercial activities, products, services, and investments that depend on or affect coastal and marine resources, ecosystems, and species. Since the economies of many Pacific Island nations depend heavily on the sea, elements of the blue economy are extremely pertinent to their curricula. This covers the customary maritime sectors including fishing, shipping, and tourism. Extraction, resource use, or ecosystem service use should avoid harming the ecosystems and species that provide that good or service. Marine and coastal ecosystems are closely connected to each other and to land-based systems, particularly through wetlands and waterways.

In addition, the region is becoming more and more dependent on developing industries like aquaculture and marine biotechnology. Benefits of blue economy: create green energy and fight climate change. professions and therefore create jobs in construction, maintenance and administration. shipping and tourism, have potential of growing and become greener with new technologies.

However, there may be gaps in the curriculum regarding the sustainable management and conservation of marine habitats, especially in light of climate change and pollution. These factors are critical to the long-term health of blue economy sectors. It is also critical to promote collaboration between nation-states and the public and commercial sectors. The need of regional cooperation in managing shared maritime resources may need to be emphasized in the curriculum.

In addition, although it might not be sufficiently addressed, acknowledging and including the importance of ecosystem services rendered by oceans—like carbon sequestration and coastal protection—is crucial. By filling in these gaps, we can better equip Pacific region students to participate in and support the blue economy’s sustainable growth while protecting the wellbeing of marine ecosystems.

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When it comes to flooding and natural disasters, Fiji is not like Bangladesh. Due to the high risk of flooding, schools are closed during floods and other natural disasters. Students are compelled to stay at home for their safety, but they are nevertheless provided with assignments, worksheets, and online courses to keep them occupied.

Teachers in Bangladesh would have would have to prepare in creating digital learning materials for their students so that weather or distance would not hinder their ability to learn. Learning ought to go beyond the disruptions caused by climate change.

Education should be well-rounded, meeting students’ needs for growth in their academic, professional, and personal lives while also taking into consideration the unique opportunities and challenges that Bangladesh presents, including environmental sustainability and global connectedness. Regular reviews and updates of the curriculum are necessary to ensure that it remains relevant and adapts to changing societal and educational demands.

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Activity 4

  1. How do the learning conditions in the Bangladesh case differ from learning conditions in your context?

The Bangladesh system work in four themes: learning, sustainable agriculture, healthcare and climate change.

Their focus is on providing floating schools to ensure kids get to class when the water rises in Bangladesh. The boat is contains narrow benches and the kids sit shoulder-to-shoulder. They have blackboard on one end. There have no restriction on the clothes they wear. The schools on land are closed during Monsoon while schools on boat float all year.

The case is similar to our country except that Fiji is faced with hardships during cyclone seasons. The cyclone season which starts from Mid-October to Mid-April normally brings rain and cyclones. Sometimes the schools get damaged and Aid Agencies provide temporary shelters for schools to house their classes on land. Nevertheless, students are provided free tuition and transportation to and from school. The government pays for the bus fare for the students. There are also provisions for rural service routes and boats in the free transportation program where government pays for transportation. The government also pays tuition fees for students and encourages them to school up to Year 13.

In your view, what additional responsibilities would a teacher in the Bangladesh case have?

In Bangladesh if the students can’t go to school because of transportation, then the schools go to them. They ensure all-year-round education.

If you were a curriculum developer in Bangladesh, what are the core learning areas you would include in the secondary school curriculum?

The major problems of Bangladesh seems to the problem of inequality. There is a gap between the poor and the rich. Also there is a problem of overpopulation. Hence the opportunity for education development is compromised. The government should look into creation of jobs, employment opportunities, and focus on economic sustainability. The Bangladesh Government’s plans must include means to eradicate poverty by providing education in utilising agricultural resources, developing communal facilities like Water, distributing agricultural tools, and family planning. The curriculum developer’s role must focus on the same areas as well.

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  1. There’s a significant difference between Bangladesh and Fiji when comparing the learning conditions of the two countries. Fiji is not so much of a flood-prone country due to geographic factors and the vast distinction is identified in the;
  • education system and infrastructure
  • technology accessibility
  • geographical location
  • challenges and access to resources
  • natural disasters
  1. In my point of view the additional responsibilities of a teacher in the Bangladesh case would be;
  • a life guard security
  • first aid health responder
  • evacuation and safety security
  • co captain
  • keep constant updates on weather forecasts
  1. If I were a curriculum developer in Bangladesh, the core learning areas I would include in the secondary school curriculum are as follows;
  • English only policy
  • Agriculture and technical education
  • ICT
  • Arts and Craft
  • Music
  • Basic life skills
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1.Difference in learning conditions

  • Floating school
  • Congestion
  • No proper desk and chair
  • Solving transportation issues
  • Students are independent
  • Teacher freedom – no restriction on teaching modes
  • main concern is learning and not attire
  • can manage with little resources
  • life long learning on survival with little resources

