Global Development & Research Initiative (GDRI)

Dedicated for Research & Development


Training on "How to improve lessons plan"
Total participants will be 280 teachers.

Date: 10th May, 2017 

Location: Chandkhali union Porisodh auditorium, GDRI own office premises, Tala union Porisodh auditorium, union & Dumuriya Porisodh auditorium

Seminar on “Early Childhood Parental Intervention & Parental Invlovement in Bangladesh"   Speaker: Dr.Asadul Islam Associate professor, Monash University, Australia
Venue: CSS Ava center, Khulna


"Investing in our Future: The Early Childhood Intervention and Parental Involvement in Bangladesh"  
Date: 21-29 March, 2017.  Teachers attend a six days training program. Each day two sessions was carried out to prepare teachers for teaching children and for home visit.  

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Can microcredit improve food security among the rural poor?
Asad Islam, Chandana Maitra, Debayan Pakrashi and Russell Smyth

Published by: Ideas for India

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Primary and secondary education: What's happening on the ground 

Asad Islam

Published by: The Financial Express

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Can engaging parents lead to better educational outcomes for Bangladeshi children?

Parents play an important role in the education of their children. In rural communities in Bangladesh, simple interventions, such as conducting regular face-to-face meetings between teachers and parents has had significant outcomes for primary school children.

We wanted to look at ways we could improve educational outcomes for children in rural communities. Schooling delivers long term benefits on children but introduces short-term costs on parents, particularly in rural areas of Bangladesh. Parents are less motivated in sending their children to school or motivate them to study due to these costs. However, studies have shown that parental involvement children’s learning can increase educational achievement. It was however not clear if parents who are motivated more spend more time with their children and hence the relationship between parental efforts and engagement and their children’s educational outcomes may not be causal.

In order to establish the causal effects, we conducted randomized field experiments that encouraged parents to attend face to face meetings with teachers to see if this would have an outcome on students’ test results. The intervention involved teachers inviting parents of school children to have a monthly meeting. Teachers showed a report card to a child parent or guardian, and explained how the child performed in regular class tests or semester exam. Teachers also advised parents about measures that could be taken at home to improve the student’s performance.

The meetings took place over two years in the rural areas of Khulna and Satkhira in Bangladesh with students in grades 4 and 5 in 40 out of 76 randomly chosen primary schools, covering about 4062 students. Almost 85% parents attended the first meeting. However, the parental presence began to decline in the following meetings. To encourage more parents to come to more meetings, we offered entertainment e.g., sweets and Pan-supari for future meetings.

We observed a significant increase in parental presence in meetings where the additional incentive was offered.  At the end of the one year, the results showed that the top-ranked students gained more than twice their low-performing peers in classroom. However, under-performing students gained almost the same amount with more parent-teacher meetings. These results suggest that involving parents in education has a significant effect on students’ test scores

Our findings have important policy implications. Parent-teacher interactions can be a cost-effective tool to improve students’ outcome. Research showed that test scores improved significantly up to 10-20% higher test scores for children whose parents attended these interviews and became more engaged with the school.

The second phase of our research looked at expanding this intervention across an additional 200 schools. We targeted underperforming schools and focused on girls in some regions. The project is funded by DFAT.

The next phase will look at interventions for pre-school aged children. We will establish 120 kindergarten in remote rural areas of Bangladesh. Parents will also be given lessons and training of what they should do with their 3-4 year old children at home.

The project is supported by UK research council.