{"id":8346,"date":"2025-11-24T20:44:45","date_gmt":"2025-11-24T14:44:45","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8346"},"modified":"2025-11-24T21:00:52","modified_gmt":"2025-11-24T15:00:52","slug":"%e0%a6%a8%e0%a7%87%e0%a6%a4%e0%a7%83%e0%a6%a4%e0%a7%8d%e0%a6%ac-%e0%a6%ac%e0%a6%be%e0%a6%b8%e0%a7%8d%e0%a6%a4%e0%a6%ac%e0%a6%be%e0%a6%af%e0%a6%bc%e0%a6%a8","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%97%e0%a6%ac%e0%a7%87%e0%a6%b7%e0%a6%a3%e0%a6%be-%e0%a6%95%e0%a7%87%e0%a6%a8%e0%a7%8d%e0%a6%a6%e0%a7%8d%e0%a6%b0-%e0%a6%ac%e0%a6%bf%e0%a6%a8%e0%a6%be%e0%a6%ae%e0%a7%82%e0%a6%b2%e0%a7%8d%e0%a6%af\/%e0%a6%aa%e0%a7%8d%e0%a6%b0%e0%a6%be%e0%a6%a5%e0%a6%ae%e0%a6%bf%e0%a6%95-%e0%a6%ac%e0%a6%9b%e0%a6%b0%e0%a7%87%e0%a6%b0-%e0%a6%95%e0%a6%be%e0%a6%a0%e0%a6%be%e0%a6%ae%e0%a7%8b\/%e0%a6%a8%e0%a7%87%e0%a6%a4%e0%a7%83%e0%a6%a4%e0%a7%8d%e0%a6%ac-%e0%a6%ac%e0%a6%be%e0%a6%b8%e0%a7%8d%e0%a6%a4%e0%a6%ac%e0%a6%be%e0%a6%af%e0%a6%bc%e0%a6%a8\/","title":{"rendered":"\u09a8\u09c7\u09a4\u09c3\u09a4\u09cd\u09ac 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0.35rem 0;\r\n      font-size: 0.95rem;\r\n      max-width: 640px;\r\n      line-height: 1.65;\r\n      opacity: 0.95;\r\n      font-weight: 400;\r\n    }\r\n  <\/style>\r\n\r\n  <div class=\"ey-wrap\">\r\n\r\n    <!-- Hero -->\r\n    <header class=\"ey-hero\">\r\n      <img decoding=\"async\" data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/09\/EarlyYears1.webp\"\r\n           alt=\"School leaders and early years teachers in Bangladesh planning together\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/1024;\">\r\n      <div class=\"ey-hero-inner\">\r\n        <div class=\"ey-hero-kicker\">Early Years Framework \u00b7 Leadership & Systems<\/div>\r\n        <h1>Leadership and system-level implementation<\/h1>\r\n        <p class=\"ey-hero-sub\">\r\n          Turning early years principles into sustainable whole-school practice in Bangladeshi schools and NGOs.\r\n        <\/p>\r\n      <\/div>\r\n    <\/header>\r\n\r\n    <!-- 1. Evidence foundations -->\r\n    <section class=\"ey-intro\" aria-labelledby=\"ey-lead-intro-heading\">\r\n      <h2 id=\"ey-lead-intro-heading\">1. Evidence foundations: why leadership and systems matter for early years<\/h2>\r\n      <p>\r\n        High-quality early years provision does not happen by accident. Research on school improvement\r\n        and implementation shows that lasting change requires clear, shared goals, supportive\r\n        leadership, coherent systems and routines, deliberate professional development and patient,\r\n        staged implementation.\r\n      <\/p>\r\n      <p>\r\n        In early years, this matters even more. Children are forming their first habits of learning,\r\n        and staff are often working under pressure with limited resources. The EBTD Early Years\r\n        Framework (Bangladesh, BD) offers an evidence-based picture of strong practice across ten\r\n        strands, but a framework alone is not enough.\r\n      <\/p>\r\n      <p>\r\n        Leaders need tools to review current practice calmly, identify a small number of priorities,\r\n        plan professional development and support, and monitor impact without creating fear or extra\r\n        burden. This is where the\r\n        <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/bridge\/early-years\/\">\r\n          BRIDGE Early Years Self-Review Framework\r\n        <\/a>\r\n        and the\r\n        <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/effective-implementation\/\">\r\n          Effective Implementation Hub\r\n        <\/a>\r\n        work alongside this Early Years Framework.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 2. Why this matters in Bangladesh -->\r\n    <section aria-labelledby=\"ey-lead-bd-heading\">\r\n      <h2 id=\"ey-lead-bd-heading\">2. Why this matters in Bangladesh (BD)<\/h2>\r\n      <p>\r\n        Bangladeshi schools and NGOs are under intense pressure to show improvement quickly.