There are 37,672 government primary schools in the country and the gender ratio of the students in these schools is 50:50. Important data used in the preparation of this monograph are the test results of the sample students. Following Education Watch, performance of the students in the competencies was categorized into four viz. poor, mediocre, satisfactory and excellent.
Mediocre: If 40-59.9% of students achieved a certain competence (can also be defined as 'difficult' subject). Satisfactory: If 60-79.9% of students achieved a certain competence (can also be defined as 'easy' point).
TRENDS IN LEARNING ACHIEVEMENT
A general trend was that students performed 'satisfactory' or 'excellent' in the majority of competencies (Table 6). The boys and girls did equally well in the writing part of the test each year. There was no gender difference in most cases; however, in some cases the boys did better than the girls (Appendix 14).
The boys and the girls performed equally in most of the competencies in most of the years (Appendix 16). In general science, 'satisfactory' or 'excellent' performance of the students was observed in most of the competencies with considerable variation by year.
RURAL VERSUS URBAN SCHOOLS
After eight years, the achievement of rural school students increased to 73.7% and urban school students to 79.3%. Rural school students' performance increased over time in reading and listening, but increased in all three competencies for urban school students. Rural school students performed better in one competency and no difference was found in two.
In this competency, rural students outperformed their urban counterparts in 2000; however, both groups performed equally in 2008. In 2000, a gender difference was observed in three competences among the rural students and in five competences among the urban students.
COMPARISON WITH GOVERNMENT SCHOOLS
BRAC non-formal school students were ahead of their counterparts in public schools in the number of skills included. BRAC non-formal school students outperformed their public school counterparts in each of the five subjects in 2000 and 2008. Gender differences favoring boys were found among BRAC non-formal school students in reading in 2000 and 2006 and among government school students in reading in 2006 and 2008 and in listening in 2008 (appendix 36).
BRAC non-formal students significantly outperformed public school students in reading in 2000 and all three competencies in 2006. Year-to-year variation in performance was observed in both BRAC non-formal and government schools for most math competencies (Appendix 39). The non-formal BRAC schools were ahead of the government schools in 2000 and 2008 in three competencies and in 2006 in one competency.
Of the six social studies competencies, BRAC non-formal school students outperformed their government school counterparts in four competencies each in 2000 and 2008, and two in 2006 (Appendix 41). The boys from the non-formal BRAC schools performed significantly better than the girls from the same institutions on three competences in three years (Appendix 42). Boys from non-formal BRAC schools were ahead of girls from the same institutions in one competence in 2000 and three competences in 2008 (Appendix 44).
BRAC non-formal students outperformed government school students in religious studies in 2000, but a reverse trend was observed in 2006 and 2008 (Appendix 45). In non-formal BRAC schools in 2006 and in government schools in 2000, a gender difference was found that put girls at a disadvantage (Appendix 46). Again, BRAC non-formal students outperformed government students in both types of items.
THE ETHNIC MINORITY SCHOOLS
Pupils of both types of schools proved to be "excellent" in most competencies (table 23). The students of both groups performed better on the knowledge level test items than on the understanding level items (Table 25). Performance of BSEM and BNFPS students by taxonomic course grade level, 2007.
This means that both types of schools analyzed in this section were mostly homogeneous in terms of competence performance of the students. Learning achievements of the students from BRAC community and formal schools are presented in this chapter. Mediocre performance of the students of both types of schools was also found in two mathematics competencies, viz. word problem solving and units of measurement.
Distribution of competencies by level of achievement of BRAC community and formal school students, 2004. We identified seven competencies in which students from both types of schools showed "excellent" success. Formal school students performed significantly better than local school students in 16 competencies (appendices 61 to 66).
For example, the formal school students correctly answered 68.2% of the "knowledge" and 49.5% of the "understanding" level (Table 30). Otherwise, the community school students answered correctly on 58.9% of the 'knowledge' and 47.9% of the 'understanding' level. Achievement of students from BRAC community and formal schools according to the taxonomic grade level of subjects, 2004.
FACTORS PREDICTING ACHIEVEMENT
The proportion of textbook content taught in the classrooms emerged as the second most important predictor. As much as the teachers covered the content of the textbooks, the pupils were more likely to do well in the test. Increase in the proportion of Muslim students in the schools also increased the average performance of the pupils.
The students from the schools were more likely to do well in the test as the length of experience of teachers increased. These five variables collectively explained 26% of the total variation in the average performance of the schools. The binary logistic regression analysis predicting student achievement considered 16 of the 27 variables in the final model.
The number of changes in the position of the PO and the number of schools under the PO had a negative impact on the academic performance of students. All five variables together explained only 3% of the total variation in the dependent variable. Of the 10 school-level variables (including teacher characteristics), six emerged as significant predictors of student performance on the competency test (Table 35).
The independent variables of this model collectively explained 14% of the total variation in student learning achievement. Logistic regression analysis predicting student performance against characteristics of supervisors and school supervision Explanatory variables Regression. However, the age of the students had a negative effect; indicating that relatively younger students performed well on the test.
DISCUSSION AND CONCLUSION
The findings show that the average learning performance of the students of BRAC non-formal primary schools has increased over time. Although the average performance of the students of both areas improved, the increase in urban schools was more. A positive influence of this could be a reason why the boys and girls from BRAC non-formal schools performed equally in most of the times – seven out of 11 tests.
BRAC non-formal schools were found to be ahead of government schools in terms of gender equality in the achievement of competencies by a margin of 20 percentage points. With this good news we also remember that the boys of non-formal BRAC schools were ahead of the girls in a good number of competencies and the opposite result in some cases. For example, students from ethnic minority schools (BSEM) have not been able to do as well as other BRAC schools.
In addition, formal and community school students are ahead of non-formal school students in terms of parental and household education, which indicates a better educational environment at home. The students of schools for national minorities, who were subjected to the test, were the first group to graduate from such schools. Frequent transfer of PO from schools proved to be an important predictor of school performance.
Unfortunately, however, students' religious belief emerged as one of the significant predictors of student performance. It is well known that in terms of school infrastructure, academic qualification and teacher salary, government schools are far ahead of BRAC non-formal schools. It is an idea that always changes with the needs of society and moves forward.
Development of instruments for assessing the achievement of national competences at the end of the primary school cycle. Revision and change of the curriculum of the primary level against the background of general basic education - essential continuous learning (basic education).
ANNEXES
To be able to read printed and handwritten texts correctly and understand the meaning of the read text. To know the surroundings through observation and investigation and to be able to classify different things and events on the basis of the knowledge gained. Responsibilities of family members Correctly answer any of the items on the left Duties as a member of.
Answer any of the items on the left correctly. Observation skills • Which tree has no branch. Correctly answer any of the items on the left Scientific investigation • Identification of preventive measures regarding Answer any of the items on the left correctly. Everyday science • What is information communication.
Percentage of the students of BRAC non-formal primary schools achieving Bangla competencies by year and area. Percentage of students from BRAC non-formal primary schools achieving maths competencies by year and area. Percentage of students from BRAC non-formal primary schools achieving general science competencies by year and area.
Percentage of students of BRAC non-formal primary schools who achieve religious education competence by year and field. Percentage of non-formal BRAC primary school students achieving Bangla language competence, by gender, subject and year. Percentage of non-formal BRAC primary school students achieving social science competencies by gender, field and year.
Percentage of students at BRAC non-formal primary schools achieving a competency in religious studies by gender, area and year.
