I was born in a middle-class family in a small town where children do not dare to dream of going abroad for higher studies. Still, I went against the grain and pushed myself to grow, finally finding myself through my Teach For Bangladesh Fellowship. The Fellowship equipped me with the skills and knowledge that made me a strong professional and an effective educator. When I was selected for the Chevening Scholarship after completing the Fellowship, it was a dream come true.
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Schools in Bangladesh reopened on September 12 after 543 days of closure as the Covid-19 virus eases and more people are vaccinated. We want to thank all the teachers for sticking by their students throughout this tumultuous time. We thank you for your unwavering contributions and innovative teaching techniques, which ensured learning never stopped for your students! After nearly a month of school reopening Teach For Bangladesh, Fellow Shadman Absar Choudhury reflects on going back to school with his students.
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Arafat completed the TFB Fellowship in 2017 and received the prestigious Chevening Scholarship this year. Arafat is working to ensure that people in Bangladesh are no longer deprived of quality life choices. The Chevening Scholarship provides the opportunity of a lifetime to meet the world’s most talented leaders from diverse fields, exchange ideas, and collectively envision positive change.
Read MoreIn the community where I grew up, many parents are still unaware of the importance of early childhood education. My siblings and I didn’t have the most conducive environment for learning by ourselves. Our childhood was filled with various forms of abuse from my parents.
Read More“গুণগত শিক্ষা লাভ করা গরিবদের জন্য নয়। এটি ধনীদের বস্তু।” এই কথাটি লোকে-মুখে শুনে এবং এর করুণ বাস্তবতা দেখতে দেখতে আমি বেড়ে উঠেছি। আমার জন্ম দেশের একটি প্রত্যন্ত অঞ্চল থানচি হলেও বেড়ে উঠি রাঙ্গামাটির একটি আবাসিক বিদ্যালয়ে। অনেক মানুষকে বলতে শুনেছি, ছোটবেলা থেকে পরিবারকে ছেড়ে আবাসিক বিদ্যালয়ে যাদের পড়তে হয়,
Read MoreLike so many Primary Completion Examinees last year, 12 years old Samir was anxious about his life’s first public exam. It was also difficult for him to stay at home without going to school and away from his friends during government-mandated lockdown.
Read MoreDuring her fellowship, Nadia received a call from her student Rafiq, who had already temporarily migrated to his hometown, “Ma’am, I want to go back to my classroom; I have nothing to do, nothing to play, and nothing to read!” Due to the accessibility and
Read More“Growing up as an indigenous person, I faced demeaning questions from peers at school and university about my food, language, and culture that always set me apart from others. I felt stressed answering questions like, “Do you eat snakes?” I was born to a middle-income Garo family and could pursue my education without hardship. Still, around me, I saw how discrimination and financial barriers kept many children from my community out of school. For many indigenous families in Bangladesh, education remains a luxury.
Read MoreDuring the Covid-19 lockdown, children were trapped at home, disconnected from friends and schooling, and experienced stress and uncertainty. Mou thought it was even more critical to continue the storytelling practice for her students during school closure. She believed that listening to and telling stories can help children experience joy, find courage, and learn values like empathy and friendship.
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