Duration: December 2023 – April 2024

Client: BRAC

Sample Size: 300 Questionnaire Survey

Responsibilities: Facilitated an eight-day training for 42 enumerators, supervised the month-long data collection, and managed field logistics in Chattogram Hill Tracts (a hard-to-reach hilly area)

Contributed to this project while working at Bangladesh Institute of Social Research Trust

Executive summary

Background and Methods

A community-based cross-sectional survey was conducted by BISR Consultant Limited from December to January 2023 to review the performance of the GRESP project in The Chittagong Hill Tracts (CHT). The current study evaluated the four components of GRESP: Education, Gender, Skill development, and Youth Participation. Program outcomes have been evaluated based on GRESP project indicators and some key questions as mentioned in ToR through quantitative surveys, classroom observation, Focus group discussion (FGD), In-depth interviews, and Key informant interviews (KII). School attendance and performance-related data were also collected from schools. OECD- DAC Evaluation Criteria was used as the framework for the entire evaluation.

For the education component, 15 Government Primary Schools (GPS) and 15 Secondary Schools (SS) were selected randomly from the list of schools where BRAC interventions were implemented (called BRAC intervention schools). Among these 15 GPS, five schools included digital classrooms. For gender components, from the rest of the schools, 15 GPS and 20 SS were selected randomly targeting SWG and CWG members (in SS) and teachers who received gender training (GPS and SS). A comparable group was included in sampling. Ten schools (five GPS, five SS) were selected where BRAC interventions have not been implemented (called non-BRAC schools).

Findings

a. Education Component

Indicator E1: % of Increase in Participation and Educational Attainment By Disadvantaged Students School Attendance: School record data (October 2023) suggest that there is no significant difference between BRAC intervention and non-BRAC schools since satisfactory attendance (over 60% days) was found for almost all of the students (above 91% in both BRAC intervention and non-BRAC schools). When compared with baseline data, it is evident that there has been a reduction in absenteeism rate in general in both BRAC intervention GPS and SS.

To ensure their presence, teachers also undertake a number of measures, including home visits, parent meetings, phone contact, etc. Training programs have significantly improved teacher-student relationships, fostering a supportive learning environment and increasing student participation. Through home visits, communication with parents, and bridge courses, teachers and TAs have effectively raised awareness about the importance of consistent school attendance. Poverty, as well as the long distances and inadequate transportation infrastructure, compounded by adverse weather conditions such as flash floods and landslides, hindering students’ attendance. Additionally, security concerns (recent terrorists’ activities) in areas like Ruma, Rowangchari, and Thanchi further deter attendance, impacting the educational prospects of children in these regions.

Increased Academic Performances: In BRAC intervention schools, the academic performance improvement rates were notably higher compared to non-BRAC schools. Specifically, in GPS, the percentage increase in academic performance was 51.9% for BRAC intervention schools, surpassing the 28.6% observed in non-BRAC schools. Similarly, in SS, BRAC intervention schools showed a higher percentage increase of 50.1% compared to the 40.0% in non-BRAC schools. The bridge course also shows a positive impact on overall improvement in academic results in BRAC intervention GPS. Students who received only Bridge courses, 46.4% showed improved academic performance. Subject-based training has improved teacher competency, enabling them to better support struggling students and deliver higher-quality instruction, leading to improved academic performance, as noted by all key informants (teachers and head teachers). Additionally, BRAC’s programs have enhanced student engagement and fostered a culture of academic excellence, resulting in increased motivation, diligence, and overall achievement among students, as reported by interviewed head teachers.

46.42% of students in BRAC intervention and 29.54% students from non-BRAC schools exhibited satisfactory attendance, coupled with an improvement in their academic performance.

Indicator E2: % Students (Both Bridge and Non-bridge) Are Shifting to the Next Grade

Remarkably, all students who received bridge course support from BRAC passed the annual exam held that year. The bridge course showed a positive impact on attendance, with students who received it generally maintaining good attendance rates (above 60% days). When compared to students who didn’t receive the bridge course or those in non-BRAC schools, there are slight disparities in attendance rates (91.4% among bridge course students, 94.6% among general students, and 92.5% among non-BRAC GPS students). It shows a positive effect of the bridge course, since bridge support was designed for irregular and school-drop-out students.

The bridge course shows a positive impact on overall improvement in academic results. Among general students (who received neither bridge course nor digital class intervention) in BRAC intervention GPS, 58.5% demonstrated increased performance. Similarly, students who received only Bridge courses, 46.4% showed improved academic performance. However, students from non-BRAC GPS displayed a lower percentage of increased performance, with only 28.6% of students experiencing improvements. The bridge course has had a significant positive impact on student behavior and academic engagement. There’s been a noticeable increase in interest, motivation, and enthusiasm for learning among the students. It has reduced financial pressure on parents through the provision of educational materials.

Indicator E3: % of Schools Increase the Performance Who Equipped with Bridging Materials, TA, And Training Support

The evaluation team surveyed students, parents, and teachers to get an idea about improvement of school overall performance. It has been found that all BRAC intervention schools have notably enhanced their performances.

Higher percentages of students in BRAC intervention schools reported no difficulties compared to non-BRAC schools (GPS: 86.6% in BRAC intervention vs 81.1% in non-BRAC, SS: 96.1% in BRAC vs 91.7% in non-BRAC). Similarly, BRAC intervention schools generally exhibited slightly higher percentages of students enjoying school compared to non-BRAC schools (GPS: 98.5% in BRAC intervention vs 98.1% in non-BRAC, SS: 100% in BRAC vs 95% in non-BRAC). In BRAC intervention schools (both GPS and SS), 87-92% students reported that they participate in co-curricular activities. In BRAC intervention GPS, dance (29.5%), singing (49.2%, and sports (88.8%) were most common. Similarly, in BRAC intervention SS, debate (38.6%), dancing (43.8%), singing (45.1%), and sports (80.6%) were reported mostly by students.

