The challenges of geographical inclusive education in rural Bangladesh

Begum, Hasne Ara; Perveen, Rukhsana; Chakma, Evelina; Dewan, Limia; Afroze, Rawshan Sadia; Tangen, Donna

doi:10.1080/13603116.2018.1514729

Cited by 20 publications

(13 citation statements)

References 8 publications

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“…Some students prefer online learning because they do not need to rush to campus [11] with the advances of communication technologies [12] but the students of remote or hilly areas are not adequately privileged. So, geographical inclusion is needed where the students of all regions and all communities may receive equity in inclusive education regardless of the location of the community, but this has not been implemented always [13]. Dubey [14] found "discrimination based on caste, gender and culture" in his research on the tribal community and claimed not to get a significant result in the Digital Education (DE) classroom for the tribal students.…”

Section: Introductionmentioning

confidence: 99%

Virtual learning of the tribal students in Bangladesh: Constrictions and propositions

Yesmin¹,

Khan

2021

IJERE

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This paper depicts the current panorama of virtual learning of the tribal students in Bangladesh with the constrictions and possible solutions. The study aimed to deal with the major issues about tribal students’ online education by bringing out the key restraints of their distance learning and the possible solutions. The researchers followed a mixed method using a 5-point Likert Scale to point out the learner sensitivities, an online Focus Group Discussion (FGD) to know specific information from all the tribes who participated in the study. Additionally, four different questions were also set for multiple response analyses. The results suggested that the tribal students have not agreeably received adequate facilities such as technological support, university funding, departmental encouragements, or monetary benefits from the quota system in the current pandemic (COVID-19) time to attend virtual learning sessions though they expect arrangements and future steps for academic learning. All institutions also could not provide them adequate opportunities to attend online classes. In conclusion, the study proposed some imperative measures for example, inclusion of flipped classroom, introducing blended learning henceforth, revising quota facilities, adequate electricity support and internet connection, to help the tribal students as they should not get deprived.

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Section: Introductionmentioning

confidence: 99%

Virtual learning of the tribal students in Bangladesh: Constrictions and propositions

Yesmin¹,

Khan

2021

IJERE

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“…This is possibly due to the cost of BP monitoring and weight-measuring devices, which is too exorbitant for the poor in Bangladesh. Moreover, BP monitoring requires the presence of a trained observer [ 47 , 48 ].…”

Section: Discussionmentioning

confidence: 99%

Awareness Development and Usage of Mobile Health Technology Among Individuals With Hypertension in a Rural Community of Bangladesh: Randomized Controlled Trial

Jahan¹,

Rahman²,

Faruque³

et al. 2020

J Med Internet Res

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Background Hypertension (HTN) is a major modifiable risk factor and the leading cause of premature deaths globally. The lack of awareness and knowledge have been identified as risk factors in low- and middle-income countries including Bangladesh. Recently, the use of mobile phone SMS text messaging is found to have an important positive impact on HTN management. Objective The study aimed to develop awareness and knowledge in order to enhance lifestyle behavior changes among individuals with HTN in a rural community of Bangladesh by using health education and mobile health (mHealth) technology (SMS text messaging). Methods A prospective randomized 5-month intervention, open-label (1:1), parallel-group trial was implemented among the individuals with HTN aged 35 years or older. Both men and women were included. Between August 2018 and July 2019, we enrolled 420 participants, selected from a tertiary level health facility and through door-to-door visits by community health workers. After block randomization, they were assigned to either the intervention group (received SMS text messaging and health education; n=209) or the control group (received only health education; n=211). The primary outcome was the evaluation of self-reported behavior changes (salt intake, fruits and vegetables intake, physical activity, and blood pressure [BP], and body weight monitoring behaviors). The secondary outcomes were measurements of actual salt intake and dietary salt excretion, blood glucose level, BP values, and quality of life (QOL). Results During the study period, a total of 8 participants were dropped, and the completion rate was 98.0% (412/420). The adherence rates were significantly higher (9%) among the control group regarding salt intake (P=.04) and physical activity behaviors (P<.03), and little differences were observed in other behaviors. In primary outcome, the focused behavior, salt intake less than 6 g/day, showed significant chronological improvement in both groups (P<.001). The fruits intake behavior steadily improved in both groups (P<.001). Participants in both groups had a custom of vegetables intake everyday/week. Physical activity suddenly increased and continued until the study end (P<.001 in both groups). Both BP and body weight monitoring status increased from baseline to 1 month but decreased afterward (P<.001). In case of secondary outcomes, significant chronological changes were observed in food salt concentration and urinary salinity between the groups (P=.01). The mean systolic BP and diastolic BP significantly chronologically decreased in both groups (systolic BP, P=.04; diastolic BP, P=.02.P<.05). All of these supported self-reported behavior changes. For the QOL, both groups showed significant improvement over the study periods (P<.001). Conclusions Based on these results, we suggest that face-to-face health education requires integration of home health care provision and more relevant and timely interactive SMS text messages to increase the effectiveness of the intervention. Besides, community awareness can be created to encourage “low-salt culture” and educate family members. Trial Registration Bangladesh Medical Research Council (BMRC) 06025072017; ClinicalTrials.gov NCT03614104; https://clinicaltrials.gov/ct2/show/NCT03614104 and UMIN-CTR R000033736; https://tinyurl.com/y48yfcoo International Registered Report Identifier (IRRID) RR2-10.2196/15523

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“…It is suggested by these researchers that students with disabilities are driven to the margins of their communities as a result of the low expectations of academic achievement which is to be found in many schools (Singh Kainth, 2014;Rose and Malkani, 2019). This is particularly the case where geographical factors have presented difficulties in terms of accessing schools (Begum et al, 2019), as may be seen in much of Bhutan. In addition, the influence of religious beliefs upon perceptions of disability such as those witnessed in Bhutan (Kamenopulou and Dukpa, 2018) have been seen to impact upon teacher attitudes and expectations in other countries (Klibthong, 2013;Kim, Lu, and Estrad-Hernandez, 2013).…”

Section: Discussionmentioning

confidence: 99%

Public knowledge and attitudes regarding children with disabilities, their experience and support in Bhutan: a national survey

Preece

Murray

Rose

et al. 2020

Early Child Development and Care

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Data were collected from heads of households across Bhutan, using a Knowledge, Attitudes and Practices method to gain insights regarding children with disabilities up to 18 years in Bhutan. Fieldwork was conducted by local enumerators, trained by researchers from the UK who undertook the analysis and interpretation of the data. Results indicate that whilst there are largely positive attitudes towards children with disabilities in Bhutan, the majority of respondents conceptualised disability narrowly and were pessimistic about such children's ability to lead full lives. Households including children with disabilities were less positive than others concerning the ways in which children are regarded and supported in their communities. Fatalistic views related to beliefs in karma were seen to persist and influenced expectations regarding what children with disabilities might achieve. More positive attitudes are held by younger people and those who are more highly educated. Attitudes and expectations have had a negative effect in restricting access to educational and social inclusion for many children with disabilities.

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The challenges of geographical inclusive education in rural Bangladesh

Cited by 20 publications

References 8 publications

Virtual learning of the tribal students in Bangladesh: Constrictions and propositions

Virtual learning of the tribal students in Bangladesh: Constrictions and propositions

Awareness Development and Usage of Mobile Health Technology Among Individuals With Hypertension in a Rural Community of Bangladesh: Randomized Controlled Trial

Public knowledge and attitudes regarding children with disabilities, their experience and support in Bhutan: a national survey

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