Our Mission: Evidence-Informed Change for Bangladeshi Schools
We support teachers and leaders to improve learning by addressing the real pressures of classrooms, leadership, and assessment — using evidence, not ideology.
From evidence to impact
Great teaching transforms lives. Our role is to equip teachers and school leaders in Bangladesh with the tools, knowledge, and confidence to improve learning for every student.
Too often, professional development depends on tradition or opinion. EBTD is different. We draw on global research — including the Education Endowment Foundation (EEF), the UK National Professional Qualifications (NPQs), UNESCO and UNICEF guidance — and translate it into practical steps for Bangladeshi classrooms.
Our vision for Bangladesh
We see a future where evidence-based strategies are normal practice, leaders drive lasting improvement, and student outcomes rise across the country. By blending global research with local context, we ensure training is rigorous, practical, and culturally relevant.
Why this work is needed in Bangladesh (BD)
In Bangladesh, students, teachers, school leaders, and parents operate within a system shaped by high-stakes exams, public accountability, and intense social pressure. When success is narrowly defined by results, many everyday classroom behaviours are rational responses to risk — not signs of low motivation or poor professionalism.
Fear of being wrong can silence students. Teachers may rely on safer, exam-focused routines. Leaders may prioritise compliance over learning. Parents may increase pressure because they fear lost opportunity. None of these responses are accidental. They are shaped by incentives.
Four pressures shaping everyday practice
- Exam pressure dominates success: Learning narrows when marks carry identity, reputation, and future access.
- Fear reduces participation: Silence and compliance are often safety strategies, not disengagement.
- Accountability focuses on what is visible: Snapshot judgments can reward performance rather than learning.
- Professional development is fragmented: One-off initiatives rarely become habits without implementation support.
These pressures reinforce each other. Breaking the cycle requires changing conditions — not blaming individuals. Understanding these pressures is essential — because they shape how schools respond to any attempt at improvement.
Why EBTD exists
Evidence Based Teacher Development (EBTD) exists to support sustainable improvement in Bangladeshi schools by addressing these systemic pressures directly.
We are intentionally independent. We are not tied to a specific exam board or branded international organisation. This independence allows us to examine exam pressure honestly, adapt global research responsibly, and prioritise learning over compliance.
Evidence matters because intuition alone often reinforces existing habits. Our role is to translate high-quality research into practical routines that work in real classrooms, with large classes, limited resources, and bilingual contexts.
What makes EBTD different
- Locally tailored: Global evidence adapted for Bangladeshi classrooms.
- Evidence-driven: Focused on approaches with the strongest impact on learning.
- Practical: Designed for immediate classroom and leadership use.
- Sustainable: Built to develop capacity, not dependency.
Our work, connected by evidence
Improving classroom learning
Evidence-informed routines that strengthen learning, participation, and long-term retention in everyday classrooms.
Guide to Better Assessment
Practical guidance on designing assessment that supports learning, reduces fear, and informs teaching.
EBTD Guide to Memory
How retrieval, spacing, and practice help learning last — adapted for Bangladeshi classrooms.
Classroom Talk
Evidence-based approaches to questioning, discussion, and participation that reduce classroom silence.
Early Years Framework
A research-informed foundation for language, play, routines, and learning in early childhood settings.
Supporting leadership and implementation
Tools and frameworks that help leaders move from good intentions to sustained, whole-school improvement.
Effective Implementation
How to introduce change gradually, reduce initiative overload, and embed new practices reliably.
EBTD Leadership Behaviours
A shared language for leadership actions that support trust, learning, and improvement.
Deliberate Practice Model
A structured approach to professional learning that turns feedback into improved practice.
BRIDGE Self-Review
A practical framework and tool to support reflection, planning, and school improvement.
Inclusive, safe learning environments
Guidance that helps schools support diverse learners while maintaining high expectations for all.
Developing people and partnerships
Structured development pathways and long-term partnerships designed to build capacity, not dependency.
Teacher Training (BD)
Six evidence-informed modules supporting classroom practice across subjects and phases.
Leadership Development
NPQ-aligned development for school leaders focused on implementation and impact.
Partnership Schools
Collaborative, long-term partnerships supporting sustainable improvement at school level.
Questions and answers
More about EBTD’s mission, approach and how to work with us in Bangladesh (BD).
How is EBTD different from typical training providers?
We translate robust evidence into context-specific routines for Bangladeshi classrooms. Each resource is designed for immediate use, with clear models, examples and coaching prompts that help change stick.
What does EBTD stand for?
EBTD stands for Evidence Based Teacher Development — an organisation dedicated to improving teaching and leadership in Bangladesh through research-informed, practical professional development.
What does “evidence-based” mean in practice?
It means we prioritise approaches with strong research support and we adapt them to local realities. For example: explicit instruction with structured talk; retrieval and spaced practice; formative assessment and responsive teaching; metacognition and self-regulation; and implementation guidance for leaders.
Do you offer Bangla-friendly resources?
Yes. Many pages include Bangla toggles or localised versions, and our training materials are written to be used in bilingual contexts. Where full translation is needed, we provide templates and guidance.
Who are your programmes for?
Classroom teachers, department and faculty leaders, school leaders, and tutors. Schools and networks can commission tailored partnership programmes aligned to specific priorities.
How do schools measure impact with EBTD?
We agree observable routines and short, practical evidence sources (work samples, questioning probes, lesson artefacts). Leaders use simple progress checks aligned to the BRIDGE framework to evaluate and refine.
Is EBTD a campaign or advocacy organisation?
No. EBTD is a practice-focused, evidence-informed professional development organisation. We work with schools to improve learning through practical routines and sustained implementation.
How can we partner with EBTD?
Explore School Partnerships, or contact us via the Contact page. We’ll scope your goals, co-design a plan, and support implementation and review.
Explore our work
- Research Hub
- Teacher Training in Bangladesh (BD)
- Leadership Development
- Tutor Training Pathway
- BRIDGE Self-Review
- Exam Board Comparison
- Podcasts
- Contact Us | Newsletter
Prefer a quick overview? Start with Teacher Training (BD) or the Research Hub.
Want to learn more about the research behind our work? Discover why evidence matters.
If you found this useful, join the EBTD newsletter for monthly, research-backed tips, free classroom tools, and updates on our training in Bangladesh—no spam, just what helps. Sign up to the newsletter and please share this page with colleagues or on your social channels so more teachers can benefit. Together we can improve outcomes and change lives.