Findings suggest positive impact of subject-based training on the subject-based skill development of teachers (98%), adopting interactive teaching methodologies (92.77%), promoting gender equality (85.54%), etc. It also increased teachers’ self-confidence and heightened student engagement and enthusiasm.

Indicator E4: % of Educational Personnel Applying Techniques Received During Education Management Training to Ensure Gender-Responsive and Inclusive Approaches in Education Management

The study focuses on evaluating teachers’ performances regarding application of gender-responsive and inclusive approaches in classrooms. The evaluation team applied a class observation checklist with 66 observation items. A total of 42 classes (21 GPS and 21 SS) from BRAC intervention and 15 classes (9 GPS, 6 SS) from BRAC non-intervention schools were observed by IER graduates. BRAC intervention schools, with a total of 42 observations, showed higher adherence to gender-responsive and inclusive approaches in the classroom compared to non-BRAC schools, with 88.1% meeting at least 60% of the standards. In contrast, non-BRAC schools, with 15 observations, demonstrated a lower rate of 60.0%. It is to be noted that in non-BRAC schools, around 60% teachers are applying gender responsive and inclusive approaches in their class. One possible reason could be that they received training from other NGOs such as Caritas. Teachers encounter various challenges in applying their training knowledge and skills, including practical limitations in implementing learnings universally, a shortage of suitable teaching aids, and difficulties in managing large class sizes. Additionally, language barriers, space limitations, and the lack of multimedia resources further impede effective teaching and learning experiences.

Indicator E5: % of Socioeconomically Disadvantaged Students Particularly Girls and Ethnic Students Are Able to Organize and Mobilize

Peer mentoring training was designed for secondary school students for increasing learning outcomes, providing leadership skills, social cohesion and inclusion discussions and debates on socio-cultural issues to accelerate learning capacities. This evaluation encompassed mixed methodology to understand the activities of mentors and explore the impacts of mentorship. Mentors were engaged in a diverse range of activities notably assisting subject-based problem solving (83.6%), ensuring net and cleanliness (96.6%), participating in debating (71.8%), and publishing wall magazines (83.6%). They also arranged monthly meetings with other students where they encouraged them to attend school regularly (99.6%) and be attentive to study (79.7%), alongside motivating them to participate in co-curricular activities (61.6%).

Mentors observed a range of positive changes among general students, including increased attentiveness, improved academic performance, enhanced participation in extracurricular activities, greater engagement in classroom discussions, improved attendance, and increased involvement in creative and communicative endeavors. The data reveals positive changes among mentors, with 82.5% of mentors perceiving them as beneficial for their community. Furthermore, 50.3% reported increased acceptance by others, suggesting improved social integration, while 48.6% noted growing familiarity among those they interact with, indicating strengthened social connections. Additionally, 54.2% of mentors received praise, signifying recognition and appreciation for their efforts.

Bangla Language Course for Ethnic Students

Over half of the ethnic students (50.72%) who received Bangla Language training showed an improvement in their academic results (school record). The majority of respondents (84%) found the Bangla language course helpful in understanding their teachers’ lessons better. A significant percentage of respondents (around two-thirds) reported an increase in their ability to communicate with Bengali friends after taking this course.

The Bangla language course has led to some significant positive changes in students’ daily lives and social interactions. Nearly all respondents (97.9%) reported that they can now talk to Bengali people easily, highlighting the effectiveness of the course in enhancing their conversational skills and cross-cultural communication. A significant proportion (70.4%) found the course helpful in activities like shopping, suggesting that learning Bangla has practical applications in their daily routines. The overwhelming majority (96.5%) reported that their parents are happy about their learning of the Bengali language, reflecting parental approval and support for their educational endeavors. A substantial portion (67.5%) mentioned that family members who previously didn’t understand Bengali are now learning the language from them, highlighting the positive impact of their learning journey within their family environment.

Digital Classroom

Students and teachers alike perceive numerous advantages to using tablets in the classroom. According to student reports, tablets facilitate easy note-taking (95.1%) and provide multimedia support for enhanced comprehension (95.1%), particularly beneficial for ethnic students. Additionally, tablets offer supplementary lesson notes (60.7%) and aid in learning correct pronunciation (82.0%) and compound letters (31.1%). Trained teachers also highlight benefits such as easy note-taking, teaching with multimedia, improving pronunciation, enhancing student attention and interest, and facilitating long-term retention of learning.

Both students and teachers face challenges when using tablets in the classroom. Students express concerns about the unavailability of tablets for all students (89.6%), difficulties in charging them (10.4%), and noise generated by simultaneous tablet use (35.4%). Similarly, teachers highlight issues such as limited tablet availability (70%), charging difficulties (40%), noise disturbances (50%), challenges in retaining student attention (10%), and student anxiety related to ICT use (10%).

b. Gender Component

Indicator G1: % Participants Sensitized on Gender Equality Issues That Promote Transformative Norms and Behavior Change in Actions

The indicator G1, assessing the percentage of participants sensitized on gender equality issues promoting transformative norms and behavior change, has yielded promising results. With an overall indicator value of 99.66% for BRAC intervention school-associated individuals, the data indicates high levels of sensitization across various stakeholders. Particularly noteworthy is the 100% sensitization rate among key groups such as SWG, CWG, parents, and teachers, underscoring the comprehensive impact of gender sensitization efforts. These findings signify significant progress towards fostering an environment that supports gender equality and challenges discriminatory practices.

