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Formative Evaluation Study of School Readiness in Chittagong Hill Tract Districts (2004)

Sponsored by UNICEF, the Formative Evaluation Study was conducted to obtain the following information on the school readiness activities run through the Para(ward)-workers and Para-Kendros in the hill districts.


  • Nature of application of interactive, child-centered teaching/learning process inside the learning centers 
  • Status of children’s acquisition of the defined learning competencies 
  • Status of various supportive activities e.g., TOT, Para-workers’ training, supervisors’ orientation and training, and refresher training courses carried out so far and
  • Outcome of application of the resource materials.


Specific objectives of the study were:


  • Find out whether the Para-workers were able to facilitate the activities to enhance children’s learning as per teacher’s guide book
  • Assess to what extent each child was actively engaged in different activities
  • Find out how effective the teachers found the training in conducting the sessions 
  • Find out to what extent teachers were able to make effective use of the teacher’s training inside the classroom while conducting different sessions
  • Establish learning achievement of the children by assessing acquisition of the defined skills, abilities and knowledge by them
  • Find out whether the materials always reached the centers on time
  • Find out how effectively the materials were being used by the Para center workers
  • Find out which materials the Para center workers found more useful and suitable for the children and why
  • Find out whether and how these materials helped the Para workers realize their targets (holistic development) set for the pre-school children
  • Find out how useful and effective the teachers found the support provided by the supervisors
  • Analyze the findings and produce a report including recommendations for further improvement, if any


The study was implemented by collecting data about a sample of 120 Para-Kendros in three upazilas, interviewing a total of 487 respondents including 120 Para-workers, 238 members of Para Centre Management Committee (PCMC), 110 primary school teachers, 10 trainers, and 9 organizers, who were associated with the Para-Kendro activities (child development and pre-school activities). Data were also gathered through class-room observations in all the 120 Para-Kendros and assessing children’s achievements with a sample of 515 children.


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