Education

Basic School System (BSS) for Education and Technical Skills
CMES extends it endeavours to provide an effective and practical second chance to disadvantaged and dropout adolescent boys and girls for completing their basic education through Basic School System (BSS), which evolved through long practices. Self-motivated participation in the teaching-learning process with emphasis on TVET a scientific and practical mindset and competencies are some essential elements of BSS. As income generation is an imperative for this group, BSS therefore emphasizes on technology based skills training along with the general primary and junior secondary level education, made immediately relevant to their environment and skills necessary for improving the quality of life and livelihood.

Student enrollment
CMES enrolls two types of students- (a) Mainstream students and (b) Diversified students. Mainstream students are disadvantaged adolescents aged 12 years or above who are either dropouts from formal education system or did not get the chance to get primary education at all. During the year 2013, some 20,000 students are enrolled in the BSS as mainstream students of which majority are girls. Diversified students are those who participate in different trade courses by paying a small amount of fee. The duration of the Diversified Courses are usually three to six months. Some 805 students are now enrolled in various trades.

Education method

The length of CMES BSS schooling is five years and is conducted in the Basic School (BS), Advanced Basic School (ABS) and Rural Technology Centre (RTC).

Class Description:

Year Classes of BSS Equivalent class in general education system Place for conducting classes
1 Angkur (Germination) Class 1 BS
2 Bikash (Developing) Class 2 BS
3 Agroshor-I (Advanced-I) Class 3 and 4 BS and RTC
4 Agroshor-II (Advanced-II) Class 5 and 6 BS and RTC
5 Agroshor-III (Advanced-III) Class 7 and 8 BS and RTC

 The school day is divided into an inner campus (classroom) and outer campus (practicing and skill attaining). The learners get to relate their attained knowledge with their real life, which is done by our method of Apon Bhubon and Mukto Lekhapora, making the education effective for the day-to-day application in the students’ life and livelihood.

Apon Bhubon (Own World) is an extension of the text book where the students go beyond a particular piece in the text book and try to create something of their own on that general theme within their own experience – for example replacing the travel story given in the text book by a travel story which he/she actually undertook. This is one attempt to create that important connection which usually is severely lacking.

The Mukto Lekhapora (Unbound Literacy) is about using a diversity of texts some brought in from various real-life sources, others created through the process of teaching learning. This somewhat liberates the students from the monotony and limitations of the textbook and helps giving much more value of  literacy competencies to the pupils than usually perceive.

Technical skill training on livelihood trade is essential part of BSS education. This begins with a course on basic technology and then specializes on a trade. The curriculum for the trade courses are designed in a way so that it helps train the students through a Participatory Method. Garments, carpentry, cottage masonry, workshop, poultry, mushroom, vermicompost, apiculture, nursery, craft candle, soap making, bookbinding, computer operation etc. are some of the trade courses offered at CMES.

CMES students can engage themselves in income generating activities by working at Technology Management Centre (TMC), BSS and thus become competent to deal with real-life works.

Competency Assessment
The competencies of the students are measured using two assessment tools developed by CMES.      Competency for Effective Basic Education (CEBE) is used for general education assessment while Competency and Skills in Livelihood Technology (CSLT) is used for assessment of competencies in technical skills. These two tools try to measure the students’ competencies in actual use of their learned skills with creativity and ability rather than the usual learning by ‘cramming’.

Student Government (SG)
CMES always emphasizes on the students participation and ownership of the programme by the students. Student Government (SG) is formed with selected students to develop their leadership quality as well as to ensure their participation in programme management. Student Government helps maintaining an enthusiastic and joyful environment in the school. This SG system increases the interest of the students in the school activities. Regular enthusiastic elections of student government take place in all schools. 

Home-to-Home interventions by the students
Home-to-home interventions were designed as an Integral part of the Basic School System that adds a new dimension to the community welfare actions by the adolescents within its programmes. Here, in weekly interventions students help the neighboring household, with technical assistance and voluntary service in works related to health, environment, sanitation such as tree plantation, sanitary latrine installation, tube-well repairing, iodine test for salt, use of vermicompost, making oral saline, vegetable gardening etc.

Amar Lab (My Laboratory)
Science and technology education becomes interesting and enjoyable to our students as we introduced a small laboratory package named ‘Amar Lab’ or My Laboratory. Actually, it is a box equipped with various low cost tools and instruments such as thermometer, batteries, magnifying glass, one-band radio, magnet, hammer, screwdriver, pliers, drill-machine, modeling clay, mirror, iron-filings, brass-wire, vinegar, potassium per manganate etc. Our students follow a book suggesting various science activities that goes with it, as well as the lessons in their science and basic technology classes. ‘My Laboratory’ helps them enhancing their working ability with the various technologies once they start learning their trade.

Book lending library
Every school of CMES has a rich library where books on various important topics are available for the students. It enhances the learning and reading efficiency of our students as well as further increases depth of their knowledge. A member of the Student Government maintains the library and the ‘book lending register’. Most obvious result of these libraries is growing the habit of reading books among the students.

CMES Graduates
A student becomes a CMES graduate after passing the Advance-3 level from an ABS or RTC. The main emphasis has always been on creating adept graduates skilled in the respective trades. Some graduates work in the TMC under ‘Sey-Wo-Se’ business.

Market survey is conducted to assess the demand for various products produced by the graduates. The graduates are encouraged to work as decentralized partners to CMES in which CMES tries to obtain bulk orders from a higher market and distribute these among the graduates. CMES also seeks to find way of creating job opportunities for both the graduates and diversified students. Some graduates are employed by CMES as Assistant Teacher (AT) depending on their capability. Each year on an average about 1000 students are graduated in CMES who do internship at local enterprises for part of the time. 

Community Working Committee (CWC)
CMES implements its programme with close support from local community. Community Working Committees(CWC) are formed with enthusiastic and self-motivated people in the locality where CMES extends its programme. Many of these CWC member donate for our programme and other facilities. 

Successes in Primary Education Completion
As an experimental effort, CMES started to send many of its students to  Primary Education Completion (PEC)  examination in 2011. One of our students got Grade ‘A+’ along with receiving government scholarship in general category in 2011. In 2013,  a total of 617 students attended, of which 575 passed with a pass rate of 93.19%. In 2012, attending students were 543 a passing rate of  92% success. Three students obtained Grade ‘A+’, 33 students obtained Grade ‘A’, 38 students obtained Grade ‘A-’, 106 students obtained Grade ‘B’ 229 students obtained Grade ‘C’,& 85 got Grade ‘D’.