Indicator G2: % of Trained Teachers Who Can Identify At Least 3 Ways the Gender Training Has Changed Their Teaching or Leadership Style

Indicator G2, measuring the percentage of trained teachers who can identify at least three ways gender training has changed their teaching or leadership style, offers valuable insights into the impact of gender training programs on educators’ behaviors. The data reveals varying levels of effectiveness across different educational contexts, with 68.14% of teachers from BRAC intervention schools and only 29.03% from non-BRAC schools reporting significant changes. Notably, within BRAC intervention schools, GPS teachers exhibited higher rates of change compared to SS teachers, indicating potential variations in the integration of gender-sensitive practices across different school tiers. Moreover, the analysis of specific changes identified by teachers highlights key areas of improvement, such as maintaining positive attitudes, promoting gender-sensitive language usage, and encouraging female leadership. Overall, the indicator value of 68.14% among BRAC intervention schools signifies a positive trend towards fostering gender-sensitive teaching and leadership practices within educational settings.

Indicator G3: % of Students Are Aware of Early Warning Signs of VAWC Within Classrooms and Boundaries

Indicator G3, focusing on students’ awareness of early warning signs of Violence against Women and Children (VAWC) within classroom settings and boundaries, underscores the importance of educational programs in fostering a safe learning environment. The indicator value of 91.4% among BRAC intervention secondary school students signifies a high level of awareness, with the majority able to identify at least two signs of VAWC. In contrast, the lower indicator value of 58.3% among non-BRAC secondary school students highlights a significant disparity in awareness levels between the two groups. Furthermore, the analysis reveals that students from BRAC intervention schools exhibit a more comprehensive understanding of warning indicators, particularly regarding signs of sexual harassment.

Indicator G4: % of Students Able to Deal with Complaints, and Identify Early Warning Signs of VAWC Within Classrooms and Boundaries

Indicator G4, assessing students’ ability to manage complaints and identify early warning signs of VAWC within classroom settings and boundaries, provides valuable insights into the effectiveness of educational programs in promoting gender sensitivity and violence prevention among students. The indicator value reflects a significant disparity between BRAC intervention and non-BRAC schools, with 92.1% of students from BRAC intervention schools demonstrating proficiency in recognizing prevention strategies for sexual harassment, compared to only 43.3% from non-BRAC schools. Similarly, students from BRAC intervention schools exhibit higher levels of preparedness and empathy in addressing situations of sexual harassment, with 78.2% capable of identifying prevention strategies when they themselves are victims, and 71.2% able to support classmates or friends in similar situations.

Indicator G5: % of Community People Sensitized on Protection Against VAWC

Indicator G5, which assesses the percentage of Community Watch Group (CWG) members sensitized on protection against Violence Against Women and Children (VAWC), provides valuable insights into the effectiveness of the BRAC GRESP program in CHT. The indicator value reveals a high level of awareness among CWG members, with 92.0% demonstrating knowledge about sexual harassment and the responsibilities of CWG to prevent gender discrimination and child marriage. However, there is a slight drop in the indicator value for steps taken to prevent VAWC, with 88.0% of CWG members mentioning at least two prevention strategies.

Indicator G6: % Community People Engaged to Prevent/Protect VAWC, Especially Ethnic Girls on The Way Home from School, and Early Marriage of Bengali Female Students

Indicator G6, which assesses the percentage of Community Watch Group (CWG) members engaged in efforts to prevent and protect against Violence Against Women and Children (VAWC), demonstrates a commendable level of community involvement in VAWC prevention efforts. The indicator value reveals that 85.3% of CWG members mentioned plans for the inclusion of tribal and disabled students in schools, indicating a strong commitment to inclusive education. Additionally, 82.7% and 72.0% of CWG members demonstrated understanding and proactive measures in preventing sexual harassment and child marriage, respectively.

Indicator G7: % of SMCs and Administrators Aware of Early Signs of Harassment, GBV, and CEFM

Indicator G7 reveals a high level of awareness among School Management Committee (SMC) members regarding early signs of harassment, Gender-Based Violence (GBV), and Child, Early, and Forced Marriage (CEFM), with 93.2% of respondents meeting the desired response. The data underscores the SMC’s pivotal role in addressing these issues within educational settings, as evidenced by their understanding of the effects and causes of child marriage and their commitment to prevention strategies. Additionally, qualitative insights highlight the proactive stance of SMC members in empowering educators and students, engaging the community, implementing policies, and raising awareness, illustrating their dedication to creating safe and supportive learning environments.

c. Skill Development Component

Indicator SK1: % Increase in Taking Up Jobs in A Safe Environment By Disadvantaged Girls, Women And Persons With Disabilities

Employment Status of Skill Learners: Currently (during end-line survey), a significant proportion of skill trainees (42.6%), had opted for self-employment or were engaged in entrepreneurial endeavors. This demonstrates a substantial inclination towards entrepreneurship among the skill trainees, indicating that many have chosen to leverage their acquired skills to establish their own businesses or ventures. In addition, 19% of skill trainees had secured employment. The reasons for unemployment among the respondents encompass a range of factors including perceived skill deficiencies, familial responsibilities, health issues, educational pursuits, and entrepreneurial endeavors. During the survey period, respondents who were employed were asked if their current job was related to the training they had received. The findings revealed that approximately 54% of them were employed in a field directly related to the training they had undergone. However, those who underwent computer or mobile servicing expressed difficulties in finding employment or establishing their own businesses. Most computer shops tend to be located in larger markets rather than closer to residential areas, leading to a lack of interest from families due to the distance.

