A Discussion with Dr. Benedict Alo D’Rozario, Executive Director, Caritas, Dhaka, Bangladesh
With: Benedict D'Rozario Berkley Center Profile
June 24, 2014
Background: As
part of the Education and Social Justice Fellowship, in June 2014 student
Kendra Layton interviewed Dr. Benedict Alo D’Rozario, the executive director of
Caritas in Dhaka, Bangladesh. In this interview, Dr. D’Rozario reflects on the
process of creating a new five year strategic plan, how Caritas has informed
the Bangladeshi government’s policies regarding education, and the relationship
among education, social justice, and peace.
What
was the process like of creating Caritas’ new five-year strategic plan?
Our purpose was to review the present five-year plan as well as find out what the new needs and gaps are. At the same time we assessed our strengths, weaknesses, threats, and opportunities. It was done very systematically and scientifically involving all stakeholders: government representatives, NGO representatives, the communities we serve, our general body Members, executive board Members, representatives from the church, and Caritas staff. The new plan has six areas: social welfare and community development, quality education, health care and education, disaster management, ecological conservation and development, and development of indigenous peoples. This time our plan is more comprehensive because we have included our principles, values, and approaches.
In the area of education, what are the areas where Caritas has excelled and areas where can it still grow?
We have done well in the areas of pre-primary and primary education, especially for the hard to reach children of indigenous communities of coastal and hilly areas. We have also done very well in technical education. There are still gaps. We do not have much involvement in cities, urban areas, or the slums. There are only one or two projects that address these needs. We have also been engaged and involved in inclusive education with children with disabilities. Though we have made great strides, they should be given priority in existing schools. In order to do that, we will look for a public-private partnership. Our emphasis will be to include everyone and have quality education through the primary level. Then we will address the secondary level and even teachers' training. For quality education, you need good teachers. We will be doing advocacy with the government for more resources and multilingual education. We have developed education materials for eight indigenous languages, but there is more to be done and to replicate.
How is Caritas informing the government and the Ministry of Education’s policy?
We have informed the government in the areas of curricular development, teachers’ training, inclusion of hard to reach children, and multilingual education. During the budget allocation, I am invited by the finance minister to give advice on the next year. Every time I raise the issue of more allocation for education. We are involved in the umbrella organization of CAMPE, Campaign for Popular Education. We also inform the method of education; our focus is child-centered, not traditional. They sing, play, and act. They do drawing and creative things.
In terms of a project like Aloghar (Lighthouse) Project, what is the vision with funding and sustainability?
There is some hope that communities will eventually begin to take ownership over the educational centers, but recent concerns about funding have been raised. In Mymensingh, the community has arranged to pay one extra teacher with their own money. How will they show it on the budget allocation? They have to say their school has three teachers, not two. We cannot report this to the European Commission; however, the community is eager to pay for another teacher because they recognize three are better than two. At more than 17 schools in Mymensingh, teachers are being paid by the community. This is a clear example of communities taking ownership.
Also in the Chittagong Hill Tracts, it is difficult for some teachers to commute to school. In response to this problem, the villagers have given them a place to stay and food. In the afternoon or evening, they can teach those who need extra attention. Teachers go home on weekends, but during the week they stay with the community.
I am hopeful. Other people see their ownership as a problem. I see it as an opportunity.
As executive director of Caritas since 2005, what is the greatest lesson you have learned?
The greatest thing I have learned is that people are more knowledgeable than us. They know how to survive and have many things to teach and give. We have only a small project to give them, but they have a lot to offer us. We can learn a lot from them. They are the books; we should be readers. In my thesis, I took a story from Paulo Freire. He went to the villagers and they asked him to say something. He was reluctant and asked, “Why do you want me to speak?” They said, “You are more knowledgeable.” Freire rejected this idea and instead opted for dialogue. He approached the community differently.
How do you view the connection among education and social justice?
I always say education leads to justice. If you are an oppressor and better educated, then you have a tendency to lean towards justice. You realize your responsibility as a human being and you will do more just things. If you are an oppressor, you are aware of your rights and your strength. You are united and you can fight for just behavior, attitude, and you can protest. You can refuse what is unjust. Education gives you the strength.
