Project Overview

Non-formal education is essential for addressing educational inequality in Bangladesh, particularly among marginalized communities who lack access to traditional schooling. Education is a fundamental right, yet millions of children from extreme poor backgrounds remain deprived of learning opportunities due to poverty, social exclusion, and inadequate access to formal education. Children from these backgrounds, particularly in rural areas like Kumarkhali Upazila, Kushtia, often drop out before completing Grade 5/Primary School Certificate (PSC) due to financial hardships, family responsibilities, and geographical remoteness. This disruption in education severely limits their future employment prospects and continues cycles of poverty across generations.

To bridge this gap, FAIR, with financial support from BRAC, launched the Non-Formal Education Support for Extreme Poor People project. This initiative provided an alternative education model tailored for out-of-school children through non-formal education in Bangladesh. The project focused on community-driven flexible learning, prioritizing inclusivity, particularly for students with disabilities.

Through this non-formal education model, FAIR ensured that marginalized children not only completed their primary education but also received academic guidance and transition support to continue into the formal education system, thereby improving access to education for the poor and marginalized communities in Bangladesh.

Project Rationale

Non-formal education in Bangladesh plays a critical role in bridging the educational gap for extreme poor students. Education inequality remains a persistent challenge, particularly for children from underprivileged families who face financial constraints and lack of parental support to continue formal schooling. Several key factors highlight the necessity of this education for poor students:

• High Dropout Rates: Many children from low-income families leave school before completing primary education due to economic instability, household responsibilities, or lack of school accessibility.
• Limited Inclusive Learning Opportunities: Children with disabilities in Bangladesh face significant barriers to education due to infrastructure limitations and a lack of specialized teaching approaches.
• Rigid Formal Education System: The traditional education system fails to accommodate the unique challenges of marginalized students, discouraging them from pursuing further studies.
• Limited Awareness Among Parents: Many parents from marginalized backgrounds prioritize child labor over education, seeing immediate economic benefits rather than long-term educational gains.
• Gender Disparity in Education: Girls from poor communities are more likely to drop out due to household responsibilities, early marriage, or cultural norms.

Recognizing these barriers, FAIR developed this project to create a flexible, inclusive, and accessible non-formal education system, allowing dropout students to resume their education, build foundational skills, and reintegrate into mainstream education.

Project Objectives

1. Ensure Quality Primary Education: Enable dropout students to complete Grade 5/PSC through an alternative learning system.
2. Promote Inclusive Learning: Provide priority admission and specialized educational support for students with disabilities.
3. Enhance Flexibility in Learning: Establish an adaptable non-formal education model tailored to the circumstances of extreme poor families.
4. Increase Parental & Community Engagement: Raise awareness and involvement among parents to prioritize education over child labor.
5. Facilitate Transition to Formal Education: Assist students in continuing their studies beyond Grade 5 through structured non-formal education pathways.

Implementing Organization: Friends Association for Integrated Revolution (FAIR)
Funding & Partnership: BRAC
Implementation Area: Kumarkhali Upazila, Kushtia, Bangladesh
Project Duration: 2013 – 2016
Target Beneficiaries: 180 dropout students, including 08 students with disabilities

Key Activities

Establishing Non-Formal Schools

• 06 non-formal education centers were established in remote areas, ensuring easy access for dropout students.
• Schools operated under a one-teacher-one-classroom model, accommodating 30 students per classroom.
• Classrooms were equipped with essential learning materials, books, and visual aids to enhance the education experience.

Flexible & Inclusive Learning Environment

• Accelerated curriculum helped students catch up on missed education through structured non-formal education methods.
• Flexible class schedules allowed students to balance education with family responsibilities.
• Interactive teaching methodologies such as storytelling, group activities, and creative assignments made learning engaging.

Teacher Training & Community Engagement

• 06 trained teachers provided mentorship and regular monitoring of student progress.
• Parent-teacher meetings were conducted to encourage parental support and reduce dropout rates.
• Extracurricular activities (dance, music, painting, and storytelling) fostered a holistic learning experience.

Special Support for Students with Disabilities

• 08 students with disabilities received personalized learning support and assistive education tools.
• Teachers utilized inclusive teaching techniques to enhance accessibility.
• Peer support initiatives facilitated the social integration of students with disabilities.

Monitoring & Follow-up Support

• Regular assessments ensured students achieved expected learning outcomes.
• Transition support mechanisms facilitated the movement from non-formal to formal education.
• Local education committees were formed to sustain project’s impact.

Outputs & Achievements

• 06 non-formal schools were established in rural villages.
• 180 dropout students were re-enrolled, including 08 children with disabilities.
• 90% of students successfully passed the Grade 5/PSC examination with GPA 5, demonstrating high effectiveness.
• 100% literacy and numeracy skills achieved among enrolled students.
• Strong parental engagement resulted in high student retention rates.
• Significant transition into formal education, ensuring long-term academic progress.

Conclusion

The Education Support for Extreme Poor People project has successfully tackled education inequality in Bangladesh’s underprivileged communities. By implementing an inclusive, community-centered non-formal education model, the initiative enabled 180 students to complete primary education and reintegrate into formal schooling.

For long-term sustainability, further expansion of non-formal education in Bangladesh, additional transition support, and integration of digital learning tools will be essential to ensure continued educational opportunities for poor students.

Join us in making education accessible to all! Visit FAIR’s website to learn more about our non-formal education initiatives.

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Want to Support This Initiative? Visit FAIR’s Official Website to learn more.