Working Environment at Current Workplaces: The survey on workplace environments among employed or self-employed learners revealed that a majority (64.9%) reported having at least two specified items in their current workplace. Notably, most respondents mentioned access to improved toilet facilities (77.9%) and availability of safe drinking water (91.9%) as common amenities. However, fewer respondents (18.1%) reported the availability of fire extinguishers. Survey data also reveals that 39.78% of the learners are employed (including self-employment/business) in decent workplaces.

The findings from the baseline study were that there was no opportunity for girls, women and persons with disabilities to take up jobs in a safe environment. Therefore, there has been a 39.78% increase in securing employment in a decent working environment by the end-line survey compared to the baseline.

Indicator SK2: % of Participants Have Economic Empowerment Through Gainful Employment

36.3% of female learners reported being able to save money (Average value BDT 1185 /month). The data suggests that among the respondents, the most common range of savings falls between BDT 500 and 1000, with more than half of the respondents (54.4%) falling into this category. However, a notable portion of respondents also reported having savings below BDT 500 (22.3%), indicating a range of financial situations among the surveyed population. Additionally, there is a smaller but still significant proportion of respondents (23.3%) who reported having savings above 1000, suggesting some level of financial security or stability among this subset of respondents.

85.2% of female learners reported that their employment is given importance in familial discussions and 70.1% of them reported no barriers from their families in participating in social events. Nearly half of the female learners (49.6%) reported having the ability to negotiate their salaries with MCP. This suggests empowerment and confidence in their employment status, as they have the autonomy to negotiate terms, potentially leading to improved financial outcomes.

Indicator value is 56.7% suggesting that a remarkable proportion of female learners experience economic empowerment through gainful employment, as evidenced by their ability to save money, recognition of their employment within their families, participation in social events without barriers, and the capability to negotiate salaries with MCP. However, there may still be opportunities for further improvement, particularly in enhancing saving capabilities and increasing the proportion of participants engaged in salary negotiations.

Indicator SK3: % of The Families Have Improved Income Compared to Collecting Information in Taro Works

99.64% of learners’ families experienced an increase in income (hereafter referred to as Indicator SK3 value). The data suggests a significant positive impact of the skill training program on family income among female learners. One of the criteria during trainee selection was total household monthly income less than BDT 4000 taka. The present study found that, in 99.64% of learners’ households, total monthly income was above BDT 4000 taka.

In this survey, average household income was BDT 17,380 taka/month which is lower than the national average of BDT 32,422 taka/month (HIES, 2022). However, a recent study reported the average household income BDT 3500-700 taka/month (TRTA consultant assessment, 2022) in Bandarban.

The majority, comprising 43.3%, fall within the income bracket of 10,001 to 20,000 BDT per month. In contrast, there are fewer households in the higher income brackets. Those earning between 20,001 to 30,000 BDT per month make up 17.3% of the data. The relatively affluent segment with incomes exceeding 30,001 BDT per month represents 12.0% of the households surveyed.

Almost one-quarter (24.6%) of the learners’ monthly income contributes less than 10% of the total household monthly income. About one-fifth of respondents (20.5%) contribute between 30.1% to 50% of the total household income. A smaller percentage of respondents (11.7%) contribute between 50.1% to 80% of the total household income.

Indicator SK4: % of Adolescent Girls and Women Who Have Access to Control Over Income

Out of the 284 female learners, 48.9% reported being able to select the field of expenditure themselves. This suggests that a substantial portion of female learners have some level of control over their spending decisions. Similarly, 57.7% reported being able to spend their own earnings as they wish.

Indicator Sk5: % of Ethnic Stakeholders Are Positive Towards Adolescent Females and Women’s Participation in Income Generation Activities

All 30 MCP respondents (100%) agreed that females are capable of working anywhere, indicating a unanimous positive perception regarding the capability of females to participate in income-generation activities. The majority of MCP respondents, (96.7%), agreed that females can work in the marketplace. A significant portion of MCP respondents, (90.0%), believed that there is a supporting environment in markets for females. This indicates recognition and support for creating conducive conditions for female participation in income-generation activities within marketplaces. About half of the stakeholders (53.3%) reported having female employees in their shops. This indicates a moderate level of female employment within the stakeholders’ businesses.

Obstacles to female job placement in the market include familial constraints, especially for married women as mentioned by some MCPs. Additionally, in many cases, girls may face challenges due to the presence of male gatherings or loitering in the market area, which can deter their participation or mobility.

Parents and Communities Showed Greater Willingness to Allow Females to participate in Formal and Informal Sectors The majority of parents agreed that females are capable of working anywhere (71.9%) and specifically in marketplaces (75.0%). Similarly, 75.0% of respondents were willing to allow their daughters to work in the market, indicating a relatively supportive stance toward female employment in this sector. Furthermore, 75.0% of respondents believed that there is a supportive environment for females in markets. However, the level of support from relatives for women’s employment in the market was slightly lower, with only 50.0% of respondents indicating encouragement from relatives. Nonetheless, an overwhelming majority (90.6%) of parents believed that women should increase their participation in the market, reflecting a positive attitude towards enhancing female involvement in economic activities.

d. Youth Participation Component

Youth role models are deeply engaged in a variety of social causes, demonstrating a commitment to volunteerism and social engagement through activities such as raising awareness against corruption, participating in blood donation, and supporting underprivileged students. They also advocate for gender equality and transitional changes through educational initiatives, participate in dialogues with community leaders to address social issues, and take on leadership roles within their communities to organize events and address challenges collectively. Additionally, they contribute to humanitarian efforts during disasters and hold organizational roles, demonstrating their multifaceted engagement and dedication to positive social transformation. Youths in the region have undergone notable changes in their communication dynamics, experiencing increased confidence and ease when engaging with community leaders like Headmen and Karbari. This shift reflects an evolution in their communication skills and self-assurance, enabling them to voice opinions and address issues without discomfort. Additionally, there has been significant personal development among youths, characterized by improved interpersonal skills and assertiveness, contributing to their overall growth and ability to navigate social and professional settings effectively. Furthermore, there is an observed increase in social awareness, particularly regarding gender issues and environmental concerns, with youths actively engaging in discussions and advocacy efforts to promote positive change in these areas. Role models within the community have observed significant changes in traditional practices, particularly regarding early marriage among young girls. Previously unaware of its detrimental effects, community members now show growing understanding and acknowledgment of the negative impact of early marriage, partly due to dialogue sessions with community leaders. Additionally, among students, there is a noticeable reduction in initial hesitancy to engage in discussions on sensitive topics like gender equality and sexual and reproductive health issues.