It is both ways, education is helping the oppressed and the oppressor to become better humans. That is the question of dignity. When there is dignity, there are rights. Without respect for dignity you cannot respect rights. If there are no rights, there is no justice. If there are dignity, rights, and justice, peace will prevail in society. That is what we all want: peace for society.
Our purpose was to review the present five-year plan as well as find out what the new needs and gaps are. At the same time we assessed our strengths, weaknesses, threats, and opportunities. It was done very systematically and scientifically involving all stakeholders: government representatives, NGO representatives, the communities we serve, our general body Members, executive board Members, representatives from the church, and Caritas staff. The new plan has six areas: social welfare and community development, quality education, health care and education, disaster management, ecological conservation and development, and development of indigenous peoples. This time our plan is more comprehensive because we have included our principles, values, and approaches.
In the area of education, what are the areas where Caritas has excelled and areas where can it still grow?
We have done well in the areas of pre-primary and primary education, especially for the hard to reach children of indigenous communities of coastal and hilly areas. We have also done very well in technical education. There are still gaps. We do not have much involvement in cities, urban areas, or the slums. There are only one or two projects that address these needs. We have also been engaged and involved in inclusive education with children with disabilities. Though we have made great strides, they should be given priority in existing schools. In order to do that, we will look for a public-private partnership. Our emphasis will be to include everyone and have quality education through the primary level. Then we will address the secondary level and even teachers' training. For quality education, you need good teachers. We will be doing advocacy with the government for more resources and multilingual education. We have developed education materials for eight indigenous languages, but there is more to be done and to replicate.
How is Caritas informing the government and the Ministry of Education’s policy?
We have informed the government in the areas of curricular development, teachers’ training, inclusion of hard to reach children, and multilingual education. During the budget allocation, I am invited by the finance minister to give advice on the next year. Every time I raise the issue of more allocation for education. We are involved in the umbrella organization of CAMPE, Campaign for Popular Education. We also inform the method of education; our focus is child-centered, not traditional. They sing, play, and act. They do drawing and creative things.
In terms of a project like Aloghar (Lighthouse) Project, what is the vision with funding and sustainability?
There is some hope that communities will eventually begin to take ownership over the educational centers, but recent concerns about funding have been raised. In Mymensingh, the community has arranged to pay one extra teacher with their own money. How will they show it on the budget allocation? They have to say their school has three teachers, not two. We cannot report this to the European Commission; however, the community is eager to pay for another teacher because they recognize three are better than two. At more than 17 schools in Mymensingh, teachers are being paid by the community. This is a clear example of communities taking ownership.
Also in the Chittagong Hill Tracts, it is difficult for some teachers to commute to school. In response to this problem, the villagers have given them a place to stay and food. In the afternoon or evening, they can teach those who need extra attention. Teachers go home on weekends, but during the week they stay with the community.
I am hopeful. Other people see their ownership as a problem. I see it as an opportunity.
As executive director of Caritas since 2005, what is the greatest lesson you have learned?
The greatest thing I have learned is that people are more knowledgeable than us. They know how to survive and have many things to teach and give. We have only a small project to give them, but they have a lot to offer us. We can learn a lot from them. They are the books; we should be readers. In my thesis, I took a story from Paulo Freire. He went to the villagers and they asked him to say something. He was reluctant and asked, “Why do you want me to speak?” They said, “You are more knowledgeable.” Freire rejected this idea and instead opted for dialogue. He approached the community differently.
How do you view the connection among education and social justice?
I always say education leads to justice. If you are an oppressor and better educated, then you have a tendency to lean towards justice. You realize your responsibility as a human being and you will do more just things. If you are an oppressor, you are aware of your rights and your strength. You are united and you can fight for just behavior, attitude, and you can protest. You can refuse what is unjust. Education gives you the strength.
It is both ways, education is helping the oppressed and the oppressor to become better humans. That is the question of dignity. When there is dignity, there are rights. Without respect for dignity you cannot respect rights. If there are no rights, there is no justice. If there are dignity, rights, and justice, peace will prevail in society. That is what we all want: peace for society.
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