Bangladesh: BRAC Primary School Programme



To develop a school model for the underprivileged /primary school dropout children, especially girls, to complete the 5 year primary school syllabus in 4 years.


Implementing organization: BRAC


(Funding) partner organization: DFID, CIDA, Royal Netherlands Embassy, Royal Norweigian Embassy, Oxfam, NOVID, UNICEF, AusAID


Year of Launch: 1972(BRAC), 1985 (BRAC primary schools)


Policy Support Mechanism:

BRAC has permission from the Ministry of Primary and Mass Education to establish pre-primary schools on the campuses or catchment areas of government primary schools or registered non-government primary schools.


Target Learners:

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  • BRAC primay schools (8-10 on initial enrol)
  • BRAC adolescent primary schools (11-14)
  • Children from the most disadvantaged backgrounds/ethnic minorities, children with special needs and those who live in the remotest and hard-to-reach areas of Bangladesh




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  • BRAC developed textbooks for Grades I–III, and supplementary materials based on needs assessments. BEP also provides supplementary materials for Grades IV–V along with government textbooks in core subjects. This development is needed to adapt the government curriculum to BEP texts and teaching methods.
  • The design of the materials is student-centred, gender-sensitive and participatory.



Duration: 4 years


Integration into formal Education/Accrediation Certification system:

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  • Bangladesh Government has given the approval to BRAC Primary School students to appear for National Primary Completion Examination (Shomaponi Examination) which is a pivotal examination that occur at the end of the grade 5, which recognized the equivalency of complete primary education.
  • 97% of BRAC primary education graduates are transferred to formal secondary schools.
  • As a follow-up (to ensure BRAC primary graduates’ secondary level sustainability and completion), BRAC started TBS (Tracking of BRAC Graduates at secondary schools) Programme.



Teachers’ Recruitment and Training:

Training for Primary school teachers: Teachers undergo an initial 12-day training course to repeat basic information on teaching and learning and to enhance their teaching abilities. They subsequently participate in monthly, subject-based refresher courses. Basic training: 12-15 days, Orientation prior to school opeing: 4 days, Orientation prior to grade change (Grade 1-3): 5 days, Orientation prior to grade change (Grade4-6): 6 days, Monthly refreshers (Grade1-3/1-2days, Grade4-6/2-3days)


Students’ Assessment of learning:

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  • Ongoing assessment
  • Periodical assessment
  • Formal examination at grade 5
  • Assessment through monitoring of student’s learning performance
  • Assessment of co-curricular activities



Monitoring/Evaluation system:

BRAC Education Programme (BEP) has a separate monitoring unit. Monitoring is an integral part of BEP’s internal control mechanism.


Community Involvement:

  1. School Management Committee: Ensures teachers’ attendance, school timing, and arrangements for the parents’ meeting, and transfers to the secondary school after the children completed the primary cycle.
  2. Parents’ Forum: Ensure children’s regular attendance


Positive aspects:

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  •  School timings are flexible and are fixed according to needs.
  • Children do not have to pay any fees and there are no long holidays
  • Children with Special Needs receive corrective surgeries along with devices like wheelchairs, hearing aids, glasses and ramps
  • Ethnic children receive class lecture and course materials in their own languages up to grade two so that they can overcome language barriers and cultural gaps
  • BRAC primary schools graduates are being tracked by BRAC for further study.
  • Monthly teacher refreshers training build teacher’s capacity
  • Parents active involvement help to run school smoothly



Other Information:

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  • Numbers of  BRAC Primary school: 22,618
  • Special Interventions: Boat school, Schools for children living in brothels, Education for Ethnic Children, Multilingual School for Chakma Ethnic Community, Inclusion of Children with Special Needs, Inclusion of Horizon Children


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  • Urban slum eviction
  • River erosion, flood, cyclone
  • Migration of family: Economic migration is a regular phenomenon where people migrate from one place to another to maximize their income.
  • Shortage of teachers in ethnic minority , haor and remote areas.
  • Per child cost is raising day by day raise



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