\r\n        Exam results dominate conversation, donors and authorities expect visible change, and teachers\r\n        face large classes and heavy workload. Early years can sometimes be seen as \u201cjust play\u201d\r\n        rather than a strategic priority.\r\n      <\/p>\r\n      <p>\r\n        The risk is not a lack of ideas. It is initiative overload and fragmented effort: many\r\n        projects but little depth, short-term pilots that fade after a term, training days with\r\n        limited follow-up and new policies that never reach consistent classroom practice.\r\n      <\/p>\r\n      <p>\r\n        For early years, this can lead to rushed \u201cpre-primary\u201d classes that copy primary methods,\r\n        reduced time for play, talk and emotional support, inconsistent expectations across classes\r\n        and mixed messages to families.\r\n      <\/p>\r\n      <p>\r\n        The EBTD Early Years Framework, BRIDGE and the Effective Implementation Hub are designed to\r\n        help leaders slow down, focus and go deeper, rather than doing a little bit of everything\r\n        for a short time.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 3. Using the framework for school improvement -->\r\n    <section aria-labelledby=\"ey-lead-framework-heading\">\r\n      <h2 id=\"ey-lead-framework-heading\">3. Using the Early Years Framework for school improvement<\/h2>\r\n      <p>\r\n        The Early Years Framework is not just a set of pages. Used well, it becomes a map for\r\n        improvement.\r\n      <\/p>\r\n      <p>Leaders can use it to:<\/p>\r\n      <ul>\r\n        <li>\r\n          <strong>Clarify the vision<\/strong> \u2013 agree what high-quality early years practice should\r\n          look and feel like in your school or NGO, across language, play, maths, relationships,\r\n          environment and assessment.\r\n        <\/li>\r\n        <li>\r\n          <strong>Identify strengths and gaps<\/strong> \u2013 ask which strands are already relatively\r\n          strong, where practice is uneven, and what classroom observations, BRIDGE self-reviews and\r\n          staff voices are telling you.\r\n        <\/li>\r\n        <li>\r\n          <strong>Choose 1\u20132 priority strands<\/strong> \u2013 for example \u201cLanguage & Communication\u201d and\r\n          \u201cSelf-Regulation & Social Development\u201d, rather than trying to fix everything at once.\r\n        <\/li>\r\n        <li>\r\n          <strong>Align policies and routines<\/strong> \u2013 ensure timetables, expectations for talk,\r\n          environment standards and assessment approaches reflect your early years vision, and that\r\n          early years is included in whole-school decisions.\r\n        <\/li>\r\n        <li>\r\n          <strong>Plan monitoring and support<\/strong> \u2013 agree what simple evidence will show\r\n          whether change is happening (for example, more child talk, more structured play, calmer\r\n          transitions, better parent dialogue) without creating a new pile of paperwork.\r\n        <\/li>\r\n      <\/ul>\r\n      <p>\r\n        The framework helps leaders talk about early years with precision, not vague aspiration.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 4. Professional development pathways -->\r\n    <section aria-labelledby=\"ey-lead-pd-heading\">\r\n      <h2 id=\"ey-lead-pd-heading\">4. Professional development pathways for early years staff<\/h2>\r\n      <p>\r\n        Short, one-off workshops rarely change practice. Evidence from implementation and professional\r\n        learning shows that teachers need ongoing, supported practice over time.\r\n      <\/p>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>a. Focus on a small number of strands<\/h3>\r\n        <p>\r\n          Structure the year so that each term focuses on a few linked strands. For example:\r\n        <\/p>\r\n        <ul>\r\n          <li>Term 1: Language & Communication + Play, Talk & Interaction.