2.Responsibilities of Bangladesh teacher

  • Student safety to and from school
  • Student safety while in the floating school
  • Child welfare (provision of basics)
  • Attend to health emergencies
  • Provision of resources
  • Use own resources to teach
  • Student safety in case of natural disasters

3.Core Learning Areas

  • Physical health maintenance
  • Survival with limited resources
  • Traditional processes of livelihood
  • ICT skills for online platforms
  • Course content based on employment needs of Bangladesh.
  • Project based assessments in groups with flexible timing.
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Looking at the learning condition in Bangladesh, in my country we don’t have flooding at a regular rate and most of the times, the schools are only closed for a few days and resumes normal classes as soon as the weather clears.

Since flooding is common in Bangladesh, teachers are added with more responsibilities to ensure that students continue learning even when they are affected with the disaster. Teachers may need to be well prepared with alternative teaching methods during the time of the flooding so that the education of the children is not affected.

The secondary school curriculum in Bangladesh typically covers a range of core learning areas to provide students with a well-rounded education. Some of the changes that I would propose would be in the following fields:

Science:

Science education includes physics, chemistry, biology, and environmental science. More curriculum needs to be developed for environmental science and the impacts of natural disasters in Bangladesh.

Social Studies:

This subject area covers a wide range of topics, including history, geography, civics, economics, and sociology. It aims to provide students with an understanding of their society and the world. More emphasis on the structure of places in Bangladesh will help students better understand on why the floods happen.

Physical Education and Health:

Physical education includes sports and fitness activities, while health education covers topics such as nutrition, hygiene, and wellness. More emphasis needs to be placed on hygiene so that students affected by the flooding continue to practise good hygiene.

Life Skills Education:

Life skills education covers important skills like problem-solving, decision-making, financial literacy, and career planning. There needs to be more elaboration on this so that students can navigate through difficult situations such as the flooding’s.

Environmental Education:

With a focus on environmental sustainability and conservation, students learn about environmental issues and conservation practices.

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Very good and extensive responses

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  1. In Nigeria, there are also riverine areas that have similar conditions with Bangladesh, though the conditions might not be so extreme, but I think this innovation can help alot to encourage learning. In my area it is not the same but there are security concerns which prevent young children from going to school. However this Bangladesh situation will not work due to high population in Northern Nigerian cities.
  2. The teacher would have additional responsibility of being trained to become experts in dealing with disaster situations.
  3. The curriculum should include lifelong skills and swimming skills, emergency management techniques and importantly digital skills need to be taught and govenrment should make sure all the requisite infrastructure are put in place.
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1.In my context when there’s a natural disaster like floods and cyclones all schools were closed until it is clear while in Bangladesh even in floods schools still takes place since it is happening on the boat and it comes to children which is more flexible and easy for children during floods and other disasters .
2.Teachers not only teach but also see and take care of the safety of children on board as they are moving on water which is more risky.Movement on the boat will be monitored and supervised and playing will be restricted.
3.I will include farming and agriculture, carpentry as the place is always wet and flooded they should be well equipped on how to grow vegetables in wet places using innovative ideas and also construct sea transport that are suitable for living and learning in times of disasters.

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The educational environment in Bangladesh is very different from Fiji, especially in the flooded areas that Shidhulai Swanirvar Sangstha serves. The organizations with communities impacted by seasonal floods in Bangladesh offer education and basic amenities through floating schools, libraries, and clinics. While natural catastrophes like cyclones may provide 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 balanced school. This entails knowing how to utilize the tools and technologies on board, making sure the children are secure in the event of flooding, and incorporating Shidhulai’s environmental and agricultural curricula. In order to offer medical instruction and assistance, they would also need to be well-versed in the fundamentals of healthcare.

Developing a secondary school curriculum in Bangladesh would need me to incorporate fundamental learning areas that center on environmental sustainability, climate change adaptation, and technology usage. Sustainable agriculture, river-based environmental conservation, computing skills, and healthcare would all be prioritized in the curriculum. Education would go beyond standard topics to provide vital life skills and information to support communities in thriving despite difficult environmental conditions such as flood.

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In terms of learning conditions, Bangladesh and Fiji may have different challenges related to adverse climatic conditions. Bangladesh is prone to flooding and cyclones, which can disrupt the education system by damaging infrastructure and making it difficult for students to attend school. In Fiji, the challenges may include cyclones, tropical storms, and rising sea levels due to climate change, which can also impact access to education.

In the Bangladesh case, teachers may have additional responsibilities related to ensuring the safety and well-being of students during adverse climatic conditions. This may include developing emergency preparedness plans, teaching students about disaster risk reduction, and providing support to students and their families in the aftermath of natural disasters.

