Bibliographic record
Abstract
The Bangladesh Rural Advancement Committee's (BRAC) NonFormal Primary Education (NFPE) Program is a nongovernmental rural development organization founded, managed, and staffed by Bangladeshis. In 1985 BRAC began a primary education program for the poorest rural children untouched by the formal school system. BRAC has developed well known and effective strategies for addressing education problems of poor rural communities. These strategies are based on intensive community participation, local recruitment of teachers, an emphasis on girls' education, relevant curriculum, flexible hours, and cost effectiveness. BRAC teachers are chosen from among the more educated in the village, with preference given to women. Successful candidates receive 12 days of training covering concepts and roleplaying. Training is structured, learner-centered, and participatory, designed to allow the teachers to experience the kind of learning that they will be facilitating in the classroom. Teachers are taught to stress comprehension rather than memorization. Teachers also attend 2 days of orientation before the opening of schools and refresher sessions each month. More than 90 percent of BRAC students graduate, and a large proportion of them are admitted to grade 4 or higher in the government school system. (TD) Reproductions supplied by EDRS are the best that can be made from the original document. BRAC's NFPE Program: Focus on Teacher Development Issues Brenda Haiplik Ph.D. Candidate Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) Email: bhaiplik@oise.utoronto.ca 46th Annual Conference of the Comparative and International Education Society March 6-9th, 2002 Orlando, Florida U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.119 | 0.019 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".