<\/li>\r\n          <li>Term 2: Self-Regulation & Social Development.<\/li>\r\n          <li>Term 3: Early Maths Foundations and Learning Environment.<\/li>\r\n        <\/ul>\r\n        <p>\r\n          Each term, introduce key ideas, model strategies in real classrooms, use peer observation or\r\n          video reflection and revisit approaches rather than moving on too quickly.\r\n        <\/p>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>b. Use BRIDGE clusters as structure<\/h3>\r\n        <p>\r\n          The\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/bridge\/early-years\/\">\r\n            BRIDGE Early Years clusters\r\n          <\/a>\r\n          (early literacy & numeracy, play-based learning, language & oracy, emotional & social\r\n          development, environment & resources, parental engagement) align closely with the ten strands\r\n          of this framework.\r\n        <\/p>\r\n        <p>\r\n          Leaders can choose a BRIDGE cluster, connect it to one or two Early Years Framework strands\r\n          and build a CPD cycle around that shared focus.\r\n        <\/p>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>c. Support staff emotionally and practically<\/h3>\r\n        <p>\r\n          For change to last, staff need time to try new approaches, permission to experiment and make\r\n          mistakes, feedback that is coaching-oriented rather than inspection-driven and recognition\r\n          for effort, not only for \u201cperfect\u201d implementation.\r\n        <\/p>\r\n        <p>\r\n          This builds the culture described in the\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/effective-implementation\/\">\r\n            Effective Implementation Hub\r\n          <\/a>\r\n          \u2013 trust, dialogue, shared purpose and practical support.\r\n        <\/p>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- 5. Aligning with BRIDGE -->\r\n    <section aria-labelledby=\"ey-lead-bridge-heading\">\r\n      <h2 id=\"ey-lead-bridge-heading\">5. Aligning with BRIDGE Early Years self-review<\/h2>\r\n      <p>\r\n        The\r\n        <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/bridge\/early-years\/\">\r\n          BRIDGE: Early Years Self-Review Framework\r\n        <\/a>\r\n        gives leaders and teams a calm, non-judgemental tool for thinking about quality across six\r\n        clusters: early literacy & numeracy foundations, play-based & child-centred learning, language\r\n        development & oracy, emotional & social development, environment & resources and parental\r\n        engagement.\r\n      <\/p>\r\n      <p>In practice, BRIDGE and this Early Years Framework can work together like this:<\/p>\r\n\r\n      <div class=\"ey-flex-two\">\r\n        <div class=\"ey-panel\">\r\n          <h3>Step 1: Use BRIDGE to diagnose and reflect<\/h3>\r\n          <p>\r\n            Use BRIDGE cluster review questions, active ingredients and example tables. Involve teachers,\r\n            assistants and, where possible, parents. Aim for honest reflection, not \u201cperfect scores\u201d.\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"ey-panel\">\r\n          <h3>Step 2: Use this framework for depth<\/h3>\r\n          <p>\r\n            For each priority cluster, explore the matching strand(s) in the Early Years Framework.\r\n            Identify concrete examples, routines and classroom practices that could strengthen that\r\n            cluster in your setting.\r\n          <\/p>\r\n        <\/div>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>Step 3: Use the Effective Implementation Hub for process<\/h3>\r\n        <p>\r\n          Plan how to make changes using the EEF-style phases, adapted for Bangladesh in the\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/effective-implementation\/\">\r\n            Effective Implementation Hub\r\n          <\/a>:\r\n          Explore, Prepare, Deliver, Sustain. Keep changes small, specific and focused.