Achieving EFA by 2015: Lessons from BRAC's Para-Professional Teacher Model in Afghanistan

Abstract

Purpose – The intent of this chapter is to examine the lessons that BRAC, a Bangladesh-based NGO, learned over the course of implementing its para-professional teacher model in Afghanistan and Bangladesh, and their implications for UNESCO's Education for All (EFA) initiative.Methodology – The objectives of this chapter are achieved by the analysis of secondary sources such as reports and academic articles.Findings – We find that through a combination of strong oversight and management, BRAC's para-teacher model compensates for its comparatively less formally trained teachers. This may serve as a model for nations implementing EFA initiatives by allowing them to hire more para-teachers as a cost-saving measure.Research limitations – This study is mainly reliant on secondary sources, which highlights the limited information on the quality of BRAC's education efforts in Afghanistan.Practical implications – Through a combination of strong oversight and practical training, BRAC has seemingly developed a robust para-teacher model, one that may be implemented in other contexts, especially in countries that are members of the EFA initiative and face a shortage of qualified teachers who can help achieve Universal Primary Education (UPE).Social implications – In addition to being a cost-saving measure for education, hiring para-teachers from local communities has the additional benefit of providing employment for women in rural communities, which may have a positive impact on women's empowerment.Value – This chapter provides a unique look at innovations in teacher training by NGOs and their implications for the global contexts of the EFA initiative.

Citation

Anwar, A. and Nazmul Islam, M. (2013), "Achieving EFA by 2015: Lessons from BRAC's Para-Professional Teacher Model in Afghanistan", Akiba, M. (Ed.) Teacher Reforms Around the World: Implementations and Outcomes (International Perspectives on Education and Society, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 99-119. https://doi.org/10.1108/S1479-3679(2013)0000019010