Demonstrating the Quality of Learner’s Experience and Engagement: Issues in Constructing Effective Evaluation Approaches on the English in Action Project, Bangladesh
The purpose of the DfID English in Action Project (EIA) currently running in Bangladesh is to ‘increase significantly the number of people able to communicate in English, to levels that enable them to participate fully in economic and social activities and opportunities’ (EIA, 2008). Supported open learning initiatives will employ media and technologies to supplement and enhance the learning and teaching of communicative English among school students, teachers and adults throughout Bangladesh. The comprehensive programme of research, monitoring and evaluation activities that accompany the project will demonstrate evidence of success and lessons learned from initiatives over the lifetime of the project, scheduled to complete in 2017. // This paper focuses on detailing distinctive ways in which ‘success’ should be articulated, arguing that both qualitative and quantitative approaches are required in order to fully understand the outcomes of the Project. It highlights the need for a wide range of stakeholders to engage with, examine and fully comprehend the extent to which quality outcomes from the project initiatives have potentially touched and impacted upon individual lives. // Discussion of evidence of ‘success’ will also reveal how the appropriate requirements for a set of purposive project-wide Baseline Studies were completed before any major project initiatives were launched. They demonstrate the pre-project situation relating to (a) the teaching and learning of communicative English ‘on the ground’ and (b) the contexts for communicative use of English within Bangladesh at that time. As a crucial element of the EIA research agenda, these studies will be repeated and extended on a three yearly cycle. Over time they will enable post-initiative comparisons to be made to determine what improvements have occurred and how, if at all, EIA has contributed to enhanced use of spoken English and in which particular contexts.
MetadataShow full item record
Showing items related by title, author, creator and subject.
Quality and Effectiveness of Distance Education in Secondary and Higher Secondary Programmes of Bangladesh Open University – A Learner-Based Evaluation Sultana, Sadia A; Kamal, Mostafa A; Laboni, Ananya (Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)To materialize Bangladesh’s goal for becoming a middle-income country by 2021 requires creation of techo-based large educated workforce. Due to socio-economic drawbacks a big number of students drop out from conventional ...
Learning from CEFM End Project Evaluation: Backword Integration and Learning for Future Approaches in Planning of Projects for Young Girls in Tanzania and Bangladesh De, Kuntal (Commonwealth of Learning (COL), 2019-09)The GirlsInspire initiative is a unique and holistic approach to address the awareness and livelihood issues of girls and young women. The initiative adapted a community orientation for its two directions, on is to stop ...
Increasing Access to Cost-effective, Equitable and Flexible Higher Education through Open and Distance Learning in Bangladesh Islam, Tofazzal (2010-11)The objectives of this study were to (i) examine how BOU offers increasing access to cost-effective, equitable and flexible higher education compared to conventional systems by analyzing data from primary and secondary ...
Using a Constructivist Approach to Develop Self-Learning Materials and Promote Learner Engagement for Out-Of-School Children in Sri Lanka Wanniarachchi, Nanda (Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)Addressing the issue of access to quality education is a matter of urgency, and yet the formal education system has not tended to provide education for all. For out-of school children, therefore, distance and open learning ...
Warner, Steve C (2010-11)At present the National Open School of Trinidad and Tobago (NOSTT) operates many centres in several parts of Trinidad and Tobago. From its inception in 2007, the author has been a part of NOSTT in two different areas – ...