\r\n        <\/p>\r\n        <p>\r\n          A simple way to think about the relationship:\r\n        <\/p>\r\n        <ul>\r\n          <li><strong>BRIDGE<\/strong> \u2013 \u201cWhere are we now?\u201d<\/li>\r\n          <li><strong>Early Years Framework<\/strong> \u2013 \u201cWhat could good look like here?\u201d<\/li>\r\n          <li><strong>Effective Implementation Hub<\/strong> \u2013 \u201cHow will we get there, realistically?\u201d<\/li>\r\n        <\/ul>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- 6. Monitoring impact -->\r\n    <section aria-labelledby=\"ey-lead-monitor-heading\">\r\n      <h2 id=\"ey-lead-monitor-heading\">6. Monitoring early years impact without pressure<\/h2>\r\n      <p>\r\n        Leaders and NGOs often need to show impact, but if monitoring becomes heavy or high-stakes,\r\n        early years can quickly drift towards formal tests, long checklists and narrow targets.\r\n      <\/p>\r\n      <p>\r\n        Instead, monitoring should be light-touch, developmental and focused on learning rather than\r\n        labels. It should be useful to staff as well as leaders.\r\n      <\/p>\r\n      <p>Useful evidence of impact in early years might include:<\/p>\r\n      <ul>\r\n        <li>Observation notes showing more child-led talk and play.<\/li>\r\n        <li>Classroom environment photos before and after changes.<\/li>\r\n        <li>Short examples of children\u2019s language, drawings or play sequences.<\/li>\r\n        <li>Parent feedback on confidence and understanding.<\/li>\r\n        <li>Staff reflections on what has become easier or more effective.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Quantitative data (such as attendance or simple engagement indicators) can still play a role,\r\n        but should not drive fear. A helpful question for leaders is:\r\n      <\/p>\r\n      <p><em>\r\n        \u201cIf we stopped using this monitoring tool, would teachers\u2019 practice get worse \u2013 or stay the same?\u201d\r\n      <\/em><\/p>\r\n      <p>\r\n        If the answer is \u201cstay the same\u201d, the tool is probably not needed.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 7. Roles for NGOs and system leaders -->\r\n    <section aria-labelledby=\"ey-lead-ngo-heading\">\r\n      <h2 id=\"ey-lead-ngo-heading\">7. Roles for NGOs, networks and system leaders<\/h2>\r\n      <p>\r\n        For NGOs and system-level partners, the Early Years Framework, BRIDGE and the Effective\r\n        Implementation Hub can provide a shared language and avoid duplication.\r\n      <\/p>\r\n      <p>Key possibilities include:<\/p>\r\n      <ul>\r\n        <li>\r\n          Designing training programmes anchored in these tools rather than creating new models for\r\n          each project.\r\n        <\/li>\r\n        <li>\r\n          Aligning donor reporting with developmental indicators rather than narrow test scores.\r\n        <\/li>\r\n        <li>\r\n          Supporting clusters of schools to use BRIDGE and the Early Years Framework together.\r\n        <\/li>\r\n        <li>\r\n          Encouraging fewer, deeper initiatives instead of many short-lived pilots.\r\n        <\/li>\r\n        <li>\r\n          Building communities of practice where leaders share implementation stories and challenges.\r\n        <\/li>\r\n      <\/ul>\r\n      <p>\r\n        This helps shift the narrative from project-based early years reform to long-term system\r\n        strengthening.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 8\u20139 Active ingredients & traps -->\r\n    <section aria-labelledby=\"ey-lead-active-pitfalls-heading\">\r\n      <h2 id=\"ey-lead-active-pitfalls-heading\">8. Non-negotiable leadership behaviours and common traps<\/h2>\r\n\r\n      <div class=\"ey-flex-two\">\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-lead-active-heading\">\r\n          <h3 id=\"ey-lead-active-heading\">8.1 Non-negotiable leadership behaviours<\/h3>\r\n          <p>\r\n            Strong early years leadership in Bangladesh does not depend on perfect buildings or large\r\n            budgets. It depends on how leaders think and act.