BRAC hosts discussion on play-based learning and inclusive education
An information and experience-sharing event on play-based learning, inclusive education and children's psychosocial development was organised by the BRAC Education Programme on Thursday, 18 December, at the BRAC Centre in Dhaka.
The event, held under the project titled Advocacy for Play, Early Learning and Socio-Emotional Development in Bangladesh, brought together government policymakers, development partners, researchers, educationists, donor agencies, representatives from public and private institutions and members of the media.
Research findings, field experiences and policy recommendations were presented, focusing on play-based approaches to early learning readiness, socio-emotional support and improving the overall quality of education.
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Speaking as chief guest, Director General of the Directorate of Primary Education Abu Noor Md Shamsuzzaman said non-government development organisations, alongside the government, must play a stronger role in ensuring quality education for children.
In his welcome address, Safi Rahman Khan, director of BRAC's education, skills development and migration programme, emphasised the need to expand play-based learning initiatives in line with research findings generated by the Play Lab.
Programme Head of the BRAC Education Programme Mohammad Moazzem Hossain delivered an overview presentation on Play Lab (Khelar Jagat), sharing research findings on the effectiveness of the initiative. The research showed that teachers trained in play-based learning methods are influencing their peers by sharing knowledge and encouraging wider adoption of such approaches in schools.
During the discussion session, speakers stressed the importance of joint efforts by government and non-government actors to scale up play-based learning nationwide. The session was moderated by KA M Morshed, senior director at BRAC, who urged policymakers to design programmes based on community-level needs.
The event also featured discussions on coordinated planning among government ministries and agencies, enhancing teachers' skills, using research-based evidence in policy formulation, monitoring the education system, experience-sharing, and data-driven evaluation of skills development initiatives.
