Welcome along to the deep dive.
Today we’re cutting through some of the noise, really getting to the core of what works in education.
And this deep dive — it’s specifically for you: the teachers, the leaders, everyone involved in education right there in Bangladesh.
Absolutely. And we really do get the context you’re working in. The commitment is huge, we see that. But well, so are the challenges, aren’t they? Large classes, maybe not always having the resources you need, and those high-stakes exams — they loom large.
They really do. So our mission today is pretty clear: a full overview of Evidence-Based Teacher Development, অথবা ইবিটিডি.
We’re not just listing things off — we want to explore the whole ecosystem: tools, research, training, and how it’s all been shaped for Bangladesh — for your classrooms, your students.
The Core Idea
Right. And the core idea, the real heart of EBTD, is moving away from “this is how we’ve always done it” or chasing the latest trend.
Instead, it anchors everything in actual evidence — but critically, not just any evidence. It’s evidence that’s been looked at, filtered, and tailored for your reality: those large classes, bilingual settings, and the exam pressures you mentioned. It’s about what’s proven to work there.
Okay, that makes sense — evidence-driven, locally tailored. So if evidence is the foundation, where does it actually live? How do people access it easily?
গবেষণা কেন্দ্র
That’s where the EBTD রিসার্চ হাব comes in. Think of it as the engine room for all this.
It’s essentially a free digital library built specifically to bridge the gap between big global research findings — like from the EEF in the UK or UNESCO — and what a teacher actually needs in a Dhaka classroom.
A free digital library — that’s key. And what kind of things would a teacher or school leader find there? Is it just dense academic papers?
Oh, definitely not. The value is in its accessibility. You’ll find concise research summaries — complex studies boiled down to two pages of actionable insights. Really practical stuff.
Okay, summaries are useful. What else?
You’ve also got local case studies — schools in Bangladesh that have tried these ideas out, so you can see how it works for them.
Ah — real-world examples from peers. That’s powerful.
Exactly. Plus, there are free guides on important topics like curriculum design or inclusion — things schools grapple with constantly.
পরীক্ষার বোর্ড তুলনা
Right. And I heard there’s something quite unique related to curriculum choice.
Yes — the পরীক্ষার বোর্ড তুলনা resource.
We know choosing between Cambridge, Pearson Edexcel, or Oxford AQA is a massive decision for schools. So this tool lays out the published specifications side by side — just the facts, no ranking, no opinion, just a neutral comparison.
And does it cover local subjects too?
It does — that was crucial. You’ll find comparisons for বাংলা এবং বাংলাদেশ স্টাডিজ right alongside the international subjects.
The whole point is helping schools make informed choices based on actual curriculum content, not just reputation. Does it fit your school’s vision? That’s the question it helps answer.
Removes the guesswork, provides clarity. Okay — great resource.
ব্রিজ ফ্রেমওয়ার্ক
So we’ve got the evidence hub. Now how do we move from knowing the evidence to actually using it to look at what’s happening in a school?
Let’s talk about the review tool — সেতু.
Right — BRIDGE. The name stands for Bangladesh Review for Improving Development of Growth in Education.
Quite a title!
It is — but the tagline sums it up better: “"আজকের অনুশীলনকে আগামীকালের সাফল্যের সাথে সংযুক্ত করা।"”
It’s about understanding where you are now to plan where you need to go.
Now, you hear “review tool” and sometimes leaders might think, “Oh no, another inspection checklist, more paperwork.” How is BRIDGE different, especially given workload pressures?
That’s an important distinction. BRIDGE is designed as a চিন্তা করার হাতিয়ার, not a compliance exercise.
Its whole philosophy is captured in the phrase “Facing reality before growth.”
Facing reality means being honest about where things stand. And crucially, it has no grades, no labels, no awards — it’s not about judging schools. It’s about supportive, honest reflection based on evidence.
The belief is simple: every single school has the capacity to improve. Every single one.
কিভাবে এটা কাজ করে
That’s a much more positive framing — supportive, not judgmental. So how does it structure that reflection?
It looks at eight key areas of school life: curriculum and teaching, leadership, inclusion, student achievement, and so on.
Within each area or cluster, it guides your thinking.
First, there’s an evidence review — why this area matters and what research says works.
Then it identifies সক্রিয় উপাদান — the non-negotiables that must be in place for that area to be effective.