\r\n          <\/p>\r\n          <ul>\r\n            <li>Protecting early years time and focus in school priorities.<\/li>\r\n            <li>Choosing fewer, clearer improvement goals, not many scattered projects.<\/li>\r\n            <li>Creating psychological safety so staff can admit difficulty and ask for help.<\/li>\r\n            <li>Modelling learning and reflection as leaders.<\/li>\r\n            <li>Using data as a mirror for learning, not a weapon for blame.<\/li>\r\n            <li>Keeping families in the conversation as partners in every strand.<\/li>\r\n          <\/ul>\r\n          <p>\r\n            These behaviours mirror the implementation principles in the\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/effective-implementation\/\">\r\n              Effective Implementation Hub\r\n            <\/a> \u2013 culture first, then behaviour, context and process.\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-lead-pitfalls-heading\">\r\n          <h3 id=\"ey-lead-pitfalls-heading\">8.2 Common traps and how to avoid them<\/h3>\r\n          <p>Frequent leadership and system traps in early years improvement include:<\/p>\r\n          <ul>\r\n            <li><strong>Doing too much at once<\/strong> \u2013 adopting every donor project or idea at speed.<\/li>\r\n            <li><strong>Writing plans without staff voice<\/strong> \u2013 designing change from the office, not the classroom.<\/li>\r\n            <li><strong>Training without follow-up<\/strong> \u2013 one workshop, then silence.<\/li>\r\n            <li><strong>Monitoring as inspection<\/strong> \u2013 visits that feel like surveillance, not support.<\/li>\r\n            <li><strong>Chasing quick wins<\/strong> \u2013 visible activities rather than sustainable habits.<\/li>\r\n          <\/ul>\r\n          <p>Schools and NGOs can avoid these by:<\/p>\r\n          <ul>\r\n            <li>Committing to fewer changes with more depth.<\/li>\r\n            <li>Co-creating plans with teachers and assistants.<\/li>\r\n            <li>Planning short, repeated CPD linked to classroom practice.<\/li>\r\n            <li>Framing monitoring as joint enquiry (\u201cWhat\u2019s helping? What\u2019s hard?\u201d).<\/li>\r\n            <li>\r\n              Using the Explore \u2192 Prepare \u2192 Deliver \u2192 Sustain phases from your implementation hub to\r\n              think long-term.\r\n            <\/li>\r\n          <\/ul>\r\n        <\/div>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- 10. Reflection -->\r\n    <section class=\"ey-reflect\" aria-labelledby=\"ey-lead-reflect-heading\">\r\n      <h2 id=\"ey-lead-reflect-heading\">9. Reflection and next steps for leaders and NGOs<\/h2>\r\n      <p>Use these prompts in leadership meetings, networks or coaching conversations.<\/p>\r\n\r\n      <h3>For school leaders<\/h3>\r\n      <ul>\r\n        <li>How clearly is early years represented in our overall school improvement plan?<\/li>\r\n        <li>Which strands of the Early Years Framework feel strongest or weakest in our setting?<\/li>\r\n        <li>\r\n          How can we use BRIDGE Early Years self-review to listen to staff, not just rate them?\r\n        <\/li>\r\n      <\/ul>\r\n\r\n      <h3>For early years coordinators<\/h3>\r\n      <ul>\r\n        <li>Which one or two strands should we prioritise over the next two terms?<\/li>\r\n        <li>What practical support do teachers need to work on these strands well?<\/li>\r\n        <li>\r\n          How can we use the Effective Implementation phases to plan change step by step rather than\r\n          all at once?\r\n        <\/li>\r\n      <\/ul>\r\n\r\n      <h3>For NGOs and system partners<\/h3>\r\n      <ul>\r\n        <li>How do our programmes align with the EBTD Early Years Framework and BRIDGE clusters?<\/li>\r\n        <li>Are we building sustainable routines, or only short-term activities for reports?