Abstract/Details

Accelerated learning as an alternative approach to education: Possibilities and challenges faced by CHOLEN, an NGO program in Bangladesh


2007 2007

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Abstract (summary)

This dissertation is based on a field study of an alternative schooling program, CHOLEN, in Bangladesh. The purpose was to seek a clearer understanding of an alternative education model known as 'accelerated learning', where the time required for learning is much shorter than in conventional models, and is used where learners are unable to attend normal schooling due to poverty, cultural barriers, or conflict. CHOLEN used innovative strategies to enhance learning for tribal/indigenous children who were marginalized and bypassed by mainstream education.

Key among the strategies used by CHOLEN was 'activity-based learning' that allowed learning to be organized around activities, rather than relying solely on the textbook, expanding learning outside the classroom to the learner's life and environment, creating a friendly learning environment, and using varied materials and methods to deepen the learning experience. Teacher training helped to develop teachers as facilitators with creativity and openness to shift from conventional methods to learner-centered ones. The training used a 'reconstruction approach' which taught teachers how to create their own learning activities.

The study also looked at the policy context of CHOLEN. As a non-governmental or NGO program, what were the possibilities and challenges it faced. It looked particularly at the kinds of training and support systems that were essential to effective implementation of this approach.

The study employed qualitative methods, using interviews with teachers and trainers, classroom observations of learners, and discussions with parents and community members. The schools studied included both community and government schools so that comparisons could be made as to how the training was applied by teachers in these two systems.

The major findings were that CHOLEN promoted 'accelerated learning' by creating a 'culture of learning'. This involved changing beliefs and assumptions of teachers, trainers, and supervisors about learning, learners, the role of teachers, and building a new vision. Changing beliefs went hand-in-hand with practicing new ways of teaching-learning where learners took active role in learning, group and peer-learning were the norm, and learning was often in the form of games and fun. Community members actively participated in supporting this changed environment of learning.

Indexing (details)


Subject
Teacher education;
Curricula;
Teaching;
Educational theory
Classification
0530: Teacher education
0727: Curricula
0727: Teaching
0998: Educational theory
Identifier / keyword
Education; Accelerated learning; Activity-based learning; Alternative schools; Bangladesh; CHOLEN; Nongovernmental organizations
Title
Accelerated learning as an alternative approach to education: Possibilities and challenges faced by CHOLEN, an NGO program in Bangladesh
Author
Gomes, Mary Monica
Number of pages
395
Publication year
2007
Degree date
2007
School code
0118
Source
DAI-A 68/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549170570
Advisor
Evans, David R.
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3275749
ProQuest document ID
304839636
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304839636
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