Admission & Curriculam
The admissions policy for the School of Hope briefly covers the High School Scholarships awarded by Lindex staff. Any deviation from this policy must be explicitly be approved by the VHF Board for the School of Hope. The policy formalizes most elements of the process from previous year’s follow up, with minor adjustments.Generally thepolicy in student intake in future, increasing number of students, approves bythe Board revision.
Policy Review Planning
The Board conducts a review of the Admissions process, looking at:
- Fairness of outcomes where test identifies successful candidates from eligible pool of the poorestfamilies;
- Need for a formal gender balance;
- Need for a formal preferable system for School of Hope siblings (children with brothers or sisters who are attending or have previously attended the School of Hope)
- Accuracy of salary limits.
Process Overview (for new students)
- School of Hope publishes Key Admissions Dates
- Parents approach the school to request enrolment for their child. Principle discusses school policies and eligibility requirements. All required information is recorded (name, date of birth, address, income level, etc).
- If deemed eligible to attend based on the information provided, students then take an Entrance Exam. This has 2 purposes: 1) select successful candidates from among a pool of eligible students in a way that is acceptable to the community, 2) confirm which class students should be enrolled for.
- Principle or teacher visits the family home, confirming that the student is indeed eligible to attend.
- Students the SoH can accommodate are offered a place, Principle discusses this with the family and reaffirms the school policies.
So the Admissions process:
- Attempts to select from the “poor” families, but
- Uses an entrance exam to choose among those deemed to meet the “poor” eligibility criteria
Note: existing students must explicitly request readmission but are not required to sit an additional test. This policy document does not focus extensively on readmission as this is an automatic process one the readmission request is received, except in extreme circumstances.
Where students are offered a place at the SoH but decline (family moves, accept a place at a different school), the next eligible student will be offered a place once a teacher has visited their home.
Considerations can be grouped as follows:
- Number of places available at SoH
- Family situation of applicants:
- Location: must live locally
- Monthly income and occupation
- Family size in the home
- Accommodation: type and cost
- Siblings at SoH or other
- Student Test Score
The factors that determine eligibility reflect the goals of the school: educating children who would otherwise not be able to go to school (as they’re parents cannot afford it). School of Hope focuses on those unable to afford a government school education, and aims to help the mostly needy in the local area. The Board acknowledges, however, that the SoH cannot provide places to all needy children and attempts to take a pragmatic approach.
The details for all children who request a place at the School of Hope are recorded in the admissions register, even if they are then deemed ineligible due to their family situation or do not score highly enough in the admissions exam. This information is critical to ensure transparency in the process and enables reviews.
Special Education for Dropout children
Along with the mainstream education system SoH also picks the dropped out children of the locality to provide a special academic development with an experimental syllabus of her own. The dropped out children are mainly working children or who is older enough but never attend in any school or who had gone to school but unable to continue studies for any unexpected situation or need. InSoH, this class is call “Literacy” Here the students begins with the very beginning stage of the curriculum provided by the government to the pre-primary level.
A glance of the Students of Literacy Class
The Literacy syllabus is more polished and little bit extend than the government syllabus for pre-primary. Literally to say, when the students do much better than the goal of Literacy level in SoH, they are highly encouraged to attend in grade two and those who are above the level of Literacy they are encourage to attend in grade one. If in any cases it is found that the students of Literacy are not up to the mark, then SoH consults with their parents to keep again in Literacy as there is much room for development.
All the teachers in SoH are allowed to give lessons in Literacy class by rotation but Mr. Mahbub Zaman is the actual expert in the teaching-learning process or method of Literacy class.So the other teachers are always encourage to keep abreast to him, the in house teachers as a trainer in peer colleague state.
Beside academic lessons the students of Literacy are always motivated to continue their studies as some of them have the taste of avoiding functional education. Due to year drop these kids are found very reluctant to study therefore facing towards the mainstream of education becomes a big challenge for the teachers of this class. Moral values, social norms and capacity building in socialization with the main stream students are the part and parcel along with the academic syllabus of Literacy.
