L’Adoption par l’ONG de développement BRAC (ব্র্যাক) de l’enseignement primaire communautaire pour les enfants socialement défavorisés au Bangladesh
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Cet article est une analyse critique-historique de l’adoption par le BRAC de l’enseignement primaire non formel (EPNF) qui minimise l’emphase sur la « conscientisation » de l’éducation fonctionnelle au Bangladesh dans les années 1980. La question centrale de cet article est de savoir pourquoi le BRAC a adopté l’EPNF en 1985 dans le cadre de ses besoins. Cette étude analyse le programme d’éducation du BRAC de 1973 à 1985, avec un accent particulier sur le contexte néolibéral international des années 1980, sur le changement de politique de l’industrie de l’aide occidentale et sur la relation que BRAC et son fondateur avaient avec les structures du pouvoir locales et les régimes bangladais consécutifs (Fatah, 2020). Nous examinons les documents du programme d’études du BRAC, les propositions de projets, les rapports d’évaluation et les propos de Fazle Hasan Abed, le fondateur du BRAC. Nous concluons qu’en plus de soutenir les enfants défavorisés, l’adoption de l’EPNF par le BRAC vise à promouvoir la croissance organisationnelle de l’EPNF vis-à-vis sa soumission à la structure locale du pouvoir et en relation avec le cadre néolibéral qui domine l’industrie de l’aide internationale.
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