Evaluation of Program Performance According to OECD-DAC Criteria

Relevance of GRESP Project Component

a. Education Component

Ethnic learners tend to have minimal access to education, have to contend with poorer quality education, and do not enjoy the same benefits from education as compared to non- ethnic learners. The literacy rate and the educational attainment in CHT is comparatively lesser than in urban areas. Literacy rate in Bandarban and Rangamati is only 35.9% and 49.7%, respectively. The average dropout rate is approximately 59% in CHT. Poverty rate is also high in this region. Families grappling with financial constraints often find themselves unable to afford essential educational expenses, leaving many students without essential learning materials. Bridge Course was designed for school dropped out or irregular students who were at risk of dropping out. Under this initiative, students received learning materials from BRAC along with extra care of Teaching assistants (TAs). Extra attention is required for students who are falling behind in their studies, and TAs play a vital role in fulfilling their study gap. This initiative was especially crucial in CHT because there aren’t enough qualified teachers there. All students who received bridge course support from BRAC passed the annual exam held that year. The bridge courses have played a crucial role in enhancing student performance, improving attendance, and promoting academic engagement, thereby contributing to overall academic progress and narrowing the gap between previously lagging students and others in BRAC intervention GPS.

Subject-based Training of Teachers: In CHT, there is a lack of skilled teachers. BRAC arranged a subject-based training program for teachers to address some key barriers, notably: language barrier, teachers’ limited command over subject based contents and inclusive teaching methods. From these training, teachers also got trained on various techniques to ensure participatory, safe and welcoming classroom environments. BRAC initiatives and government training programs exhibit notable differences in various aspects, impacting the quality and effectiveness of the training experience. BRAC training stands out for its attentive supervision, prioritization of participant motivation and engagement, and focus on teaching techniques. The training provided them with the essential expertise required to teach subjects in an engaging and effective manner. Data suggests positive impact of subject-based training on the professional development of teachers, encompassing various aspects such as teaching skills enhancement, promoting gender equality, and adopting interactive teaching methodologies.

Mentorship plays a pivotal role in creating a conducive learning environment and promoting academic success among students. Through mentorship training, students benefit from a supportive framework where they can seek assistance and overcome learning obstacles effectively. Moreover, mentorship fosters peer learning and collaboration, encouraging students to work together, discuss challenges, and find solutions collaboratively, thereby enhancing their understanding of the subject matter and promoting teamwork. Additionally, mentorship training equips students with essential qualities like empathy, leadership, and effective communication, empowering them to serve as positive role models and mentors within their academic community. Bangla Language Course for Ethnic Students: CHT consists of diverse ethnic communities with different languages resulting in a large gap between the homogenous nature of the majority Bengali community and the various ethno- linguistic ethnic minorities. As the education curriculum is Bangla oriented, most ethnic students learning in Bangla face problems understanding the context. These ethnic students have a growing anxiety to attend schools and classes as they do not find the environment comfortable. This slowly prompts disinterest, and they eventually drop out as they are not able to grasp the context well enough. The Bangla language course has significantly improved students’ academic performance, with over half showing improvement, and the majority finding it helpful in understanding lessons better. Moreover, the course has facilitated better communication with Bengali friends, enhanced daily activities like shopping, garnered parental approval, and even led to family members learning the language from the students themselves.

b. Gender Component

The CHT region has historically faced challenges regarding the safety and security of girl children. Due to various socio-cultural factors and geographical remoteness, girls in the area often encounter risks of violence, harassment, and exploitation. GRESP project plays a crucial role in addressing this issue by implementing initiatives aimed at creating safer environments for girls to access education without fear. Through awareness programs, training sessions, and community engagement, the project endeavors to mitigate the risks faced by girl children and promote their right to education in a secure setting. Gender insensitivity among parents and community members poses a significant barrier to girls’ education and empowerment in the CHT region. Deep-rooted patriarchal norms and traditional beliefs often perpetuate discriminatory practices, limiting girls’ opportunities and reinforcing gender disparities. The GRESP project addresses this issue by conducting sensitization programs and awareness campaigns to challenge harmful gender norms and promote gender equality within families and communities. By engaging parents and community leaders in dialogue and capacity-building activities, the project aims to foster a more inclusive and supportive environment for girls’ education and rights. Both SWG and CWG serve as grassroots mobilizers, directly engaging with the community and schools to raise awareness about the detrimental effects of child marriage and gender-based violence. Through education and advocacy, they work to dismantle traditional norms and practices that perpetuate these issues, making them essential actors in the program’s efforts to foster a more gender-sensitive environment. By identifying instances of child marriage and gender-based violence, SWG, and CWG members can take preventive actions and offer support to victims. This dual approach not only helps in mitigating the immediate risks associated with these practices but also contributes to building a safer, more supportive community and school climate over time. Teacher gender training plays a crucial role in promoting gender equality and inclusive education. Through specialized training programs, teachers are sensitized to gender issues, including the unique needs of girls and marginalized groups, enabling them to create more inclusive and supportive learning environments.