As a curriculum developer in Bangladesh, core learning areas to include in the secondary school curriculum could focus on climate change adaptation and mitigation, disaster risk reduction, environmental sustainability, and practical skills for coping with adverse climatic conditions. Additionally, incorporating technology and distance learning methods to ensure continuity of education during periods of disruption could be essential.

These are general considerations, and specific details would depend on the local context and needs of the students in Bangladesh.

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Regarding learning environments, Bangladesh and Fiji could have distinct difficulties because of unfavorable weather. Bangladesh is vulnerable to cyclones and flooding, which can cause infrastructural damage and make it difficult for pupils to attend classes. Cyclones, tropical storms, and increasing sea levels brought on by climate change could be problems for Fiji and affect the country’s ability to access education.

In the instance of Bangladesh, educators might be responsible for extra duties pertaining to making sure pupils are safe and healthy during inclement weather. Creating emergency preparations, teaching students how to reduce their risk of disaster, and helping students and their families in the wake of natural disasters are a few examples of what this might entail.

As a curriculum developer in Bangladesh, I would concentrate on disaster risk reduction, environmental sustainability, climate change adaptation and mitigation, and practical skills for dealing with unfavorable weather conditions as core learning areas for the secondary school curriculum.

Incorporating technology and distance learning techniques may also be necessary to maintain educational continuity during disruptive times.

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I feel that my area’s propensity for cyclones rather than flooding is the main distinction between my learning environment and that of Bangladesh. If there is no damage to the school infrastructure, it is definitely possible to continue with classes during flooding. In this instance, the primary benefit is that the schools in Bangladesh are floating. This is a lot like what happens in Fiji, where we are given tents and makeshift sheds by NGOs and governments to optimize our learning opportunities.
Teachers in Bangladesh are therefore required to take particular care to ensure their own safety, the protection of the children entrusted to their care, and the safety of their families, whom they have left behind in their respective homes.

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Bula,
The story on Shidhulai Swanirvar was very interesting and motivating at the same time to know about a man who used his education to good cause and provide education to the less fortunate.

  1. In my country, we are also affected by climate change but not as serious as the Bangladesh case as schooling in my country continues in a structured building.
  2. In my view, an additional responsibility a teacher in Bangladesh would have is ensuring that no child has jumped or fell in the water.
  3. Teaching students how to swim as learning takes place in the boat and students are surrounded by waters which can be a hazard to learning.
    Vinaka,
    Siteri
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Learning conditions in flood-prone areas of Bangladesh and Kenya differ significantly due to various factors, including geographical, socio-economic, and infrastructural differences:

  1. Geographical Context:
  • Bangladesh, located in the low-lying Ganges-Brahmaputra Delta, faces annual flooding due to monsoon rains and rivers overflowing. In contrast, Kenya has diverse landscapes, with some regions prone to floods but not experiencing widespread annual flooding like Bangladesh.
  1. Frequency and Severity of Flooding:
  • Bangladesh experiences more frequent and severe floods compared to many regions in Kenya. The severity and duration of flooding impact the extent of damage to infrastructure, including schools and educational facilities.
  1. Infrastructure and Resources:
  • Educational infrastructure in flood-prone areas of Bangladesh often faces more challenges due to repeated flooding. Schools may be more susceptible to damage, and access to resources such as textbooks, technology, and safe learning environments could be limited.
  • In Kenya, while some regions face flood risks, the impact on educational infrastructure might vary based on the severity and frequency of floods in those specific areas.
  1. Community Resilience and Coping Strategies:
  • Communities in flood-prone areas of Bangladesh have often developed adaptive strategies to cope with floods, including elevated structures, early warning systems, and community-based response plans. These measures may also extend to schools and educational facilities.
  • In Kenya, regions prone to floods may have different coping mechanisms based on their local context and the resources available within the community.
  1. Government Response and Support:
  • Bangladesh has established systems for disaster management and response due to its recurring flood challenges. There might be specific policies and support mechanisms in place to address educational disruptions during and after floods.
  • Kenya may have its own disaster response strategies, but the focus and extent of support for educational continuity might differ based on the localized impact of floods.

Teachers in flood-prone areas of Bangladesh and Kenya may face additional responsibilities due to the distinct challenges and contextual differences related to the frequent occurrence of floods. Here are some additional responsibilities a teacher in Bangladesh’s flood-prone areas might have compared to a teacher in Kenya:

Bangladesh:

  1. Disaster Preparedness Education:
  • Teachers may need to educate students on disaster preparedness, including safety protocols during floods, evacuation procedures, and basic survival skills.
  1. Early Warning Systems:
  • Educating students about recognizing early warning signs of floods and understanding how to respond to alerts or warnings issued by local authorities.
  1. Temporary Learning Arrangements such as the School Boat:
  • Organizing and facilitating temporary learning arrangements in case of school closures due to floods, such as setting up makeshift classrooms or utilizing community spaces.
  1. Post-Flood Recovery Support:
  • Supporting students emotionally and academically in the aftermath of floods, addressing trauma, and ensuring continuity of education amidst recovery efforts.
  1. Advocacy for Education Continuity:
  • Engaging with local authorities and communities to advocate for continued educational support, resources, and infrastructure development to minimize disruptions caused by floods.
  1. Resource Management and Protection:
  • Taking measures to safeguard educational resources, including textbooks, teaching materials, and technology, from damage caused by flooding.

