Education and its Impact on Social Development: A Study of the BRAC Education Program in Northern Bangladesh

Abstract

This explorative research work titled “Education and Its Impact on Social Development: A Study of The BRAC Education Programe in Northern Bangladesh” was carried out based on both primary and secondary data. The study aims at exploring the impact of BRAC Education on social development issues in some selected areas of northern Bangladesh (Sariakandi and Shajahanpur upazila in Bogra district) with a view to finding out relationship (if any) between BRAC Education Program and social development. Education is the process of imparting knowledge, skills and attitude to the learners through teaching-learning interactive activities carried out in the social setting of a school. In the education process, inputs are transferred to the learners by the teachers for the development of the learners and the sum total of these inputs combinedly develop the learners’ human capital. In Bangladesh enrolment in a primary school is ensured almost for all children. However, a large number of these children drop-out from school before completing their primary education upto class five. BRAC Education Program (BEP) specially targets these children and tries to impart basic education (similar to primary level) to them. The present research was designed to study the impact of BRAC Education on social development in some selected areas in northern Bangladesh. Sariakandi and Shajahanpur were two upazillas of Bogra district that have been selected as the study area. The reasons behind choosing these two upazillas are mainly that these are remote areas of Bangladesh, where BRAC Education Program was running. Moreover, people of these two upazillas were victims of river erosion. They were forced to migrate from their ancestor’s land due to erosion of Jamuna river.The forced migration, brought change in their livelihood, which made them hard core poor. They were deprived of many essential fundamental rights and basic needs. The school age children were also deprived of getting general primary education. Some of those who got enrollment were later dropped out. BRAC, the largest NGO in Bangladesh runs its Education Program (BEP) at Sariakandi and Shajanpur Upazilas of Bogra district. The researcher as a student of Sociology got interested and inspired to study the impact of BRAC Education Program on social development in the areas mentioned above. The study is explorative and empirical. Both qualitative and quantitative methods have been used to collect and analyze the data for this study. Social survey, case study and observation methods have been used. The ‘BRAC graduates’ (312) and those ‘never enrolled to school’ (30) were the principal respondents. Moreover, the parents/guardians of both groups have been interviewed. Their perceptions about self development and social development have been considered. Statistical tools like frequency distribution, averages and percentages have been used to analyze the data. Impact of BRAC Education Program on social development has been measured through comparing the BRAC graduates with the ‘never enrolled to school group’ in terms of some indicators of social development, e.g., empowerment level, health awareness, family aspiration involvement in community affairs and environmental awareness. The major findings of the study are briefly mentioned here. These are: investment in education is sustainable and gives slow and gradual returns to the educated person. It focuses on the learners’ self and self-awareness. It focuses on the social awareness and environmental awareness. It equips the BRAC graduate to grow and to cope with the situation. Most of the BRAC graduates were continuing education and they did not begin to earn money yet. Therefore, BRAC Education (BEP) did not have any direct impact on income of the graduates. However, it had significant positive impact on other indicators e.g. contributing to decision making, health awareness, self esteem and most of the indicators mentioned above. BRAC Education makes them confident. It helps them to be aware of their self [themselves] and safety. However, very little impact of BRAC Education Program (BEP) was observed regarding interacting with community people, knowledge of family planning immunization, importance of having similar attitude towards sons and daughters, importance of schooling for both sons and daughters etc. Based on the findings of the study some recommendations have been given. A few of them are as follows: Investment in education should be enhanced for sustainable social development. Social learning lab should be set up. Establishment of community school for social skill enhancement should also be taken into consideration. Social needs should be assessed and analyzed to formulate learning strategies. Life based education, vocational education and training can be used to produce potential work force. Women and girls deprived of formal education can be brought back to social education network so that they can contribute a lot to their community development. Social development bank can be set up in the rural areas to disburse loan to the needy people so as to participate economic activities for their better livelihoods. Self awareness, social awareness and community development through community participation can be encouraged and special projects and program can be launched. Social development indicators can be defined and standards can be set as per Bangladesh perspectives. Social development data bank and information management should be kept in every upazila documentation archive and further intensive research can be suggested to be carried out by interested researchers in future.