c. Skill Development Component

The CHT region faces unique socio-economic challenges, including limited access to education and employment opportunities. As a result, many youths in this region drop out of school due to various reasons such as financial constraints, lack of infrastructure, and cultural barriers. Without adequate education and skills, these school dropout youths face significant difficulties in securing sustainable livelihoods and are often trapped in a cycle of poverty and unemployment. By providing skills training programs tailored to the needs of the local context, these youths can acquire practical skills and knowledge that are relevant to the local economy, thus increasing their employability and income-generating potential. By equipping them with vocational skills, skills training programs offer a pathway for these youths to gain independence, support themselves financially, and ultimately break the cycle of poverty. Through targeted initiatives aimed at skill development, participants (skill learners) reported significant improvements in accessing safe employment opportunities and achieving economic autonomy. The majority of the skill learners (61.6%) were employed or self-employed during the survey period. Remarkable proportion of female learners experience economic empowerment through gainful employment, as evidenced by their ability to save money, recognition of their employment within their families, participation in social events without barriers, and the capability to negotiate salaries with MCP.

d. Youth Participation Component

In the remote and culturally diverse region of the Chittagong Hill Tracts (CHT), the establishment of youth networks remains a rarity. Community-based training, workshops, and orientations are not as prevalent or effective as desired in this region. Amidst this backdrop, the significance of youth within the region’s legal framework cannot be overstated. In any judicial proceedings, the involvement of youth is notably pronounced.

Many youths yearned to overcome the reluctance to speak up, which led them to join this initiative. “I used to be quite reserved; speaking up was a challenge. Engaging in public speaking and interacting with others helped me overcome this barrier,” expressed one role model during the interview. They engaged in discussions with school students on topics like gender equality, and human values. These conversations were important to foster awareness among them.

In CHT, many individuals couldn’t pursue education due to financial constraints. Moreover, there was a lack of awareness regarding environmental issues and how to combat sexual harassment. Through training sessions, dialogue, and various social activities (like drama) role models imparted knowledge on these topics, empowering individuals and enriching their lives. The intervention of youth in the Chittagong Hill Tracts is crucial for addressing socio-economic challenges and fostering awareness. Through these initiatives, BRAC aims to empower individuals, break communication barriers, and pave the way for a more informed and progressive society. The study reveals a significant transformation among role models, characterized by enhanced communication skills, personal development, and heightened social awareness. This multifaceted change indicates a cultural shift towards empowerment, personal growth, and social consciousness, shaping a more inclusive and sustainable society.

Therefore, it has been concluded that all the initiatives undertaken in GRESP project are highly relevant to the context, needs, and priorities of the targeted disadvantaged population in CHT.

Coherence

The GRESP program demonstrates a high level of coherence across its major components of education, skills development, and gender responsiveness, aligning closely with key policy objectives and broader development agendas outlined by the Government of Bangladesh. By integrating education, gender equality, and skill-building initiatives, GRESP addresses multidimensional challenges faced by communities in the CHT region, contributing to holistic community development and sustainable progress. Its emphasis on ensuring quality education, promoting gender equality, and equipping youths with practical skills resonates with national policies such as the National Education Policy and the National Skill Development Policy, ensuring alignment and synergy with broader development priorities. Moreover, GRESP’s compatibility with other interventions such as healthcare and livelihood amplify its impact and fosters sustainable socioeconomic development in the region, ultimately empowering youths to become active agents of change and contributing to more equitable and resilient communities. In essence, the Gender-Responsive Education and Skills Program (GRESP) in Chittagong Hill Tracts, Bangladesh, demonstrates a remarkable coherence with national policies and objectives, as well as compatibility with various other interventions aimed at holistic community development.

Effectiveness

The effectiveness of the GRESP across its major components-education, skill development, gender, and youth, is evident through various indicators showcasing positive outcomes and transformative impacts. The education component has successfully improved participation and attainment levels among disadvantaged students, fostering academic excellence and empowerment within schools. Similarly, the skill development program has empowered marginalized groups economically, promoting entrepreneurship and socio-economic advancement. The gender component has made significant strides in promoting awareness, preventing violence, and creating safer environments, although disparities between schools highlight the need for continued targeted interventions. Lastly, the youth component has been highly effective in empowering youth leaders (role models), driving social change, and fostering a culture of dialogue and progress within the community. Overall, GRESP has demonstrated considerable success in promoting holistic development, empowerment, and inclusivity in the Chittagong Hill Tracts. The study demonstrated notable achievements across all components, although there were variations in the level of effectiveness. A significant number of indicators across all three components achieved higher values, indicating the study’s comprehensive impact in improving educational outcomes, enhancing economic opportunities, and fostering gender equality.

Impact

The Gender Responsive Education and Skills Program (GRESP) has made significant strides in promoting holistic development and empowerment across its major components of education, skill development, and gender. Through the education component, the project has enhanced student engagement, improved teacher competency, and fostered a supportive learning environment. The skill training program has not only equipped trainees with practical skills but also instilled self-confidence and entrepreneurial spirit, leading to economic independence and self-reliance. Furthermore, the gender component of GRESP has empowered students to take collective action against gender-based violence, demonstrating the program’s transformative impact on fostering solidarity, empowerment, and a safe learning environment for all. Overall, GRESP has proven to be instrumental in promoting holistic development and empowering individuals to realize their full potential, thereby contributing to positive change within schools and communities.