<\/li>\r\n        <li>\r\n          How can we reduce duplication and initiative overload for schools we support?\r\n        <\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- 11. Related resources -->\r\n    <section class=\"ey-related\" aria-labelledby=\"ey-lead-related-heading\">\r\n      <h2 id=\"ey-lead-related-heading\">10. Related EBTD leadership and implementation resources<\/h2>\r\n      <p>\r\n        This leadership and system-level strand is designed to sit alongside EBTD\u2019s existing tools for\r\n        strategic review and change:\r\n      <\/p>\r\n      <ul>\r\n        <li>\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/bridge\/early-years\/\">\r\n            BRIDGE: Early Years Self-Review Framework\r\n          <\/a>\r\n          \u2013 calm, non-judgemental reflection across six early years clusters.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/effective-implementation\/\">\r\n            Effective Implementation Hub \u2013 Bangladesh\r\n          <\/a>\r\n          \u2013 turning good ideas into lasting change using the EEF framework, explained in plain\r\n          language with local examples.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\">\r\n            EBTD Early Years Framework \u2013 Landing Page\r\n          <\/a>\r\n          \u2013 overview of all ten strands of the framework and links to each subpage.\r\n        <\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Newsletter CTA -->\r\n    <section class=\"ey-cta\" aria-labelledby=\"ey-lead-cta-heading\">\r\n      <h2 id=\"ey-lead-cta-heading\">Stay connected with EBTD Early Years leadership work<\/h2>\r\n      <p>\r\n        If you found this useful, join the EBTD newsletter for monthly, research-backed tips, free\r\n        classroom tools, and updates on our training in Bangladesh\u2014no spam, just what helps. Sign up\r\n        to the newsletter and please share this page with colleagues or on your social channels so\r\n        more teachers and leaders can benefit. Together we can improve outcomes and change lives.\r\n      <\/p>\r\n    <\/section>\r\n\r\n  <\/div>\r\n\r\n<\/section>\r\n\r\n<!-- Light JSON-LD for this subpage (to be strengthened once all 10 pages are fully linked) -->\r\n<script type=\"application\/ld+json\">\r\n{\r\n  \"@context\": \"https:\/\/schema.org\",\r\n  \"@type\": \"WebPage\",\r\n  \"name\": \"Leadership and system-level implementation \u2013 EBTD Early Years Framework (Bangladesh, BD)\",\r\n  \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/leadership-implementation\/\",\r\n  \"description\": \"Leadership and system-level implementation strand of the EBTD Early Years Framework in Bangladesh (BD), supporting school leaders, coordinators and NGOs to use the framework, BRIDGE and the Effective Implementation Hub for sustainable early years improvement.\",\r\n  \"inLanguage\": \"en\",\r\n  \"isPartOf\": {\r\n    \"@type\": \"WebPage\",\r\n    \"name\": \"EBTD Early Years Framework (Bangladesh, BD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\"\r\n  },\r\n  \"about\": [\r\n    \"early years leadership Bangladesh\",\r\n    \"system level implementation early years Bangladesh\",\r\n    \"BRIDGE early years self review Bangladesh\",\r\n    \"effective implementation early years Bangladesh\",\r\n    \"school improvement early years Bangladesh\",\r\n    \"NGO support early years Bangladesh\",\r\n    \"teacher professional development early years Bangladesh\"\r\n  ],\r\n  \"publisher\": {\r\n    \"@type\": \"Organization\",\r\n    \"name\": \"Evidence Based Teacher Development (EBTD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\"\r\n  }\r\n}\r\n<\/script>\r\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Early Years Framework \u00b7 Leadership & Systems Leadership and system-level implementation Turning early years principles into sustainable whole-school practice in Bangladeshi schools and NGOs. 1. 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