It is a matter of satisfaction for SoH, that very few NGOs or institutions provide this type of teaching-learning process in the locality. So, SoH often receives praiseworthy notes for this Special Education System. And it is also found that those who are coped with the main stream of education can reach to a long distance of development. Many of the students from Literacy are found to complete secondary or higher secondary even graduation level. So, it is a matter of pride with complacency for School of Hope and her facilitators.
Elementary Level: State Curriculum
As per the state curriculum by the government of Bangladesh SoH runs all the academic activities. Text books and Syllabus all focus on the government policy. From Preprimary to Grade Five all text books are provided by the government to the students but the supplementary books especially on English Subject are provided to the students from the school with the help of donations of individuals or organizations. Beside the state curriculum SoH puts emphasizes on General Knowledge of basic Spoken English, Current Affairs, Computational Knowledge, Moral Education, Adolescence basic health knowledge as well as public speaking. The Primary Education Certificate (PEC) Examination is a national examination in Bangladesh administered by the Ministry of Primary and Mass Education, and taken by all students near the end of their fifth year in primary school
From the very beginning of the Primary Education Completion Examination introduced by the government of Bangladesh in the year of 2009 SoH students are taking part in it and the result is pretty good. After completion of PECE, students take admission in class six in the local high schools to continue SSC level as the outgoing students getting financial support as stipend from Lindex. In the primary level Bengali (mother tongue) English, Math is compulsory from Grade One to Grade Two but from Grade Three to Grade Five Social Science, known as BGS (Bangladesh and Global Studies) General Science, Religion and Moral Education are added.
PEC Resultfor the last 5 Years
|2015||16||3||9 bs + 4 Gs||13|
|2016||22||4||11 bs + 7 Gs||18|
|2017||23||2||10 bs + 11 Gs||21|
|2018||21||3||9 bs + 9 Gs||18|
|2019||14||1||5 bs + 8 Gs||13|
Elementary class to PEC students (Batch-2016) to Outgoing students SSC Students (PEC Batch-2011, SSC-2017)
Moral and Cultural Education
Beside academic education for blooming the latent talent in cultural side SoH has two days Music classes including Singing and Tabla (drum). Again beside all days academic routine there is a period for recitation, presentation, drama, dance, drawing, craft, extemporary speech and debate which are run by the teachers. Various cultural functions are arranged for and by the students, from planning to perform all are done by the students. Sometimes handwriting, reciting, drawing, storytelling completion are arranged within class to shed off shyness and to show real love and interest for the cultural activities.
Cultural programs are arranged over all whole year on various national and international days e.g. International Mother Language Day, May Day, Women’s day, Independence Day, Bangla New Year, Teachers’ Day, victory Day etc. Sometimes students also take part in various competition individually or in group. InSoH, in the case of cultural development, the old students try to teach the new one as a part of peer learning. Group wise the old students are given charge to help the new learners in learning. Again when the programs are set up the ration between old and new are kept side by side to be experience at first hand.
Some cultural program of SoH Students during various celebration days
In house & Out Going Students’ Child Forum
With the help of Dhaka East AP World Vision of Bangladesh SoH first opened its Child Forum in 2017 with 20 students from class Six and Five entitling AlorJonaki (Fire Flies). It was the CF for outgoing students, later another forum was opened with the students of class Five (15) and Four (15) in total 30 students, for in house students entitling AlorPothik (Strangers for Light) in the same year. The Executive Committee of the Child Forum is formed by the Voting Election in Ballot by the general members. The main activities of the both forums are
- Keeping liaison between the school management (teachers) and students
- Helping each other especially the students of SoH
- Calling general meeting with the other students about school’s students’ role in development
- Arranging awareness building programs for the other students emphasizing on Child Rights Act 2013 BD
- Rendering social services as a student among the fellow friends, brothers, families associated to SoH