Kenya:

While teachers in Kenya’s flood-prone areas may not face the same frequency and severity of floods as in Bangladesh, they might have distinct responsibilities related to localized challenges:

  1. Community Engagement and Support:
  • Collaborating with local communities to develop emergency response plans specific to the region’s flood risks and ensuring the safety of students during flood events.
  1. Infrastructure Maintenance and Resilience:
  • Contributing to efforts aimed at maintaining school infrastructure resilience against flooding, including implementing preventive measures or participating in repair and maintenance initiatives.
  1. Health and Hygiene Education:
  • Educating students on health and hygiene practices during flood emergencies to prevent waterborne diseases and promote sanitation measures.
  1. Community Development Initiatives:
  • Engaging in community development initiatives focused on flood mitigation, environmental conservation, and resilience-building activities within the educational curriculum.
  1. Resource Adaptation and Utilization:
  • Adapting teaching methodologies and utilizing resources that are resilient to floods, such as digital learning materials and strategies suitable for remote learning in case of disruptions.

While both scenarios require teachers to adapt and address challenges posed by floods, the specific responsibilities may vary based on the severity, frequency, and local context of flood-prone areas in Bangladesh and Kenya.

In developing a secondary school curriculum for Bangladesh’s flood-prone areas, it’s crucial to integrate learning areas that not only address academic needs but also equip students with skills and knowledge relevant to the challenges posed by frequent floods. Here are core learning areas that could be included:

  1. Disaster Preparedness and Risk Management:
  • Disaster Education: Understanding natural disasters, particularly floods, including early warning systems, evacuation procedures, and emergency response strategies.
  • Risk Assessment: Teaching students to assess flood risks, vulnerabilities, and the impact of floods on communities and ecosystems.
  1. Environmental Studies and Sustainable Practices:
  • Ecological Understanding: Studying local ecosystems, river systems, and wetlands to understand their role in flood mitigation and biodiversity.
  • Sustainable Practices: Promoting sustainable land use, waste management, and conservation efforts to reduce environmental impact and enhance resilience.
  1. Civic and Community Engagement:
  • Community Resilience: Learning about community-based initiatives for flood resilience, including community planning, disaster management, and collective action.
  • Advocacy and Leadership: Developing skills for active citizenship, leadership, and advocacy in addressing flood-related issues at local and regional levels.
  1. Science and Technology for Disaster Management:
  • Geography and Hydrology: Understanding the geography of flood-prone areas, river systems, and hydrological processes influencing floods.
  • Technology Use: Integrating technology for flood monitoring, early warning systems, and innovative solutions for disaster management.
  1. Health and Safety Education:
  • Health and Hygiene: Educating on health risks during floods, waterborne diseases, sanitation, and safe practices to prevent illnesses.
  • Mental Health Support: Providing guidance on coping mechanisms, stress management, and psychological support during and after disasters.
  1. Adaptive Learning and Resilience Skills:
  • Adaptive Skills: Fostering adaptability, problem-solving, critical thinking, and resilience-building skills to navigate challenges posed by floods.
  • Livelihood Diversification: Exploring alternative livelihood options and skills development for economic resilience in flood-affected areas.
  1. Literacy and Numeracy with Real-World Applications:
  • Functional Literacy: Emphasizing literacy and numeracy skills with practical applications related to disaster preparedness, response, and community engagement.
  1. Cross-Curricular Integration:
  • Interdisciplinary Projects: Encouraging projects that integrate multiple subjects to address real-world flood-related challenges, fostering holistic learning experiences.

By incorporating these core learning areas into the secondary school curriculum, students in Bangladesh’s flood-prone areas can develop not only academic competencies but also essential life skills and knowledge crucial for coping with and mitigating the impact of frequent floods on their communities and environment.

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  1. The learning conditions in the Bangladesh are different from Vanuatu where we walk to school and we have build permanent buildings for classrooms.
  2. 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.
  3. 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
1 Like
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  1. In Yobe State of Nigeria, we have desert encroachment as environmental challenges in addition to flooding.
  2. Additional responsibility for Bangladesh teachers is being excellent swimmers in rescuing learners in danger.
  3. As a curriculum designer, I will include swimming, diving, rescue topics as part of the curriculum.