The out-of-school children model, commonly known as the "one teacher, one classroom model", has been operating in Bangladesh since 1985. Based on the principles of inclusive and accessible education, this model was developed to reach marginalized children outside the formal education system. It is based on a network of non-formal primary schools where each classroom has a small group of 25-30 students. These students are grouped according to similar learning levels rather than age and are taught by a trained teacher who guides them through an accelerated primary-level curriculum.
The entire primary cycle is compressed into 48 months, including 9 months for each of grades one to three, 10 months for grade four, and 11 months for grade five. Through this structured but flexible approach, students can complete the equivalent of five years of primary education in four years. School hours are set to suit the local context, taking into account harvest seasons, religious ceremonies and other socio-economic factors, so that children can attend school without disrupting their family responsibilities.
Free classes are provided to remove financial barriers and very little homework is given. This is done intentionally, recognizing that many students come from families where parents have little or no formal education and are unable to support their studies at home. Instead, the emphasis is on learning during school hours, using interactive and participatory teaching methods to build literacy, numeracy and life skills.
In 2017, recognizing the effectiveness of this model in meeting the learning needs of disadvantaged children, the Bangladesh Government’s Bureau of Non-Formal Education (BNFE) officially adopted and scaled up this approach. It specifically targets children aged 8 to 14 who have either dropped out of school or never enrolled. These children are often the most vulnerable – living in poverty, working to support their families, or living in remote or disadvantaged areas.
This model plays a key role in achieving national and global education goals, such as Sustainable Development Goal 4 (SDG 4), which calls for inclusive, equitable and quality education for all. By providing a second chance at education, the ‘one teacher, one classroom’ model helps reduce educational disparities, supports child rights and contributes to breaking the cycle of poverty in low-income communities.
Today, thousands of such non-formal schools are operating across the country, supported by NGOs, community organizations and government initiatives. With the growing demand for flexible and context-sensitive education – especially in the context of disruptions such as the COVID-19 pandemic – this model continues to serve as a promising solution for reaching children who have been left behind by traditional education systems.