Efficiency

The efficiency of the Gender Responsive Education and Skills Program (GRESP) is evident through effective financial management, prudent resource allocation, and adaptability to unforeseen challenges. With adequate funding provided by both GAC and BRAC, project officials have ensured the smooth flow of finances and efficient utilization of resources, with approximately 85% of the total budget expended by December 2023. The allocation of resources primarily towards project activities maximizes impact, while cost-saving measures and alternative approaches during the COVID-19 pandemic highlight the project’s adaptability. Furthermore, procurement practices prioritize cost-effectiveness without compromising quality, and engagement with local NGOs leverages their knowledge of the region, enhancing efficiency. Rigorous monitoring and evaluation ensure accountability and provide insights for continuous improvement, collectively demonstrating GRESP’s commitment to efficiency and effectiveness in achieving its goals. Overall, the project is efficient evident by strategic financial management, proactive adaptation to challenges, and a commitment to maximizing impact while optimizing resources.

Sustainability

The sustainability of the GRESP project is evident across its major components-education, skill development, and gender empowerment-through a multifaceted approach that prioritizes community engagement, capacity building, and institutionalization of practices. In the education component, sustained impact is ensured through teacher training programs that promote peer learning and knowledge sharing, fostering a culture of continuous improvement within schools. Similarly, skill development initiatives, such as on-site training at MCP shops and soft skills training, empower participants to become entrepreneurs and address unemployment, contributing to long-term socio-economic development. The gender component emphasizes community ownership, capacity building, and institutionalization of gender policies, fostering a culture of gender equality and empowering students to become advocates for change. By engaging stakeholders, building capacity, and institutionalizing practices, GRESP demonstrates a commitment to sustainability and lasting impact in the Chittagong Hill Tracts region.

Lesson Learned and Good Practices

● Provision of TAs Alongside Educational Materials: Provision of Teaching Assistants (TAs) alongside educational materials ensures effective support for students, enhancing their learning experience and academic success (details are discussed under Education Indicator E1 and E2). This support is very crucial for school dropout students in the CHT region. ● Bangla Language Course to Overcome Language Barrier: Language courses can be pivotal to overcome language barriers, facilitating better communication and comprehension among diverse ethnic students. Potential benefits of the Bangla language course have been described under the education component. ● Engagement of Local NGOs: Engagement of local NGOs strengthens community involvement and collaboration, leveraging local expertise and resources for program success. Adaptability to the local context in human resource management addresses challenges related to distance and communication difficulties (language barriers), ensuring efficient operations. ● Coordination with Local Government Institutions: It has been found that institution-based training of skill development program (SDP) couldn’t be sustained due to lack of coordination with the CHT regional council. While, other interventions have been implemented as per project implementation plan. Considering the unique context of the CHT, maintaining strong connections with local school authorities, market committees, district administration, local government, and traditional and ethnic community institutions is vital. Coordination with local government institutions fosters partnerships and ensures alignment with broader development goals and initiatives. ● Empowering Local People: Empowering local people such as youth role models through training and capacity-building initiatives enables them to take ownership and contribute meaningfully to project implementation and sustainability. Role models are willingly participating in various social events i.e.; gender sensitization sessions with community people. ● Empowering Teachers Enhances Gender-Sensitive Practices: From related discussion under Indicator E3 and G2, it reveals that empowering teachers through gender training can positively impact teaching methodologies and leadership practices, fostering inclusive and supportive educational environments. ● Awareness Among Students is Crucial in Combating Gender-Based Violence: Educational programs should prioritize raising awareness among students about early warning signs of gender-based violence to create safer learning environments. Students, themselves can be an active agent to combating GBV and early marriage among their peers. This learning derives from students’ proactive participation in combating VAWC within classroom and boundaries (Gender Indicator G3, G4). Adaptability Amidst the challenges posed by the COVID-19 pandemic, the project implemented several adaptive measures to ensure the continuity of its activities while prioritizing the safety and well-being of participants. ● Homeschooling During Covid-19: Homeschooling was implemented by forming small groups adhering to health guidelines, where Teaching assistants (TAs) conducted classes with 4-5 students maintaining social distance. This method ensured the continuity of education while prioritizing safety measures. School teachers and parents of BRAC intervention GPS students also recognized the benefits of homeschooling during the school closure period. They asserted that these initiatives facilitated the students’ continued engagement with their studies despite the absence of regular school. ● Teachers Training Maintaining Social Distance: Teacher training was conducted remotely, with only 15-16 participants seated in a room meant for 25 individuals. This adaptation allowed for continued professional development while adhering to social distancing protocols. Teachers also commended this initiative for providing an opportunity to enhance their skills during school closures, when no other training initiatives were available. ● Assignment-based Bangla Language Training: Bengali language training was conducted through online assignments, where students attended in small groups. Teachers provided guidance, allowing students to complete assignments at home and submit them later. This approach ensured the continuation of language education despite the challenges posed by the pandemic. ● Continuous Communication with Skill- Trainees: Efforts were made to maintain continuous communication with trainees, ensuring connectivity with various government allowances and BRAC’s COVID allowances. This proactive approach helped in maintaining engagement and preventing dropouts among trainees.

These adaptive strategies demonstrate the project’s resilience and commitment to sustaining its objectives amidst adversity, highlighting its effectiveness in navigating challenges and prioritizing the well-being of its beneficiaries.

Scalability

The GRESP program has demonstrated significant impact across education, gender, skill, and youth development sectors in the CHT region. Given its unique blend of components, it presents a compelling case for replication in other hard-to-reach areas like Khagrachari and Rangamati districts. By targeting the most disadvantaged groups, including ethnic minorities, the program facilitates holistic regional development. Scaling up such initiatives would offer substantial opportunities for social mobility. This integration into the national economy and society would foster greater harmony and inclusivity.

