A Discussion with Dipok Ekka, Regional Manager, Caritas Aloghar Project, Rajshahi Region, Bangladesh
With: Dipok Ekka Berkley Center Profile
June 16, 2014
Background:
As
part of the Education and Social Justice Fellowship, in June 2014 student
Kendra Layton interviewed Dipok Ekka, regional manager of Caritas Bangladesh's Aloghar
(Lighthouse) Project in Rajshahi, Bangladesh. Beginning in November 2011, Aloghar is part of the Supporting the Hardest to Reach through Basic Education initiative and includes 1,005 education centers
in six regions of Bangladesh. Aloghar aims to increase the literacy, empowerment, and integration of the hardest-to-reach Bangladeshi children. In this interview
Dipok Ekka reflects on the successes and challenges of the project, how they
reach indigenous students and those with disabilities, and the significance of
Aloghar in Bangladesh today.
What
are your main tasks as regional manager of Rajshahi Region?
I look after Aloghar (Lighthouse) Project as well as three other education projects: Basic Education for Disadvantaged Children, the Education Support Program to the Children of Rajshahi, and the Formation of Youth and Teachers Program. I ensure the staff for each of them as well as the implementation of project activities.
What is your background with Caritas?
I have been with Caritas for about ten years. I attended St. Joseph’s for secondary school then Notre Dame College for higher secondary in Dhaka. Finally, I got my Masters of Science [degree] from Rajshahi University.
What do you see as the greatest successes of Aloghar?
We have some children with special needs who attend our educational centers. We also find students who have dropped out and ensure they come to school. Most of our centers are also in indigenous communities, so we are providing access to education to the hardest-to-reach children.
Have you visited Aloghar centers in other regions of Bangladesh? Were there many differences?
Yes, I visited centers in Khulna, Chittagong, and Sylhet. They are different because in Rajshahi, the majority of the land is inhabited by indigenous people. In Khulna, there are not so many indigenous people.
How would you say indigenous groups have been treated historically?
In our context of Bangladesh today, indigenous people are landless. Other people see them as backward. Their literacy rate is very poor. Some lose their land to landlords or the rest of the majority community. Because of that they are not able to maintain a good standard of life. There is discrimination between the indigenous groups and the Bengali majority, but it is decreasing as the indigenous groups have become more educated.
Could you speak more about the students with special needs and how you reach them?
We provide inclusive education training to all Aloghar staff on how to best teach students with special needs. We also provide the students devices like artificial limbs or glasses. We give stipends to those with extreme disabilities to go to a more specialized center to ensure their education and food. We are proud that the students with special needs who can function in our centers stay there.
What are the greatest challenges to Aloghar?
There is a language barrier for children from indigenous communities. It is difficult to ensure education for them as well as students with special needs. Children who drop out are admitted to the centers, but there exist many challenges to continue their education. We try to mitigate some of these effects because the majority of teachers come from the same community and speak the language.
How do you hire and recruit teachers?
We circulate an announcement that we are recruiting and they apply for the post. We form a committee and select the best one.
Can you speak more about the different types of centers?
There are three categories: A, B and C. Category A consists of two rooms, two teachers, two shifts, and one hundred and twenty students. Category B consists of one room, one teacher, two shifts, and sixty students. Category C consists of one room, one teacher, one shift, and thirty students. All of them have a multi-grade approach. Thirty students per shift is our target.
What about the sustainability of the project? After six years, when the project ends and funding stops, how will the centers continue?
The Education Management Committee is working on the sustainability of the project and trying to generate funds by growing seasonal crops such as paddies and wheat. They are also collecting money from local government officials. Overall the Education Management Committee is the main actor who runs the education centers.
What do you see as the role of faith in the Aloghar centers?
Most of the educational centers are in indigenous communities who have other faiths. There is a mixture of Catholics, Muslims, and other indigenous beliefs.
What is the symbolism of Aloghar in Bangladesh today?
Aloghar is playing a good role for the context of our country. We need this type of educational center in other areas. We have already seen that government officials and NGOs are trying their best to implement this type of center. I believe Aloghar will be a pioneer for others to follow.
I look after Aloghar (Lighthouse) Project as well as three other education projects: Basic Education for Disadvantaged Children, the Education Support Program to the Children of Rajshahi, and the Formation of Youth and Teachers Program. I ensure the staff for each of them as well as the implementation of project activities.
What is your background with Caritas?
I have been with Caritas for about ten years. I attended St. Joseph’s for secondary school then Notre Dame College for higher secondary in Dhaka. Finally, I got my Masters of Science [degree] from Rajshahi University.
What do you see as the greatest successes of Aloghar?
We have some children with special needs who attend our educational centers. We also find students who have dropped out and ensure they come to school. Most of our centers are also in indigenous communities, so we are providing access to education to the hardest-to-reach children.
Have you visited Aloghar centers in other regions of Bangladesh? Were there many differences?
Yes, I visited centers in Khulna, Chittagong, and Sylhet. They are different because in Rajshahi, the majority of the land is inhabited by indigenous people. In Khulna, there are not so many indigenous people.
How would you say indigenous groups have been treated historically?
In our context of Bangladesh today, indigenous people are landless. Other people see them as backward. Their literacy rate is very poor. Some lose their land to landlords or the rest of the majority community. Because of that they are not able to maintain a good standard of life. There is discrimination between the indigenous groups and the Bengali majority, but it is decreasing as the indigenous groups have become more educated.
Could you speak more about the students with special needs and how you reach them?
We provide inclusive education training to all Aloghar staff on how to best teach students with special needs. We also provide the students devices like artificial limbs or glasses. We give stipends to those with extreme disabilities to go to a more specialized center to ensure their education and food. We are proud that the students with special needs who can function in our centers stay there.
What are the greatest challenges to Aloghar?
There is a language barrier for children from indigenous communities. It is difficult to ensure education for them as well as students with special needs. Children who drop out are admitted to the centers, but there exist many challenges to continue their education. We try to mitigate some of these effects because the majority of teachers come from the same community and speak the language.
How do you hire and recruit teachers?
We circulate an announcement that we are recruiting and they apply for the post. We form a committee and select the best one.
Can you speak more about the different types of centers?
There are three categories: A, B and C. Category A consists of two rooms, two teachers, two shifts, and one hundred and twenty students. Category B consists of one room, one teacher, two shifts, and sixty students. Category C consists of one room, one teacher, one shift, and thirty students. All of them have a multi-grade approach. Thirty students per shift is our target.
What about the sustainability of the project? After six years, when the project ends and funding stops, how will the centers continue?
The Education Management Committee is working on the sustainability of the project and trying to generate funds by growing seasonal crops such as paddies and wheat. They are also collecting money from local government officials. Overall the Education Management Committee is the main actor who runs the education centers.
What do you see as the role of faith in the Aloghar centers?
Most of the educational centers are in indigenous communities who have other faiths. There is a mixture of Catholics, Muslims, and other indigenous beliefs.
What is the symbolism of Aloghar in Bangladesh today?
Aloghar is playing a good role for the context of our country. We need this type of educational center in other areas. We have already seen that government officials and NGOs are trying their best to implement this type of center. I believe Aloghar will be a pioneer for others to follow.
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