Then come the self-evaluation questions. These aren’t tick boxes — they prompt discussion and require you to gather your own evidence from your school.
Finally, there are templates to document findings and define next steps. It’s designed to be action-oriented — moving you from talk to concrete change.
মূল্যায়ন
Let’s shift to direct classroom impact. How does EBTD help teachers with assessment?
Often teachers collect loads of marks — but what do they mean?
Exactly. That’s the challenge the উন্নত মূল্যায়নের নির্দেশিকা tackles. Teachers are drowning in marks but starving for insight.
We define assessment as the bridge between teaching and learning — its purpose is to tell you what the student actually understood after you taught them.
The guide distils assessment into two key principles:
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সারিবদ্ধকরণ – Test exactly what you taught. If your objective was identifying verbs, don’t suddenly test complex sentence analysis you never covered.
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Avoiding construct-irrelevant difficulty – Test the concept, not unrelated barriers like confusing language or formatting.
Test the maths, not the fancy words.
That’s a practical filter for teachers designing questions.
শ্রেণীকক্ষ আলোচনা
Now another huge area — classroom talk.
Research (some from Bangladesh) shows teacher talk can dominate 75–85% of lesson time. When that happens, learning becomes remembering what the teacher said — not reasoning or questioning.
The EBTD approach: talk is thinking made visible.
If students aren’t articulating ideas, they’re not processing deeply.
দ্য শ্রেণীকক্ষ আলোচনার নির্দেশিকা gives structured routines that work even in large classes. It’s not about small-group debates everywhere — it’s about structure.
শিক্ষক model talk, teaching students how to talk academically using sentence stems or talk frames like:
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“I agree with [name] because…”
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“Could you explain that further?”
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“I have a different idea, which is…”
These scaffolds make dialogue respectful, focused, and reasoning-based — moving far beyond recall.
বাস্তবায়ন
Teachers might get excited about new routines after a training session — but how do you make change stick?
That’s where the কার্যকর বাস্তবায়ন টুলকিট আসে।
It adapts the EEF’s four-phase process for the Bangladeshi context.
Before anything, it stresses culture — trust and shared purpose. Without that, plans fail.
Then come four phases:
1. Explore: Honest diagnosis of the real problem.
Example — weak essays? Look deeper: the issue might be lack of planning, not grammar.
3. Deliver: Support, not supervision. Leaders visit lessons to encourage, share small wins, and sustain momentum.
Culture and support make change possible and scalable.
Professional Development
This leads naturally to structured professional development.
The main pathway: the সমন্বিত শিক্ষক উন্নয়ন পুরস্কার — six interconnected modules that build on each other.
For example, মন থেকে স্মৃতি explores cognitive science — retrieval practice, spacing, cognitive load. It connects directly to other modules like Effective Assessment or AI in Teaching.
A joined-up approach.
Leadership Training
And for leaders — four specific pathways:
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Principals: strategy, vision, system leadership.
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Senior Leaders: leading school-wide initiatives.
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Faculty Leaders: curriculum quality within subjects.
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Leaders of Behaviour: positive school culture and systems.
They’re aligned with UK NPQs but contextualised for Bangladesh — always practical and measurable.
টিউটর প্রশিক্ষণ
Tutoring is huge in Bangladesh, but often drifts into exam drilling.
ইবিটিডি'স টিউটর প্রশিক্ষণের পথ equips tutors for deeper learning. Three tiers: ফাউন্ডেশন, উন্নত, এবং Tutor Leader.
Affordable too — around 3,000–5,000 taka — keeping quality training accessible.
Closing Message
So if we sum up the whole EBTD mission, it boils down to equipping educators in Bangladesh with tools, evidence, and confidence — confidence to drive change that’s practical, measurable, and lasting.
Whether that starts with downloading a free guide from the Research Hub or embarking on a full development award, it’s all geared toward effective, sustainable improvement.
And underpinning all of that is the commitment to support you — the teachers, the leaders, the schools — because ultimately that support benefits students across Bangladesh, building improvement on solid ground.
We’ve talked a lot about evidence, reflection, and the idea that improvement is a discipline.
No school is perfect. So here’s the challenge for you listening:
If you accept there’s always room to grow, what’s one specific piece of evidence you could gather in your school next week — not just exam scores, something deeper?
What evidence could you find to honestly diagnose where your school might need to focus its energy for growth?
