A Discussion with Shikha Rani Halsona, Program Officer, Caritas, Dhaka, Bangladesh

With: Shikha Rani Halsona Berkley Center Profile

June 12, 2014

Background: As part of the Education and Social Justice Fellowship, in June 2014 student Kendra Layton interviewed Shikha Rani Halsona, a program officer of Caritas Bangladesh's Underprivileged Children Preparatory Education Project (UCPEP) in Dhaka, Bangladesh. In this interview, she reflects on Caritas’ work within education, the growth and sustainability of projects, and the different challenges urban and rural students face.
Could you tell me about your background and how you came to Caritas?

I was born in a village. After [earning my] primary school certificate and secondary school certificate, I taught in the village mission school where I had also studied. After getting my B.A., my elder brother brought me to Dhaka for work. I heard Caritas was recruiting teachers for a pilot school, so I applied, interviewed, and joined as a teacher. The project lasted three years from December 1993 until 1996. I got married in 1996, and when I had children, I stayed home. Suddenly I heard there was a spot open in Caritas office. I joined the project part-time. From 1998 until now I have been with the national office. I joined as a field officer, became a junior program officer, and now I am a program officer.

What does the Underprivileged Children Preparatory Education Project include?

When I joined Caritas, there were 312 schools in seven regions of Bangladesh. Gradually we handed over these schools to the community people. The objective was that the community people would begin to take responsibility of the schools. After some years passed, the project was divided up by donors. Caritas Spain funds three regions for 65 schools. Catholic Relief Services funds three regions. There are 1,005 educational centers of Aloghar “Lighthouse” Project in seven regions, some of which used to be UCPEP schools. 

Could you speak more about the objective of communities eventually sustaining the school?

Our objective is that the community will eventually sustain the schools and begin to run them. At the beginning of the project in 1997, we gave each school 45,000 taka for income generating funds. Some school communities took very good care and invested the money, and they have earned a profit. They are still running their schools.

What is the relationship like with Bangladeshi government and Ministry of Education? Is there any pressure for them to take over the schools?

I do not have the statistics, but some UCPEP schools will have government administration beginning in July and will receive government facilities. We believe this is our achievement. The government does not feel pressure; rather, they support us. We have a good relationship, and local governments also support us.

Could you speak more about the students who attend these schools? What is their background like?

They are so poor, maximum hard core poor. These schools are also situated in very rural areas. The majority of students come from families of day laborers. Many of them are also from indigenous families.

What grades do UCPEP schools serve?

Some are from play group to class five, but the majority serve up to grade three. Some missionary schools are trying to give more. 

What is the hope for the students after they complete grade three?

They go to other schools or government schools from grade four until their secondary school certificate.

What is your relationship like with the other regions of Caritas?

In each region there is field officer. At Ghorashan there is one junior field officer. They report and visit. Centrally, I am responsible for the project.

Are there ways you hope to see it grow in the future?

I think we need to change some of the objectives. I have been talking with the head of Aloghar “Lighthouse” Project. We ask what will we do after closing this year? This is the last year, so after December, how will we run? I think the management will make a decision. Aloghar is a big project, and maybe the rest of the schools will be included in that. Education is the priority project of Caritas, so I think management will make a decision that reflects that.

How do you see education as fitting under Caritas’ wider goals of recognizing the dignity of the human person and following Catholic social teaching?

In Bangladesh, missionary schools give support through education. There are hundreds of schools in Bangladesh. Caritas is a church program. Like missionary schools, Caritas gives educational support side by side with the government. For a long time, since 1983, Caritas has given educational support to rural regions. I feel it is a great job for Caritas. Without education, there is no development. We play the best role in Bangladesh’s education. I hope I can work as much as I am able to reach this goal.

What is the role of faith in your work and in the schools?

The Muslim community often tries to admit their children in missionary schools because they know if their children study there, they will grow up to be good human beings. When I train teachers from UCPEP schools, I encourage them to give moral education through storytelling and sharing the news. We are introducing these methods, which is a very good accomplishment.

How often do you give teacher trainings?

We give two trainings yearly. One is subject based, and the other is follow-up.

What are some of the different challenges urban and rural students face?


In rural areas students come from poor families. They do not have pencils and other resources. In urban areas, they have more. In some villages there is no electricity, computers, nor video games. It is a challenge for them to contest urban children. However, when we see the results of the secondary school certificate and higher secondary school certificate we find that in village schools, they stand up to their counterparts. Now there are famous schools like Holy Cross and Ideal in Dhaka. Before these students had more facilities, and some had two or three private tutors. The village students are trying. 

What would you say is the greatest success of UCPEP?

There are a small number of students, 5 to 10 percent, who attended UCPEP schools who are now studying at the master’s or B.A. level. They are training to nurses, doctors, and lawyers. And yet the majority drop out before class five or after taking their secondary school certificate.
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