Masum Billah :
With a view to bringing about qualitative change in the primary education of Bangladesh with special emphasis on English teaching, the government approved, TMTE (Training of Master Trainers in English) as the first British Council intervention in 2019 which is a 13-month long English training project. Its prime objective is to enhance primary-level in-service English teacher education through the development of over 2,000 primary teachers into Master Trainers in English and English-language teaching practices. These Master Trainers will be proficient and skilled in English having a clear understanding of effective teaching practice at the primary level, and the skills necessary to support the development of almost 130,000 English teachers in primary schools. These teachers will first improve their four language skills namely listening, speaking, reading and writing that will help develop the skills of the learners.
The first batch of training was small-scale to ensure that face-to-face training could be safe and secure. However, due to the pandemic, the first cohort was delayed about one year and the teachers completed the TMTE training programme on 17 June 2021. The teachers started their learning journey on 31 January 2021; originally scheduled for 14 weeks in two PTIs – Dhaka and Gazipur. However, the ongoing pandemic posed some challenges during this time, most notably when the government introduced lockdown restrictions and we were required to leave the PTIs for over a month. For some, this journey started back in November and December 2020 when a small group participated in the online trialing of the learning materials. They were on the home stretch with only a few weeks left. They were offered guided English proficiency self-study, supporting teaching practice preparation, and delivering several live webinars each week. The participants of this batch and the trainers also gathered some rich experiences during the course.
As part of the TMTE project’s English language assessment, the British Council administered over 3,000 Aptis tests, a modern and flexible English language proficiency test, as part of its pre-training language evaluation of the primary school teachers. It was initially planned to deliver the tests face-to-face; however, due to the Covid-19 outbreak the British Council had to reassess this plan and look at a digital solution to the problem presented. Over 94pc of the trainees achieved A2 or above and the close support provided to candidates helped them to overcome any IT issues faced. The British Council resumed face-to-face Aptis testing on 16 June 2021, where the first cohort of primary teachers has successfully taken post-training language assessment at Dhaka and Gazipur PTI.
It was seen that in the post-course language assessment more than 25% of teachers from this first cohort improved a solid CEFR (Common European Framework for Reference) level – a remarkable achievement. The majority of the other teachers also showed measurable improvement across the four language skills (particularly speaking and listening). There was also marked improvement in their teaching practice, despite schools remaining closed since early 2020. The first cohort was a resounding success with overwhelming positive feedback from the teachers, several commenting that ‘the trainers were really amazing and caring’ and that ‘it is the best opportunity to do something for our students and ourselves also, there are many opportunities to update and upgrade, to learn many things and help students to learn and access quality education.’
Tom Miscioscia, director of British Council, said: “Over the next year or so, we will see many more primary teachers graduate this wonderful training program and have an improved positive impact upon their students – and in turn improve their English language proficiency as they transition from primary to secondary. Undoubtedly better-quality English teaching will help Bangladesh’s next generation to achieve their ambitions and support country’s continuing growth in the global scene.”
Most teachers who took this training said that `this training makes the lessons easy and interesting. It helps establish good working relations between the teachers and the students. We feel proud to be a part of the training.’ I myself talked to quite a good number of primary teachers who took this training who appreciated it highly. It shows that this training programme has already made a significant impact. It will surely benefit the quality improvement of primary teachers of English in Bangladesh. It is known to us that significant number of kindergartens and non-government primary schools also offer primary education to our children. But no such training is available for them. If we really want to put our entire primary education on a strong footing, such type of global level training is absolutely necessary for the primary level teachers. Many of them may have PTI training but to teach a foreign language effectively and to develop their own English they don’t have any training. From this perspective this initiative of the government deserves much praise.
Now, what will happen to non-government primary and kindergarten teachers?
(Masum Billah works as an education expert in BRAC Education and is the President: English Teachers’ Association of Bangladesh)