CHT region comprises 26 Upazilas under three districts: Bandarban, Rangamati, Khagrachari. GRESP project was implemented in certain schools of six Upazilas of Bandarban districts and Rangamati Sadar. According to BANBEIS (2018), the drop out percentage of students by class 6 was 32.47% in Bandarban, followed by 56.99% in Rangamati, and 39.01% in Khagrachari. The education interventions (such as bridge course, teachers training program, peer-mentorship training, Bangla language course) can be implemented in other schools in Bandarban districts as well as schools in other non-intervening Upazialls due to the higher effectiveness in the project schools. Digital classroom observations, piloted in selected five GPS, shows many advantages. These initiatives can be expanded to other schools after mitigating the potential challenges faced by teachers and students. Skill development training can also be scaled up in other areas of CHT. But a market assessment survey has to be undertaken to understand their needs and priorities. Gender based training was found effective in increasing awareness among teachers in gender sensitization issues. These training program can be conducted in other schools as well. Alongside, engaging students, teachers, and community people in combating against VAWC through CWG and SWG deemed successful. Therefore, these initiatives can be replicated in other schools. Under the Youth component, only 84 youths participated in capacity building training. They also receive a limited opportunity to implement their skills and knowledge in a few schools and communities. Since, these initiatives made various positive changes among the role models and communities, this initiative can be expanded to other areas including a large number of youths. In Bandarban, there is a scope to include a large number of youths in such initiatives.

Recommendations

Addressing Language Barriers: Integrating Bangla Language Courses in GPS: The introduction of a Bangla language course aimed at enhancing linguistic proficiency among ethnic secondary school students underscores a commendable initiative. However, the evaluation revealed a notable discrepancy wherein a substantial proportion of GPS students encounter difficulties comprehending Bangla language. This challenge has been corroborated by feedback from both teachers and Teaching Assistants (TAs). Hence, Bangla language courses can be introduced GPS alongside SS to address language barriers in learning.

Bridging Language Gaps: Introducing English Language Courses for Ethnic and Bengali Students: In interviews with teachers from BRAC intervention schools, concerns were raised regarding the English proficiency of their students. During school visits and surveys conducted with students and parents, it was observed that they also faced similar difficulties in English, particularly in speaking and writing. Given the global significance of English as an international language, mastery of this language is crucial for students in disadvantaged areas. Recognizing the challenges faced by both ethnic and Bengali students, it is proposed to introduce English language courses tailored to meet the needs of both ethnic and Bengali students.

Enhancing Accessibility: Localized Training Programs for Teachers in Remote Areas: Teachers from remote areas face difficulties attending training at BLC due to distance barriers. Hence, if possible, it is to be considered to arrange training programs at the Upazila level rather than in Chattogram to alleviate the inconvenience caused by long distances from schools.

Addressing Charging Challenges in Digital Classrooms: In the digital classroom setting, both teachers and students encounter challenges regarding the charging of tablets. One potential solution entails the installation of additional charging stations or points within schools to provide support. Additionally, the provision of power banks presents another viable strategy to address these challenges effectively.

Undertaking Comprehensive Market Demand Survey: Those female learners who underwent computer (61.9% unemployment) or mobile servicing (50.0% unemployment) training expressed difficulties in finding employment or establishing their own businesses. Most computer shops tend to be located in larger markets rather than closer to residential areas, leading to a lack of interest from families due to the distance. There are also few computer/mobile shops at Upazila level market where females can hardly manage their employment. Therefore, it is recommended to conduct a comprehensive market demand survey to ensure adequate job placement opportunities for female trainees.

Extending Training Duration for Enhanced Learning: Many trainees have reported that the duration of training is insufficient for adequate learning. Thus, it is recommended to consider extending the training periods for specific trades such as computer training.

Advocating for Entrepreneurship Training: Currently, BRAC does not offer entrepreneurship training. However, fostering entrepreneurship can serve as an effective means of generating employment opportunities, as entrepreneurs can create jobs for others. Providing entrepreneurship training can equip individuals with the necessary business skills to embark on successful ventures.

Expanding training duration and strengthening Capacity Building Initiatives for Youth Role Models: Youth’s capacity building training programs were arranged only for a few days. Each role model also received the opportunity to implement their knowledge in 1-2 schools only. Based on these findings, it is recommended to expand the duration and scope of youth capacity building training programs. Increasing the duration of these programs will allow for more comprehensive training and skill development among youth. Additionally, providing opportunities for role models to implement their knowledge in more schools will broaden the impact of their efforts, reaching a larger audience and facilitating greater community engagement. This expansion will better equip youth to address pressing issues such as early marriage, gender equality, and reproductive health within their communities.

Increasing Community Peoples’ Participation in CWG: It has been observed that community participation in many schools is notably low in CWG, with a higher presence of teachers. Given that Community Watch Groups (CWGs) play a crucial role in combating Violence Against Women and Children (VAWC) within the school and outside of the school, it is recommended to ensure increased involvement of community members in these committees across all schools.

Expanding Gender Sensitization Programs to Local Institutions: In addition to schools, gender sensitization programs could be conducted at local institutions like Parakendro (community-based schools run by NGOs at the village level), religious organizations, etc., to facilitate broader outreach to the community.

Comprehensive Awareness Campaigns for Students: To further enhance students’ awareness of early warning signs of Violence Against Women and Children (VAWC), comprehensive awareness campaigns should be conducted in both BRAC and non-BRAC schools. These campaigns should involve interactive sessions, workshops, and educational materials tailored to students’ age groups, emphasizing the identification of warning indicators and appropriate responses to instances of VAWC. By empowering students with knowledge and skills to recognize and address VAWC within their school environments, education stakeholders can foster safer and more supportive learning environments for all students (Indicator G3: 91.4% for BRAC vs. 58.3% for non-BRAC).